- •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 following words. Translate and learn
them.
To haunt, lapel, franchise, target, transit, bowling, cater.
Define the words and word combination below. Say how they were used in the article.
To trundle through, to do sth. at grade level, remedial education/ to take remedial reading., etc., to take over, to target money for sth., poker-size, to be assigned to do sth, poverty-level students, to be assigned to sth, puckish, moxie, to venture into sth., proctor, to work on sth, redeemable.
Find in the article the English for:
Утвердится, укрепиться в…; угрюмый, мрачный; поменять что-либо на что-либо; толстовка с капюшоном; быстро расти, произвести сенсацию; переселять; надзирать за студентами; низкие показатели успеваемости; восполнить пробелы в знаниях; не представлять никакой угрозы для…; поднять самооценку; вялый, инертный; скачок, подъем, заключить сделку с…, заработать хорошие деньги, крайняя мера, решать простые уравнения, пробелы в знаниях.
Explain what is meant by:
Poker-size chips, gold attitude pins, to fall off the learning curve, suburban malls, cookie-cutter tutoring room, a one-credit course, mystery meats, wallet-size medical-history-card business, superintendent, to serve students, to pile up at the graduation door, area coordinator, customized curricular, workbook, kudos and goodies, ''token economy'' system.
Say what you know about:
Grade school, Kinder-Care, Edison Project devised by Chris Whittle;
Minneapolis, Maryland, Princeton, N.J., the District of Columbia, Md., Pasadena, Texas, Bronx,;
CEO, the Graduate Record Exam ,Blue Cross/Blue Shield.
State the idea behind the lines and enlarge on it.
1. The scene is a vintage Sylvan Learning Center, the booming as-seen-on-TV franchise specializing in basic-skills tutoring.
2. This is the newest chapter in the search for private-sector solutions to public-school failure.
3. The Maryland-based company has found a way to tap into the $7 billion federal Chapter One till.
4. Sylvan likes to think of itself as a one-stop, basic-skills fix-it shop.
5. But food and transit are one thing, math and reading quite another.
6. Sylvan is poised to carve out a hefty slice of what business people refer to as the $300 billion education industry.
7. Sylvan's real mother lode may be public education.
8. "Too many children fall through the cracks.''
9. '' It gets kids to the table.''
10. It's an unquestioned practice with a long failing history.
11. Sylvan is off and teaching.
Sum up the key points of the article.
Say if you agree that:
1. The more people are rewarded for completing a task, the more they lose interest in that task in the long run.
2. Every teacher in the nation uses some kind of reward system in the classroom.
3. "If they have to bribe me to do it, it must be something I don't want to do on my own'.''
4. Sending out for fast-food learning help is often a last-resort measure.
5. Sylvan's public-schools have significant ambitions.
6. The use of rewards fosters a mercenary spirit.