- •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.
Inoculations, corral, precipitous, diminutive, slaughter, butcher. alumnus, idiosyncrasy, scant, disparate, alfalfa, suburban, ranch, altruism, pastor.
II. Define the words and word combination below. Say how they were used in the article.
To scrabble down, devotee, womanising, enlightenment, to put sb. off, to tend, to oversee, to vote on sth., to abstain, to stem, to repeal, day in day out, alumnus, scholar.
III. Find in the article the English for:
Сбивать масло, сетка переменного тока, коренастый, потрясающее зрелище, обуздывать, элитная академия для мальчиков, сколотить состояние, выпускать студентов, установить правила, выкапывать картошку, выделяться, характерная особенность, студенческая организация, суровый, приходить на смену, розовый, тоскливый, предместье, неясность.
IV. Say what you know about:
California, Oxford, Las Vegas, Inyo Mountains, Indiana;
Homeric Greek, the Swinging, T ranch, SATs, Lucky Strike;
William T. Vollmann, Jim Olin.
V. State the idea behind the lines and enlarge on it.
1. «Greek really runs to my taste,» he says.
2. …where he hoped to «develop men of fixed purpose and character, who will dedicate themselves to the higher cause of service».
3. The application process is exacting.
4. Officially each student at Deep Springs must put in 20 hours of labour a week.
5. Deep Spring was, and continues to be a radical experiment.
6. In Greenwood you look up and there’s, like, four stars and a pink cloud, and it’s very disappointing. It looks, » he says, «sickly».
Sum up the key points of the article.
VII. Points for discussion.
Why is the described college called a «Spartan college» and a «cowboy college» at the same time? Are its students intellectual?
Does work and studies in this college give students a new perspective on a world they have grown up taking for granted?
Why is Deep Springs hard to get into even for the brightest students?
Do you side with the author that « conventional universities produced students too driven by materialism and too often distracted by drinking and womanising »?
Is the «isolation policy» pursued by Deep Sprigs commendable?
What do you think the founder of Deep Springs meant by saying that «Deep Springs should prepare students for a life of service to humanity»?
Why do you think Deep Springs’ graduates never marry? Is there any connection between having a diploma of higher education and being single?
Should more colleges of the kind be set up worldwide?
VIII. Comment on the university’s name.
Beyond the Diploma Mills
Many kids play hooky all day, every day. More than 40 per cent of children old enough to attend secondary school are not in the classroom, many because of violent conflict in their home countries. Another 800 million adults are illiterate. Efforts to reach these people have stumbled because of a lack of teachers, poor governance and declining foreign aid. Educators are coming to believe that the only hope of closing the literacy gap in developing countries lies in extending the reach of online education.
Once disparaged as the jurisdiction of “diploma mills” and profiteers, the Internet is reforming this image: there’s an explosion of new Web-based teaching tools made available to struggling school systems, from free open-source curriculums to online networks for refugee children trying to keep up with their classwork.
UNICEF is working with Roundbox Global, a U.S. software company, to refashion a program originally created to help an Ohio charter school work with teenage mothers and other at-risk students. The new version would allow students and teachers who have fled war zones to meet online and work together on homework and so forth in an online library. “When you’re running out of your house, the textbook is the last thing the kids are going to grab,” says Roundbox CEO Justin Beals. Roundbox is also experimenting with text messages and digital voice recognition to help reach refugees who don’t have access to PCs.
Some established low-tech education programs are getting digital makeovers. India’s Open schools, one of the largest and oldest distance-learning programs in the world, is now distributing course materials online, adding flexibility and lowering costs, says Sir John Daniel, director of Commonwealth of Learning, an international information-technology group. Question banks help students when they’re confused about an assignment, and rolling schedules for online tests are more convenient for working students.
Distance learning via the internet has also become a tool for training millions of new teachers needed to fill schools in undeserved areas. This is especially important in primary schools, where lack of teachers is a big reason why 75 million children who should be in the classroom aren’t attending. In Africa, international agencies and local universities use distance learning through the Internet and mobile phones as a primary way of preparing the nearly 4 million teachers needed in sub-Saharan Africa to fulfill the agency’s universal education goals. In South Africa, an online “wikibook” contains open-content math and science textbooks tied to the national curriculum that teachers can download free of charge. Such open-source education materials are becoming increasingly popular because they give poor countries access to free courses, textbooks and lessons that they can adjust to their students’ needs.
Efforts to reach teachers and students are still plagued by a dearth of computers. A UNESCO survey last year found student-to-computer ratios of one to 21 in Mexico, one to 71 in Guatemala and less that one in 3,000 in Malawi and Niger; less than 10 percent of schools in many African and Latin American countries have Internet connections. However, several projects have shown that when laptops or PCs aren’t available, cell phones and even radios can bring Internet education to students in poor countries. A Nokia-sponsored program in the Philippines allows teachers to download supplementary teaching materials from an online library to their phones. International agencies and universities have begun to use text messaging in teacher-training programs. A radio station in Sri Lanka takes calls from listeners with research questions for Google; the answers are then broadcast back over the airwaves.
There are limits to how much technology can contribute to the efforts to close the education divide. Distance learning is proving not to a useful model in primary education; for kids this young, interacting with a real, live teacher is irreplaceable. And “no one’s going to want to read “War & Peace” off their mobile phone,” says Daniel. Computers, online wikis and open-source software and curriculum are also not much use if teachers don’t know how to use them. Sheldon Shaeffer, the UNESCO director for Asia, says several countries have fallen into the trap of investing in new Gadgetry without thinking ahead about the costs and logistics of training educators to use it.
Nor has the problem of diploma mills that dupe students into paying for useless online degrees gone away completely, even as online education acquires a more benevolent image. International educators held a meeting in Paris at the end of November to discuss the spread of the online fraudsters and what to do about them. Online education “is not a panacea”, says Shaeffer, “but it has huge potential.” Despite the hiccups, international education experts believe the use of the internet and other sort of communication technology for education is likely to become the primary vehicle for education aid in a few years. Just as the developing world leapfrogged landlines and went straight to mobile phones, it now seems to be at the cutting edge of online education.
Sarah Garland
/ Newsweek, Dec. 25, 2007 /
Set Work