- •Module 3
- •1. Discuss in pairs the quotes below and point out the one you agree with.
- •2. Which of the following aims of education are most important? Rank them in order of importance, then compare with your partner.
- •4. Discuss together.
- •5. Listen to three people talking about what they used to like and dislike about school and put the correct letters in the spaces provided.
- •6. Read the article and comment on the problems of the British teachers and pupils. Are these problems found in your country? Classroom Chaos: How Teachers Lost Control
- •7. Decide whether the following statements are true or false.
- •8. Explain the meaning of the underlined phrases in the text above and recall the context in which they have been used.
- •9. Read the jokes and dwell upon the kind of student you were at school regarding your behaviour. Make use of the topical vocabulary in the table below.
- •10. Translate into Ukrainian.
- •11. Match the beginnings of the sentences with their ending and translate them.
- •12. What do you call …
- •13. Paraphrase the phrases in italics using your topical vocabulary.
- •14. Translate the text into English and think up your own continuation of the story using your topical vocabulary.
- •15. A) Read the messages in an Internet chat room. Which messages are for mixed-sex schools, which are against, and which are neither for nor against?
- •16. Discuss in pairs.
- •In your opinion, what are the reasons students stay away from school? Think about:
- •Influence of friends
- •17. Read a part of the interview about truancy. Find out the main reason for truancy from the point of view of Glen Hall.
- •19. Which of the following things do you think would be most effective in combating truancy? Rank them, then compare your list to your partner’s.
- •20. Study the vocabulary relating to the problem of truancy and tell you group mate about the worst skiver you have ever known.
- •21. Fill in the gaps with the missing words.
- •22. A) You will listen to the discussion concerning the re-drafting of the law aimed at reduction of truancy. Make notes on the following points:
- •23. Complete sentences 1-11 with a suitable word or expression from the box.
- •24. Complete the texts with words from the list.
- •In the uk
- •In the us
- •29. Work in pairs. Discuss the meaning of the words and expressions in bold in the extract.
- •30. Translate into English.
- •31. Discuss together.
- •32. Read the text and find out the advantages and disadvantages of being a prodigy child. Prodigy Children
- •33. Answer the questions below.
- •34. Find in the text words and expressions that mean the following.
- •35. Match the words in the left column with the words in the right one to make the collocations and recall the context in which they have been used.
- •36. Choose the right word to fill each gap (a, b, c or d).
- •Valuable lessons
- •37. Complete the following article with the missing words. Use only one word for each space. Talents of gifted children are not recognized
- •38. Read the text that follows. Use the words in the right column to form words that fit in the same line in the text. There is an example (0). My Child Is a Genius!
- •39. Translate into Ukrainian.
- •40. Study the vocabulary.
- •41. Rewrite the sentences using the phrases from the previous exercise.
- •42. Translate into English using the topical vocabulary.
- •43. Read the article and correct the mistakes in the summary.
- •45. Answer the questions.
- •Postsecondary Education: Admissions
- •46. Choosing a university
- •47. Translate into English.
- •48. Translate into English.
- •49. How similar is higher education in our country? Answer these questions. Compare your answers with someone else’s in your group.
- •50. Using the active vocabulary provided below make up a report or presentation about postsecondary education and entrance exams to Ukrainian universities. Active vocabulary
- •51. Translate into English.
- •52. Translate into English
- •53. Study rules for coping with exam stress. Six rules for coping with exam stress.
- •54. Using a dictionary if necessary, underline the correct word in the sentences. Use the remaining words in sentences of your own.
- •55. A) Match the pairs of adjectives to the nouns to form collocations.
- •56. Look at the sentences below and fill in the gaps using the appropriate word from a. B or c
- •One’s work at school
- •University choice
- •56. Study the rules on the sequence of English tenses.
- •57. Put the verbs in brackets in correct form.
- •58. Translate into English observing the rules. Mind the exceptions to the rules of the sequence of tenses.
- •Expressions used with say, tell and ask.
- •61. Fill in the gaps with say or tell in the correct tense.
- •62. Read and learn about the reported statements.
- •63. Finish the sentences using Reported speech. Always change the tense, although it is sometimes not necessary.
- •64. Finish the sentences using Reported speech. Always change the tense, although it is sometimes not necessary.
- •65. Rewrite these sentences using direct speech. Complete the sentence.
- •66. Yesterday you met a friend of yours, Tom. Here are some of the things Tom said to you:
- •67. Somebody says something to you which is the opposite of what they said before. Write a suitable answer beginning with I thought you said ... .
- •68. Read the interview, then complete the summary.
- •69. Choose the correct answer a, b or c.
- •70. For each of the following sentences, read the direct quote, and then complete the sentence. Student Dilemma
- •71. Put the following statements into indirect speech.
- •72. Read some more jokes and study the phrases below connected with students’ work at school. Distribute them into two columns depending on the positive or negative meaning of the phrases.
- •73. Study the difference between the British English and American English pronunciation.
16. Discuss in pairs.
Can truancy be viewed as an example of discipline disruption?
In your opinion, what are the reasons students stay away from school? Think about:
Boredom
Influence of friends
Problems at school
Family problems
What problems can truancy cause a student?
17. Read a part of the interview about truancy. Find out the main reason for truancy from the point of view of Glen Hall.
Journalist: Glen, according to your study of high school students which forms the basis of your book ”The Truth about Truancy”, it seems truancy is not a trend among poor or troubled children as previously thought, but rather the result of students acting as consumers of their education. Will you share with our readers your rather controversial findings?
Glen Hall: Well, it isn’t so much the result of the study that shocks people but the fact that 90 percent of the three hundred students surveyed actually admitted to playing truant. Some people were also surprised to find that truancy has nothing to do with a pupil’s race, sex or economic class, none of which surprised me. What did interest me, however, was that it also showed that many students are actively deciding what classes they want to attend or don’t want to attend. It’s not always a case of them missing school because they’d rather do something else. We concluded that the consumer society in which we live is to blame in that it has trained young people to exercise their freedom to choose based on their personal tastes and preferences. It appears that students are merely extending that freedom to their education.
The findings also showed that students often played truant because they felt that a lot of classes were not worth attending and rarely, if ever, demanded their full engagement or input. For example, many students admitted that, when word gets out that a substitute is taken a class, rather than a regular teacher, they are far more likely to miss that class because they don’t feel they are going to get their money’s worth, so to speak.
Basically, what the survey seems to be telling us is that today’s students are more sophisticated than those of past generations and that when you take away their right and, worse, their desire to make their own decisions, you are depriving them of the opportunity to learn a very important life-skill. We believe that involving students in curriculum development will make them more willing to take part in their own education. So I don’t believe it’s controversial to say that now is the time for educators to allow students to make decisions about their education. Furthermore we believe this approach of treating students as consumers would not only go some way to solving the truancy problem but also providing information on ineffective teachers and teaching methods…
18. Answer the questions.
What word does the journalist use to describe the results of Glen’s survey?
What is the most shocking about the results of the study?
How is truancy related to a student’s gender, ethnic or social background?
According to Glen’s conclusion, who is responsible for encouraging truancy?
Which lessons are students more likely to avoid?
How do today’s students differ from those of past generations?
How can the problem of truancy be solved?