1

UNIT 1

1.  A STORY FOR READING AND DISCUSSION

DOCTOR IN THE HOUSE
by RICHARD GORDON

 1. Read the text and do exercises given in Section 2.

Richard Gordon was born in 1921. He has been an anaesthetist at St. Bartholomew’s Hospital, a ship's surgeon
and an assistant editor of the British Medical Journal. He left medical practice in 1952 and started writing his "Doctor"
series.
"Doctor in the House" is one of Gordon's twelve "Doctor" books and is noted for witty description of a medical
student's years of professional training.

To a medical student the final examinations are something like death: an unpleasant
inevitability to be faced sooner or later, one's state after which is determined by care spent in
preparing for the event.
An examination is nothing more than an investigation of a man's knowledge, conducted in a
way that the authorities have found the most fair and convenient to both sides. But the medical
student cannot see it in this light. Examinations touch off his fighting spirit; they are a straight
contest between himself and the examiners, conducted on well-established rules for both, and he goes at
them like a prize-fighter.
There is rarely any frank cheating in medical examinations, but the candidates spend almost
as much time over the technical details of the contest as they do learning general medicine from
their textbooks.
Benskin discovered that Malcolm Maxworth was the St. Swithin's representative on the
examining Committee and thenceforward we attended all his ward rounds, standing at the front and
gazing at him like impressionable music enthusiasts at the solo violinist. Meanwhile, we
despondently ticked the days off the calendar, swotted up the spot questions, and ran a final
breathless sprint down the well-trodden paths of medicine.
The examination began with the written papers. A single invigilator sat in his gown and hood on
a raised platform to keep an eye open for flagrant cheating. He was helped by two or three
uniformed porters who stood by the door and looked dispassionately down at the poor victims,
like the policemen that flank the dock at the Old Bailey.
Three hours were allowed for the paper. About half-way through the anonymous examinees began
to differentiate themselves. Some of them strode up for an extra answer book, with an awkward
expression of self-consciousness and superiority in their faces. Others rose to their feet, handed in
their papers and left. Whether these people were so brilliant they were able to complete the
examination in an hour and a half or whether this was the time required for them to set down
unhurriedly their entire knowledge of medicine was never apparent from the nonchalant air
with which they left the room. The invigilator tapped his bell half an hour before time; the last
question was rushed through, then the porters began tearing papers away from gentlemen dissatisfied
with the period allowed for them to express themselves and hoping by an incomplete sentence to
give the examiners the impression of frustrated bril liance.
I walked down the stairs feeling as if I had just finished an eight-round fight. In the square outside
the first person I recognized was Grimsdyke.
"How did you get on?" I asked.
"So-so," he replied. "However, I am not worried. They never read the papers anyway. Haven't
you heard how they mark the tripos at Cambridge, my dear old boy? The night before the results
come out the old don totters back from hall and chucks the lot down the staircase. The ones that
stick on the top flight are given firsts, most of them end up on the landing and get seconds,
thirds go to the lower flight, and any reaching the ground floor are failed. This system has been
working admirably for years without arousing any comment."
 The unpopular oral examination was held a week after the papers. The written answers have a
certain remoteness about them, and mistakes and omissions, like those of life, can be made without
the threat of immediate punishment. But the viva is judgment day. A false answer, and the god's brow
threatens like imminent thunderstorm. If the candidate loses his nerve in front of this terrible displeasure he is
finished: confusion breeds confusion and he will come to the end of his interrogation struggling like a
cow in a bog.
I was shown to a tiny waiting-room furnished with hard chairs, a wooden table, and windows that
wouldn't open, like the condemned cell. There were six other candidates waiting to go in with me, who
illustrated the types fairly commonly seen in viva waiting-rooms. There was the Nonchalant, lolling back on
the rear legs of his chair with his feet on the table. Next to him, a man of the Frankly Worried class sat
on the edge of his chair tearing little bits off his invitation card and jumping irritatingly every time the
door opened. There was the Crammer, fondling the pages of his battered textbook in a desperate farewell
embrace, and his opposite, the Old Stager, who treated the whole thing with the familiarity of a
photographer at a wedding. He had obviously failed the examination so often he looked upon the viva
simply as another engagement to be fitted into his day.
The other occupant of the room was a woman. Women students – the attractive ones, not those who are
feminine only through inescapable anatomic arrangements – are under disadvantage in oral examinations. The
male examiners are so afraid of being prejudiced favourably by their sex they usually adopt towards them an
attitude of undeserved sternness. But this girl had given care to her preparations for the examination. Her suit
was neat but not smart; her hair tidy but not striking; she wore enough make-up to look attractive, and she was
obviously practising, with some effort, a look of admiring submission to the male sex. I felt sure she
would get through.
"You go to table four," the porter told me.
I stood before table four. I didn't recognize the examiners. One was a burly, elderly man like a
retired prizefighter; the other was invisible, as he was occupied in reading the morning's Times.
"Well, how would you treat a case of tetanus?” My heart leaped hopefully. This was something I knew,
as there had recently been a case at St. Swithin's. I started off confidentially, reeling out the lines of treatment
and feeling much better. The examiner suddenly cut me short.
"All right, all right," he said impatiently, "you seem to know that. A girl of twenty comes to you
complaining of gaining weight. What would you do?” I rallied my thoughts and stumbled through the
answer...
The days after the viva were black ones. It was like having a severe accident. For the first few
hours I was numbed, unable to realize what had hit me. Then I began to wonder if I would ever make
a recovery and win through. One or two of my friends heartened me by describing equally depressing
experiences that had overtaken them previously and still allowed them to pass. I began to hope. Little shreds of
success collected together and weaved themselves into a triumphal garland...
"One doesn't fail exams," said Grimsdyke firmly. "One comes down, one muffs, one is ploughed,
plucked, or pipped. These infer a misfortune that is not one's own fault. To speak of failing is bad taste. It's
the same idea as talking about passing away and going above instead of plain dying." The examination
results were to be published at noon.
We arrived in the examination building to find the same candidates there, but they were a subdued,
muttering crowd, like the supporters of a home team who had just been beaten in a cup tie.
We had heard exactly what would happen. At midday precisely the Secretary of the Committee would
descend the stairs and take his place, flanked by two uniformed porters. Under his arm would be a thick,
leather-covered book containing the results. One of the porters would carry a list of candidates' numbers
and call them out, one after the other. The candidate would step up closely to the Secretary, who would say
simply "Pass" or "Failed". Successful men would go upstairs to receive the congratulations and handshakes of
the examiners and failures would slink miserably out of the exit to seek the opiate oblivion.
One minute to twelve. The room had suddenly come to a frightening, unexpected silence and stillness,
like an un-exploded bomb. A clock tingled twelve in the distance. My palms were as wet as sponges.
Someone coughed, and I expected the windows to rattle. With slow scraping feet that could be heard before
they appeared the Secretary and the porters came solemnly down the stairs. The elder porter raised his voice.
"Number one hundred and sixty-one," he began. "Number three hundred and two. Number three hundred
and six." Grimsdyke punched me hard in the ribs. "Go on," he hissed, "It's you!"
I jumped and struggled my way to the front of the restless crowd. My pulse shot in my
ears. My face was burning hot and I felt my stomach had been suddenly plucked from my
body. Suddenly I found myself on top of the Secretary.
 "Number three oh six?" the Secretary whispered, without looking up from the book.
"R.Gordon?' "Yes," I croaked.
The world stood still. The traffic stopped, the plants ceased growing, men were paralysed,
the clouds hung in the air, the winds dropped, the tides disappeared, the sun halted in the sky.
"Pass," he muttered.
Blindly, like a man just hit by blackjack, I stumbled upstairs.

2. Read the explanations of the cultural terms and idioms from the story and give the
correct words to each identifying phrase.
# Identifying Words /phrases
phrase
1 A teacher at a University, esp. at an Oxford or a Cambridge college.
2 The examinations for a BA degree in certain subjects at Cambridge
University.
3 An oral examination, especially in British Universities.
4 The popular name for the Central Criminal Court in London where
serious cases are tried.
5 A person present during an examination to make sure that it is
properly
conducted and that no one cheats.
6 A system of grading degrees.
7 A loose flowing garment worn over other clothes to indicate
profession.
8 The last set of university examinations.
9 Medical schools in London.
1 A garment of colored silk or fur worn over a University gown to show
0 the degree held by the person wearing it.
Commentary
1. St.Bartholomew’s, St. Swithin’s Hospitals: medical school in London.
2. The final examinations = the finals – at University students work toward a degree, and
most courses end in a series of exams called finals, the last set of university examination.
3. An invigilator – a person present during an examination to make sure that it is properly
conducted and that no one cheats.
4. A gown – a loose flowing garment worn over other clothes to indicate profession, eg a BA gown,
5. A hood – a garment of coloured silk or fur worn over a university gown to show the degree held by
the person wearing it.
6. The Old Bailey – the popular name for the Central Criminal Court in London, England, where
serious cases are tried. It is built on the place where Newgate prison used to be. There have been many famous
trials at the Old Bailey. On top of the building is a well-known statue of Justice holding a sword in one hand
and a pair of scales (= a weighing instrument) in the other.
7. The tripos – the examinations for a BA (Bachelor of Arts) degree in certain subjects at Cambridge
University. The name is also given to the course of study for the BA degree in these subjects.
8. A don – a teacher at a university, esp. at an Oxford or a Cambridge college.
9. Honours – Bachelor’s degrees are generally awarded as honours degrees in one of three classes,
First, Second or Third – Firsts, seconds, thirds–, depending on the overall marks awarded. Those who
reach the pass mark, but fail to attain a high enough mark to gain honours graduate with a pass degree.
First-class honours/first – highest grade given for first degree, an overall mark of at least 70%
is needed to gain first class honours.
Second-class honours – most graduates of Bachelor’s degree programmes achieve second-class
honours. This grade is therefore divided into two divisions, upper and lower, written 2 i and 2 ii, or 2:1 and
2:2, and usually call ’two-one’ and ’two-two’.
Third-class honours – lowest honours grading for a Bachelor’s degree. Called a ’third’.
10. Viva – Abbreviation for Viva voce examination. Oral examination taking place at the end
of a doctoral programme. Generally used to test the ability of the candidate to present orally her/his knowledge
of the matter being examined in the thesis.
 2. 
TEXT EXERCISES
2.1 Pronunciation Focus
 1. Pronounce the words from the story correctly.
1 St. Bartholomew’s 6 anaesthetist 11 differentiate 16 tetanus
2 Malcolm Maxworth 7 prize-fighter 12 nonchalant 17 plough
3 St. Swithin’s 8 violinist 13 viva voce 18 opiate
4 Grimsdyke 9 invigilator 14 tripos 19 sponge
5 Cambridge 10 flagrant 15 admirably 20 stomach

 2. READING ALOUD EXPRESSIVELY. a) Before reading the passage from the

text expressively, practice the following pronunciation phenomena.
Pronunciation Points to be Checked
# Features of Exampl
pronunciation es
1 Pronunciation of 1 tiny 2 candidates 3 illustrated 4 condemned 5 nonchalant
words and word
stress
6 rear 7 tearing 8 9 inescapable 10 prejudiced
irritatingly
2 Articulation of  //   
difficult sounds condemne w/ f
candidates undeserved
man d sternness was furnishe
sat desperate furnished were d fairly
back commonl infer with feet
frankl y opposite windo frankly
y obviously ws fondling
crammer favourabl waiting farewell
battered y woode familiarity
attractive n photograp
examiner wouldn her failed
s ’t fitted
attitude worrie
d
weddin
g
woman
3 Weak forms was shown to a There was to go in with occupant of the
tiny the me room
waiting- nonchalant
room
4 Accentual-tonetic
analysis of a
I was shown to a  tiny waiting-room  furnished
sentence with hard chairs, a wooden table,
and
windows  that wouldn't open,  like
the
condemned cell. 
Read expressively the following passage from the text. Translate it into Ukrainian.
<…> There were six other candidates waiting to go in with me, who illustrated the types fairly
commonly seen in viva waiting-rooms. There was the Nonchalant, lolling back on the rear legs of his
chair with his feet on the table. Next to him, a man of the Frankly Worried class sat on the edge of his
chair tearing little bits off his invitation card and jumping irritatingly every time the door opened.
There was the Crammer, fondling the pages of his battered textbook in a desperate farewell
embrace, and his opposite, the Old Stager, who treated the whole thing with the familiarity of a
photographer at a wedding. He had obviously failed the examination so often he looked upon the
viva simply as another engagement to be fitted into his day.
 The other occupant of the room was a woman. Women students – the attractive ones, not those
who are feminine only through inescapable anatomic arrangements – are under disadvantage in oral
examinations. The male examiners are so afraid of being prejudiced favourably by their sex they
usually adopt towards them an attitude of undeserved sternness. <…>.
 2.2 Text Vocabulary Focus
 1. Translate these words and phrases from the story DOCTOR IN THE HOUSE
by Richard Gordon into Ukrainian. Memorize them.
# The English word or phrase Its Ukrainian equivalent
1 an unpleasant inevitability to be faced sooner or
later
2 an investigation of a man's knowledge
3 a prize-fighter
4 touch off sb’s fighting spirit
5 a straight contest between sb
6 conducted on well-established rules for sb
7 frank cheating;
flagrant cheating (in examinations)
8 the solo violinist
9 despondently
1 tick the days off the calendar
0
1 down the well-trodden paths of sth
1
1 invigilator
2
1 keep an eye open for
3
1 look dispassionately
4
1 with an awkward expression of self-consciousness
5 and superiority
1 be never apparent from
6
1 the nonchalant air
7
1 totter
8
1 stick on the top flight
9
2 work admirably for years without arousing any
0 comment
2 have a certain remoteness about
1
2 the threat of immediate punishment
2
2 judgment day
3
2 threaten like imminent thunderstorm
4
2 lose one’s nerve in front of sth
5
2 the Nonchalant; the Frankly Worried; the
6 Crammer; the Old Stager
2 loll back on the rear legs of one’s chair
7
2 fondle the pages of one’s battered textbook in a
8 desperate farewell embrace
2 treat the whole thing with the familiarity of a
9 photographer at a wedding
3 adopt an attitude of undeserved sternness towards
0 sb
3 wear enough make-up to look attractive
1
3 burly
2
3 treat a case of tetanus
3
3 leap hopefully
4
3 complain of gaining weight
5
3 stumble through the answer
6
3 be numbed
7
3 make a recovery
8
3 hearten sb
9
4 little shreds of success
0
4 infer a misfortune
1
4 be (not) one's own fault
2
4 a home team who had just been beaten in a cup tie
3
4 a failure
4
4 slink miserably out of the exit
5
4 the opiate oblivion
6
4 as wet as sponges
7
4 rattle
8
4 punch sb hard in the ribs
9
5 like a man just hit by blackjack
0

 2. Choose 5 words or phrases from the list in Ex.1 and:

2.1. Ask your groupmates to explain their meanings in English.
# Word or phrase Its
meaning
1
2
3
4
5
 2.2. Ask your groupmates to explain the situation from the text each word/phrase of
your choice is used in.
 2.3. Make up 5 questions with the words/phrases under study and ask your
groupmates these questions to check how well they remember the contents of the text.
# Questio
ns
1
2
3
4
5

 2.4. Find the English equivalents in the story.

1. неприємна неминучість/невідворотність, з якою прийдеться зустрітись рано чи пізно;
2. отримання інформації про знання людини;
3. зачепити/кинути виклик бійцівській хоробрості /рішучості;
4. судний день, день страшного суду; кінець світу;
5. безтурботний вигляд;
6. підбадьорити; надихнути;
7. обирати незаслужено суворе ставлення до когось
8. виривати (з рук) письмові екзаменаційні роботи;
9. йти нетвердою ходою; шкандибати;
10. без загрози негайного покарання;
11. неминуча гроза;
12. ніжно гладити сторінки своєї пошарпаної книги;
13. проводитись згідно з добре обґрунтованими правилами;
14. невдаха; невдала справа;
15. маленькі часточки успіху;
16. лікувати судому, спазми;
17. припускати, накликати невдачу /нещастя;
18. огрядний, повний, великий, сильний, дужий, грубий; безцеремонний;
19. прагнути заспокійливого забуття;
20. (розм.) людина, яку вдарили поліцейським кийком.
  3. MULTIPLE CHOICE CLOZE. Read a passage from the text below and
decide which answer -– А, В, С or D -– best fits each space.
To a medical student the final examinations are something like death: an (1)
inevitability to be faced sooner or later, one's state after which is determined by care spent
in preparing for the (2).
An examination is nothing more than an (3) of a man's knowledge, conducted in a
way that the authorities have found the most (4) and convenient to both sides. But the
medical student cannot see it in this light. Examinations touch off his (5) spirit; they are a
straight (6) between himself and the examiners, conducted on (7) rules for both, and he goes at
them like a prize-fighter.
There is rarely any frank (8) in medical examinations, but the (9) spend almost as
much time over the technical details of the contest as they do learning general medicine
from their (10).

1. A upsetting В unpleasant С annoying D obnoxious

2. A actual В occurrence С event D occasion
3. A exploration В investigation С study D survey
4. A fair В favorable С reasonable D valid
5. A high В driving С low D fighting
6. A contest В tournament С challenger D emulation
7. A adjusted В well- С favorite D cleared-up
established
8. A fraud В trickery С cheating D cheated
9. A candidates В authorities С participants D jury
10. A digests В supplies С journals D textbooks

 4. Word Combinations from the Story DOCTOR IN THE HOUSE for

Active Use. Translate the sentences from the text into Ukrainian paying attention to the
word combinations given in the frame. Learn these word combinations by heart.
№ WC Its Ukrainian equivalent
1 cheat in an exam
2 tick sth off
3 swot up (coll. for to study)
4 keep an eye open for sth/sb
5 mark and grade the papers
6 come out (about results)
7 adopt an attitude of … towards
…
8 get through
9 cut sb short
10 rally one’s thoughts

1. There is rarely any frank cheating in medical examinations meanwhile.

2. We despondently ticked the days off the calendar, and swotted up the spot questions, and ran
a final breathless sprint down the well-trodden paths of medicine.
3. A single invigilator sat in his gown and hood on a raised platform to keep an eye open for
flagrant cheating.
4. Haven’t you heard how they mark and grade the papers at Cambridge, my dear old boy?
5. The night before the results come out the old don totters back from hall and chucks the lot
down the staircase.
6. The male examiners are so afraid of being prejudiced favourably by their sex they usually
adopt an attitude of undeserved sternness.
 7. I felt sure she would get through.
8. The examiner suddenly cut me short.
9. I rallied my thoughts and stumbled through the answer.

 5. Paraphrase the sentences using the word combinations given in the frame in Ex.4.
1. Everybody was surprised that John acted unfairly to win an advantage in an examination.
2. Isabel put a mark beside each day on the calendar she received Edward’s letters.
3. Don’t you know that if you learn a lot of things in a short time for the exam it won’t help you
in mastering English?
4. He couldn’t help having his eyes open for the full moon sailing across an unclouded sky.
5. The teacher was fond of checking her students’ essays which revealed everybody’s original
judgment on the problem under consideration.
6. In the course of all conversations they had had with him one thing became known and that
was the man’s unflinching courage.
7. George, an old friend of his family, had offered to take him into his own business the
moment he passed his finals.
8. The foreman interrupted him and stopped him speaking “I’m boss here, not you.”
9. Nick pulled his thoughts together and started writing a three-thousand-word essay which his
teacher had assigned to the class.

 6. Translate the sentences into English using the word combinations under study.
1. Він боявся занадто складного іспиту зі світової літератури, але не збирався
користуватися шпаргалками.
2. Познач/ Відміть ті питання в екзаменаційному списку, які здаються тобі
незрозумілими. Я не раджу тобі зубрити їх.
3. Він пильно стежив за політичними подіями в країні.
4. Коли результати письмових робіт стали відомими, усі зітхнули з полегшенням.
5. Студентам здавалось, що викладач обрав незаслужено суворе ставлення до них.
6. Як він міг скласти випускні екзамени добре з таким безтурботним ставленням?
7. Я зібрався з думками і почав плутано відповідати, але він мене обірвав.

 7a).  A THREE-MINUTE CONVERSATION. Ask another

student some of the questions given below. Have a whale of time just chattering for three
minutes!

1. Have you ever cheated in exams? Never-ever in your student life?!!

Are you an ordinary mortal or a saint?
2. Do you have a habit of planning your working day and then ticking off the activities
you have done on your list?
3. Is swotting up your favourite method of studying?
4. Is grading the students’ papers an interesting activity? Are you always happy with your
teacher’s grading your written tests?
5. Are you always looking forward to the moment your written test results come
out? Or you are the Nonchalant?
6. Are you annoyed when your interlocutor is constantly cutting you short? Do you have such
a habit?
8. Do you hope to get through all your winter exams and end-of-semester tests? (God
only knows?! But He doesn’t say!!!)
  7b) Compose personally oriented questions using these WCs and be ready to
ask them in class.
№ W Personally oriented question
C
1 cheat in an exam
2 tick sth off
3 swot up (coll. for
to study)
4 keep an eye
open for sth/sb
5 mark and
grade
the papers
6 come out (about
results)
7 adopt an
attitude of …
towards …
8 get through
9 cut sb short
1 rally
0
one’s thoughts

 8. A CRAMMED STORY. a) Make up a story related to failing exams or passing

them successfully, using the essential vocabulary. Your crammed story should have as many
sentences as there are word combinations for active use + 2/3 “empty” sentences. Write your
story in one of the following genres:
 1 BBC News programme.  2 An autobiography.
 3. A fairy tale.  4. A lecture to freshmen at a student meeting.
 5. A thriller.  6. A TV commercial.
 7. An anecdote.  8 Your favourite genre.
b) Retell your story using your notes (but do not read it) in front of the class. Your
classmates will evaluate your performance using the following grading scheme.
Note: You can give points for each aspect from 5 (the highest) to 1 (the lowest)

Genre Number of Grammar Artistic

Student’s name and plot vocabulary units and accuracy merits TOTAL
# merits the appropriacy of
their use
1

 9 a) Read the theoretical notes on linguistic properties of lexis given below. Be ready
to use this theory as guidelines for the text lexis linguistic analysis (see Ex. 9c).

ELEMENTS OF TEXT LINGUISTIC ANALYSIS: LEXIS

Text lexis can be characterized by using the criteria of the semantic relations between the words –
synonymy, antonymy, polysemy etc.; the morphological characteristics – word-building patterns, and the
stylistic criteria – stylistic differentiation of the words.
Semantic Characteristics of Words
Synonymy is often understood as semantic equivalence. Synonyms are words different in their
sound-form, but similar in their denotational meaning or meanings and interchangeable at least in some
contexts, e.g. to die, to pass away; to begin, to commence, etc. Synonyms can be absolute (have exactly the
same meaning and belong to the same style, e.g. to moan, to groan); semantic (one of the absolute synonyms
can specialize in its meaning, e.g. beautiful, lovely); stylistic (one of the absolute synonyms is specialized in its
usage, e.g. to begin (neutral), to commence (literary); euphemistic (words used to substitute some unpleasant
or offensive words, e.g. the late instead of dead).
Antonymy in general shares many features typical of synonymy. Antonyms are words characterised
by semantic polarity or opposite denotational meaning, e.g. She usually wears light colours. She doesn’t look
nice in dark colours. There are at least four groups of antonyms: 1) contradictories: dead and alive, single
and married etc. 2) contraries: man – woman, man – boy. 3) incompatibles: morning, afternoon, evening,
night.
Polysemy is the coexistence of various meanings of the same word. The bulk of English words are
polysemantic, that is to say possess more than one meaning. Words identical in sound-form but different in
meaning are traditionally termed homonyms which can be classified into homographs, homophones and
perfect homonyms. Homographs: bow n [bou] — “a piece of wood curved by a string and used for shooting
arrows” and bow n [bau] — “the bending of the head or body”. Homophones: sea n and see v. Perfect
homonyms: case n — “something that has happened” and case n — “a box, a container”.
According to the concepts underlying their meaning, words can form semantic fields or closely knit
sectors of vocabulary each characterised by a common idea, e.g. the words blue, red, yellow, black, etc. may
be described as making up the semantic field of colours. The members of the semantic fields are not synonyms
but all of them are joined together by some common semantic component – the common denominator of
meaning, e.g. the concept of colours, etc. Another type of classification is known as thematic grouping based
on the co-occurrence of words in certain contexts, e.g. tree — grow — green; journey — train — taxi — bags
— ticket.

Morphological Characteristics of Words

There are four main ways of word-building in modern English: affixation, composition,
conversion, abbreviation. There are also secondary ways of word-building: sound interchange, stress
interchange, sound imitation, blends etc.
Affixation consists in adding an affix to the stem of a definite part of speech (e.g. in-valuable).
Words formed by means of affixation are called derived words or derivatives. Affixation is divided into:
suffixation (the formation of words by means of adding a suffix to the stem (e.g. computer-ize)) and
prefixation (the formation of words by means of adding a prefix to the stem (e.g. dis-connect)).
Composition is the way of word building when a word is formed by joining two or more stems to form one
word (e.g. windowshop). Conversion or zero-derivation is a morphological way of forming words when one
part of speech is formed from another part of speech by changing its paradigm, and syntactic function (e.g. I
need some good paper for my room. I paper my room every year). Shortening of words (abbreviation)
consists in clipping a part of a word. Graphical shortenings are the result of shortening of words and word-
groups only in written speech while orally the corresponding full forms are used ( Dr., B.A. ft etc). Lexical
shortenings change the form of the word by clipping it: apocope (the end of the word is clipped — disco),
apheresis (the beginning of the word is clipped — chute (parachute), syncope (the middle of the word is
clipped — maths (mathematics).

Stylistic Differentiation of Words

With regard to the sphere of usage all the words fall into the following layers (strata) or groups: the
neutral layer (stratum), the colloquial layer (stratum), and the literary/formal layer (stratum),
e.g.:
 continue (neutral) – go on / carry on (colloq.) – proceed (formal);
 begin / start (neutral) – get going /get started / Come on! (colloq.) – commence (formal);
 father (neutral) – dad colloq.) – parent (formal);
 leave / go away (neutral) – be off / get out / get away / get lost (colloq., or familiar-colloq.) –
retire / withdraw (bookish);
Neutral words can be used in any sphere of communication, e.g., to go, to make, to do, thing. This
makes the layer the most stable of all. Stylistically neutral words usually constitute the main member in a
group of synonyms, the so-called synonymic dominant: they can be used in any style, they are not emotionally
coloured and have no additional evaluating elements.
Colloquial words may be subdivided into: 1) common colloquial words; 2) slang, i.e. words
which are often regarded as a violation of the norms of Standard English, e.g. a gag for 'a joke'; 3)
professionalisms, i.e. words used in narrow groups bound by the same occupation, such as, e.g., lab for
'laboratory'; 4) jargonisms, i.e. words marked by their use within a particular social group and bearing a
secret and cryptic character, e.g. a squiffer — 'a concertina'; 5) vulgarisms, i.e. coarse words that are not
generally used in public, e.g. bloody, hell, damn; 6) dialectical words, e.g. lass, kirk, etc. Colloquial words
are always more emotionally coloured than literary ones.
 Literary words consist of various specific subgroups, namely: 1) terms or scientific words such
as, e.g., renaissance, genocide, teletype, etc.; 2) poetic words and archaisms such as, e.g., ere —
'before', albeit — 'although', nay — 'no'; 3) barbarisms and foreignisms, such as, e.g., bon mot — 'a
clever or witty saying', apropos, faux pas, bouquet, etc.; 5) neologisms. Such words contribute to the
message the tone of solemnity, sophistication, seriousness, gravity, learnedness or certain negative
connotations.

 9b) Speak on the aspects of text lexis linguistic analysis, using the following diagram.

Elements of
Linguistic Analysis of
Text Lexis

1
2 3
Semantic
Morphological Stylistic
Characteristics
Characteristics Differentiation
of Words
of Words of Words

3.3 Literary words

2.4 Abbreviation
2.2 Composition

3.1Neutral words
2.3 Conversion
1.1 Synonymy

1.2 Antonymy

2.1 Affixation
1.3 Polysemy

 9 b) Look through the text DOCTOR IN THE HOUSE and analyse the following 3.2 Colloquial words
aspects of the text vocabulary:
SEMANTIC CHARACTERISTICS OF WORDS. Find the synonyms, antonyms of the
words given in the table below and comment why the word used in the text is the best choice.
Give all the dictionary meanings for the following polysemantic words from the text, indicating
their contextual meanings.
Type of semantic group Exampl
es
1 Synonyms cheat
contest
gazing
fault
nonchalant
2 Antonyms convenient
favourably
submission
subdued
superiority
3 Polysemantic words fair
straight
flight
case
treatment
 MORPHOLOGICAL CHARACTERISTICS OF WORDS. Identify the way of word-
building for the following words from the text and fill them out into appropriate lines.
1 Inevitability; 2 prize-fighter; 3 invigilator; 4 well-established; 5 descend;
6 examinees; 7 dispassionately; 8 state; 9 unhurriedly; 10 omissions.

# Way of word-building Example given above Your example from the

text
1 Affixation:
2 Prefixation
3
Suffixation
4
Prefixation+ Suffixation
5 Composition
6 Conversion
7 Other

STYLISTIC DIFFERENTIATION OF WORDS. Identify the stylistic specification of

the following words and expressions from the text and fill them out into appropriate lines.
1 Thenceforward; 2 keep an eye open for; 3 tetanus;4 the viva; 5… old
don totters back from hall and chucks the lot down the staircase; 6 the tripos;
7 examinations; 8 paths; 9 blackjack; 10 judgment day.

# Stylistic layers Example given above Your example from the text
1 Neutral words
2 Colloquial words
common

colloquial slang
3 Literary
words terms
professionalis
ms
poetic words
and
archaisms
foreignis
ms
neologis
ms

2.3 Grammar Focus

A. THEORY REVISION: The ARTICLE
1 Read the following notes and take them into account while doing practical tasks.
 1.1 There are three ways of making GENERAL STATEMENTS: ‘a/an’, ‘zero’ article,
‘the’:
# Cases of Exampl
usage es
1 A is used in general statements/ An examination is nothing more than an
definitions/ observations before a noun investigation of a man's knowledge
countable in the singular as an example
of a class. Its meaning corresponds to
the
Ukr. будь-який.
2 Zero article (X) is used in general X Examinations are nothing more than an
statements, observations before a noun investigation of X men’s knowledge
countable in the plural.
 3 THE is used in general statements/
definitions/ observations before a noun
countable in the singular when the noun
stands for the whole class.
NB! The first two models are more widely used in everyday speech, the third one – in
scientific (formal) discourse, mainly in definitions.
 1.2. The use of the article before the NOUN SUBJECT (перед іменником-підметом).
# Cases of
usage
1 A is used before the noun-subject,
countable in the singular when it is
mentioned for the first time. The
noun
may be modified by a descriptive
attribute.
2 THE is used before the noun-subject,
specifying it by means of back reference
(the noun is mentioned for the second
time)
 1.3. The use of the article before the NOUN PREDICATIVE (перед іменником у функції
предикатива = частини складного іменного присудка):
# Cases of
usage
1 A is used before the noun predicative,
countable in the singular. The noun may
be modified by a descriptive attribute.
2 Zero article (X) is used before the noun
predicative, countable in the plural.
3 THE is used before the noun
predicative, countable in the singular or
plural when it has a limiting attribute,
expressed either by certain adjectives
like last, same, very,
final, preceding, top, bottom etc. or by
an attributive clause.
 1.4. THE is used before a noun specified by:
# Cases of usage
1 an OF phrase, especially if the
noun is countable in the singular.
When the singular noun has a
descriptive attribute, it may take A.
When the noun before OF is in the
plural, both THE (specification) or
Zero article (description) can occur.
2 an adjective in the superlative degree
3 an ordinal numeral
NB! Nouns attributed by cardinal
numerals in the post position take Zero
article
4 a limited context:
clauses and phrases:
The examination is a test to show a
person's progress, knowledge, or ability
Exampl
es
A single invigilator sat in his gown and
hood on a raised platform
The invigilator tapped his bell half an
hour before time
Exampl
es
One (of the examiners) was a burly, elderly
man like a retired prizefighter.
She was a smart student.
They were X smart students.
It was the last question which puzzled
me. They were the candidates I met at
the first examination
Exampl
es
…the Secretary of the committee…
with an awkward expression of
self- consciousness
… to give the examiners the impression of
frustrated brilliance;
… X Little shreds of success collected together
in a way that the authorities have found the
most fair and convenient
In the square outside the first person I
recognized was Grimsdyke.
"You go to X table four," the porter told me. I
stood before table four.
The unpopular oral examination was held a
week after the papers.
like the policemen that flank the dock at the
Old Bailey.
 B. PRACTICAL TASKS: The ARTICLE
 1 Explain the use of the article in each sentence from the text ….
1. I was shown to a tiny waiting-room furnished with X hard chairs, a wooden table, and
X windows that wouldn't open, like the condemned cell.
2. To a medical student the final examinations are something like X death: an
unpleasant inevitability to be faced sooner or later.
3. But the medical student cannot see it in this light.
4. X Examinations touch off his fighting spirit.
5. The examination began with the written papers.
6. The ones that stick on the top flight are given firsts.
7. A false answer, and the god's brow threatens like imminent thunderstorm.
8. The other occupant of the room was a woman. X Women students – the attractive
ones, not those who are feminine only through X inescapable anatomic arrangements – are under X
disadvantage in X oral examinations.

 2 Insert a, the or X (zero article) in the sentences from the text given below.
1. I walked down ______ stairs feeling as if I had just finished _____eight-round
fight.
2. confusion breeds confusion and he will come to _____end of his
interrogation struggling like ____ cow in______bog.
3. ____ single invigilator sat in his gown and hood on a raised platform to keep an
eye open for flagrant cheating.
4. The written answers have____certain remoteness about them.
5. You go to table four.
6. ___ girl of twenty comes to you complaining of gaining weight.
7. Blindly, like __ man just hit by blackjack, I stumbled upstairs.
8. clock tingled twelve in the distance.
9. One was ______burly, elderl yman like _____retired prizefighter; ____other was
invisible, as he wa soccupied in reading morning'sTimes.
10. Тhey are______straight contest between himself and the examiners.

 3 ERROR CORRECTION.
a) There are 10 MISTAKES on the use of the article in the sentences from the text.
Correct them and explain each case.
1. There were the six other candidates waiting to go in with me, who illustrated types fairly
commonly seen in the viva waiting-rooms.
2. I jumped and struggled my way to а front of restless crowd.
3. One of porters would carry the list of candidates'numbers and call them out, one
after other.
4. Then I began to wonder if I would ever make the recovery and win through.
5. About half-way through an anonymous examinees began to differentiate
themselves.
6. In a square outside first person I recognized was Grimsdyke.
7. A male examiners are so afraid of being prejudiced favourably by their sex they usually
adopt towards them attitude of undeserved sternness.
8. He had obviously failed examination so often he looked upon a viva simply as
another engagement to be fitted into his day.
9. The candidates spend almost as much time over the technical details of a
contest as they do learning general medicine from their textbooks.
10. Three hours were allowed for paper.
 b) There are 10 MISTAKES on the use of the tenses in the Active voice in the sentences
from the text. Correct them and explain each case.
1. Benskin discovered that Malcolm Maxworth іs the St.Swithin’s representative on the
examining Committee… .
2. I walked down the stairs feeling as if I have just finished an eight-round fight.
3. This system was working admirably for years without arousing any comment.
4. Didnt you hear how they mark the tripos at Cambridge, my dear old boy?
5. He obviously failed the examination so often he looked upon the viva simply as another
engagement to be fitted into his day.
6. I felt sure she will get through.
7. Then I began to wonder if I ever make a recovery and win through.
8. One or two of my friends heartened me by describing equally depressing experiences
that overtook them previously and still allowed them to pass.
9. If the candidate will loose his nerve in front of this terrible displeasure he is
finished: confusion breeds confusion and he will come to the end of his interrogation
struggling like a cow in a bog.
10. The male examiners are so afraid to be prejudiced favourably by their sex.

 4 GRAMMAR TROUBLE SPOTS. Identify grammatical phenomena in the sentences

from the text. Explain what difficulty for EFL learners each case can present. Translate the
sentences into Ukrainian.
1. About half-way through the anonymous examinees began to differentiate
themselves….. then the porters began tearing papers away from gentlemen
2. We had heard exactly what would happen.
3. At midday precisely the Secretary of the Committee would descend the stairs and
take his place, flanked by two uniformed porters.
4. This system has been working admirably for years without arousing any
comment.
5. I felt sure she would get through.
6. It was like having a severe accident.
 5 Make up all types of questions to the given sentences as indicated in the table below.
1. A single invigilator sat in his gown and hood on a raised platform to keep an eye
open for flagrant cheating.
2. One of the porters would carry a list of candidates' numbers and call them out, one
after the other.
# Types of Sentence #1 Sentence
questions #2
1 A disjunctive
question
2 A yes-or-no
question
3 An alternative
question
4 A wh-question to
the subject
5 A wh-question
to the attribute
of the
subject
6 A wh-question to
the object
7 A wh-question
to the
adverbial
modifier of…
 2.3 Text Discussion and Literary Focus

 1a). RESPONDING TO THE STORY: Look through the story DOCTOR IN

THE HOUSE and answer the following questions.
A.YOUR RESPONSE:
1. What is your impression of the text?
2. What did you like in the text: its tone, its language, the characters?
3. What episode did you like/dislike in the text? Why or why not?
4. Who would you recommend to read the story? Why?
B.IDENTIFYING FACTS:
1.What does the notion “the final examinations” mean to a medical student?
2.Who was responsible for the written papers examination?
3.Why did the male examiners usually adopt toward women student an attitude of
undeserved sternness?
4.By whom and how were the examination results announced? Comment on the procedure.
C. INTERPRETING MEANINGS:
1. What is your attitude to an examination? Does it coincide with that of the medical student in
the story? Explain.
2. Do you agree to the described characteristics of the oral examination and the written
answers? Prove it.
3. What is your viewpoint on the types of candidates in viva waiting-rooms? Does the
description coincide with that of your fellow-students?
4. What do you think of the end of the story? What does it depict? Have you ever experienced
something like that? When?

 1b). Read the information given below about Bloom’s Taxonomy and answer the
following questions.
1. What is Bloom’s taxonomy?
2. What form is Bloom’s Taxonomy often represented by and how many
levels of intellectual skills does it consist of?
3. What is the importance of Bloom’s Taxonomy for teachers and learners?

BLOOM’S TAXONOMY
Bloom's Taxonomy is a classification of learning objectives within education proposed in 1956 by
a committee of US educators chaired by Benjamin Bloom, an educational psychologist. In 1956, Bloom
researched thousands of questions asked by teachers, categorised them, and arranged the categories into a
hierarchy [ˈhaɪə .rɑː.ki] or taxonomy [tækˈsɒn.ə.mi] of the cognitive skills required for learning.
Bloom's Taxonomy has six levels of intellectual skills, each one building on the previous level:
knowledge, comprehension, application, analysis, synthesis, and evaluation. Bloom related
the taxonomy to a ladder – the higher the rung, the deeper the learning. Research has consistently shown that
the large majority of questions asked by teachers come from the first two categories –
knowledge, and
comprehension, which require factual recall and comprehension – lower order thinking (LOT) skills.
Few questions come from the other categories which require higher order thinking (HOT) skills.
A revised version of the taxonomy was created in 2001 with two main changes (Read more
about this in: http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-
taxonomy-revised/):
1) the first change is semantic in that nouns have been replaced with verbs; and 2) the
second change relates to the order of these thinking skills. In the old taxonomy, Bloom placed
evaluating at the top of the thinking continuum, but for Anderson and Krathwohl’s Taxonomy
2001 creating is the highest order thinking skill: before creating anything, we are to evaluate
things.
 This taxonomy is often represented by a pyramid divided into six sections. The bottom
section is knowledge. At this level, learners memorize facts and details. This is the foundation for
all other cognitive skills and so most time is devoted to it in schools.

The second level is understanding. It is not enough to simply memorize facts and details, a learner
needs to understand the concepts. Once learners understand concepts, they must be able to apply them in
different situations. As we move up the pyramid, the cognitive skills become more and more demanding.
Analyzing requires students to consider the parts of something and think about what they mean. They may
need to compare and contrast two things, for example. The next level of the pyramid is evaluation. At this
level, students work on forming an opinion and explaining the reasoning behind their opinion. Such opinions
require that students have managed to move upwards through the levels from gaining knowledge all the way
up to being able to make judgments. Creating, or synthesizing is considered the most difficult mental skill.

Thinking skill Explanation and verbs Examples of questions

used in questions

 Higher order thinking skills

(HOTs)
6 Creating

The skills at this level are: to put
parts together to form a new
whole; generalize from given
facts, relate knowledge from
several areas, use old ideas to
create new ones.
Verbs: create, design,
compose, develop
6.1 What is the possible solution to…?
6.2 What would happen if…?
6.3 How would you deal with…?
6.4 How would you devise your own way
to…?
6.5 How many ways can you…?
6.6 Can you develop a proposal which
would…? Etc.
 The skills at this level are: to 5.1 What do you think about…?

5 Evaluating
assess value of theories, make 5.2 Do you think …is a good or bad
choices based on reasoned thing?
arguments, verify value of Explain.
evidence, recognize subjectivity. 5.3 Defend your position about…?
Verbs: assess, judge, 5.4 How would you have handled…?
support, decide, recommend, 5.5 How would you feel if…? Why?
conclude 5.6 How effective are/is…?
5.7 Give arguments to present your view
about… Etc.
The skills at this level refer to 4.1 What is the underlying theme of…?
4 Analysing

the ability to break down
material into its component
parts so that its organizational
structure may be understood:
the identification of the parts,
analysis of the relationships
between parts, and recognition
of the organizational principles
involved.
Verbs: analyse, classify,
compare, arrange, select,
connect, divide
The skills at this level refer to
3 Applying
4.2 What are some of the problems of …?
4.3 What is the turning point in the story?
4.4 What is the problem with …?
4.5 What are some of the motives behind
…?
4.6 Why did…changes occur?
4.7 Can you compare your … with that
presented in…?
4.8 Which event could not have happened
if…? Etc.
Could this happen in…?

the ability to use learned
material in new and concrete
situations. This may include
the application of such things
as rules, methods, concepts,
principles, laws, and theories.
Verbs: apply, illustrate,
demonstrate,
What factors would you change if…?
Can you apply the method used to some
experience of your own…?
What question would you ask of…?
From the information given, develop a set
of
instructions about…?
Would this information be useful if you had
a
…? Etc.

operate, practice, solve, use

Paint a picture of some aspect of the
2 Understanding

The skills at this level are: story you like.

interpretation of facts, Write and perform a play based on the
story. What do you think could have
compare, contrast, order,
happened next…?
group, and infer causes. Who is the main character?
What is the main idea?
Verbs: describe, explain,
Can you give an example of what you mean
identify, indicate, locate,
by…?
report, restate, review,
Can you give a definition for…?
select, translate.
Retell the story in your own
words. Write a summary of the
event/story.
Prepare a flow chart to illustrate the
sequence of events.
Make/Write a brief outline…
 The skills at this level are Who; When; Where;

1Remembering
those of observation and recall
of information; knowledge of
dates, events, and places;
knowledge of major ideas; and
mastery of subject matter.
Verbs: name, list, recall,
repeat, reproduce,
state.
Name; List; Quote
Describe what happened at…?
What happened after…?
Can you tell me who…?
Who spoke to…?
Find the meaning of…?
Which is true or false…?
Make a timeline of
events. Make a facts
chart.
List the story’s main events.

 Lower order thinking skills

(LOTs)
Adapted from: https://www.verywell.com/blooms-taxonomy-1448630;
http://thesecondprinciple.com/wp-content/uploads/2013/11/changes-from-ppt.jpg

 1c) ASKING TEXT-DEPENDENT QUESTIONS BASED ON BLOOM’S

TAXONOMY. Using the information given in 1b), make up 2 questions on each level of
thinking skills based on the story DOCTOR IN THE HOUSE.
 Lower order thinking skills
(LOTs)
1 Rememberin 1.1
g 1.2
2 Understandin 2.1
g 2.2
 Higher order thinking skills
(HOTs)
3 Applying 3.1
3.2
4 Analysing 4.1
4.2
5 Evaluating 5.1
5.2
6 Creating 6.1
6.2

 2. LISTING:
 2.1. EVENT MAP. Make an event map of the story using the questions given below.
What events does the story describe?
Who were involved?
Wher
e did it happen?
When
How
Why was it important?
  2.2. SEQUENTIAL ORDER CHART. List the events from the story in a
sequential order.

 2.3. Make a list of the phrases which describe the final examinations

;
 2.4. Make a list of the kinds of the anonymous examinees
 ;
 2.5. Make a list of the narrator’s feelings after the viva

 3. Retell the story as if you were:

a) Benskin b) Grimsdyke c) the invigilator
 4. Act out a conversation between:
a) the narrator and Grimsdyke b) the Nonchalant and the Crammer

 5. FIVE POST READING ACTIVITIES ABOUT THE TEXT. This

exercise can be done in two ways:
1) The students do the activities in a sequential order (e.g. Activity 1, 2… etc) during not
one but several subsequent classes.
2) Each student chooses one of the suggested ROLES as described below: a QUERIST,
A SUMMARIZER, A VISUALIZER, AN INFERENCER, and A SYMBOLIZER and gets
ready to conduct it in class. Then in class, the students present their reports in turn, involving their
groupmates into discussions.
 ROLE 1: QUERIST [kwɪə.rist]. Design 12 questions using Bloom’s Taxonomy
and organize a discussion by asking the group.
# Type of a Thinking Text-dependent
Skill questions
1 Remembering 1.1
1.2
2 Understanding 2.1
2.2
3 Applying 3.1
3.2
4 Analysing 4.1
4.2
5 Evaluating 5.1
5.2
6 Creating 6.1
6.2

 ROLE 2: SUMMARISER. Write a summary of the story using the following

guidelines. Get ready to present your outline and summary in front of the class.
To summarize means to state the main points in brief form. A good plot summary should
include all the story’s important events, state them in the order in which they occur, explain how one event in
the story causes or leads to the next one. Your summary should also tell how the story uses the key
elements of a plot: Exposition, Rising Action, Climax, Falling Action, and Resolution.
1. Background: Elements of plot structure
Gustav Freytag (1816 - 1895), a German dramatist and novelist, came up with the structure
for the way stories are told in ancient Greek and Shakespearean drama. This analysis is known
as Freytag's analysis which consists of dividing a play into 5 parts: exposition; rising
action; climax; falling action; resolution/ denouement (see the diagram below).
The exposition is the introduction of story - background information that is needed to properly
understand it. This information can include the protagonist, antagonist, the setting and so forth. The inciting
incident occurs here - the initial event which triggers the rest of the story.
 The rising action is what occurs leading up to the climax. For example, the main character must go
through a set of tasks to reach the point where he will have the final battle. These tasks are the "rising action",
and the final battle would be considered "the climax".

The climax is where all the rising action and conflict building up in the story finally reaches the
peak. It is usually the moment of greatest danger or decision-making for the protagonist. The turning
point can be considered the incident right before the climax, or can also be used as another name for climax.
For example, in Romeo and Juliet, the climax occurs when Juliet stabs herself.
The falling action deals with events which occur right after the climax. These events are
usually the after-effects of the climax.
The resolution/ denouement [BE:    AE  is the end of
the falling action and the conclusion to the story. There is usually a release of dramatic tension and anxiety
(also known as catharsis [ ]). It can also be the that portion at the end of the plot that
reveals the final outcome of its conflicts or the solution of its mysteries.
Outline the plot of the story Doctor in the House in the form of a PLOT DIAGRAM (a
map of the story), as shown in the picture below.
Making a PLOT DIAGRAM of the STORY

From: http://tipsandtricksteacher.blogspot.com/2012/08/upper-elementary-middle-school-
reading.html
  ROLE 3: VISUALIZER. Name the most important setting or event in the story
and then make notes as asked in the frame given below. Be ready to explain your ideas to the
class.
The most important setting /event in this story is
How the text described What I ADDED in my head…
the setting/event…

 While reading, I saw…



 

I smelled…
 

 

I heard …
 


ROLE 4: INFERENCER. Your role demands making inferences about the
character’s THOUGHTS, SPEECH, FEELINGS, ACTIONS, and HOW THESE
INFLUENCED OTHER CHARACTERS, using quotations from the text. Discuss your
inferences with your groupmates and ask them to agree and disagree, let them make their own
inferences. Give two inferences of each type 1-5 ( as shown in the table below).

# Inference relating Your INFERENCES

the
character’s 
1 p. (from the story)
I think (name of the character)
thought …..when he ….did/said……
because _(give the reason why you
think so)
Do you agree? (address a classmate whom you want to
THOUGHTS ask)

2 p.
When (name of the character)
said “ ”
It made me think..........What do you think?
Do you have anything to say about this?
(address a classmate whom you want to ask)
 SPEECH
3 p.
I think (name of the character) felt
when……………………
because……………..
FEELINGS
Wouldn't you say? (address a classmate whom you
want to ask)

4 p.
I think _(name of the character) (give
his/her action)ACTION
because
What's your idea? (address a classmate whom you
ACTIONS want to ask)
5 p.
The character_ name of the character) influenced
name of the character) this way……..
What are your thoughts on all of this?
(address a classmate whom you want to ask)
INFLUENC
E

ROLE 5: SYMBOLIZER. One of the beautiful things about stories are the
underlying lessons, morals, or critiques they contain. Learning to identify these hidden
messages brings greater depth to your literary experiences. Identify examples of symbols in the
story, and interpret their meanings. Identify the effect of each symbol on the plot of the text.
Illustrate your symbols with a picture or drawing.

 6. A CHARACTER SKETCH. Read 1 Background information carefully.

Take one of the characters in the story – the NARRATOR, the INVIGILATOR, an
EXAMINEE (a man student or a woman student) and analyze his/her personality.
1.Background
A character is a person or animal who takes part in the action of a literary work. Characters
can be described in many different ways, as follows:
 In terms of the importance of their roles: a character who plays an important role in the
story a major character. A character who does not play an important role is called a minor
character.
 In terms of their roles: a character who plays the central role in a story is called the
protagonist. A character who opposes the protagonist is called the antagonist.
 In terms of their complexity: a complex character is called round, while a simple
character is called flat.
  In terms of the degree to which they change: a character who changes is called dynamic,
a character who does not change is called static.
Character types that readers recognize easily, such as the hard-boiled detective or the wicked
stepmother, are called stereotypes, or stock characters.
When you analyze a character, you take a person apart to see what makes him or her tick.
Remember, that in stories, as in life, a character can be revealed in five ways: a. by speech; b. by
appearance; c. by thoughts; d. by what other people say or think about the
character; e. by actions.
The act of creating and developing a character by the author is called characterization. A
writer uses direct characterization when s/he states the character’s traits explicitly, Judy is
smart. Bob is often funny. Indirect characterization occurs when the writer reveals a character’s
traits indirectly by means of what s/he thinks, says, does; by means of description of his/her
appearance; or by means of the statements, thoughts or actions of other characters.
2. Making a Character Sketch
By using a character sketch table given below, make a character sketch of
a character of your choice from the story. While presenting it to the class, use the following
questions as guidelines.
1. Is the character the protagonist or antagonist of the story?
2 What is the character’s major trait (primary characteristic) and minor traits?
3. Is the character’s major trait a strength or weakness? Does it change from one to other as
the story progresses?
4. Is the character round (dynamic)? How does s/he recognize, change with, or adjust to
circumstances?
5. What is the relationship between the protagonist and antagonist?
6. If the character is minor (static), what function s/he perform in the story? Is the character
stereotypical? If so, does the character rise above the stereotype? How?
7. What do any of the other characters do, say, or think to give you insight into the character?
8. How does the character see him/herself? What does the storyteller or narrator think of the
character?
# Character Examples from the story

Parameters for Character Analysis

1 In terms of the importance of their roles:
a major character or a minor character
2 In terms of their roles:
the protagonist or the antagonist
3 In terms of their complexity:
round or flat
4 In terms of the degree to which they change:
dynamic or static
5 Characterization:
direct or indirect
6 Characterization
a. by speech
b. by appearance
c. by thoughts
d. by what other peop s o thi
about the le a r nk
character y
e. by actions
7 The thesis statement about the character
  7. TEXT LINGUISTIC ANALYSIS.
 7a) Read Part 1 of the text and answer the following questions.

ELEMENTS OF TEXT ANALYSIS

1 What is the text? What is the difference between the terms “text” and
“discourse”?
2 When can a sequence of utterances be called a text?
3 Name the standards of textuality and say which of them are text-centred
notions and which ones are user-centred?
4 Give the definitions of cohesion and coherence?
5 What is more important: logical unity or surface unity in creating a text?
Part 1
The text is defined as a unit of unlimited length formed by a sequence of utterances in which each
following utterance repeats the information introduced by the previous one and adds to it some new
information. Sometimes to emphasise that we are talking about spoken texts the term discourse is used.
In the approach to text linguistics by Robert-Alain de Beaugrande and Wolfgang Dressler (1981), text, oral or
printed, is defined as a communicative occurrence [ BE əˈkʌr.ᵊn s AE əˈkɝː.rᵊn s ], which is to meet seven
standards of textuality: 1) cohesion; 2) coherence; 3) intentionality;
4) acceptability; 5) informativity; 6) situationality; 7) intertextuality. If any of these
standards are not satisfied, the text is considered not to have fulfilled its function and not to be communicative.
Cohesion [kəʊ ˈhiː.ʒᵊn] (когезія, зв’язність) concerns the ways in which the components of
the surface text (the actual words that we hear or see) are connected in a sequence. The cohesive
devices have two tasks: a) to unify text; b) to make it more economical (to save short-term memory).
Coherence [kəʊ ˈhɪə.rᵊns] (когеренція, цілісність) concerns the logical arrangement of
elements of a text. It reflects cognitive processes of language users, their experience, and knowledge
of the world. Often texts are both coherent and cohesive, but sometimes only coherent, e.g. John,
could you open the door? - I’m in the bath!
As long as texts are interpreted by the users, and are understood, they are acceptable.
However, a text which is cohesive but not coherent is unacceptable. Logical unity is more important
than surface unity, e.g. Yesterday I saw a car. A car is a machine. There is no doubt about it that a
machine is a noun. We have many kinds of nouns. What’s more, “kinds” has five letters.
Intentionality and acceptability concern the speaker’s intention to produce a text, and
the listener’s intention to accept it as a text. It a conversation is to be successful, it should
involve:1) co-operation of the interlocutors; 2) truthfulness of the interlocutors; 3) providing
necessary information (but not more than necessary); 4) being relevant, to the point (these can be
purposefully violated). Acceptability is sensitive to context – what can be accepted as a text in a pub,
may not be accepted in a posh restaurant.
Informativity concerns the balance between the unknown and certain, expected and
unexpected in a text. A text which is full of the new and unexpected can be rejected as too difficult
(too high informativity). A text which consists of only known information can be rejected as boring
(too low informativity). It is also context-sensitive – you expect high informativity of a lecture, and
rather low informativity of a text heard at a bus stop.
Situationality concerns factors which make a text relevant to a current situation or
occurrence. These are strategies of monitoring and management employed by the speaker to make
sure that the discourse develops according to his expectations.
Intertextuality concerns the ways in which the production and reception of a given text
depends upon the participants’ knowledge of other texts. The transfer from an old text to the present
one can take the form a direct quotation or an allusion.
Cohesion and coherence are text-centred notions. The other standards of textuality are
user-centred notions.
  7b) Read Part 2 of the text and fill out the following diagram.
Part 2
Cohesion and coherence as the most important standards of textuality.
Cohesion and coherence together are the most important standards of textuality. Like all components of a
semantic system, cohesion is realized through grammar and vocabulary. Cohesion can therefore be divided
into lexical and grammatical cohesion.
Lexical cohesion deals with the meaning in the text. Lexical cohesion is divided into two major
types: reiteration and collocation (co-occurrence of lexical items). Grammatical cohesion includes
devices such as reference, substitution, ellipsis and conjunction.
Lexical cohesion. Reiteration includes repetition, synonymy, hyponymy (specific –
general), meronymy (part – whole), and antonymy. All these devices have the function of reiterating the
previous item, either in an identical or somewhat modified form, and this is the basis for the creation of a
cohesive tie between the items.
Repetition as the most occurring form of lexical cohesion it involves the reiteration of a lexical item,
e.g. They saw a monkey at the zoo. The monkey was funny. Anyway, the repeated lexical item may not be of
the same form, e.g. He arrived yesterday. His arrival made everybody happy.
Synonymy is a semantic relation when the words have the same or similar meaning, e.g. stop –
halt; begin – start, etc.
Hyponymy (specific – general) is a semantic relation when the meaning of one word is included in
the meaning of the other, e.g. viva (hyponym) – examination (hyperonym= superordinate word).
Meronymy (part – whole) is a semantic relationship between a part of something (a meronym)
and its whole, e.g. tree - forest, salt – seawater.
Antonymy is a semantic relation when words grouped together on the basis of opposition, e.g. Pass"
or "Failed".
Collocation is a familiar grouping of words, especially words that habitually appear together and
thereby convey meaning by association. The term collocation (from the Latin for "place together") was first
used in its linguistic sense by British linguist John Rupert Firth (1890-1960), who famously observed, "You
shall know a word by the company it keeps." Examples of collocations most commonly used in English are as
follows:
Adverb + Adjective: completely satisfied (NOT downright satisfied);
Adjective + Noun: excruciating pain (NOT excruciating joy);
Noun + Noun: a surge of anger (NOT a rush of anger);
Noun + Verb: lions roar (NOT lions shout);
Verb + Noun: commit suicide (NOT undertake suicide);
Verb + Expression With Preposition: burst into tears (NOT blow up in tears);
Verb + Adverb: wave frantically (NOT wave feverishly)
Collocations differ from idioms, i.e. colloquial expressions that express a meaning different from
their literal meaning as individual words, e.g. “Kicked the bucket” or “bought the farm” to mean “died”.
Grammatical cohesion in a greater detail concerns such matters as reference,
conjunction, substitution, and ellipsis.
Reference. There are three main types of cohesive references: personal, demonstrative, and
comparative. Personal reference keeps track of function through the speech situation using personal
pronouns like “he, him, she, her”, etc. and possessive determiners like “mine, yours, his, hers”, etc. In English
the most common linguistic items used as a reference in the textual sense are personal pronouns (subject and
object), determiners and possessives. Third person pronouns are often used to refer back, and sometimes
forward, to a participant that has already been introduced or will be introduced into the discourse, e.g. Alice
spent two weeks at the seaside. She’s come back this morning. Demonstrative reference keeps track of
information through location using references like “this, these, that, those, here, there, then, and the”, e.g. I
always do sightseeing when I am in London. There are a lot of sights worth seeing there. Comparative
reference keeps track of identity and similarity through indirect references using adjectives like “ same, equal,
similar, different, else, better, more”, etc. and adverbs like “so, such, similarly, otherwise, so, more”, e.g. A
similar view is acceptable. They did the same.
Conjunctions. They act as cohesive ties between clauses or sections of text in such a way as to
demonstrate a meaningful pattern between them, though conjunctive relations are not tied to any particular
sequence in the expression. Conjunctions can be classified according to four main categories: additive,
adversative, causal and temporal. Additive conjunctions act to structurally coordinate or link by
adding to the presupposed item and are signalled through “and, also, too, furthermore, additionally”, etc.
Additive conjunctions may also act to negate the presupposed item and are signalled by “nor, and...not, either,
neither”, etc. Adversative conjunctions act to indicate “contrary to expectation” and are signalled by “yet,
though, only, but, in fact, rather”, etc. Causal conjunctions express “result, reason and purpose” and is
signalled by “so, then, for, because, for this reason, as a result, in this respect” etc. The last most common
conjunctive category is temporal and links by signalling sequence or time. Some sample temporal conjunctive
signals are “then, next, after that, next day, until then, at the same time, at this point” etc.
The use of a conjunction is not the only device for expressing a temporal or causal relation. For
instance, in English a temporal relation may be expressed by means of a verb such as follow or precede, and a
causal relation by verbs such as cause and lead. Moreover, temporal relations are not restricted to sequence in
real time, they may also reflect stages in the text (expressed by first, second, third, etc.). Examples of time-
sequence:
 After the battle, there was a snowstorm.
 They fought a battle. Afterwards, it snowed.
 The battle was followed by a snowstorm.
Substitution. There are three ways of substituting in a sentence: nominal, verbal, and
clausal. In nominal substitution, the most typical substitution words are “one” and “ones”, e.g. Let's go
and see the bears. The polar ones are over on that rock. In verbal substitution, the most common substitute
is the verb “do” which is sometimes used in conjunction with “so” as in “do so”, e.g. Did Anne leave
yesterday? She might have done (so). In clausal substitution, an entire clause is substituted, e.g. Everyone
thinks she’s talented, smart, witty. If so, no wonder she’s so popular.
Ellipsis (zero substitution) is the omission of elements normally required by the grammar which the
speaker/writer assumes are obvious from the context and therefore need not be raised. If substitution is
replacing one word with another, ellipsis is the absence of that word, “something left unsaid”.
Ellipsis requires retrieving specific information that can be found in the preceding text. There are three types
of ellipsis too: nominal, e.g. Do you want to buy another present? I want three more [presents]; verbal,
e.g. She watched a movie and he [watched] a football match; and clausal, e.g. I read 100 pages on the first
day and only 20 on the second.
Some of the major relations of coherence are logical sequences: cause-consequence (and
so), condition-consequence (if), instrument-achievement (by), contrast (however),
compatibility (and), etc.

 7c) Speak on cohesion as an important standard of textuality, using the

scheme given below.

Cohesion

Lexical Cohesion Grammatical

Cohesion
Substitution
Conjunction

Reiteration Collocation
Reference

Ellipsis
Hyponymy
Synonymy

Meronymy
Repetition

Antonymy
  8. Find examples of lexical and grammatical cohesive devices from the story and fill
out the frames given below.

1 Lexical Cohesion

1.1 Reiteration
1.1.1 Repetition 1.1.2 Synonyms

1.1.3 Hyponyms 1.1.4 Meronyms

1.1.5 Antonyms

1.2 Collocations

2 Grammatical Cohesion

2.1 Reference 2.2. Conjunctions

10.3. Substitution 2.4. Ellipsis

10.4.
  8. Analyzing the STORY. Analyze the story Doctor in the House according
to the following guidelines.

A. GENERAL UNDERSTANDING & LITERARY ASPECTS

1. Name the title of the story and the author’s name.
2. Give a general definition of the text under study:
– a 3rd person narration
– a 1st-person narration (an I-story)
– narration interlaced with descriptive passages and dialogues of the
characters
– narration broken by digressions (philosophical, psychological, lyrical, etc;
– an account of events interwoven with a humorous (ironical, satirical) portrayal of
society, or the character, etc.
3. Give a short summary(3-5 sent) of the story under consideration (the
gist, the content of the story in a nutshell).
4. Speak on the composition of the story. Divide the text into logically complete
parts and entitle them. If possible choose the key-sentence (the topic sentence) in each part that
reveals its essence. The compositional pattern of a complete story (chapter, episode) may be as
follows:
– the exposition (introduction);
– the development of the plot (an account of events);
– the climax (the culminating point);
– the denouement (the outcome of the story).
5. State the problem/theme raised (tackled) by the author.
6. Formulate the main idea conveyed by the author (the author's message).

B.LINGUISTIC ASPECTS
7. Point out essential properties of the story's lexis.
8. Speak on lexical and grammatical cohesive devices of the story.

C. LEARNER PROFESSIONAL AND PERSONAL

DEVELOPMENT ASPECTS
9. Sum up your analysis with highlighting:
9.1 THE AUTHOR’S CRAFT ASPECTS: What aspect of the author’s craft
makes the story appealing to you/the readers: the story’s composition, theme,
message, lexis, cohesive devices etc.?
9.2 YOUR PROFESSIONAL KNOWLEDGE-ENHANCING ADPECTS:
EFL teachers: linguistic phenomena that might cause comprehension
difficulties
Translators: cases of untranslatability
9.3 EXPERIENCE-ENRICHING ASPECTS: What
new/useful/familiar/extraordinary etc. experience have you learnt from the
story? What (moral) lesson/s does the story teach?

NB! While presenting your analysis, don’t forget to highlight: What makes you say
THAT?
 ESSENTIAL VOCABULARY LIST

Words
1. annoy v 3. go v 5. rattle v
2. chatter v 4. cheer n, v 6. reduce v

3. VOCABULARY NOTES
1. ANNOY
vt
1. to make sb slightly angry, to disturb and nervously upset a person; дратувати, сердити: His
constant joking was beginning to annoy her. It really annoys me when people forget to say thank
you. I’m sure she does it just to annoy me.
SYNONYMS: irritate, unsettle, irk, vex
NOTE: unsettle means to make sb feel upset or worried, especially because a situation has
changed: Changing schools might unsettle the kids.
NOTE: irritate means to annoy sb, especially by sth you continuously do or by sth that
continuously happens: The way she puts on that accent really irritates me.
NOTE: irk (fml) means to annoy or irritate sb: She never told me what irked her that Sunday
morning.
NOTE: vex (fml) to annoy or worry sb: The memory of their conversation still vexed him.
2. to make sb uncomfortable or unable to relax; докучати, набридати, досаждати, турбувати:
He swatted a fly that was annoying him.
SYNONYM: BOTHER
NOTE: bother means to annoy, worry or upset sb; to cause sb trouble or pain: It bothers me
to think of her alone in that big house.
TO BE ANNOYED AT /OVER STH TO MAKE SB ANGRY OR NERVOUS BECAUSE OF STH.; СЕРДИТИСЬ ІЗ-ЗА ЧОГОСЬ: SHE
WAS ANNOYED AT HIS BEHAVIOUR.
to be annoyed with SB TO MAKE SB FEEL ANGRY OR UPSET BECAUSE OF SB; БУТИ РОЗДРАТОВАНИМ
КИМОСЬ: The teacher was annoyed with noisy pupils.
annoying adj. causing one to feel annoyed, as annoying manners; дратуючий: The
annoying thing is he is usually right.
SYNONYM: irritating, bothersome, harassing
annoyance, n
1. a feeling of slight anger; досада, неприємність, роздратування: A look of annoyance
crossed her face.
2. something that makes you slightly angry; набридання, надокучання, приставання: Alan
found the constant noise of the traffic an annoyance.

2. CHATTER vi
1. (away / on) (to sb) (about sth) to talk quickly and continuously, especially
about things that are not important; базікати, теревенити, розбовкувати: They chattered away
happily for a while.
chatter like a magpie – тріскотіти як сорока.
SYNONYMS: babble , gibber , gab, chat
NOTE: babble means to talk quickly in a way that is difficult to understand: They were all
babbling away in a foreign language. I realized I was babbling like an idiot.
NOTE: gibber means to speak quickly in a way that is difficult to understand, often because
of fear: He cowered in the corner, gibbering with terror. By this time I was a gibbering wreck.
 NOTE: chat means to talk in a friendly informal way especially about things that are not
important: We sat in a cafe for hours chatting about our experiences.
NOTE: gab ( informal) to talk continuously, usually about unimportant things: You two
were gabbing so much that you did not even see me.
2. (of teeth) to knock together continuously because you are cold or frightened; стукати,
клацати зубами: Her teeth chattered as she dressed.
3. (of birds) to make a series of short high sounds; щебетати, стрекотіти, цокотіти: The only
sounds we could hear were the birds chattering in the trees.
IDM: the chattering classes (BrE) the people in society who like to give their opinions
on political or social issues; мас-медіа або певне коло людей, що обговорюють події, але не
впливають на їхній перебіг: Constitutional reform is popular among the chattering classes.
CHATTER N
1. continuous rapid talk about things that are not important; балаканина, базікання: constant,
endless, idle, incessant chatter, idle chatter.
2. a series of quick short high sounds that some animals make; щебетання, стрекотіння,
джерготання: You could hear the chatter of the birds everywhere.
3. a series of short sounds made by things knocking together; дрижання, вібрація, стукіт,
клацання: the chatter of teeth.
chatterbox n a person who chatters; балакун, базіка, торохтій: a mere political
chatterbox.

3. CHEER n
1. a shout of joy, support or praise; схвальний вигук, оплески, підтримка: A great cheer went
up from the crowd. Three cheers for the winners! (used when you are asking a group of people to
cheer three times, in order to congratulate sb, etc.)
2. (fml) an atmosphere of happiness; настрій: Christmas cheer.
3. Cheers! is used as a toast, words of cheer; Ура!; вітальний вигук.
cheer vi/t 1. to shout loudly, to show support or praise for sb, or to give them encouragement;
підтримувати, тішити, веселити: Let's go to the football game and cheer for our favourite team.
We all cheered as the team came on to the field. Cheering crowds greeted their arrival.
SYNONYMS: encourage, inspire
NOTE: encourage (sb in sth) means to give sb support, courage or hope: My parents
have always encouraged me in my choice of career. We were greatly encouraged by the positive
response of the public.
ANTONYMS: chill, depress
NOTE: inspire means to encourage someone by making them feel confident and eager to
achieve sth great: The general’s speech inspired vigour in the men.
2. to give hope, comfort or encouragement to sb; підбадьорювати, надихати, веселити: He
cheered her, and that helped. One whisper of happiness cheered me. She was cheered by the news
from home.
3. to applaud; аплодувати, вітати оплесками, кричати "Браво! Ура!": The House cheered
more tumultuously than ever.
SYNONYM: applaud
NOTE: applaud means to show your approval of sb/sth by clapping your hands: He started
to applaud and the others joined in. They rose to applaud the speaker.
cheerful adj.
1. happy, and showing it by the way that you behave; бадьорий, веселий, безжурний: You’re
not your usual cheerful self today. He felt bright and cheerful and full of energy. You’re in a cheerful
mood.
2. giving you a feeling of happiness; що робить щось бадьорим, охочим: a bright, cheerful
restaurant. Walls painted in cheerful (= light and bright) colours. A chatty, cheerful letter.
 cheer sb on means to give shouts of encouragement to sb in a race, competition, etc.;
підбадьорювати: The spectators cheered the runners on.
cheer up| cheer sb/sth up means to become more cheerful; to make sb/sth more
cheerful; веселити, тішити: Oh, come on—cheer up! Give Mary a call; she needs cheering up.
Bright curtains can cheer up a dull room.

4. GO vt
1. to move or travel from one place to another; їздити, ходити: She went into her room and
shut the door behind her. I have to go to Rome on business. She has gone to China.
2. to be sent or passed somewhere; надсилати: I want this memo to go to all managers.
3. (from / to) to lead or extend from one place to another; вести, проходити, пролягати,
простягати: I want a rope that will go from the top window to the ground. Where does this road go?
4. to have as a usual or correct position; to be placed; знаходитись: This dictionary goes on the
top shelf. Where do you want the piano to go?
5. used to talk about how well or badly sth makes progress or succeeds; проходити,
відбуватись: ‘How did your interview go?’ ‘It went very well, thank you.” Did everything go
smoothly? How’s it going?!
6. used to talk about wanting to get rid of sb/sth; позбавитись: The old sofa will have to go.
He’s useless— he’ll have to go.
7. to help; to play a part in doing sth; приводити до чогось: This all goes to prove my theory. It
just goes to show you can’t always tell how people are going to react.

go about sth 1. to continue to do sth; to keep busy with sth; продовжувати: Despite the
threat of war, people went about their business as usual.
2. to start working on sth; починати щось: You’re not going about the job in the right way.
How should I go about finding a job?
go along to make progress; to develop; просуватися; розвиватися: Things are going along
nicely.
go at sb to attack sb, sth; нападати на когось: They went at each other furiously.
go back (to sth) to consider sth that happened or was said at an earlier time; згадати,
повернутися до: Can I go back to what you said at the beginning of the meeting?
go back on sth to fail to keep a promise; to change your mind about sth; порушувати
обіцянку, відмовлятись від своїх слів: He never goes back on his word.
go by (of time) to pass; з часом: Things will get easier as time goes by. The weeks went
slowly by.
go by sth to be guided by sth; to form an opinion from sth; спиратися на щось: That’s a
good rule to go by. If past experience is anything to go by, they’ll be late.
go down in/on sth to be written in sth; to be recorded or remembered in sth; бути
зафіксованим, записаним: It all goes down in her notebook.
go down to sb to be defeated by sb, especially in a game or competition; програти,
потерпіти поразку: Italy went down to Brazil by three goals to one.
go down with sb to be received in a particular way by sb; бути схваленим: The
suggestion didn’t go down very well with her boss.
go into sth 1. to examine or check sth carefully; уважно вивчати щось, розглядати,
займатись: We need to go into the question of costs.
2. to study sth carefully, especially by repeating it; повертатись, прокручувати: He went over
the events of the day in his mind.
 5. RATTLE vi/t
1. to make a series of short loud sounds when hitting against sth hard; to make sth do this; тріскотіти,
торохтіти, гуркотіти, гриміти, брязкати: Small stones rattled on the underside of the car. A window rattled
in the wind.
2. (of a vehicle) to make a series of short loud sounds as it moves somewhere; рухатися з гуркотом,
мчати, гнати, трясти ( rattle down, rattle over, rattle along, rattle past ): They rattled the furniture around the
big old house. A convoy of trucks rattled by.
3. to make sb nervous or frightened; хвилювати, бентежити, турбувати, лякати: He was clearly
rattled by the question.
SYNONYM: embarrass
NOTE: embarrass means 1. to make sb feel shy, awkward or ashamed, especially in a social
situation;бентежити, турбувати: Her questions about my private life embarrassed me.
2. to scold; лаяти, давати прочухана: She embarrassed the pupil for his unwillingness to answer.
IDM: rattle sb’s cage to annoy sb; дратувати: Who’s rattled his cage?
rattle through to do sth very quickly because you want to finish it as quick as possible; квапливо
робити щось, підштовхувати, прискорювати: She rattled through her speech in five minutes.
rattle around sth (informal) to be living, working, etc. in a room or building that is too big;
знаходитись або жити у занадто великому приміщенні: She spent the last few years alone, rattling around
the old family home.
rattle sth off to say sth from memory without having to think too hard; відтарабанити, говорити
без угаву: She can rattle off the names of all the presidents of the US.
rattle on (about sth) to talk continuously about sth that is not important or interesting,
especially in an annoying way; говорити швидко, базікати: At every meeting she rattled on for hours.
SYNONYM: chatter
rattle n
1. (also rattling) [usually sing.] a series of short loud sounds made when hard objects hit against each
other; тріск, гуркіт, деренчання, перестукування: the rattle of gunfire. From the kitchen came a rattling of
cups and saucers.
2. noise, chatter; гам, гвалт, шум: She cannot bear a place without some cheerfulness and rattle.
3. a person who speaks much; невгамовний балакун, торохтій, цокотун, базікало: I paid so little
attention to the talk of this rattle.
SYNONYM: chatterer

6. Use the following examples with the word REDUCE (vt) and compile vocabulary
notes on your own as in the model given above. Find more examples in the following online
English-English dictionaries:
1. CALDT – The Cambridge Advanced Learners Dictionary & Thesaurus:
http://dictionary.cambridge.org/dictionary/british/
2. LDOCE – The Longman Dictionary of Contemporary English : http: //
www.ldoceonline.com/dictionary
3. MED – The Macmillan English Dictionary Online :
http://www.macmillandictionary.com/
4. OALD – The Oxford Advanced Learner's Dictionary :
http://www.oxfordlearnersdictionaries.com/
5. MWD – The Merriam-Webster Dictionary: http://www.merriam-
webster.com/dictionary
6. AED – The American English Dictionary:
http://www.collinsdictionary.com/dictionary/american/
7. AHD –The American Heritage Dictionary: https://ahdictionary.com/word
8. AHRT – The American Heritage® Roget's Thesaurus: http://www.thesaurus.com
9. CED- The Collins English Dictionary:
http://www.collinslanguage.com/results.aspx?js=on&dictionary=cedm&text
 1 Reduce speed now ( = on a sign).
2 Costs have been reduced by 20% over the past
year. 3 The skirt was reduced to £10 in the sale.
4 The world’s resources are rapidly
diminishing. 5 His influence has diminished
with time.
6 The noise began to lessen.
7 The number of new students decreased from 210 to 160 this
year. 8 Hunger had reduced the poor dog to skin and bone.
9 People say ‘living in reduced circumstances’ to avoid saying ‘poor’.
10 A beautiful building reduced to rubble.
11 They were reduced to begging in the streets.
12 The whole town was reduced to ashes in the
bombing. 13 We can reduce the problem to two main
issues.
14 The goods are sold at a great reduction in price.

 5.1. Make a LEXICAL ANALYSIS of the words from the essential vocabulary
according to the word analysis scheme given below.

WORD LEXICAL ANALYSIS SCHEME

1. State what part of speech the word under analysis is.
2. Say if it is a monosemantic or polysemantic word.
3. Give the Ukrainian equivalents for every meaning of the word.
4. Illustrate the meaning(s) with a sentence or a phrase.
5. Name all the derivatives of the word if any, state their parts of
speech and translate them into Ukrainian.
6. Give collocations/idioms/sayings with the word under analysis and
translate them into Ukrainian.
7. Give the sentence from the story with the word under analysis, say
what derivative form it is used and what contextual meaning it has.

WORD LEXICAL ANALYSIS SAMPLE

1. ANNOY is a transitive verb.
2. It is a polysemantic word and has two main dictionary meanings.
3-4. Firstly, ANNOY means to make sb slightly angry, to disturb and nervously upset a
person. In this meaning ANNOY corresponds to the Ukrainian дратувати, сердити, e.g. (for
example) I’m sure she does it just to annoy me.
Secondly, ANNOY means to make sb uncomfortable or unable to relax. In the second
dictionary meaning ANNOY corresponds to the Ukrainian набридати, досаждати, турбувати,
e.g. He swatted a fly that was annoying him.
5. ANNOY has a few derivatives. The first derivative ANNOYING is an adjective in the
meaning of causing one to feel annoyed. As an adjective it can be illustrated with such a sentence:
The annoying thing is he is usually right.
The second derivative of the verb ANNOY is ANNOYANCE which functions as a noun and
has two meanings:
1) a feeling of slight anger which corresponds to the Ukrainian: досада, неприємність,
роздратування, e.g. A look of annoyance crossed her face.
 2) something that makes you slightly angry which corresponds to the Ukrainian набридання,
надокучання, приставання, e.g. I find the constant noise of the traffic an annoyance.
6. ANNOY has two collocations:
TO BE ANNOYED AT /OVER STH IN THE MEANING OF TO MAKE SB ANGRY OR NERVOUS BECAUSE OF STH .
ITS UKRAINIAN EQUIVALENT IS СЕРДИТИСЬ ІЗ-ЗА ЧОГОСЬ, E.G. SHE WAS ANNOYED AT HIS BEHAVIOUR;
to be annoyed with sb in the meaning of to make sb feel angry or upset because of sb. Its
Ukrainian equivalent is бути роздратованим кимось, e.g. The teacher was annoyed with noisy
pupils.
7. ANNOY is used in the text in the sentence: …. Its contextual meaning is …

 5.2. Translate the following illustrative examples from the Essential Vocabulary into
Ukrainian, then do their back translation.
1. ANNOY
1 His constant joking was beginning to annoy her.
2 It really annoys me when people forget to say thank you.
3 I’m sure she does it just to annoy me.
4 Changing schools might unsettle the kids.
5 The way she puts on that accent really irritates me.
6 She never told me what irked her that Sunday
morning. 7 The memory of their conversation still vexed
him.
8 He swatted a fly that was annoying him.
9 It bothers me to think of her alone in that big house.
10 She was annoyed at his behavior.
11 The teacher was annoyed with noisy pupils.
12 The annoying thing is he is usually right.
13 A look of annoyance crossed her face.
14 Alan found the constant noise of the traffic an annoyance.
2. CHATTER
15 They chattered away happily for a while.
16 They were all babbling away in a foreign
language. 17 I realized I was babbling like an idiot.
18 He cowered in the corner, gibbering with terror. By this time I was a gibbering wreck.
19 We sat in a cafe for hours chatting about our experiences.
20 You two were gabbing so much that you did not even see me.
21 Her teeth chattered as she dressed.
22 The only sounds we could hear were the birds chattering in the trees.
23 Constitutional reform is popular among the chattering classes.
24 You could hear the chatter of the birds everywhere.
25 the chatter of teeth.
26 a mere political chatterbox.
3. CHEER
27 A great cheer went up from the crowd.
28 Three cheers for the winners!
29 Christmas cheer.
30 Cheers!
31 Let's go to the football game and cheer for our favourite
team. 32 We all cheered as the team came on to the field.
33 Cheering crowds greeted their arrival.
34 My parents have always encouraged me in my choice of career.
35 We were greatly encouraged by the positive response of the
public. 36 The general’s speech inspired vigour in the men.
37 He cheered her, and that helped.
 38 One whisper of happiness cheered me.
39 She was cheered by the news from home.
40 The House cheered more tumultuously than ever.
41 He started to applaud and the others joined in.
42 They rose to applaud the speaker.
43 You’re not your usual cheerful self today.
44 He felt bright and cheerful and full of
energy. 45 You’re in a cheerful mood.
46 a bright, cheerful restaurant.
47 Walls painted in cheerful (= light and bright)
colours. 48 A chatty, cheerful letter.
49 The spectators cheered the runners on.
50 Oh, come on—cheer up!
51 Give Mary a call; she needs cheering up.
52 Bright curtains can cheer up a dull room.
4. GO
53 She went into her room and shut the door behind her.
54 I have to go to Rome on business.
55 She has gone to China.
56 I want this memo to go to all managers.
57 I want a rope that will go from the top window to the ground.
58 Where does this road go?
59 This dictionary goes on the top shelf.
60 Where do you want the piano to go?
61 ‘How did your interview go?’ ‘It went very well, thank you.”
62 Did everything go smoothly?
63 How’s it going?!
64 The old sofa will have to go.
65 He’s useless— he’ll have to go.
66 This all goes to prove my theory.
67 It just goes to show you can’t always tell how people are going to react.
68 Despite the threat of war, people went about their business as usual.
69 You’re not going about the job in the right way.
70 How should I go about finding a job?
71 Things are going along nicely.
72 They went at each other furiously.
73 Can I go back to what you said at the beginning of the
meeting? 74 He never goes back on his word.
75 Things will get easier as time goes by.
76 The weeks went slowly by.
77 That’s a good rule to go by.
78 If past experience is anything to go by, they’ll be late.
79 It all goes down in her notebook.
80 Italy went down to Brazil by three goals to one.
81 The suggestion didn’t go down very well with her
boss. 82 We need to go into the question of costs.
83 He went over the events of the day in his mind.
5. RATTLE
84 Small stones rattled on the underside of the car.
85 A window rattled in the wind.
86 They rattled the furniture around the big old house.
87 A convoy of trucks rattled by.
88 He was clearly rattled by the question.
89 Her questions about my private life embarrassed me.
90 She embarrassed the pupil for his unwillingness to
answer. 91 Who’s rattled his cage?
92 She rattled through her speech in five minutes.
93 She spent the last few years alone, rattling around the old family
home. 94 She can rattle off the names of all the presidents of the US.
95 At every meeting she rattled on for hours.
98 the rattle of gunfire.
97 From the kitchen came a rattling of cups and saucers.
98 She cannot bear a place without some cheerfulness and rattle.
99 I paid so little attention to the talk of this rattle.
6. REDUCE
100 Reduce speed now ( = on a sign).
101 Costs have been reduced by 20% over the past year.
102 The skirt was reduced to £10 in the sale.
103 The world’s resources are rapidly diminishing.
104 The noise began to lessen.
105 The number of new students decreased from 210 to 160 this year.
106 Hunger had reduced the poor dog to skin and bone.
107 A reducing plan.
108 People say ‘living in reduced circumstances’ to avoid saying
‘poor’. 109 a beautiful building reduced to rubble.
110 They were reduced to begging in the streets.
111 The whole town was reduced to ashes in the bombing.
112 We can reduce the problem to two main issues.
113 The goods are sold at a great reduction in price.
114 His influence has diminished with time.

5.3. Complete the following sentences with an appropriate word.

1. ANNOY
1 He swatted a fly that was him.
2 It really me when people forget to say thank you.
3 The way she puts on that accent really me.
4 Changing schools might the kids.
5 The memory of their conversation still him.
6 She never told me what her that Sunday morning.
7 He found the constant noise of the traffic an .
8 The most thing is he is usually right.
9 It me to think of her alone in that big house.
10 She was at his behavior.

2. CHATTER
1 You two were so much that you did not even see me.
2 Her teeth chattered as she dressed.
3 Constitutional reform is popular among the classes.
4 He cowered in the corner, with terror.
5 We sat in a cafe for hours about our experiences.
6 You could hear the of the birds everywhere.
7 They _ away happily for a while.
8 They were all away in a foreign language.
 9 By this time I was a wreck.
10 a mere political .
3. CHEER
1 They rose to the speaker.
2 One whisper of happiness me.
3 We were greatly by the positive response of the public.
4 The general’s speech _ vigour in the men.
5 A great went up from the crowd.
6 crowds greeted their arrival.
7 My parents have always me in my choice of career.
8 Three for the winners!
9 The House more tumultuously than ever.
10 Bright curtains can up a dull room.

4. GO
1 Things are nicely.
2 I want a rope that will from the top window to the ground.
3 Did everything smoothly?
4 How should I finding a job?
5 Despite the threat of war, people their business as usual.
6 They _ each other furiously.
7 He _ the events of the day in his mind.
8 That’s a good rule to _ .
9 He never _ his word.
10 We need to the question of costs.

5. RATTLE
1 From the kitchen came a of cups and saucers.
2 Small stones on the underside of the car.
3 Her questions about my private life me.
4 She through her speech in five minutes.
5 A window in the wind.
6 She can the names of all the presidents of the US.
7 At every meeting she for hours.
8 I paid so little attention to the talk of this .
9 He was clearly by the question.
10 She the pupil for his unwillingness to answer.

6. REDUCE
1 The world’s resources are rapidly .
2 People say ‘living in _ circumstances’ to avoid saying ‘poor’.
3 The number of new students from 210 to 160 this year.
4 speed now ( = on a sign).
5 The noise began to .
6 Hunger had the poor dog to skin and bone.
7 His influence has with time.
8 They were to begging in the streets.
9 The goods are sold at a great in price.
10 We can the problem to two main issues.
 5.4. Unscramble the following sentences.
1. ANNOY
1 was/ joking/ her/constant /beginning/annoy/ his/ to .
2 the / schools /kids /might /changing /unsettle.
3 really/way/me/ that/puts/on / irritates /accent / the /she .
4 still / the / vexed/ conversation /him/of /their/memory.
5 an/the/ found /constant/ traffic/ he/ the / of / noise/annoyance.

2. CHATTER
1 the /gibbering / cowered / with /corner / in / terror /he.
2 a / babbling /language / in/ they / were / all / foreign /away .
3 café /experiences/ we / a / for /our /chatting /in /sat /about / hours .
4 so / two/ me / did/ see/you / even/ much/ gabbing / were / that / not /you .
5 the /could/ in/ birds/only / trees/ were/ sounds/ we /chattering / the/ the/ hear .

3. CHEER
1 their/cheering/ arrival / greeted /crowds.
2 of / always / parents /choice / me / in / have / my / my / career /of / encouraged .
3 speech / in/ men / the / vigour / general’s / inspired / the.
4 the /joined /in /others /started /to/ he /applaud /and .
5 cheered /of /one /whisper /happiness /me.

4. GO
1 to /business /Rome /go /to /have / on /I.
2 goes /my / prove /all/ theory /this/ to.
3 the /not / the /you’re / job /right /in / going /about /way.
4 I /of / you/ go / meeting / the / at / back / to / said/can / what / the/ beginning ?
5 of / went / in / his / events / the / he / day / over / the mind.

5. RATTLE
1 on/ the /small /car/ the/ rattled / underside /of / stones.
2 was /question / rattled /by / he /clearly /the.
3 embarrassed / to/ for /pupil /the /unwillingness / she / his / answer.
4 the /all / of/ can / the /US / rattle / of / she / presidents / names / off /the .
5 so/ this / paid / I /talk /of / the / little / rattle / attention/ to.

6. REDUCE
1 are / world’s /rapidly /the/ diminishing/ resources.
2 people /avoid / ‘poor’/ living/ reduced say/ in /saying / circumstances /to.
3 two /can / main /problem /to /reduce / the issues/we.
4 at/ great /goods /are / a / in / the / price /sold / reduction.
5 with/ diminished / influence/ his / time / has.
 4. ESSENTIAL VOCABULARY EXERCISES
 1. Translate the sentences into Ukrainian paying attention to the words in italics.
1. It annoys me to see him getting ahead of me.
2. The children chattered to each other excitedly.
3. The crowd cheered the President.
4. It rattled me to realize how close we had been to a real catastrophe.
5. You cannot go by what he says, he is very untrustworthy.
6. It annoyed us that they took so long to answer.
7. The facts may all be reduced to three headings.
8. The way things are going the company will be bankrupt by the end of the year.
9. He will go down in history as a great statesman.

 2. Translate the sentences into English paying attention to the words in italics.
1. Він повинен був покарати захисників футбольної команди за їхню слабкість.
2. Вона була дуже роздратована тим, що її розбудили спозаранку.
3. Усі факти зводяться до того, що він винен у скоєнні цього злочину.
4. Я практично не звертав уваги на те, що говорив цей базікало.
5. Давай підемо на футбол та підтримаємо нашу улюблену команду.
6. Ти помиляєшся, якщо судиш про людей за їхньою зовнішністю.
7. Кількість студентів, які не склали іспит з лексикології, зменшилась майже наполовину.
8. Адвокат нападав на свідка, ставив йому нескінченні запитання, таким чином в врешті-
решт свідок визнав себе винним.
9. Вода була такою холодною, що він почав клацати зубами від холоду.
10. Ви маєте знизити швидкість, ми в’їхали до міста.

 3. a) Fill in the correct prepositions or adverbs.

1. To be annoyed ... the way she does sth.;
2. to reduce the price .... sixty.....forty dollars;
3. to seem rattled....one’s presence;
4. to be cheered....the news;
5. to cheer....the dull room;
6. to be rattled.....the question;
7. to reduce the problem....main issues;
8. to rattle....the house;
9. to chatter....each other excitedly;
10. to go......the story in details;
11. to go....with one’s views;
12. to go....the job in the right way;
13. to go.....to what sb has said;
14. to go sth.....in the notebook;
15. the chatter....the birds;
16. to give three cheers....sb;
17. to rattle....for hours;
18. to rattle.....the names of the streets;
19......a great reduction in price;
20. to reduce the speaker’s argument....nonsense.
 b) Choose an appropriate preposition (multiple choice).
1. He went the events of the day in his mind.
 A. into  B. by  C. about  D. at
2. He never goes his word.
 A. down to  B. down with  C. back on  D. back to
3. You are not going the job in the right way.
 A. at  B. about  C. back on  D. into
4. The suggestion didn't go very well with her boss.
 A. back on  B. down to  C. back to  D. down with
5. You can't afford to let any job go when you've been out of work for so long.
 A. by  B. into  C. along  D. at
6. As the roads were so icy, the cars were going _ very slowly and carefully
 A. by  B. along  C. from  D. with
7. She went Florida to see her parents.
 A. back to  B. down to  C. down with  D. back on
8. Everything was going just fine until she turned up!
 A. by  B. at  C. along  D. into
9. The company is refusing to go detail about its offer.
 A. at  B. into  C. by  D. about
10. How did you go finding a job?
 A. by  B. into  C. about  D. with

 4. Give each word next to its definition.

An identifying phrase A
word
1 encourage sb, exhilarate
2 make sb unable to relax
3 support, n
4 talk continuously about sth not
interesting
5 fail to keep a promise
6 be defeated by sb
7 examine sth carefully
8 be guided by sth
9 change sth to a more general form
1 making a series of sounds
0

 5. Match the following words to the suitable synonyms or antonyms .

1 rattle v A babble
2 reduce v B troublesome
3 chatter v C discount
4 annoy v D gloomy
5 cheer v E return
6 go back v F vex
7 cheerful adj. G diminish
8 annoying adj. H embarrass
9 reduction n I discourage
1 go about v J tackle
0
 5. Fill in the suitable synonyms.

annoy, vex, irritate, bother,

1. The memory of their conversation still ... him.
2. The way she puts on that accent really ... me.
3. I don’t want to ... her with my problems at the moment.
4. The thing that ... me is your behaviour.
5. Jane’s constant chatter was beginning to ... me.
6. The only reason she went out with Charles was to ... her parents.
7. After a while, the loud ticking of the clock began to ... me.
8. That silly smile of hers always ... me.
9. Does it ... you that she earns more than you?
10. It ... me to have to get up so early.

cheer, encourage, inspire

1. I am taking Jenny out tonight to ...her up.
2. I would never have won if my friend had not ... me to keep trying.
3. Thousands of people lined Broadway to ... the Yankees and celebrate their triumph.
4. I tried to think of something to say to ...him up.
5. They were behind by two touchdowns and she still ... them on.
6. Patricia ... me to apply for a job.
7. We were greatly ... by the positive response of the public.
8. Music and lighting are used to ... shoppers to buy more.
9. We need a new captain, someone who can ... the team.
10. I hope this success will ... you to greater efforts.
11. Kerrie was visibly ... when we finally saw a light in the distance.

chatter, gab, chat,

1. They’ve been ... on the phone for nearly two hours.
2. Within minutes of being introduced they were ... away like old friends.
3. My kids spend hours ... on the phone to their friends.
4. What were you ... about?
5. I am actually glad you are late, it gave me a chance to ... .
6. The tiny gray-haired woman....continuously to demonstrate how to make a tortilla.
7. They poured out of the school....with their friends.
8. Michele....about her minor ailments to anyone who would listen.
9. The little boy was soaking wet and......with agitation.
10. You two were....so much you did not even see me!

reduce, decrease, lessen,

1. The noise began to ... .
2. They gave her an injection to......the pain.
3. The world’s resources are rapidly ... .
4. His influence has.....with time.
5. People should.....the amount of fat they eat.
6. Donations have.....significantly over the past few years.
7. This species of bird is......in numbers every year.
8. The report can be....to three main points.
9. We were hoping they would....the rent a little.
10. Eventually Charlotte was....to begging on the streets.
  5. Complete the sentences using ANNOY, REDUCE, GO, CHEER,
CHATTER, RATTLE and their derivatives.
1. We have been able to our tax bill by 10%.
2. After a long siege they the fort.
3. Small stones on the underside of the car.
4. Is your old car still along?
5. The whole town was to ashes in the bombing.
6. The results of his work were very .
7. From the forest came the of gunfire.
8. Once you have made this decision, there will be no .
9. The of encouragement went up from the crowd.
10. The Times has open opposition to the government on all points except
foreign policy.
11. It me to be kept waiting so long.
12. It may result that diminished happiness with increased prosperity.

 7. Translate these expressions into English using the essential vocabulary.

1. Погоджуватись з вашою пропозицією;
2. порушувати обіцянку;
3. діяти за правилами;
4. починати роботу;
5. займатись виробництвом молочної продукції;
6. демонструвати роздратування;
7. тепло, щиро;
8. бадьорий настрій;
9. клацати зубами від холоду;
10. знижувати ціни;
11. скорочувати штат;
12. дати лад, навести порядок;
13. звести нанівець;
14. бути записаним, бути зафіксованим письмово;
15. зробити знижку на якийсь товар;
16. роздратований тон;
17. потяг з гуркотом промчав мимо;
18. відтарабанити заняття;
19. поспішно протягнути законопроект у парламент;
20. розбовкувати чиюсь таємницю.

 8. Unscrambling sentences . Unscramble the following sentences and write out each
sentence putting the words or constituent parts in the correct order.

1. .up/ risk/disease/of/heart/the/smoking/reduces/giving

2. was/the/clearly/he/by/question/rattled
______________________________________________________________________
  9. SYNONYM DISCRIMINATION.
a) Match the synonym with the given definition.
# The The
definition word
1 make somebody feel upset or worried, especially because
a
situation has changed
2 make somebody slightly angry
3 make sb uncomfortable or unable to relax
4 offend and evoke a display of feeling ranging from
momentary impatience to an outburst of rage
5 cause somebody trouble or pain
make sb feel shy
make sb nervous
make sth less in size
become less important
make sth weaker

b) Choose an appropriate synonym (multiple choice)

1. It me to see him getting ahead of me.
 A. bother  B. annoy  C. irk  D. vex
2. The children _ to each other excitedly about the next day's events.
 A. gibbered  B. babbled  C. chattered  D. gabbed
3. The general’s speech _ vigor in the men.
 A. cheered  B. encouraged  C.
inspired 4 Нe covered in the corner, with horror.
 A. babbling  B. gibbering  C. chattering  D. gabbing
5 We can the problem to main issues.
 A. reduce  B. decrease  C. lessen  D. diminish
6. His influence has - with time.
 A. reduce  B. decrease  C. lessen  D. diminish
7. She the pupil for his unwillingness to answer.
 A. embarrassed  B. rattled  C. worried

 10. Translate the following passage into English using the essential vocabulary.
Люди – різні, і захоплення в них різні, особливо в молоді, яка має більше вільного часу,
а якщо не має, то завжди знайде зайву хвилинку на щось дуже цікаве для себе; не завжди ж
старанно готуватись до екзаменів. Захоплень у молоді безліч, і не слід бути невдоволеним
цим.
Своїми захопленнями молоді люди намагаються зайняти позицію виокремлення із
загальної маси, а деякі, навпаки, щоб самовиразитися, розчиняються в масі, вважаючи себе ні
на кого не схожими і гордо називаються „флешмобівцями”. А що ж таке флешмоб? Чому він
одночасно збирає велику кількість молодих киян (від 50 до 240 осіб)?
Флешмоб – це поява незнайомих людей в раніше означеному місці в певний, раніше
визначений час. Ніхто не робить перекличку тих, хто прийшов. Учасники флешмобу
здійснюють певні дії, після чого швидко розходяться. Флешмоб триває до 5 хвилин, немає
часу збиратись з думками. План його проведення розроблений заздалегідь, він яскравий і
дещо абсурдний ... Наприклад, усі зобов’язані, стоячи на перехресті, аплодувати й радіти,
коли світлофор посміхається зеленим вогником, або обурюватися і вимагати повернути зелене
світло, коли з’являється червоне. І кожен пильнує за світлофором.
Зміст флешмобу й справді не можна зрозуміти, читаючи про нього або слухаючи чиюсь
розповідь. Вам потрібно піти туди, побувати там, побачити радісні і бадьорі обличчя
флешмобівців, які „відриваються”, подихати з ними одним повітрям, відчути цю переповнену
ейфорією атмосферу, посміятися з реакції здивованих перехожих. За Д. Кладовою
  11. A CRAMMED STORY.
a) Make up a story related to failing exams or passing them successfully, using the
essential vocabulary. Your crammed story should be no longer than 15-20 sentences, and the
words and expressions from UNIT 1 Essential Vocabulary is to be used in EVERY sentence!
Write your story in one of the following genres:
 1 BBC News programme.
 2 A scholarly paper in educational psychology. 3. A fairy tale.
 4. A lecture to freshmen at a student meeting. 5. A thriller.
 6. A TV commercial.  7. An anecdote.
 8 Your favourite genre.

b) Retell your story using your notes (but do not read it) in front of the class. Your
classmates will evaluate your story telling performance using the following grading
scheme.
Note: You can give points for each aspect from 5 (the highest) to 1 (the lowest)
Genre Number of vocabulary Gramm Artis
Student’s and units and the ar tic TOTAL
# name plot appropriacy accurac meri
merits of their use y ts
1
2
3

Crammed Story Title

Crammed Story Genre
 6. TOPICAL VOCABULARY
HIGHER EDUCATION
1. Structure of U.S. higher education:
1 secondary education; higher education; undergraduate study; graduate study;
2 a community/junior college; a technical institute; a liberal arts college; a
university;
3 provide/offer a two/four-year course of study;
4 enroll for a degree, enrollment;
5 earn a degree; a bachelor's degree program; be awarded a Bachelor's degree in
Liberal Arts (B. A.)/ in Science (B. S.); post-university study leading to the Master's or
doctoral degree (Ph. D.= Doctor of Philosophy); complete successfully, on
completion;
6 curriculum, syllabus; academic courses, core courses, major, n, v, minor, n,
an elective course;
7 natural sciences/the sciences, social sciences, humanistic studies/the
humanities;
8 require, requirement; a credit/unit/hour; academic load;
9 be the first priority; a student's academic standing/ achievement;
10 grade, n, v; grading system; letter grades, point grades; grade point average
(GPA)
11 freshman, n, sophomore, n, junior, n, senior, n, graduate, n; alumnus
(formal, esp AmE= a former student of a school, college, or university), alumna,
alumni;
12 academic year; semester, n, quarter, n ;
13 cost of study; tuition fee; financial support/aid; grant, scholarship;
14 room and board; health
insurance; 15 faculty, n,
professors/instructors.

2. Admissions:
1 apply to college/university for admission;
2 be highly selective, have selective admission policies;
3 submit an application; applicant, n, a prospective student;
4 office of undergraduate admissions;
5 high school transcript; test scores; standardized entrance tests; the
Scholastic Assessment Test (SAT 1), the American College Testing Assessment
(ACT); SAT II (Subject Tests), the Test of English as a Foreign Language
(TOEFL); test math, vocabulary and reading knowledge and skills;
6 judge all students by a common yardstick;
7 possess necessary verbal and mathematical skills to succeed in
college/university studies;
8 a statement of educational purpose;
9 a letter of recommendation/reference; essay, n;
10 be accepted/rejected.
 3. Campus Life:
1 on campus, off-campus;
2 extracurricular offerings/activities;
3 the balance between academic work and life outside the
classroom; 4 depend on sb's interests and inclinations;
5 leisure-interest clubs; athletic clubs and teams;
6 take part in research activities; hang out on campus;
7 a residential college; housing options/arrangements: a dormitory (dorm) (AmE),
single-sex, co-ed; Greek letter organizations (Greek life) = a) fraternity (a club of male
students at an American university, usually living in the same building), b) sorority (a
club for women students at an American university, living in the same building); a hall
of residence / “hall” (BrE).
NOTE: words given in bold type in 1-3 are to be taken for spelling drills.

4. Understanding colloquial college expressions:

1 Pull an all-nighter = stay awake all night to study.
2 Hit the books = study (infml).
3 Cram for a test = study at the last minute.
4 Bomb a test /exam = fail/flunk a test/ exam.
5 Ace a test = get an A (the highest grade).
6 Take a test cold = take a test without studying for it.
7 A quiz = a small test.
8 A pop quiz = a surprise quiz, an unexpected quiz.
9 A killer course = a difficult subject.
10 A blow-off course = an easy subject.
11 A data brain = a very smart person, student.
12 A brown nose = one who tries hard to please.
13 A hard nose = a difficult teacher.
14 An easy grader = a teacher who gives many good grades.
15 Mark on a curve = add points on a grade.
16 Turn in sth = submit, give work to the teacher.
17 Suck up to a teacher = try hard to please.
18 "Mega" homework = a lot of work to do.
19 In the nick of time = just in time; at the last possible moment.
20 Do sth over again = do sth a second time.
21 Be under pressure = have stress, tension, many responsibilities.
22 Be in hot water (with sb, e.g. with one's teacher) = be in trouble.
23 My mind went totally blank = I couldn't remember anything.

Memo Notes 

and
 :
 HIGHER EDUCATION
1.Read the topical vocabulary given in Structure of U.S. Higher Education

a) translate into Ukrainian.

PRACTICE
b) give the proper English equivalents for the following Ukrainian words and word
combinations.
1 Середня освіта; вища освіта;
2 бакалаврат; магістратура;
3 дворічний коледж, який дає професійну підготовку; технічний інститут; коледж
гуманітарного профілю;
4 пропонувати (забезпечувати) 4-річний курс навчання;
5 навчальний план, плани;
6 навчальна програма, програми;
7 академічні (навчальні) курси (дисципліни);
8 обов’язкові предмети (курси); курси за вибором;
9 (основна) спеціальна дисципліна (спеціальність, спеціалізація);
10 спеціалізуватись з (дисципліни, фаху);
11 додаткова спеціалізація (друга спеціальність);
12 природничі науки; соціальні науки; гуманітарні науки;
13 успішно закінчити; по закінченні;
14 залікова година (залік), що виставляється при успішному виконанні навчальної
програми з певної дисципліни;
15 вчитися для отримання диплома (наукового ступеня) = «заробляти диплом»;
16 академічне навантаження;
17 вимагати; вимоги;
18 оцінка; ставити оцінку (оцінювати); система оцінювання; оцінки у балах; оцінки у
літерах;
19 бути приорітетом (найважливішим завданням);
20 успішність студента; середній бал (успішності у навчанні);
21 тривати чотири роки;
22 студент 1-го, 2-го, 3-го, 4-го курсу американського колледжу (університету),
23 випускник, аспірант;
24 навчальний рік; семестр;
26 вартість навчання; плата за навчання;
27 проживання та їжа; медична страховка;
28 стипендія; фінансова допомога;
29 викладацький склад; викладач.

 2. Answer the following questions using the topical vocabulary.

1. How long does it take to get secondary education in Ukraine?
2. Is getting higher education prestigious in Ukraine nowadays?
3. What educational institutions offer higher education in your country?
4. How long does a course of study in a (pedagogical) university last in this country?
5. What courses does your academic curriculum consist of? Are the curricular requirements
tough?
6. Do you have updated or outdated syllabuses and textbooks? Do you find the syllabus in
Practical English you’re doing during your sophomore (second) year interesting/difficult?
7. What conventional grading system is used in Ukrainian colleges and universities:
letter grades, point grades or number grades? Do you think it’s effective?
 8. So student life is divided into semesters, examination periods and vacations; which one is
your favorite?
9. What is the student’s first priority? ( Sorry for a stupid question ! It’s being asked just for
practicing the topical vocabulary) (Practice, v, n = AmE)
10. Are you studying free of charge or paying tuition for your
education? How much is the tuition? Is the cost of study high?
Is financial support a major concern for college or university students?
Can you get higher education without your parents’ financial support?

 3. Match the following words from the text with the correct identifying phrase.
1. University a. A fixed charge, a sum paid for a service.
g
2. College b. The courses offered by an educational institution.

3. c. A holder of an academic degree or diploma.

Community
college
4. Curriculum d. 1.A mark indicating a degree of accomplishment at school.
2. A class organized for the work of a particular year of a
school course.
5. Syllabus e. A two-year government-supported college that offers an
associate degree.
6. Senior, n f. Instruction, the act of teaching.
7. Junior, n g. An institution for higher learning with teaching and
research facilities constituting a graduate school and
professional schools that award master's degrees and
doctorates and an undergraduate division that
awards bachelor's degrees.
8. Graduate, h. A summary outline of a course of study.
n
9. Tuition i. A student in the next-to-the-last year before graduating from
an educational institution.
10. Fee k. An institution of higher learning that grants a

bachelor's
degree in liberal arts or science or both.
11. Grade 1. A student in the year preceding graduation from a school of
secondary or higher learning.

4. Read Text 1 and

 a) Say if the following features of the system of the U. S. higher education are the
same (S) or different (D) from the Ukrainian higher education.

# Features of the system of the U. S. higher education S D

1 Stages
2 Types of institutions of higher learning
3 Degrees
4 The procedure of earning a degree
5 The grading system
6 Measuring a student academic standing
7 The academic year division
8 The curriculum structure
9 The cost of studying
 TEXT 1. U.S. Higher Education

The American system of higher education is fundamentally different from the Ukrainian
system. In general, the U. S. higher education is divided into two stages: the undergraduate
study and the graduate study. The institutions of undergraduate study are: community and
junior colleges, technical institutes, liberal arts colleges or universities.
Community and junior colleges provide a two-year course beyond high or secondary school.
Courses are either terminal, leading to employment, or academic, preparing the student for
transfer to a four-year college or university where he/she will complete his/her education, graduates
of these colleges are awarded an Associate in Arts (A .A.) or Associate in Sciences (A. S.)
degrees.
A technical institute offers a two- or three-year course of training for a semiprofessional
occupation, such as that of a dental, engineering, or medical technician.
Liberal arts colleges or universities offer a university education combining natural and
social sciences as well as humanistic studies. Universities are the largest and most complex of the
country's higher education institutions. They comprise undergraduate and graduate schools,
departments, and professional schools, e.g. law, medical schools, they place a heavy emphasis on
research. Most universities are publicly supported and funded by the state.
Colleges tend to be smaller and offer limited degree programs, usually at the undergraduate
level. The college may be part of a university, or may be an independent institution offering a
bachelor's degree program, with little if any instruction at the graduate level. The academic status of
an independent liberal arts college may be just as high as a college which is part of a university.
Private universities and colleges have more selective admission policies and higher tuition fees. The
term school has a wider sphere of application in American English, it may refer to any type of an
educational institution, e.g. a college, university or high school, especially in informal use.
Four years of undergraduate study lead to a Bachelor's degree in Liberal Arts or in
Science, a B.A. or B.S. degree, and qualify the graduate to apply for admission to a graduate
school.
American degrees, both undergraduate and graduate, are earned on the basis of the number of
courses successfully taken, each course earns credits or units, which are known as credit
hours, or merely as hours or credits. The number of credits/hours earned by each course relates
to the number of hours of classroom work involved, but does not necessarily correspond exactly. For
instance, a course meeting three times a week for an hour (actually 50 minutes) each time may give
the student three hours credit for the semester. On the other hand, an intensive seminar may meet
once a week for two hours and also be a three-credit course. Two or three laboratory periods are
equivalent to one class hour. The undergraduate student program, known as academic load, is
normally 15-17 credits/hours a semester. The full degree requirement is usually 120 credits (about 40
courses).
Students are graded on course work completed, and most colleges and universities use letter
grades as follows: A is excellent or outstanding; B means above average, C is average; D is below
average, and F is failing. Roughly, the following percentage values and point scales are applicable:
A 93 - 100 % or 4.00 points
B 80- 92 % or 3.00 points
C 70- 79 % or 2.00 points
D 60 -69 % or 1.00 points
F below 60 % is failing
An undergraduate student must maintain a C or 2.00 average in general, and a B or 3.00
average in his/her major field in order to receive a degree. Some schools may also use the Pass/Fail
grading system where there are two possible grades, the student either passes and receives credit for
the course or fails and receives no credit, many schools combine both the Pass/Fail option with the
conventional system. In this case, a student may take a certain number of courses for a Pass or Fail
grade, and his other courses using the conventional A-F grading system.
A student’s academic standing is often measured by his/her grade point average (GPA).
This is the average of the grades that the student has had for all the years of college or for each term.
The GPA is computed by dividing the total number of grade points by the total number of credit
hours. For example, a student takes four 3-unit courses with the following results: Business - A;
Introduction to Business Law - B; Mass Media and Marketing - A; and Computer Science technique
applied to Business - B. The GPA is computed as follows:
Grade Units/hours Grade points Grade Point Average (GPA)
A= 4.00 X 3 = 12
B= 3.00 X 3 = 9
A= 4.00 X 3 = 12
B= 3.00 X 3 = 9
12 42 3.5
A Bachelor's degree program usually lasts four years, the first year is called freshman year, the
second sophomore, the third junior, and the fourth senior.
The academic year (which varies for each institution) normally runs from late August or mid-
September to early/late May or late August. It is either divided into two terms called semesters, or
into three terms called quarters. The academic curriculum usually consists of:- general basic
courses sometimes called core courses or distribution requirements, which must be taken
by all the students, usually during the freshman and sophomore years. They comprise about a third of
a degree and include subjects, such as English, a foreign language, a natural science, social science,
and mathematics;
– courses in which a student wishes to major, i.e. to specialize, which are mostly taken in the
last two years and usually comprise a quarter or more of the total degree requirements;
– elective courses which the student chooses from any field.
Graduate and professional schools provide post-university study leading to the master's or
doctoral degree (Ph. D). A Master's degree takes one or two years to complete and is much more
specialized than the general Bachelor's degree. Most Master's degrees prepare for professional
employment, such as the Master of Education (M.Ed.), Master of Public Health (M.P.H.), or Master
of Business Administration (M.B.A.). Although requirements for advanced degrees vary far more
than for the Bachelor's degree, some number of course credits is always required. The M. A. degree
will usually require a minimum of 30 credits up to a maximum of 60 credits, and an average grade of
B.
Studying in the U.S.A. is expensive. The total cost of enrollment during one academic year (i.e.
9 months) will be between $ 15,000 and $35,000 and up. Included are tuition fee, books, room and
board, and health insurance. (Adapted from: http://duke.kbr.be)

 5. Make a summary of Text 1 using the following outline.

1. Stages of the U. S. higher education.
2. Types of institutions of higher learning.
3. Degrees and the procedure of their earning.
4. The grading system and measuring a student’s academic standing.
5. The curriculum structure. The academic year.

6. Read the Topical Vocabulary Admissions and

a) Translate the expressions into Ukrainian.
 b) Give the English equivalents to the following words and word combinations.
1 Вступати до університету (коледжу);
2 подавати заяву;
 3 абітурієнт;
4 приймальна комісія;
5 додаток до атестату з оцінками за середню
школу; 6 результати тестів;
7 стандартизовані вступні іспити;
8 тестувати математику, знання та навички лексики й читання;
9 підходити до всіх студентів з однаковою міркою;
10 володіти необхідними вербальними та математичними вміннями, щоб справитись з
навчанням в університеті (коледжі);
11 обґрунтування мети
навчання; 12 рекомендація; есе;
13 бути прийнятим (не прийнятим).

7. Read Text 2 and make a list of items which are to be submitted as formal
application to the office of undergraduate admissions by the applicants seeking admission to an
American university/college.
TEXT 2. Admissions
Admission to an American institution of higher education is never automatic. Applicants are
considered on the basis of their academic record, English proficiency, school references, admission
tests, previous experience, project of study, etc. For many high school students the college
admissions process starts in the fall of their junior year when they begin taking standardized
tests( SAT I, ACT, the scores of which are considered as the results of the entrance exams), and
doesn't let up until December of their senior year when most applications are mailed to the offices of
undergraduate admissions. It is wise to apply simultaneously to as many as 5 to 10 colleges or
universities (even more, if the application does not have a good academic record).
The student's high school transcript contains much of the information that admissions
counselors are evaluating: his/her high school grades; the variety of courses he/she's taken; the
difficulty level of his/her classes. Second to the transcript are the test scores. the Scholastic
Assessment Test (now known as SAT 1) and the American College Testing
Assessment (ACT) are the two big college entrance exams. The SAT and ACT test dates are
scheduled through the year. These tests are designed to allow college admissions officers to judge all
students by a common yardstick; they compensate for the unreliability surrounding high school
grades because of school-to-school differences such as grade inflation and quality of teaching. The
SAT tests math, vocabulary, and reading knowledge and skills. It is a three-hour multiple choice test.
Many colleges also require several SAT II: Subject Tests (the applicant is required to take three
different subject tests of his/her choosing, although the English test, which now has a 20-minute
essay, is often mandatory). The ACT examination is a two hour and 40 minutes test of the student's
knowledge of English usage, with multiple choice questions concerning social studies and natural
sciences.
The Test of English as a Foreign Language (TOEFL) is universally required of all
students whose native language is not English. The TOEFL is offered throughout the world on fixed
dates (In Ukraine it can be taken in Kyiv and Odessa). The TOEFL® (Test of English as a Foreign
Language™) test measures the ability of nonnative speakers of English to use and understand
English as it is spoken, written, and heard in college and university settings. The Internet-based
TOEFL® Test (iBT) (The TOEFL® iBT) tests all four language skills that are important for effective
communication: reading, listening, speaking and writing. The TOEFL scores are valid for two years
only.
The application itself is rather bulky packet of paper asked for the student's personal
information in a variety of ways, such as short-answer questions, essays, and recommendations.
Most applications include a space for an essay detailing the applicant's purpose in seeking an
education in the chosen field, his/her strengths in that field and plans for the future – a statement
of educational purpose, or Why Education and Why Here essay question. Other essay
questions that may be asked tend to fall into the following broad categories:
– The Open Door questions which give the applicant total freedom in what he/she writes.
They ask the student " to tell us something about yourself that you think we should know but which
is not reflected somewhere in your application".
– The Current Events questions: the applicant is to comment on a current event or issue
and give his/her opinion about it, its outcome, and future implications of the event or issue.
– The Significant Person questions which ask to describe a person who has had a
significant influence on the applicant. This question gives applicants a chance to talk about
themselves and their relationships with siblings, parents, friends, teachers, coaches, and just about
anyone else who has had an effect on their lives.
– The Moment in Your Life questions which want the applicant to describe a meaningful,
embarrassing, or humorous moment in his/her life and its significance.
– Specific Academic Questions are usually found on applications to specific programs,
such as engineering, nursing, architecture, foreign service, and business programs. The questions are
designed to determine whether the applicant has been thoughtful in his/her selection of the field.
– The If You Had Been There questions which give applicants a chance to go back in
history and be another person, invent something, or take part in a historical event or, in some cases, a
future one.
Institutions may request letters of recommendations from the people who know the
applicant and his/her academic work. For recommendation letters to be effective, they should contain
insights into the applicant's seriousness of purpose, academic promise, motivation, adaptability,
personality, and character. To guarantee confidentiality, recommendations are mailed directly to the
admissions officer of the admitting institution, without having been read by the applicant.
Before one sends in the application, it is strongly advisable to proofread it. Nothing will make
admissions officers dump the student's application in the reject file faster than a sloppy, illegible or
error-ridden application. Adapted from: College in Site

 8.a) Scan Text 2 and answer the following questions.

1. What basis are applicants to American colleges/universities considered on?
2. When does the college admission process start for many American high school students?
3. Do American high school students apply to one university/college?
4. What does the student’s high school transcript contain?
5. Do American applicants take entrance exams similar to those taken by Ukrainian
applicants? What do SAT I, SAT II, ACT test?
6. What is the TOEFL and what category of applicants take it?
7. What does the application consist of?
8. What is an essay and what kinds of essay questions may be asked in the American
colleges/universities?
9. What information about an applicant should a letter of recommendation contain?
10. Do you think the application procedure in American universities is easier or more
complicated as compared with Ukrainian universities?

 9. ROLE PLAY. Make a dialogue with your study partner on ADMISSION

PROCEDURES in US universities.
 10. Read the dialogue and
a) Give all possible reasons for Bob's being under pressure.
DIALOGUE. Pulling An All-Nighter
Alice Why do you look so tired?
Bob I pulled an all-nighter writing my report.
Alice Did you finish it?
Bob Yeah, just in the nick of time. I finished writing it half an hour ago.
Alice And how are you doing this semester? Have you gotten good grades
? Bob I passed everything. I worked hard and only bombed two tests.
I even aced a test in English Literature, but I received a D in all of my courses.
I don't understand. I didn't suck up to my teachers and none of my teachers were
easy graders.
But , anyway, D is passing...
Alice A grade of D is barely passing, Bob.
Students who receive a D in a course have not adequately proved that they know
the material.
Bob I don't understand.
I took three killer courses and none of my teachers graded on a curve.
I pulled all-nighters and did mega homework assignments.
Besides, D is passing
Alice Yes, it is passing. But it indicates that the student does not know the material well.
A student may receive a D in one course, and if the other grades are good, he or
she will be allowed to move to the next level.
However, you received a D in all of your courses.
Under the circumstances, I think, they cannot let you move to the next level.
Bob That's not fair. I don't understand. I passed everything.
They just don't like me because I am not a data brain and refuse to be a brown
nose.
Alice That isn't so. Liking you has nothing to do with it. You'll have to do better next
semester.
Bob Oh, I have to turn in my report in five minutes. I'd better hurry
Alice O.K. See you later.
(A few hours later)
Bob I'm really in hot water.
My teacher gave us a pop quiz and I couldn't remember anything.
My mind went totally blank.
Alice Because you didn't get any sleep.
Bob That's right. And the teacher read my report while I was taking the quiz.
When the quiz was over, he asked to see me.
He told me to type my report over again because it's such a mess.
He wants me to hand it in tomorrow.
Alice I think, you'd better take a nap before you do any more work today.
Bob That's good advice, but I have another class at 2:00 p.m.
and we are going to have a test.
Alice Another test?! You're sure under a lot of pressure.
Bob You can say that again.
I think I'd better go to hit the books at the library
because I don't want to take the test cold.
Alice You mean you didn't study for the test?
Bob How could I? I was writing my report!
  b) Here are college idioms from the dialogue. Match each idiom with its meaning.
(Note: in two cases, two idioms have the same definition). Check your answers with the key.
Idio Its
m definition
_c 1. Ace it a. to add points to the grades.
2. Bomb the test b. a lot of work to do.
3. Brown nose c. to get an A.
4. «Mega» homework d. gives many good marks.
5. Blow-off course e. to fail an exam.
6. Suck up f. an easy course.
7. Pull an all-nighter g. a very smart person.
8. Flunk h. to study instead of sleep.
9. Killer course i. one who tries hard to please.
10. Data brain j. to try hard to please.
11. Hard nose k. a difficult teacher.
12. Mark on a curve l. a difficult subject.
13. Easy grader

 c) Do a back translation of the dialogue from Ukrainian into English.

 d) Learn the dialogue by heart and act it out with another student.
 e) Give a plot summary of the dialogue in reported speech.
 f) Have a talk with another student discussing similar problems. Use the words and
expressions from the model dialogue.

 11. WHAT DO THEY MEAN? Scan the dialogue PULLING AN ALL-NIGHTER and
explain what the characters mean paraphrasing the following sentences.
Model:
1. I pulled an all-nighter writing my report.
Bob means that he stayed awake all night to write his report.

1. I finished writing it just in the nick of time.

2. I worked hard and only bombed two tests. I even aced a test in English Literature.
3. I didn’t suck up to my teachers and none of my teachers were easy graders.
4. I took three killer courses and none of my teachers graded on a curve.
5. I pulled all-nighters and did mega homework assignments.
6. I’m really in hot water... My mind went totally blank.

 12. a) Answer the questions using the expressions from the dialogue.
1. Do you often pull all-nighters and do things just in the nick of time or are you a well-
organized person, i.e. doing everything on time and according to a plan?
2. What teachers do you like better: easy graders marking on a curve or hard noses who set
high standards? What category do most of your teachers belong to? Are you happy about it?
What kind of teacher would you make?
3. What kind of courses are you doing this semester: killer courses or blow-off courses?
4. How do you do at tests: does your mind go blank and you can’t remember anything or do
you manage to keep cool, unexcited?
5. The majority of students who get in hot water with their teachers blame their teachers for
that : mega home assignments, failure to make subject matter interesting, not having a good grasp of
their subject matter, etc., etc.
Do you share this opinion? What would be your advice for a student in hot water?
 b) Out of the student life problems and pressures listed below tick those which are
raised in the dialogue PULLING AN ALL-NIGHTER. How do the characters, mainly Bob,
deal with them? Discuss those concerns which are of importance to you.
1. Balancing the student budget and keeping oneself financially sound.
2. Inability to cope with intense academic workloads and fast-paced classes and
the consequences of it.
3. Measuring the student academic standing: objectivity vs.(versus) subjectivity ( easy
graders, hard noses, sucking up to teachers).
4. The quality of instructors (competent, knowledgeable teachers and those who
do not have a good grasp of subject matter, do not challenge the students to
work harder).
5. The curriculum and level of teaching: updated, interesting, challenging
textbooks, resource materials, learner-centered approach, new ways of
teaching vs. outdated textbooks with yellow pages, dull, boring
classroom routine, teacher-centered approach.

13. Read the text and

a) speak on the system of higher education (HE) in Great Britain according to the
following outline.
1. Entrance procedures.
2. Financial considerations.
3. Studies.
 b) compare the systems of HE in Great Britain and the USA/Ukraine.
Text. A GUIDE TO HIGHER EDUCATION IN BRITAIN
Entrance procedures. A bachelor degree (BA, BSc, etc.) can be obtained by a minimum
of three year’s study at one of the more than 200 universities or institutions of higher education in the
UK offering degree courses. Some degree courses last four years, the extra year being spent in
practical training, as in many ‘sandwich’ degrees such as engineering, or as a year abroad if studying
a modern language. Typical entry requirements would be at least 3 C grades at A Level for university
courses and perhaps 3 grade Ds for entry to other institutions of higher education.
In the third term of Year 12 students prepare their applications to university. Applications are
then made in the first term of the Year 13 through one centralised organisation known as UCAS
(Universities and Colleges Admissions Service).
The applications are made on a UCAS form, electronically through the EAS (Electronic
Applications Systems). Students can apply to a maximum of six universities/institutions. As well as
the student’s personal details and a paragraph on their extra-curricular interests, the UCAS form will
carry details of their GCSE grades and an academic/character reference from the school which will
include a prediction of the grades that the applicant is likely to obtain at A Level. It is therefore vital
that students impress upon their teachers the quality of their work throughout the entire sixth form
course and that they do not think of Year 12 as an ‘easy’ year.
If a university or institution is impressed by the student’s UCAS form they will send an offer
of a place conditional upon obtaining certain stated A Level grades. Applicants are allowed to
provisionally accept and hold a maximum of two offers. The final decision on which institution the
student will actually attend will be taken when the A Level results are published in mid-August.
Degree courses start in late September or early October.
There are special procedures for application for art courses or teacher training.
Financial Considerations. A student who is a European Citizen (or if one of their parents is a
EU citizen) AND if they have been fully resident in the Union for the last three years will have to pay up to
approximately £1,000 per academic year towards their tuition fees. The remainder of the tuition costs should
be covered by the competent authority. If the student is not eligible for the Home Student status they will be
charged as an Overseas Student and these range from about £6,000 per year for non-science courses up to
about £10,000 per year for medicine and related courses.
Very few sponsorships or scholarships are available to help students to finance their stay at a British
university.
Studies. It should be noted that a degree from any one British university or institution of
higher education is considered to be academically equivalent to a degree from any other British
university or institution of higher education. However, certain British universities carry, for historical
reasons, extra prestige. Oxford and Cambridge are obvious examples, and competition for entry to
these universities is so great that applicants typically require three A grades at A Level to earn a
place. In the case of Cambridge applicants may be asked to obtain a good mark in an extra exam
(called the STEP), which they can sit just after the A Level exams.
Many students and their parents ask the question, "what is the difference between a university
and an institution of higher education and, above all which is best?" The answer is that the ‘best’
institution is the one that most clearly matches the individual student’s aspirations and abilities. So
there is no set answer to this question. Nevertheless certain remarks are worth making although these
are generalisations, not ‘truths’.
1. The universities concentrate on bachelor degree courses or higher degrees (masters,
doctorates) whereas other institutions offer bachelor degrees and lower level courses..
2. The universities tend to enjoy higher prestige in the mind of the general (uninformed?)
public, but this is very subjective and may be totally unjustified in the case of certain courses. (See
next point).
3. Other institutions of higher education offer courses which are more directly orientated
towards preparing students for the world of work than is the case for universities. These institutions
often have closer links than universities with industry and commerce. For both these reasons the
degree courses involving engineering, business studies, and modern languages for use in the work
place may well be superior to the corresponding university course.
Some British degrees are one-subject in style, eg BSc in Chemistry, but many dual-subject
degrees and, increasingly, special combinations such as sciences or business administration with a
modern language are offered.
Class sizes at British universities and other similar institutions are typically small and a mixture
of lectures and tutorials are commonly given, plus practical work where relevant. Many language,
engineering and certain other degree courses also involve practical experience outside the university
itself which may extend the length of the course from the normal three years to four.
Assessment is mainly by examinations held either at the end of the three year course (the
dreaded ‘Finals’) or perhaps two years through the course (‘Part I examinations’) and at the end of
the course (‘Part II’ examinations’). Some courses at some universities have a certain amount of
continuous assessment. Bachelor degrees are usually classified or graded as follows:
First Class Honours (a ‘First’)
Second Class Honours Division One (a ‘2-1’)
Second Class Honours Division Two (a ‘2-2’)
Third Class Honours (a ‘Third’)
Pass Degree
Student Residences. Most British universities have their own optional ‘Halls’ or student
residences. For a student coming from overseas to have a room in a hall is probably an ideal way to
meet people and make new friends in the first year. Students may then prefer to make their own
living arrangements for their other years of study. Whether students live in a university residence or
outside, they will find life at a British university very rich in terms of social, sporting, cultural events
and political clubs and societies.
This information has been supplied by King’s College, Madrid, a member of COBIS

14. Read an extract about the curriculum in Columbia college which is part of a well-
known U. S. university situated in New York City and
  a) Say what features of tuition in Columbia you like most;
 b) Make up some paragraphs describing the curriculum you are doing in your school.
The cornerstone of the Columbia undergraduate experience is the core curriculum. The oldest
four courses in the core are Literature Humanities, Contemporary Civilizations, Art Humanities
(Masterpieces of Western Art) and Music Humanities (Masterpieces of Western Music). Core classes
are taught as seminars and held to a maximum of twenty-four students.
Most first-year students embark upon the two-semester journey in western literature called
Literature Humanities. In Literature Humanities, you'll begin by studying the ancient Greeks -
Homer, Aeschylus, Euripides, Plato, Aristophanes – and then progress through time to a twentieth-
century author. Class sessions last for two hours, readings are provocative and discussions can
become intense. Instead of lecturing, the professor will engage you and your fellow students in what
is sometimes referred to as disputational learning, using the Socratic method of teaching to encourage
the lively exploration of issues, ideas and contradictions.
Most students take the next course in the core. Contemporary Civilization, during their
sophomore year. Also a two-semester course. Contemporary Civilization operates in the same
academic setting as Literature Humanities , however, the subject matter is moral and political
thought. Again, you'll begin with the ancient Greeks – this time, Plato and Aristotle – and progress to
debating issues of current interest, relevance and controversy. The seminar setting of core curriculum
courses encourages active discussion and debate. The core curriculum in Columbia is more than just
a body of knowledge, more than just a survey of Great Books, a canon or a set of common
distribution requirements. At Columbia, the core represents a way of thinking – a challenge to get
engaged with texts and with each other, to agree or disagree: no idea or philosophy is taken for
granted. One aim is to elevate you and your opinion to the level of the authors you read...
Adapted from: Is Columbia Right For You?
 15. GRADES. Read and say:
1. What areas do U.S. teachers consider when computing grades? Are these areas also
important in Ukraine? Which ones are not important?
2. What grading systems are used in the U.S. and Canada? Is the same system used in
the UK? (Consult appropriate reference sources).
 Grades are often calculated differently, not only in different countries, but also in the
same country. Generally in the United States and Canada, teachers consider the following areas when
computing grades:
 Tests: formal examinations.
 Quizzes: short tests, sometimes given to students without telling them in advance.
 Class participation: active involvement in the class, shown by asking and answering
questions.
 Research paper: a written report that requires finding information in the library.
 Attendance: going to class every time it meets.
 Promptness: coming to class at exactly the time the class is scheduled to begin and
handing in work when it is due.
 Attitude: showing interest in the class and respect for the teacher, the subject, and the other
students; also, waiting your turn to speak, not interrupting, raising your hand to ask a question.

 16. Questionnaire: WHAT DO YOU THINK ABOUT YOUR UNIVERSITY?

Answer the following questions to qualify the university you're studying in. Discuss the results
with your classmates.
1. What letter grade would you give to the overall quality of education you are receiving in
your university?
A( excellent) B (good) C (average) D (below average)
F (failing)
 2. What letter grade would you give to the overall quality of your teachers?
A (excellent) B (good) C (average) D (below average)
F (failing)
3. The single most important action my university could take to improve my education is:
Raise the quality of teachers Make classwork more challenging
Revise the curriculum
Other (give your suggestions)
4. The biggest problem with the quality of instructors today is:
They fail to make subject matter interesting
They do not challenge students to work harder in class
They do not have a good grasp of their subject matter Other
5. More money could be spent in my university by:
Buying better textbooks and instructional materials
Raising all instructors' salaries
Raising the salaries of a few superior professors/instructors . Other

 17. Read the text THESE COLLEGE YEARS and accept or reject the statement
that college is the best time of your life.
These College Years
Your parents and teachers have probably told you that college will be the best time of your
life. For once, they are right. You’re freer than ever before – to choose what you study, who you hang
out with, when you sleep (or don’t). College will change you in ways you can’t even anticipate.
The people you’ll meet. That’s the best part of college: making lifelong friends.
Consider who will teach you. The professors know their stuff and are really accessible. You can also
learn from your peers. If you live in a dorm, it’s likely to be co-ed, which means you’ll get to know
the opposite sex in a new, improved way.
The work you’ll do. Still your main job at college is to study and earn a degree. You’ll
find out quickly that you have to study daily and continuously to do well. Work is not confined to
the classroom either. With the high cost of tuition, room and board, many students reported major
concern about having enough money to finish college. Not surprisingly, about 20% of U.S. students
today work 20 hours a week at outside jobs.
The fun you’ll have. If you’re a complete grind, you’ll miss some great opportunities –
making the crew team, or singing in a pop group. Time management is one of the most important
skills you can acquire. There’s something going on all the time. The trick is to make sure you
balance the social and academic.
The thoughts you’ll think. Open your heart and mind to the courses you’re taking.
When else in your life you will be able to sit and listen to someone talk about 17th century British
landscapes or the verb conjugation in Old English. Don’t lock yourself in. As you discover a passion
for poetry or politics, Shakespeare or Hegel, you’ll begin to imagine all sorts of things you can do
with your life. And those late-night sessions with classmates can help you refine your world view.
Learning does not stop when you leave the classroom, and your professors are not the only ones who
do the teaching.
The places you’ll go. You may board a train or plane and travel anywhere you like.
But the most important places you’ll go will be in your mind. You may travel to Canterbury,
fascinated by Chaucer’s tales, or back to the U.S.A. carried away by Gone with the Wind, there
again you may voyage to present-day Scotland or Wales. Final destination: unknown.
The person you’ll become. After four years you’ll have laid a good foundation for
the person you’ll become. College trains you to think, to cope with ambiguity. It should enable you to
listen to different opinions – and float different theories of your own. College is insurance against
being clueless.
 Also against being poor. Statistics indicate that college graduates will earn 90 per cent more
over a lifetime than those without a B.A.Money isn’t everything, of course. More than half of today’s
college students say they want to help others. Colleges are producing students who are book smart
but also street smart.
So who knows where you’ll go. Or what you’ll love doing. Or who’ll change your life – or
whose life you’ll change. You’re about to find out. Adapted from: The Best College For You

 18. a) Read about housing arrangements in American universities and colleges, and
discuss what housing options American students have as compared with their Ukrainian peers.
Greek Versus Dorm Life
Dorms: Typical accommodations consist of two people sharing a room. Each dorm floor has one or
two community bathrooms, depending on whether the floor is single-sex or co-ed. The typical dorm also may
have a dining hall, a television room, study cubicles, a pay phone and a laundry facility. What is the procedure
for joining? You sign up, you pay, you’re in. Many colleges give the students the opportunity to select co-ed,
single-sex, all-freshmen, or four-class (що охоплюють студентів усіх чотирьох курсів)
dormitories.
Greeks: Most fraternities or sororities are based in large houses. Denoted by three letters of the Greek
alphabet (e.g. Sigma Alpha Epsilon, Alpha Epsilon Pi), most Greek houses or «chapters» are located close to
each other, sometimes on the street known as Greek Row. As in the dorms , you may have to share a room.
Even worse, many Greeks are forced to sleep on sleeping porches which house about 30 students in one large
room full of bunk-beds. If you’re sleeping on the porch, you may have to keep your clothes in another part of
the house and commute back and forth. Like dormitories, Greek houses have dining halls, television rooms,
mail rooms, study rooms, pay phones, a laundry facility, and a «party area» as well.
Joining a fraternity or sorority is slightly more complicated than signing up for a dormitory. Instead of
choosing a place to live, a student must be invited to join the Greek system. This invitation to join, called a
’bid’, must be approved by a large majority of the fraternity or sorority members. Those students who receive
a bid to join a fraternity or sorority must go through a pledge period before they become members. During this
pledge period, the pledges are expected to perform various tasks for the ‘actives’, the members of the house: to
clean dishes or rake the lawn. Sometimes, however, the tasks can be abusive; this is called ‘hazing’. Hazing is
illegal at schools and sororities and fraternities can be severely punished for this type of pledging.
From: College Survival
 c) Discuss your accommodation experience as a student: do you live in a dorm/hall of
residence or at your parents’ apartment? What are pluses and minuses of it?
 19. Read the text and speak on the problem of teacher training in England.
Text. Teacher Training in England
To realise your potential and become an effective teacher in England, you first need to achieve
qualified teacher status (QTS) by completing a course in the theory and practice of teaching.
What are the standards for QTS? The standards are a rigorous set of statements formally setting out
what a trainee teacher is expected to know, understand and be able do in order to be awarded
qualified teacher status and succeed as an effective teacher. Standards are organised under three inter-
related categories:
1 Outline the attitudes and commitment expected of anyone qualifying to be a
teacher – eg treating pupils and students consistently; communicating
Professional values sensitively and effectively with parents and carers.
and practice
2 Knowledge Require newly qualified teachers to be confident and authoritative in the
and subjects they teach, and to have a clear understanding of how all pupils should
understanding progress and what teachers should expect them to achieve.
3 Teaching Relate to the skills involved in actually delivering lessons – e.g. planning,
monitoring, assessment and class management. They are underpinned by the
values and knowledge covered in the first two sections.
Achieving QTS. To teach in a state-maintained school you will need qualified teacher status
(QTS), achieved through completing initial teacher training (ITT) and demonstrating that you have
met the required standards. To achieve the QTS standards you will also need to pass skills tests in
numeracy, literacy and information and communications technology (ICT).
Choosing a course. There are hundreds of different initial teacher training (ITT) courses
available in the UK. Your choice of initial teacher training (ITT) provides the foundation for your
future as a teacher. You should consider:
 The subject and age group you intend to teach: I TT courses and programmes are
organised according to an age group and/or subject. If, for example, you'd like to teach a subject to an
advanced level, you may choose to teach at a secondary level, rather than primary.
 The kind of ITT you'd like to complete: There are many ways to train as a teacher,
designed to support a wide a range of individual circumstances. The courses are designed to be
flexible. Choose from:
 School-based training schemes, such as school-centred initial teacher training
(SCITT), the graduate teacher programme (GTP) or the registered teacher
programme (RTP). These courses are taught on the job with the support of experienced teachers.
Lectures or discussions that cover the same material as university courses may make up part of this
programme.
 Universities and colleges offer both undergraduate and postgraduate courses which
include at least 18 weeks spent teaching in schools. All trainees will spend time in real classes on
your school experience.
Types of course. The range of different initial teacher training (ITT) courses and
programmes available to you is designed to provide something for everyone, whatever your
circumstances, qualifications, experience or preferences.
Have a look at the table of options below. All programmes lead to qualified teacher status
(QTS) which is a requirement if you want to teach in state-maintained schools.

Programme Type Course Abbreviation

type
Undergraduat Bachelor of education BEd
e
Bachelor of arts/science with qualified BA/BSc
teacher status with QTS
Postgraduate Postgraduate Certificate of Education PGCE
Teach First Teach First
School centred initial teacher training SCITT
Employment Graduate Teacher Programme GTP
based
Registered Teacher Programme RTP
Assessment Qualified teacher status only QTS
only routes
Overseas Overseas trained teacher programme OTTP
trained
teachers

 20. a) Read the following text and be ready and be ready to answer the following
questions.
 1 What is the TOEFL® test?
 2 What types of this test exist and which one is currently administered in most
countries, Ukraine included?
  3 What sections does the test have and how long does it take to complete it?
 4 What sections are integrated task types are used in?
 5 What is the scoring system for the TOEFL iBT test ?

TEXT. TOEFL
The TOEFL l/, formally known as Test Of English as a Foreign Language, is a
test of an individual's ability to use and understand English in an academic setting. The TOEFL®
test is the most widely respected English-language test in the world, recognized by more than 9,000
colleges, universities and agencies in more than 130 countries, including Australia, Canada, the U.K.
and the United States. It evaluates how well you combine your listening, reading, speaking and
writing skills to perform academic tasks.
The TOEFL test was first administered in 1964 by the Modern Language Association in the
USA. Its main objective is to ensure English language proficiency for non-native speakers wishing to
study at U.S. universities.
The TOEFL iBT® test is given and administered via the Internet in Kyiv, Kharkiv, Lviv,
Odessa, Donetsk, and Simferopol test centers.
There are four sections – listening, reading, speaking and writing – in the TOEFL
iBT® test which take a total of about four and a half hours to complete.
TOEFL iBT Test Sections
Ti Number
Section Task
me of
Content
Li tasks
mit
60–80 36–56 Read 3-5 passages from academic texts, each
Readin
minutes questions containing 12-14 questions, and answer them.
g*
Listen to 6-9 passages (lectures, classroom discussions
60–90 34–51
Listeni and conversations), each containing 5–6 question, then
minutes questions
ng answer them.
10
Break — —
minutes
20 6 tasks: express an opinion on a familiar topic; speak
Speaki 6 tasks
minutes based on reading and listening tasks.
ng
2 tasks:
50
Writing 2 tasks write essay responses based on reading and listening tasks;
minutes
support an opinion in writing.
The Reading section The Reading section consists of passages, each approximately 700
words in length and questions about the passages. The passages are on academic topics; they are the
kind of material that might be found in an undergraduate university textbook. Passages require
understanding of rhetorical functions such as cause-effect, compare-contrast and argumentation.
Students answer questions about main ideas, details, inferences, essential information, sentence
insertion, vocabulary, rhetorical purpose and overall ideas. New types of questions in the TOEFL iBT
test require filling out tables or completing summaries. Prior knowledge of the subject under
discussion is not necessary to come to the correct answer.
The Listening section measures test-takers’ ability to understand conversations and
lectures in English. The Listening section consists of six passages 3–5 minutes in length and
questions about the passages. These passages include two student conversations and four academic
lectures or discussions. A conversation involves two speakers, a student and either a professor or a
campus service provider. A lecture is a self-contained portion of an academic lecture, which may
involve student participation and does not assume specialized background knowledge in the subject
area. Each conversation and lecture stimulus is heard only once. Test-takers may take notes while
they listen and they may refer to their notes when they answer the questions. Each conversation is
associated with five questions and each lecture with six. The questions are meant to measure the
ability to understand main ideas, important details, implications, relationships between ideas,
organization of information, speaker purpose and speaker attitude.
The Speaking section in the test measures test-takers’ ability to speak about a variety of
topics. The Speaking section consists of six tasks: two independent tasks and four integrated tasks.
 In questions 1 and 2, in the test, your response will be scored on your ability to
speak clearly and coherently about familiar topics.
 In questions 3 and 4, in the test, you will first read a short text and then listen to
a talk on the same topic. You will have to combine appropriate information from the text and the
talk to provide a complete answer. Your response will be scored on your ability to accurately
convey information, and to speak clearly and coherently.
 In questions 5 and 6, in the test, you will listen to part of a conversation or
lecture. Then, you will be asked a question about what you have heard. Your response will be
scored on your ability to accurately convey information, and to speak clearly and coherently.
Test-takers may take notes as they read and listen and may use their notes to help prepare
their responses. Test-takers are given a short preparation time before they have to begin speaking.
The responses are digitally recorded, sent to ETS’s Online Scoring Network (OSN) and evaluated by
three to six raters.
The Writing section measures test-takers’ ability to write in English in an
academic environment. There will be 2 writing tasks: one integrated task and one independent
task.
For the first task (integrated), you will read a passage and listen to a part of a lecture
about an academic topic. Then you will write a summary about the important points in the
listening passage and explain how these relate to the key points of the reading passage. The question
does not ask you to express your personal opinion. Your response will be judged on the quality of
your writing and on how well your response presents the points in the lecture and their relationship to
the reading passage.
For the second task (independent), you will demonstrate your ability to write
an essay in response to a question that asks you to express and support your opinion about a topic
or issue, rather than simply listing your personal preferences or choices. Your essay will be scored on
the quality of your writing: the development of your ideas, the organization of your essay, and the
quality and accuracy of the language you use to express your ideas.
Responses are sent to the ETS OSN and evaluated by four raters.
The TOEFL iBT test is scored on a scale of 0 to 120 points. Each of the four sections
(Reading, Listening, Speaking, and Writing) receives a scaled score from 0 to 30. The scaled scores
from the four sections are added together to determine the total score.
Beginning in March 2013, the Listening and Speaking sections of the TOEFL iBT test include
other native-speaker English accents in addition to accents from North America. Test-takers will hear
accents from the United Kingdom, New Zealand or Australia.
Adapted from: http://en.wikipedia.org/wiki/TOEFL; http://www.ets.org/toefl/ibt/about/content/

 20. b) Speak on the TOEFL according to the following outline.

1. General information on the test: its status, objective, history, types.
2. The TOEFL iBT® test format.
3. The content of the TOEFL iBT® test sections.
4. The TOEFL iBT® test scoring.

Your SPOKEN PRODUCTION SKILLS will be assessed according to the following

grading scheme.
SPOKEN PRODUCTION GRADING SHEET
№ High Poi
est nts
Assessment poi ear
parameter nts ned
assigned
 А. TASK highest number of points =3.0
FULLFUILMENT(explanation )
1 ORGANIZATION of SPEECH highest points =2.5
.
1.1. The speaker addresses the audience, and reveals the topic of speech 0.
1
1.2 The speaker previews the body of speech by presenting its outline 0.
(e.g. Today I am going to speak about/of…, Firstly, I will address the 2
problem
..Secondly, I will…)
 1.3. The speaker demonstrates the knowledge of the factual 0.
information
on the theme and uses supporting materials : 1) examples, 2) statistics, 3)
5
quotations, testimony
1.4. The speaker demonstrates his/her ability to speak logically, i.e. to 0.
convey thoughts in explicit, clear manner, sticking to the outline of speech,
keeping the main points separate: EXPLANATION SKILLS
5
 1.5. The speaker demonstrates well-structured, cohesive speech: uses 0.
attention attraction markers, internal summaries, signals the end
of speech (My presentation is over. Thank you for your attention)
5
1.6. The speaker reinforces the central idea (restates the main points) and 0.
makes a relevant conclusion
2
1.7. Interactive style of presentation (3 rhetorical questions, 3 direct 0.
questions to the audience)
3
1.8 The speaker balances the amount of time devoted to the main points 0.
2
2. METHODS OF DELIVERY highest points =
0,4
2.2 The speaker performs extemporaneous speaking style with elements 0,
of
reciting from memory
4
2.3 The speaker reads from manuscript or recites from memory 0,
1
2.4 The speaker presents an impromptu speech 0
3. STYLE OF DELIVERY highest points = 0,1
3.1. Adequate use of contact code: audience 0,
sensitive( Adequate use of proxemics: 1
B. LANGUAGE USE highest points= 2.0
5  Language use 1.0
1) accuracy of language: avoids pronunciation, grammar and 0.5
lexical mistakes
2) range of vocabulary and grammar structures
0.5
3) appropriacy of language use
Total 5
Grading Scale
4.75-5.0 points =A 4.25- 4.74-points = B 3.75-4.24 =C
3.25-3.74 =D 3.0-3.24 = E 2.5-2.99=FX 2.0-2.49 =F
  20. c) Make up a dialogue ‘The TOEFL iBT TEST’ using the outline given in 20 b)
(See above). Be sure to use various types of questions as given below.
 Closed questions – factual information and comprehension (usually
receive a single word or very short, factual answer)
 Open questions – prompting more than one answer (They usually
begin
 with what, why, how).
 Probing Questions («Зондування», asking to help understand a statement
made by the respondent: What do you mean by that? or to investigate if there is
Questi proof for what has been said, "How do you know that …?"
on  Reflective Questions (Питання, що спонукають міркування), e.g. You say
types “Difficult…?)
 Questions for clarification (Why do you say that? How does this relate
to
our discussion?), etc
 Questions about the question (What was the point of this question?
Why do you think I asked this question? What does...mean? How does ... apply to?
"Why do you think … is important?")

Your QUESTIONING SKILLS (how you can ask questions in a conversation) will be
assessed according to the following grading scheme.

QUESTIONING SKILLS GRADING SCALE

# Questioning activity Number Highe Poin

of st ts
questio points earn
ns assign ed
ed
1.1. Closed questions
1.2. Open questions
1 Questi 1.3. Probing Questions
1
on 1.3. Reflective Questions
types 1.4. Questions for clarification
1.5 Questions about the question
2 Question Relevance: Do questions reflect the most relevant 1.
sub-themes of the main theme under discussion? 2

3 Questioning style:
3.1. Do partners give any feedback to each other’s answers? 1
3.2. Do partners use transition phrases between subtopics in a
dialogue?
4 Pronunciation -
Langua 0.
ge 5
Errors Lexical -
0.
5
Grammar -
0.
5
5 Time Balance: Can the speakers balance the amount of time 0.
given to this activity and manage their questioning and answering 3
time
6 Total 5.
0

 21. a) Read the following text and be ready to answer the following questions.
 1 What is IELTS?
 2 How many types (versions) of IELTS are there?
 3 What are IELTS sections?
 4 What is a major difference between the IELTS and the TOEFL iBT® test format?
  5 What way do scoring systems used for the IELTS and the TOEFL iBT® tests
differ?
TEXT. IELTS: The International English Language Testing System
IELTS /ˈaɪelts/ (the International English Language Testing System) is the world’s most
popular high-stakes English language proficiency test which is designed to assess the language
ability of candidates who need to study or work in English-speaking countries or where English is
the means of communication. It made its first appearance in 1980 when it replaced the English
Proficiency Test Battery (EPTB), a traditional largely multiple choice test battery. Further
modifications to the test were implemented in April 1995. The revised IELTS Speaking Test was
introduced in July 2001. New assessment criteria for the Writing Test were operational from January
2005. The current test retains many of the features of the 1980 version of the test including the
emphasis on the comprehension of extended text in the receptive papers (Reading and Listening),
and the direct testing of performance through a face-to-face Speaking test and the use of the essay
and report formats in the Writing test.
IELTS uses a one-on-one speaking test to assess your English communication skills.
This means that you are assessed by having a real-life conversation with a real person which is the
most effective and natural way of testing your English conversation skills.
Test takers can choose from two versions of the test – IELTS Academic or IELTS
General Training – depending on the organisation you are applying to and your plans for the
future (higher education or work). Both versions of the test are made up of four parts – Listening,
Reading, Writing and Speaking. Everybody takes the same Listening and Speaking
components. It is the Reading and Writing components that differ.
You will take the Listening, Reading and Writing tests all on the same day one after
the other, with no breaks in between them. They are always taken in this order. Your Speaking test
will either be after a break on the same day as the other three tests, or up to seven days before or after
that. This will depend on your test centre.
IELTS Academic Test Sections
Tim
Section Task type Task
e
Format
Limi
t
Three long texts and
40 questions: a variety of
question types is used in order
The Academic version includes texts
to test a wide range of reading
which range from the descriptive and factual to
60 skills. These including reading
Readin the discursive and analytical. The texts are
min for gist, reading for main ideas,
authentic and are taken from books, journals,
g reading for detail,
magazines and newspapers.
skimming,
understanding logical
argument, recognising writers'
opinions, attitudes and
purpose.
Four recorded texts:
monologues and conversations
by a range of native speakers,
and write your answers to a Section 1: A conversation between two
series of questions which test people set in an everyday social context.
your ability to understand main Section 2: A monologue set in an everyday
ideas and detailed factual social context e.g. a speech about local facilities.
Listeni information, ability to Section 3: A conversation between up to four
people set in an educational or training context, e.g. a
ng understand the opinions and
university tutor and a student discussing an assignment.
attitudes of speakers, ability to
Section 4: A monologue on an academic
understand the purpose of an
subject e.g. a university lecture.
utterance and the ability to
follow the development of
ideas.
A variety of voices and native-
speaker accents are used and
 each
section is heard only once.
Writing 60 At least 150 words and Task 1 (20 min): You will be presented
 min candidates will be penalised if with a graph, table, chart or diagram and asked
their answer is too short. to describe, summarise or explain the
information in your own words. You may be
At least 250 words and asked to describe and explain data, describe the
candidates will be penalised if stages of a process, how something works or
their answer is too short. describe an object or event.
Task 2 (40 min): You will be asked to
write an essay in response to a point of view,
argument or problem.
Responses to both tasks must be in a
formal style.
Part 1 Introduction and interview :
The Examiner will ask you general questions
about yourself and a range of familiar topics,
such as home, family, work, studies and
interests. This part lasts between four and five
minutes.
One to one interview
Part 2 Individual long turn: You
which consists of three
will be given a card which asks you to talk
parts, each with a different about a particular topic. You will have 1 minute
format. to make notes before beginning to speak. The
11 to examiner will provide a pencil and some paper
Speaki 14 Every test is recorded. The for this purpose. In this part of the test you
Speaking component is
ng min will have to explain or describe
delivered in such a way
something or tell about an event in
that it does not allow
your life. The examiner will tell you when the
candidates to rehearse set
time is up and will ask one or two questions to
responses beforehand.
round off this section.
Part 3 Two-way discussion: You
will be asked further questions connected to the
topic in Part 2. These questions will give you
the opportunity to discuss more abstract ideas
and issue. The part of the test lasts between
four and
five minutes.
Candidates receive scores on a Band Scale from 1 to 9. A profile score is reported for each
skill. The four individual scores are averaged and rounded to produce an Overall Band Score.
Candidates receive a Test Report Form setting out their Overall Band Score and their scores on each
of the four sub-tests: Listening, Reading, Writing and Speaking. Each of the sub-test scores is equally
weighted. The Overall Band Score is calculated by taking the mean of the total of the four individual
sub-test scores.
Adapted from: IELTS Preparation and Practice, 2-nd edn

 21 b) Speak on the IELTS according to the following outline. Your spoken

production skills will be assessed according to the SPOKEN PRODUCTION GRADING
SCALE given on p.

1. General information on the test (its status, objective, history, types).

2. The IELTS test format.
3. The content of the IELTS test sections.
4. The IELTS test scoring.

 22. UNPREPARED SPEECH PRACRICE.

a) Comment on the following opinions about education.
 1 My idea of education is to unsettle the minds of the young and inflame their intellects.
~Robert Maynard Hutchins
 2 Education is a progressive discovery of our own ignorance. ~Will Durant
  3 Education is an ornament in prosperity and a refuge in adversity. ~Aristotle
 4 Education is the movement from darkness to light. ~Allan Bloom
 5 Education is not preparation for life; education is life itself. ~John Dewey
 6 The one real object of education is to have a man in the condition of continually asking
questions. ~Bishop Mandell Creighton
 7 The tragedy of education is played in two scenes - incompetent pupils facing competent
teachers and incompetent teachers facing competent pupils. ~Martin H. Fischer
 8 Education should be exercise; it has become massage. ~Martin H. Fischer
 9 The object of education is to prepare the young to educate themselves throughout their
lives. ~Robert Maynard Hutchins
 10 He who opens a school door, closes a prison. ~Victor Hugo
 11 The roots of education are bitter, but the fruit is sweet. ~ Aristotle
 12 Education is an admirable thing, but it is well to remember from time to time that
nothing that is worth knowing can be taught. ~ Oscar Wilde
 13 Genius without education is like silver in the mine. ~ Benjamin Franklin
 14 The highest result of education is tolerance. ~ Helen Keller
 15 Formal education will make you a living; self-education will make you a fortune. ~
Jim Rohn

b) Read and comment on the following opinions about teaching and teachers.

What Teacher Education Programs forget to tell their candidates:

 1 A teacher cannot be all things to all people. You are not a "bad person" if you are not
always able to meet all the needs of all your students
 2 In recalling their school years, students mostly remember their teachers, and not the
courses they took
 3 At times students can be very cruel, difficult, and mean-spirited
 4 Teachers love their students as their parents love them--but in a different way and for a
different reason
 5 Few people will ever appreciate the amount of time and effort teachers give to their
teaching
 6 By choosing to be a teacher, you have entered an emotionally dangerous profession
 7 You are both a role model and change agent
 8 Teaching is not like inducing a chemical reaction, but more like creating a painting, or
planting a garden, or writing a friendly letter
 9 Teaching is a complicated business because students are such unexpected blends of
character, personality, and background
 10 Most of the significant advances in civilization have been the result of the work of
teachers
James Marran, Social Studies Dept. Chair, New Trier High School, Winnetka,
Ill.http://www.adprima.com/quotes.htm

22. Go over the following situations with another student and:

 a) Have a ROLE PLAYING with one of you acting as an interviewer and the other
as an expert on education . Make up a conversation on one of the suggested situations using
Texts 1, 2 and the topical vocabulary.
  b) Make a short presentation (oral or written) on one of the suggested situations.
1. It is often argued that, because educational resources are limited, college education should
be accessible primarily to the talented. On the other hand, many people believe that the opportunity
to receive college education should be open to all those who have completed secondary education.
Discuss some of the arguments for each side, and tell which point of view you agree with and why
you hold this opinion.

2. The system of higher education comprises these major components: students, instructors,
way of teaching/studying (types of institutions, the curriculum, the philosophy of education).
How should they interact with one another to ensure successful functioning of the system?
Discuss it comparing American and Ukrainian systems of higher education.

3. Discuss university/college admission procedures in the U.S. and Ukraine (applications for
admission, entrance exams, admission periods).
Which one is more effective, has less negative aspects?

4. Discuss different systems of assessment of the student academic

proficiency/standing. What’s your idea of an objective measuring of progress in
learning?
What is the negative psychological impact of subjectivity on the learners in measuring the
student academic success?

22. PERSONAL RESPONSE: Education and Young People.

1. Student years are the best years in your life: a myth or reality? Do you
agree that at your present age you‘re having virtually unlimited opportunities for your intellectual and
spiritual development, a lot more than the other periods of your life could provide?
Is that so that the foundations of your future social and material success are being laid up
now? What do you believe? Explain the reasons for your opinion and give specific examples.

2. Assess your college experience. Discuss some aspect of your student life that is of
present, on-going importance to you.
Please explain why every day of your life is important to you, draw comments from your
daily life. Is your daily life exciting by other people’s standards? What is the nicest part of being
you?
What dream do you want to fulfill going to university?
Do you want to spend your student years studying thought-provoking subjects, meeting
diverse people, and participating in a variety of activities? Will all these experiences help you find
out what you are good at and what you really enjoy?



Unit 1: TOPICS FOR REVISION

  1. The System of Higher Education in the US/Great
Britain/Ukraine (Describe the structure, the curriculum, grading, and
degrees).
 2. The System of Higher Education in the US/Great
Britain/Ukraine (Describe entrance procedures, tuition fees).
 3. Compare the Systems of HE in Ukraine and one of the
English-speaking countries of your choice.
 4. Speak on one of the world’s most popular the world’s most
popular high-stakes English language proficiency tests (IELTS,
TOEFL).
 5. College is the Best Time of the Student’s Life (Agree or
disagree giving your proofs).
 6. Housing arrangements in American/British/Ukrainian
universities (describe similarities and differences).
 7. A World-known Institution of Higher Learning (speak on a
university known worldwide for its academic excellence: its history, academic
standards
 8. Training Teachers in the USA/Great Britain/Ukraine.
 9. The Volodymyr Vynnychenko Central Ukrainian
State Pedagogical University as One of the Biggest Teacher
Training Facilities in Central Ukraine.

Note: Use a presentation grading sheet on p. 65, while assessing your classmates’ progress in
skills of presenting the topics given above.

Memo Notes 