AI SEMINAR 4 University Education STARTER – complete the quotes and discuss your views about them. DEGREE EDUCATION UNIVERSITY EDUCATE 1. “If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, __________ people.” – Chinese proverb. 2. “Training is everything. The peach was once a bitter almond; cauliflower is nothing but cabbage with a college __________ .” ~ Mark Twain (1835-1910), 19th century American writer. 3. “A man who has never gone to school may steal from a freight car; but if he has a __________ education he may steal the whole railroad.” ~Theodore Roosevelt (1858-1919), 26^th American president. 4. “No one wants a good education; everyone wants a good ___________.” ~ Lee Rudolph, American math professor. VOCABULARY A: use the wordlist and your own suggestions to complete the table. Places People Activities Events Primary Schools Classroom Pupil Games, Quizzes Parent Teacher Conferences Secondary Schools Computer Room Head (UK) Principal (US) Presentations Web Quests School Leaving Exam Universities Faculty of Arts School of Social Studies Department of History of Art Seminars Undergraduates Dormitory Vice-Chancellor (GB) = President (US) = Rector (EU) Department of Psychology Dean´s Office Department of Media Studies and Journalism Degree Ceremony Professor Head of the Department Lecture Hall Survey Graduation Reader (GB) = Associate Professor (US) Practicals Bachelor Thesis Lecturer (GB) = Assistant Professor (US) Department of Educational Sciences B: Correct the mis-collocations in these sentences: 1. I can´t come out. I´m studying. I´m passing an exam tomorrow. 2. Congratulations! I hear you succeeded your exam. 3. You can study a lot of different careers at this university. 4. She´s a professor in a secondary school. 5. He gave an interesting 45-minute conference on Goethe. 6. She got a degree in personnel management from a private college. 7. When I was 12, we started having French seminars, and I fell in love with the language. READING – read and compare information on Masaryk and Oxford Universities Masaryk University Brno Masaryk University Brno was founded as the second Czech university (with four faculties – law, medicine, natural science, and arts) on 28 January 1919 by President T. G. Masaryk (1850 - 1937). Today, the university's curriculum is based on disciplines grouped under the faculties of Arts, Social Studies, Law, Medicine, Science, Education, Economics and Administration, Informatics, and Sports Studies. The university includes a rector's office (the top administrative body of the university), a dean's office (the top administrative body of each faculty), the faculties, and a number of other schools, centres, and institutes. Students who want to go to university must first pass entrance examinations. If they get a place at the university, they do not have to pay for the teaching – in other words, the tuition is free; some of them can even receive a grant or scholarship to cover living expenses. Both the Bachelor's and Master's degree models are considered undergraduate programmes. At the faculties of Arts and Social Studies, the Bachelor's and Master’s programmes take three and two years, respectively. Oxford University As the oldest university in the English-speaking world, Oxford is a unique and historic institution. There is no clear date of foundation, but teaching existed at Oxford in some form in 1096 and developed rapidly from 1167, when Henry II banned English students from attending the University of Paris. Oxford is an independent and self-governing institution, consisting of the central University and the Colleges. Thirty-eight Colleges, though independent and self-governing, form a core element of the University, to which they are related in a federal system, not unlike the United States. In order to make a competitive application to Oxford, students need to have already achieved, or expect to obtain, A-levels or equivalent qualifications. There are also specific subject requirements for some courses, particularly in the sciences. University tuition fees are payable by all students studying for a degree, diploma or certificate at Oxford. For most programmes of study, fee rates are dependent on your nationality and country of residence and on the level of your previous study. GRAMMAR – Direct and Indirect Questions Revision – Direct Questions Complete these questions from the answers. You may need to look at the readings again. 1. When ____________________________________________? In 1919. 2. When ____________________________________________? From 1167. 3. What ____________________________________________? Rector´s office. 4. How many ____________________________________________? 38. 5. What ______________________________? Pass entrance examinations. 6. How long ____________________________________________? Three years. 7. What _____________________________________ ? On your country of nationality and residence Presentation – Indirect Questions To make questions more formal or less personal, you can use indirect questions. Note: The word order of indirect questions is different from direct questions. Can/Could you tell me … who/what + subject + verb Can/Could/May I ask you … + where/when + subject + verb Do you know … how/why + subject + verb Do you mind if I ask if/whether + subject + verb Practice – transform the questions. Use Indirect questions. Examples: Do you stay at the halls of residence? → Could you tell me if you stay at the halls of residence? Where is the dean's office? → Do you know where the dean's office is? Do you have a scholarship? → Do you mind if I ask if you have a scholarship? 1. At which faculty do you study? 2. Do you have any practicals? 3. Is attendance required at all your lectures? 4. How many seminars do you have per week? 5. Are you studying for a Bachelor's or Master's degree? 6. Are you carrying out any research? 7. Have you taken any notes at this lecture? 8. Do you receive any grants for your studies? 9. Who is giving the lecture tomorrow? 10. Have you completed your first degree? SPEAKING Think of 5 things you would like to ask your classmates concerning their studies at this university. Think of using both direct and indirect questions in an appropriate way. Possible sub-topics: their departments / their bachelor thesis / their English learning / their career plans WRITING A: read the letter to Antonio Delgado at the Faculty of Humanities. Correct the mistakes. Dear Mr. Antonio, I am writing to asking for informations in courses at the Faculty of Humanities. My name is Kemal Alpay. I am 19 years age and I live to Istanbul. I have left school a year ago and I am work in a museum like a guide. I am interesting in the courses in history and museology. Could you please sent me details about the courses and the entrance exams? I would also like now when the next term begins. I look forvard to hear from you. Your sincerely, Kemal Alpay Task adapted from Harrison, Richard. New Headway Academic Skills. Oxford: Oxford University Press, 2006. B: write an e-mail (70 words) to one of your lecturers and inquire about – seminar paper deadline / presentation requirements /recommended literature / exam dates etc. Be polite and use indirect questions. LISTENING Pre-listening - what do you know about university education in Canada, UK, US or Japan? Are there tuition fees? Discuss in pairs or groups. Gap-fill Lori / Canada : Definitely, I think all education ____________ be free. Too many people, who have big dreams don't have the opportunity to continue their studies simply because they don't have the finances. I don't think it's ________ that your financial situation, when you're young should effect you whole life. Aki / Japan :_____________. Yeah. I heard Germany ... in Germany you don't have to pay for your undergrad studies. Also, I got my master's for almost for free. I had to work but, my tuition was waived and I also got paid. Chris / England: Absolutely, I think college _____________ be free, but I think college students should be required to put something into society while their getting paid to do it, so it could be _____________________ or something like that. Tom / United States: When I look at people from around the world, the countries that are the most successful are the countries where people go to college and I know that I loved going to college, so I really _________ college is free. Helen / Canada: That's a tough one. I think it should be a lot ____________than it is. I think that if it were free, then people wouldn't really take it seriously and students wouldn't apply themselves as much as .... or maybe they'd apply themselves even less than they apply themselves now, so it shouldn't be free but I think it should be cheaper and I think government should try harder to provide ___________________ and things like that for students. Adapted from http://www.elllo.org/english/MX/T083-OTH-College.htm SPEAKING – comment on the arguments presented in the listening. What is your opinion, are you for or against tuition fees at universities? Think of arguments for both positions. FOR x AGAINST SUPPLEMENTARY READING Recent Trends and Issues in International Student Mobility Hans de Wit International students have reached the headlines in the news around the world in the past months. We have seen intensive coverage by the media of presumed (and later questions for their accuracy) racist attacks on Indian students, which threaten the success story of the increased number of students from India studying in Australia and their contribution to the economy. More emphasis is now being placed in the media on the contribution international students make to national and local economies. In New Zealand it generates more earnings than the export of wine; in Canada more than lumber and coal; and in the United Kingdom more than automotive or financial services. NAFSA: Association of International Educators estimates that foreign students and their dependents contributed, in the 2008/09 academic year, approximately $17.6 billion to the US economy. For Australia, it is the fourth export product after coal, iron, and recently—as a result of its sharp increase in price—gold. The fact that these figures are becoming so dominant in the debate about international students relates to the shift from social/cultural and academic to economic rationales in international student recruitment, which is increasingly evolving in a multinational industry. Tuition Fees The concept of differential, cost-related tuition fees for international students was introduced in the United Kingdom (early 1980s) and Australia (mid-1980s). This was not a factor in continental Europe and the United States—with the exception of the public sector, where inner and outer state fees (also for international students) always have existed. Only in recent years, countries like Denmark, the Netherlands, and Slovakia have introduced full cost fees for non-European Union (EU) students, as is also the case for Malta and Ireland. Sweden and Finland are considering this option as well. Five German states have introduced tuition fees, which have increased the cost of study in those parts of the country for international students. Other countries, though, like Austria, Greece, Italy, Spain, and France have no plans to introduce higher fees for national and/or international students. Increased Global Competition and Recruitment of Top Talents While tuition fees for international students are introduced or increased, one can see two other trends in international student circulation. First, there is increased competition for international students to the traditional top countries: United States, United Kingdom, Germany, France, and Australia. That competition is coming from other industrialized countries such as Canada, New Zealand, Japan, and continental Europe but also from emerging economies such as China, Malaysia, Singapore, Taiwan, South Africa, and the Middle East—also still the dominant sending countries. With local increasing capacity in higher education, as well as increased foreign presence in the sector, they compete for students from their region with the traditional recipients. In Malaysia and the Middle East, the Islamic education is also used as an attractive alternative for the increasing anti-Islam attitude in Europe and the United States. A second visible trend is a shift from massive recruitment to selected recruitment of top talents, students who not only are invited to study but also to stay and work. Accounting for this shift, skilled migration fills the needs of the knowledge economy and replaces the shrinking educated labor forces in the graying societies of Northern America, Europe, Australia, and Japan. At the same time, countries like China also need these talents to serve their economies. Shortened and adapted from International Higher Education, Spring 2010 http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/Number59/p13_14_deWit.pdf Reading Comprehension 1. What has recently been the focus of the debate on international student mobility? 2. Are there cost-related tuition fees for international students in Sweden and Finland? 3. What are the reasons for an increased competition for international students from countries like Malaysia? 4. Why are some of the students encouraged not only to study abroad but also to stay and work there? Supplementary Test Practice : Gap-fill Put each of the following words or phrases into its correct place in the passage. amount calendar class hours college selecting course credits curriculum electives graduation major number opportunity outlines prospectus specified subjects requirements technical three week Enrolment The courses given by a ………… or university are called its curriculum. The ……… of the institution ……… the complete …….. . It gives the …………. for entry to each course, as well as the credits given for the ………….. Each course is designated as giving a ……………. number of credits. These are usually equal to the number of ……… devoted each week to the course. For example, a course that meets three times a ………… usually gives …….. credits towards graduation. Schools using the semester …………. require about 120 credits for ……….. . Between 30 and 40 of the required credits must be in the student's ………….. subject. Schools vary considerably in the ………. of freedom given students in ……… their courses. Almost all schools have a certain ……… of required …… . Students can also usually choose non-required courses called ………….. . Liberal-arts colleges usually give students more ……………… to choose than do …………. schools. Word bank 1. to study at university studovat na univerzitě 2. to study (no article) English studovat angličtinu 3. the School of Social Studies fakulta sociálních studií 4. the Faculty of Arts filozofická fakulta 5. to found (usually in passive) založit 6. Masaryk University (no article) Masarykova univerzita 7. degree VŠ titul 8. accredited degree programme akreditovaný akademický program 9. Bachelor’s degree (B.A. / B.Sc.) titul bakalář 10. Master’s degree (M.A. / M.Sc.) titul magistr 11. Doctorate (Ph.D.) doktorát (Ph.D.) 12. tuition školné, poplatek 13. to foster (to promote) podporovat 14. to take/do/sit an entrance exam for university dělat přijímací zkoušku na univerzitu 15. to pass/fail an exam udělat/neudělat zkoušku 16. to do well/badly in the exam udělat zkoušku dobře/špatně 17. to retake an exam opakovat zkoušku 18. to do an entrance exam dělat přijímací zkoušku 19. to win/get a place at university dostat se na univerzitu 20. to take a placement test dělat rozřazovací test 21. to enrol in/for/at a course zapsat si kurz 22. enrolment zápis 23. curriculum osnovy, učivo 24. enrol at a course zapsat se do kurzu 25. to attend lectures/seminars chodit na přednášky/semináře 26. to get credits získat zápočty 27. exam period zkouškové období 28. to drop out odejít ze školy kvůli prospěchu 29. to get a grant získat stipendium/grant (od státu) 30. to get a scholarship získat stipendium (peníze získané od školy) 31. undergraduate student vysoké školy 32. requirements požadavky 33. achievements úspěchy, dosažené vzdělání 34. grade známka 35. failure selhání, propadnutí 36. humanities humanitní studia 37. sciences přírodní vědy 38. department katedra 39. major subject hlavní obor studia 40. minor subject vedlejší obor studia 41. graduation maturita, promoce, závěrečná zkouška 42. graduate absolvent vysoké školy (BR) 43. postgraduate student postgraduální student prospectus 44. post-graduate studies postgraduální stadium 45. prospectus prospekt, program (kurzu) 46. elementary/secondary education základní/střední vzdělání 47. boarding schools soukromé internátní školy v Británii 48. educational standards různé úrovně vzdělání