- •Государственное образовательное учреждение
- •I. Say what’s meant by the words and word combinations:
- •II. Say what you know about:
- •III. Points for discussion:
- •I. Find in the article the Russian for:
- •VII. Comment on:
- •VIII. Points for discussion.
- •I’m Counting Every Penny
- •I. Define the words and word combinations below. Say how they were used in the article:
- •I. Think of the best English Equivalent of:
- •I. Define the words and word-combinations:
- •II. Say what you know about:
- •III. Answer the questions:
- •IV. Interpret the following lines:
- •VI. Points for discussion:
- •I. Define the words and word combinations below.
- •II. Say whether you are agree or disagree.
- •III. Do you need a college degree in order to be successful?
- •IV. Which of the opinions is well-grounded? Whose opinion do you share?
- •Interpret the idea:
- •V. Give a 5-sentence summery of the article. Formulate its key idea.
- •VI. Write out questions posed in the article. How would you answer them?
- •V. Should every bright student be offered a college place regardless of his/her ability to pay?
- •I. Define the words and word combinations below. Say how they were used in the article.
- •VI. Come out with a short report on Japan.
- •I. Say what you know about:
- •IV. Say what you know about:
- •Interpret the idea:
- •1.Тип ботанический (компьютерщик)
- •2. Тип политический
- •I. Render the above article into English.
- •II. Comment on the choice of words in the headline.
- •III. Say if you agree with the described student types. That other types would you single out? Do you belong to any of them?
- •I. Define the words and word combinations below. Say how they were used in the article.
- •VI. Enlarge on the statements below:
- •I. Think of the best English variant of:
- •Is the headline of the article suggestive? How would you translate it into English?
- •I. State the difference between:
- •II. Say how you understand the words and word combinations below. Say how they were used.
- •III. Find English equivalents for:
- •IV. Answer the following questions:
- •V. Enlarge on the lines below:
- •VI. Interpret the headline of the article.
- •I. Find in the article the Russian for:
- •I. Practice the pronunciation of the words below, learn and translate them.
- •VI. State the idea behind the following lines.
- •VIII. Enlarge on the idea. Say whether you agree with it.
- •IX. There are a number of questions in the article. White them out and come out with answers to them.
- •X. Did the author raise an acute problem? Has the homework eaten your family/leisure time?
- •I. Think of the best English equivalent of:
- •I. Render the above article into English, try to use the active vocabulary under study.
- •II. Find an up-to-date Russian article on the topic discussed, render it into English and say if much has changed in the American educational system by now.
- •VII. Comment on the choice of the headline.
- •I. Find in the article the English for:
- •II. Think of the best English variant of:
- •III. Specify the difference between the words below. Give examples to illustrate their usage.
- •V. Points for discussion.
- •Psychology Seeks Out Brain’s Seat of Learning
- •Set Work
- •Interpret the idea:
- •In the u.S., Soaring Tuition Necessitates New Strategies
- •I. Define the words and word combinations below. Say how they were used in the article:
- •V. Sum up the key points of the article and formulate its message.
- •Interpret the idea:
- •I. Explain what’s meant by the following words and word combinations:
- •I. Find out and say how you understand:
- •II. What is meant by:
- •III. Find English equivalents for:
- •IV. Say what is implied in the lines below.
- •V. Points for discussion.
- •In what connection were these lexical units used in the article?
- •IV. Rephrase using the active vocabulary from the article.
- •I. Practice the pronunciation of the following words. Translate and learn
- •IX. Points for discussion.
- •VIII. Comment on the headline of the article.
- •I. Practice the pronunciation of the following words. Translate and learn
- •VII. Points for discussion.
- •VIII. Comment on the university’s name.
- •I. Define the words and word-combinations below. Say how they were used in the article.
- •VI. Points for discussions.
- •VII. Translate the last paragraph into Russian in writing.
- •Interpret the idea:
- •I. Render the above article into English and formulate its message.
- •II. Does the described practice appeal to you? Does it have any disadvantages?
- •Set Work
- •III. Define the words and word combinations below, say how they were used in the article.
- •VIII. Points for discussion.
- •Interpret the idea:
- •I. What is the English for:
- •I. Define the words and word combinations below. Say how they were used in the article.
- •II. Find in the article the English for:
- •III. Say what you know about:
- •V. State the difference between the following words. Give examples to illustrate their usage.
- •VI. Agree or disagree with the statements below.
- •VII. Points for discussion.
- •I. Find in the article the Russian for:
- •I. Practise the pronunciation of the words below. Translate and learn them.
- •VII. Say whether you agree with the statements below.
- •VIII. Sum up the key points of the article.
- •IX. Comment on the headline.
- •X. Points for discussion.
- •Is Educational Expansion Productive
I. Practice the pronunciation of the words below, learn and translate them.
Diorama, alphabetize, requisite, bassoon, Taekwondo, ceramics, migraine, acclimate, chronic, weariness, fatigue, flood.
II. Define the words and word combinations below. Say how they were used in the article.
Shoe-box diorama, to have scant time, chock-full, out-of-school curriculum, to hunker down, historical ups and downs, crunch, to frolic, statewide standardized tests, blowback, sleep-deprived, intense battles, to prescribe the amount of homework at each grade level, swirling arguments, ink, to agonize about something, gratification, on a regular basis, grade-school students.
III. Find English equivalents in the article.
Таблица умножения, конкурентоспособность, проявлять требовательность, повторный показ фильма, обремененный чем-либо, болтать по телефону, потворство своим желаниям, механическое запоминание, пытаясь, закручивать гаечным ключом, комплект, спокойный, держаться в стороне, нагрузка, подталкивать к лучшей успеваемости, самостоятельная работа, отбить интерес, подчеркивать, структура, бунт, задавать домашнее задание, прилежание.
IV. State the difference between the words below. Give examples to illustrate their usage.
To forbid- to ban;
Stuff-staff;
Tired-frazzled-torn;
Task-assignment;
To puzzle-to confound;
Tiredness-fatigue;
To stimulate-to understimulate
V. Translate into English
После экзамена, лишенный сна абитуриент выглядел измотанным и усталым.
Если ребенка перегружать домашней работой, то это вскоре может отбить у него охоту учиться.
Иногда самостоятельная работа ставит в тупик некоторых студентов.
Обремененный уроками, Джек не имел желания резвиться.
Является ли механическое запоминание, то есть зазубривание, признаком прилежания?
Сегодня даже маленькие дети чрезмерно обременены подготовкой к урокам.
Специалисты в области образования считают, что необходимо ввести единые стандартизированные требования относительно объема и сложности домашних заданий школьников и студентов.
Вместо того, чтобы учить таблицу умножения, ребенок болтал по телефону и смотрел повтор своего любимого сериала.
Восхождение на Эверест стало высшей точкой в его спортивной карьере.
VI. State the idea behind the following lines.
Most of us remember homework, if we remember it at all, as one of the minor annoyances of growing up.
…and who ever bothered with the stuff until after the requisite hours had been spent alphabetizing baseball cards, gabbing on the phone or watching TV returns?
After some historical ups and downs, homework in this country is at a high-water mark.
The homework crunch is heard loudest in the country’s better middle-class school districts.
Now there’s a blowback.
“It’s all about bearing responsibility”, says Janine Bempechat.
Comment on the choice of the headline and formulate the author’s thesis.
VIII. Enlarge on the idea. Say whether you agree with it.
Over time, that homework fatigue can pull at the fabric of families.
The frustrations that homework visits upon kids can irk their parents to the point of revolt.
There’s evidence that homework does improve academic performance.
Youngsters lately have time to check their e-mail before hunkering down with homework.
Kids today have scant time for indulgences.
If national standards concerning homework existed, teachers might assign homework with a more precise goal in mind.
Battles over homework have become intense.