- •I. Before You Read
- •1 . Wise People Talk
- •New York
- •Higher education in the usa: the roots
- •III. After you read
- •1. Answer the following questions
- •2. Do the multiple choice test going behind some words in the text
- •3. If you manage to read the message written clockwise, you will learn what education really means for the Americans.
- •4. Consider the following cultural note
- •Idiom Box
- •I. Before you read
- •I’m not claiming there’s anything new in this all
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations. Higher education in the usa: starting point
- •5. In the text find a pair of antonyms referring to one concept. Fit them into the following sets of synonyms; do some dictionary digging to explore shades of meanings of the words and phrases.
- •6. (A) Think of one word from the text to fit into each of the gaps. Do not overlook polysemy.
- •7. Most of the lines contain an unnecessary word; single it out. The example was done for you. Gap year
- •Idiom Box
- •8. (A) Match the idioms with their definitions.
- •9. (A) Decipher a scrambled word to learn a definition from a witty college glossary.
- •I. Before you read
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations. Higher education in the usa: choice of the institution
- •III. After you read
- •1. Do the true-or-false test according to the information from the text
- •2. Complete the flow chart with the words from the box; use it to describe different types of institutions
- •4. Tick the boxes to indicate what different schools offer
- •5. Chose variant a. Or b. To complete the statements
- •6. Find at least 5 words and word combinations in the text to name an institution where one can get higher education.
- •7 (A) Complete collocations with the given words. School, university, college
- •8 (A) Consider the synonyms; match words with their definitions.
- •Idiom Box
- •9. Study the idioms in the box; fill them into the gaps making all the necessary changes.
- •10. Speak your mind
- •I. Before you read
- •It's from this angle that one must seriously consider this problem.
- •I don't profess to be an expert on the subject, but…
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations. Higher education in the usa: application process
- •III. After you read
- •1. Fill in the gaps with the appropriate units from the vocabulary section
- •2. Use the word in capitals to form a word that fits in the space
- •Idiom Box
- •3. Choose a or b according to the meaning of the idiom in bold
- •4. But I Have Not Yet Gone to College
- •5. Imagine you are an applicant and the college you are seeking admission to requires an interview. Act out parts of the interview taking up roles of interviewer and interviewee.
- •I. Before you read
- •It’s not unlikely that…
- •It’s precisely in that area that…
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations.
- •III. After you read
- •1. Imagine you are a mature senior student at an American University. Answer the following question an applicant puts you.
- •2. Find in the text words to add to the following sets of synonyms.
- •3. Complete the derivation table.
- •4. Fill in the gaps with the words from the vocabulary section
- •5. Match the collocations
- •6. For every word in bold with two synonyms in the box. The Fulbright Program
- •Idiom Box
- •7. (A) Consider the suggested idioms and phrases with the verb think
- •8. Organize a role-play Awarding a Scholarship
- •9. Consider the following language notes
- •10 Consider the spoonerism; what was in Mr. Spooner’s mind?
- •11. Put the scrambled words into a sentence – an aphorism assigned to
- •I . Before you read
- •It only remains for me to say that...
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations. Higher education in the usa: degrees and qualifications
- •III. After you read
- •1. Use information from the text to restore the table
- •2 (A) Think of one word from the text to fit into each of the gaps. Do not overlook polysemy.
- •4. Consider the following cultural notes
- •Idiom Box
- •5 (A) Pair off the units with the similar meaning. Give your grounds.
- •6 (A) Read Hints on Public speaking How to make a high impact public speech?
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations. Higher education in the usa: curriculum
- •III. After you read
- •1. Imagine you are a mature senior student at an American University. Answer the following question an applicant puts you.
- •2.Think of one word from the text to fit into each of the gaps. Do not overlook polysemy.
- •4. Complete the text by filling in the gaps with the words from the box The Academic Year
- •5. Consider the following terms and their explanations
- •Idiom Box
- •6 (A) Consider the suggested idioms and phrases with roll
- •7. Witty college glossary continued... Are the definitions true to life?
- •8. Speak your mind
- •I. Before you read
- •Higher education in the usa: who is who
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations.
- •III. After you read
- •1. Complete the diagram using the vocabulary units from the box
- •2 (A) Think of one noun to complete all of the following collocations
- •3 (A) Note how one concept finds a variety of phrasing possibilities. Consider the synonymous phrases; what shades of meaning does every of them bring about?
- •Idiom Box
- •5. Read Survival Strategies for College Life suggested by American students. Are they applicable to student life in Ukraine?
- •6. Consider the cultural note
- •Higher education in the usa: who is who
- •1 (A) In the text find English equivalents to the following Ukrainian words and word combinations
- •2 (A) Decipher scrambled words connected with teaching.
- •3. Choose one word in bold to complete the text. The department
- •4. Consider definitions from a witty college glossary; what produces the comic effect?
- •Higher education in the usa: who is who
- •1. Use the word in capitals to form a word that fits in the space
- •2 (A) Consider the diagram illustrating an approximate administrative structure of a University
- •Debate and discussion Organizing phrases
- •3. Work in groups. You are the members of the Students’ Council; bellow is the agenda of the meeting. Choose the chairperson and the speakers and discuss the points.
- •I. Before you read
- •It's from this angle that one must seriously consider this problem.
- •I don't profess to be an expert on the subject, but…
- •Higher education in the usa: methods of instruction
- •II. Read the text. Fill in the gaps with the prepositions where necessary. Single out the topic sentence in every paragraph.
- •III. After you read
- •1. Use the word in capitals to form a word that fits in the space
- •2. Read the dialogue and match the words in bold to the definitions bellow.
- •3. Consider the following translator’s note
- •4. If you manage to read the message written counterclockwise, you will learn a witty definition.
- •5 (A) What are the features you find significant in a lecturer? Share both positive and negative experiences you had.
- •I. Before you read
- •Higher education in the usa: assessment
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations.
- •III. After you read
- •1. Imagine you are a mature senior student at an American University. Answer the following question an applicant puts you.
- •Idiom Box
- •5. Choose one word to complete the idioms
- •6. Almost each line contains one or more mistakes. Correct them, give explanations and define types of the mistakes (Grammar, Lexical, Spelling etc.)
- •7. A large University has the following departments:
- •I. Before you read
- •It’s a problem that will only increase in time;
- •Higher education in the usa: campus
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations.
- •5. Find one word in the text to complete all of the collocations. Suggest your explanations and translations.
- •Idiom Box
- •6. Choose a or b according to the meaning of the idiom in bold
- •7. Use the word in capitals to form a derivative that fits in the space
- •8. Discuss the points suggested in groups.
- •9. Witty glossary continued… Are the definitions true to life?
- •I. Before you read
- •Higher education in the usa: students’ life
- •II. Read the text with an eye for the vocabulary units in bold; come up with their explanations and translations.
- •III. After you read
- •1. Find the English equivalents to the following phrases in the text.
- •2. Read the text; fill in the gaps with the prepositions where necessary. Greek-letter societies
- •3. Consider the suggested translations.
- •Think of one word from the text to fit into each of the gaps. Do not overlook polysemy.
- •Idiom Box
- •5 (A) Guess the meaning of the idioms in bold from the context. Try to explain their etymology.
- •6. The Contradictions of Big-time College Sport
- •7. Witty glossary continued… Are the definitions true to life?
- •8. Speak your mind
- •Organizing phrases
2 (A) Consider the diagram illustrating an approximate administrative structure of a University
Academic
Affairs
(b) On the ground of the text and the diagram answer the question - who is accountable for:
financial and administrative matters; real estate management;
faculty appointments and dismissals; approving or revising academic programs; research;
setting strategies, and evaluating institutional performance;
dealing with the human recourses of the institution;
overall leadership; advocating for its needs outside the institution;
maintaining all academic records;
fostering alumni relations; information services;
fund raising;
operating counseling services, residence halls, and nonacademic student activities and organizations;
financial translations of the institution.
(c) Though the administrative structures of Ukrainian and American universities differ considerably, some parallels can be drawn. In the following list find approximate Ukrainian counterparts for American administrators:
Ректор
Проректори:
- з виховної роботи
- з наукової роботи
- з учбової роботи
- з міжнародних відносин
- з адміністративно-господарчої роботи
- бухгалтерія
- відділ кадрів
- господарчий відділ
Speak your mind
Debate and discussion Organizing phrases
Inviting somebody to give their opinion |
Giving opinion
|
Interrupting
|
- What’s your reaction/response to this? - Can we have your input on this? - How do you feel about this? - What are your views?
|
- I have to say that I totally agree/disagree… - That’s a really valid point. - I’m afraid I’m going to have to differ. - I can’t say I have strong views either way. |
- Just a second… - If I may just cut in here.. - Sorry, but could I just say something here… - Excuse me, but…
|
3. Work in groups. You are the members of the Students’ Council; bellow is the agenda of the meeting. Choose the chairperson and the speakers and discuss the points.
THE UNIVERSITY OF MICHIGAN ________________________________________ STUDENTS’ COUNCIL |
Agenda for meeting of 22 November This year’s budget has allocated the Students’ Council an extra $ 10,000. the following suggestions have been made regarding spending this money:
1. Redecorating the recreational area and the restaurant
2. offering free meals for a year to 50 students whose families’ annual earnings do not exceed $ 12,000
3. Organizing an educational visit to the UK |
Higher Education in the USA
UNIT 9