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  • Strony Od 97 - Up Adv SB Upstream Advanced Student's Book-7

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    33 views6 pages

    Strony Od 97 - Up Adv SB Upstream Advanced Student's Book-7

    Uploaded by

    Edawrd Smith

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 6
    1 2 Lead-in a. Look at the photographs and discuss in pairs: * What kind of things might the people in each hotograph be learning? For what p * What difficulties might each of them face dies? V enjoyment? ith ther might be the things that give them b. Look at the title of the unit. Do you think itis important for learning to continue throughout life? Why/Why not? Tell your partner. @. Which of the following aims of education are most important? Rank them in order of importance, then compare with your partner. * to develop understanding of other people / cultures * to learn social skills * to prepare for life in the workplace * to become aware of how the past has affected the present * to develop critical thinking b. Which of the following school subjects/activities help with achieving the above aims? Discuss in pairs. * sociology * history © mathematics * geography * reading and writing * computer studies * languages. * music /art A: Tome, sociology helps us understand other cultures, B Jagree.Itteaches us how ‘according to their environment and history. ~ 3 (A) Listen to three people talking about what they used to like and dislike about school and put the correct letters in the spaces provided a too much homework not enough sport ¢ school underfunded games in class e dedicated teachers f drama classes liked disliked ailsendes = GL] I) swehfod = BI] J {4 Clair b. Which of the following phrases did you hear in the recording? What | hated most What used to make me angry was The depressing thing about it was The worst thing about b d My favourite was f 9 h | knew | was in fora treat when Sometimes | got really fed up with | was at my happiest when . In pairs discuss what you used to like and dislike about your early schooling, Use phrases from Ex. 3b. Paraphrase the following quotations. Do you agree with them? Why (not)? Discuss in pairs. Education is a progressive discovery of our own ignorance! Will Durant (U.S. historian) “Education makes a people easy to lead, but difficult to drive; easy to govern but impossible to enslave: Henry Peter (Scottish politician) 165 166 1 Reading - Part 3 1 a. You will read an article by a The PhD student who spoke to the alah 2 According to the writer, an important factor in success at university is An ereoanneed sheet oni ‘A the ability to understand the market. eu B acquaintance with lecturers and markers Bs aah laches neck ye C_cever use of other people's ideas rs Dan understanding of what was required succeeded in scaring the writer myealercesl todas faint 3. Inthe third paragraph, the writer warns against wai ‘A. trying to second-guess lecturers. How I Got My First-Class Degree student who graduated from university with a first- lass degree. Before you read, discuss in pairs: What does it take to graduate from university with 11 What part do the following a First? play in motivating people to r excel in education? Mark McArdle, first-class degree holder from the desire for professional University of Lancaster, tells how he did it. success + desire for personal achievernent pressure from family / friends / employers 2 With partne, rank the “Don't spend too much time at the student lounge, do turn up for most lectures and tutorials and do submit all coursework ~ eventually.” That, I was told by a PhD student during freshers’ week, was all I needed to do to get a 2:2, For a 2:1, require a better attendance record and have to work harder, but not at the expense 5 of being cut off from civilisation, And for a First I would have to become some sort following according to how of social outcast, go to every lecture and tutorial (scribbling notes madly), spend necessary you think they are every waking moment iiEESEin academic books, and be among the last to be in order to do well at thrown out of the university library at 10pm closing time. University, Well, I did not give up my life for study. I didn’t attend every lecture and tutorial. OO discipline 10 didn't write down every word spoken in lectures. I didn’t get 80% or more in every competitive spirt essay, project, test or exam. I was usually behind with my reading and occasionally (Er Undestanding ivtat ic SSM the syllabus. Sometimes I couldn't be bothered to go to university and Spacted oF 6H stayed at home instead, But I always knew where I was, what I had to do, and what [Teativentinal cts not to bother with. And I always worked hard on the things that counted: Te eaccine 15. assignments and exams. 2 te Getting a degree is about learning, but it isn’t just about learning biology, history English or whatever. It's about understanding what you need to sudceed - what, in’ fact, the university wants from you and what you will get in return. You have to| hhave a {BBNFORthe education market and really sell your inspirations. What does the Which of the above does the 29, er ‘want? What isthe essay marker searching for? Some students try to off writer mention? What other ing not wanted. Others want to give very litle ~ they steal the thoughts of things helped him to and submit thm as heir om. But they ll want o be rewarded. Exchan succeed? Check with your partner. Read the passage quickly, Now read the passage thoroughly. For questions 1- 7, choose the best answer (A.B, CorD). B_ expecting to be rewarded C plagiarism in essays and exams. D_ offering money to academic staff ather type of "academic were those who enjoyed teaching and discussing new ideas. They wanted more. They wanted something different, inpirational, iconoclastic. I would present my arguments to show that I had done my reading | and understood the key concepts, but I would also try to add something more to the iswe rather than rake over familiar ground. Essentially, it was a case of working out what was wanted and then delivering it.I can’t state exactly how successful this tactic as, except to say that I sold more essays than I had returned as faulty. Jcould guarantee every book on my reading list was out on long loan from the university | library within five seconds of the list being issued. This was worrying at frst, but I quickly Jkamed that it was impossible to read all of the books on an average reading list anyway. I sought shortcuts. Collections of selected readings or journal articles were excellent sources that often saved me the bother of reading the original texts. References in books tagged me all over the place but, with all the courses I had to do, there wasn't enough } ine 1obe dragged too far. 1 would (HERIEKFOHBH the book, read the introduction, note ‘ay summaries, look at diagrams, skim the index, and read any conclusions. I plucked catwhat was needed and made my escape. revised by GARSHRAR subject areas I could not face revising; reading; compiling notes; iad then condensing them onto one or two sheets of Ad for each subject area, Leading upto the exam, I would concentrate on just the condensed notes and rely on my memory to drag out the detail behind them when the time came. I didn’t practise writing exam _gustons, although it was recommended, I prefer to be spontaneous and open-minded. 1 4 Inhis relationship with his lecturers, the writer tried to ‘A. show them that he would make a good salesman 8 dohis work in a style which matched their expectations. always have some new ideas to impress them with. D_ never upset them by submitting ground-breaking work 5 How did the writer cope with long lists of required reading? A He ignored them, C He was selective B_ Hewrote his own D_ He summarised them. 2 Why did the writer not practise ‘waiting exam questions? ‘A He was advised not to, B He thought the practice was rather boring He wanted to answer exam questions critically D_ He thought it might prejudice st against him. ‘The writer concludes by advising students to ‘A. follow his recipe for success. B_-make the most of being a student, concentrate on passing exams D_ aim fora Fist at al costs Vocabulary Practice a. Match the highlighted words in the passage with their synonyms below. * crucial # search quickly * rejecting * general * bewildered * absorbed * understanding of * discussion b. In pairs, find words in the article which are similar in your language. Text Analysis The writer uses the following phrases. Explain them in your own words. 1._being cut off from ciilsation (5 2 pull down monuments (I, 29-31) 3° I plucked out what was needed (i, 51-52) 4° drag out the detail. 56) Discussion In pairs, discuss the following 1) How similaiiferent i your method of study to that of the writer? 2. Are there things about the way you study which you would tke to change or improve? Think about: ‘= being organised ‘being more focused * managing your time 167 Tate [Ut-le(-m mela h) D school days SD inthe classroom 1 a. Using a dictionary if necessary, 2 a. Look at the cartoon. Which class does it show? In pairs underline the correct word in the think of as many types of classes as possible. Compare sentences. Use the remaining your list to another pair's words in sentences of your own. 11 The school is thought highly innovative in that it implements a system of continuous (tests, assessment, finals) to determine grades 2 One could hear the sounds of ively (debate, talk, argument) coming from the room where the philosophy class was being held. 3. My brother, who wants to join the clergy, has just entered a (seminary, University, college). 4 tt was inevitable that the (seminar, lecture, tutorial) would be well attended as it was being given by the renowned professor, Kurt Reimann, 5 Theres no way Ill be able to come, I've seen this experiment before. Next, he says, “Don’t panic” and rushes out of the classroom. Fve got to hand in a two thousand b. In pairs, decide for which classes the items in the list would be word (assignment, project, essay) needed. Talk about what they would be used for, as in the fon the Russian Revolution by example Monday afternoon, 6 Stephen was caught (copying, * compass * easel # abacus « theatrical prop « art supplies © plagiarsing, stealing) from his globe © lab skeleton test tube + reference books fellow student's test paper and was «musical score * glass slide expelled. 7. For tomorrow, please read this short ‘A: [suppose students would use a glass side in biology class for looking criginal (article, text, excerpt) from atthings under the microscope. Dicken's Hard Times and be 8: That’ true. Aglass slide could be used for the same purpose in prepared to discus itn class chemistry class, as well 8 IF you're really interested in applying, ask the Untersty t send you 2 2) Study Methods (syllabus, prospectus, curriculum) for the upcoming year. 3 a. Look at the study methods in the list. For which of the tasks (1-10) is each method best suited? b. Below are words that correspond to the word sets from Ex. 1a. Tell your partner which word goes with Which set and why. * revising © cramming * highlighting * editing» note-taking + summarising * proof-reading Preparing for an end-of term exam Isolating information from its context Checking and improving on a piece of work Condensing information for quick access Recording information during a cassecture/seminar Keeping new knowledge fresh in your mind Re-organising an essayfcomposition Organising material into manageable units Ensuring a piece of written work meets all formal requirements format, word-count, ete) Zs 10 Making important information stand out ‘exams ¢ class vocational school * talk» homework « cheating * summary # course ist ‘Exams'corresponds with number 1. The words are ways in which educators can tell how wella student is doing b. Inpairs, discuss the following. 1 Which of the stated study methods do you use? 2. What do you usually use them for? 3. What other methods do you use? 4. How much time do you spend studying? 5 Do you usually study alone or with a classmate? Why? 6 Are exams a fair means of assessment? If no, what would be a better way to assess students? © Build up your Word Power 4, The adjectives below have been grouped in order of increasing intensity. Use them to complete the sets of sentences which follow. Use each adjective only once. archaic

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