- •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
Interpret the idea:
If picked up on this aweness could make a huge difference to so many children's lives hence making the teacher's life easier.
They are the ones getting paid, not me.
One of the things that make it so difficult for some teachers to get excited about this is that it's just going round the same course again.
You may feel that the 70's was a period of "anything goes" in education, but that was based on a few publicised extreme cases.
…then we were all told we'd "dun it rong" and things changed to the current, rather arid and disconnected experience many kids have.
Targets and assessment would still be in the form of self-, peer- and teacher-based types.
I still suspect this will be the de facto result.
8. Assuming that some kind of written learning plan will be required to monitor any flexible learning system, it will be interesting to see which model is imposed on schools and teachers, the special learning needs model or the professional model.
Points for discussion.
Is there a future for “personalized education”?
Compile a list of pros and cons of personalised education. Make a conclusion.
What idea is behind personalised education? What are its major targets?
Dwell on the best-grounded opinion. Say why you’ve picked it up.
What is your own view on personalized learning? Is it appropriate for Russian schools and colleges? What conditioned the needs for personalized learning?
Are “pizza Box lessons” popular?
How can one tailor learning to every individual?
In the u.S., Soaring Tuition Necessitates New Strategies
For parents in the United States who have barely recovered from signing the checks to pay tuition and room and board fees for their college-bound offspring, a new report has: only confirmed what they already knew.
An annual survey just released by the College Board, a New York guidance and data group, reports that tuition and fees for four-year colleges in the U.S. are up 6 percent for the 1994-95 school year, double the inflation rate of 2.9 percent. An under-graduate at a private four-year college is paying an average $11,709 for tuition, plus another $4,976 for room and board.
At the most sought-after institutions; the news is even more disheartening. The Consortium On Financing Higher Education, a research organization funded by top US colleges, says the median tuition fee for its 31 members this year is $19,110. When room, board and fees are included, {the average final bill is a scary $26,874
Not surprisingly, even parents who have [salted away a nest egg for their child's I college education may find that they need to come up with a lot more cash to bridge the gap. And that reality is creating some profound changes in the way college is paid for in the United States.
"A generation ago, the majority of parents financed their kids for 100 percent of their college education," said Lewis Alt-fest, a financial planner in New York. "These days, it's more often a partnership — some by the parents, and some assumed by the children."
Indeed, the Federal government will lend nearly $18 billion to some 4 million American college students this year. By far, the most popular vehicle is the Stafford loan, where the student does not have to start repaying the principal until after graduation. Its variable rate, which is reset each July, is the lowest in the array of available loans, currently standing at 7.43 percent, up from 6.22 percent in the 1993-94 school term. A student can borrow up to $5,500 a year.
If a student loan plus savings aren't sufficient, financial advisers say the next step might be for the parents to share the load through another government vehicle called PLUS (Parents Loans to Undergraduate Students), which has no limitations on how much a family earns for eligibility, and can cover up to the full cost of tuition, room and board each year.
Rates on these loans, currently 8.38 percent, are also reset each July. Information on both Stafford and PLUS loans is available from the U.S. Department of Education in Washington, D.C., and from college financial aid offices.
An array of private lenders, such as Nellie Mae Inc. in Braintree, Massachusetts, and the Education Resources Institute, in Boston, have also entered the student loan business, although they often require parents to co-sign loans to students and run credit checks on both. These groups usually charge interest rates that are one to three percentage points higher than Stafford loans. Nellie Mae, is currently offering 9.75 percent.
But perhaps the most significant trend' in financing a college education is the growing use of the "financial aid package" put together by the schools themselves, and now needed by nearly half the students at private colleges. At COFHE schools, for example, this year's typical package consists of a grant ranging around $13,000, a loan of about $4,000, and a campus job that yields another $1,800. That leaves the family to contribute $8,074 to pay off the grand total of $26,874.
The most obvious criterion for qualifying for a financial-aid package is a family's annual income. "We encourage anyone with a family income up to $100,000 to apply for financial aid," said Ted Bracken, a spokesman for COFHE. But for schools where tuition costs are lower, income eligibility ceilings are likely to be lower as well, and the makeup of the packages will vary. Mr. Bracken pointed out that other considerations also carry weight, such as having two children in college at the same time, heavy medical bills, or older parents who need protection of retirement money.
While colleges may not be happy about it, the widespread use of financial aid packages has produced another trend. Increasingly, say some analysts, students who have been accepted at more than one school play colleges off against each other in the hope of obtaining the best possible financial-aid package. In effect, this results in discounted tuitions.
"The broad issue is that colleges have gone from being sanctified to having to market themselves and be realistic about supply and demand," said Mr. Altfest. He compared filling each place in a class to the airline business, where the objective is to have each seat filled but where passengers will have paid widely varying fares.
Adds Mr. Bracken: "The critical thing is not to get obsessed with saving it all. Set a goal and stick to it. If you can save the first year, that's already something.
Jubith Rehak
/International Herald Tribune, October 15-16, 1994/
Set Work