Education 1

Home task Azar3 EXERCISE 14, 18, 19. (Charts 9-5 -> 9-7) Six people’s childhood
memories. Headway Adv. T.6 Beyond Language Unit 6 p.109-114, Mosaic. A Content-
Based Writing Book II. P.12-16, Words from a word list.
Writing. What makes a good language learner?

What are Educational attitudes? Explain the meaning. What is your attitude to
education? What do you consider to be important in Education?
The problem of cheating.
Why is the problem of cheating important? What is the difference between the
cheating and plagiarism? Is it possible to combat these problems?

Educational attitudes

[A] Student life at American universities is chaotic during the first week of each
quarter or semester. Registering for classes, becoming familiar with the buildings on
campus, buying books, adding and dropping classes, and paying fees are confusing for
everyone. During this busy period there is little time for students to anticipate what
they will later encounter in the classroom.
[B] International students, accustomed to their countries’ educational expectations,
must adapt to new classroom norms in a foreign college or university. Whereas in one
country prayer may be acceptable in a class room, in another it may be forbidden. In
some classrooms around the world students must humbly obey their teacher’s
commands and remain absolutely silent during a class period. In others, students
may talk, eat, and smoke during lectures as well as criticize a teacher’s methods or
contradict his or her statements. It is not always easy to understand a new
educational system.

Diversity in Education
[C] There is considerable variety in university classrooms in the United States.
Because of diverse teaching methods and non-standardized curricula, no two courses
are identical. Undergraduate courses are considerably different from graduate
courses. The classroom atmosphere in expensive, private universities may differ from
that in community colleges which are free and open to everyone. State-funded
universities have different requirements and expectations than do parochial colleges.
Nevertheless, there are shared features in American college and university classrooms
despite the diversity of educational institutions of higher learning.

Read your part of the text and fill in the gaps with your own words.

Active Participation
[D] Participation 1 in the classroom is not only accepted but also expected of the
student in many courses. Some professors base part 2 of the final grade on the
student’s oral participation. Although there are formal lectures during which the
student has a passive role (i.e., listening and taking notes), many courses are
organized around classroom discussions, student questions, 3 and informal lectures.
In graduate seminars the professor has a "managerial" role and the students make
presentations and lead discussions. The students do the actual teaching 4 in these
seminars.
[E] A professor’s teaching style is another factor that determines the degree and type of
student participation. Some professors prefer 5 to control discussion while others
prefer to guide the class without dominating it. Many professors encourage students
to question and challenge their ideas. Students who make assertions that contradict
the professor’s point of view should 6 be prepared to substantiate their positions.
[F] In the teaching of science and mathematics, the dominant mode of instruction is
generally traditional, with teachers presenting formal lectures and students taking
notes. However, new educational trends 7 have emerged in the humanities and social
sciences in the past two decades. Students in education, sociology/and psychology
classes, for example, are often required to solve problems in groups, design projects,
make presentations, and examine case studies. Since some college or university
courses 8 are applied" rather than theoretical, they stress "doing" and involvement.

The Teacher-Student Relationship

[G] Many instructors believe 1 that an informal, relaxed classroom environment is
conducive to learning and innovation. It is not uncommon for students 2 to have
easygoing and friendly relationships with their professors. The casual professor is not
necessarily a poor one and is still respected 3 by students. Although students may be
in a subordinate position, some professors treat them as equals. However, no matter
how egalitarian professors would like 4 to be, they still are in a, position of authority.
[H] Professors may establish social relationships with students outside of the
classroom, but in the classroom, they maintain the instructor’s role. A professor may
5 have coffee one day with students but the next day expect them to meet a deadline
for the submission of a paper or to be prepared for a discussion or an exam. The
professor may give extra attention outside of class to 6 a student in need of help but
probably will not treat him or her differently when it comes to evaluating school work.
Professors have several roles in relation to students; they may 7 be counselors and
friends as well as teachers. Students must realize that when a teacher’s role changes,
they must appropriately adapt their behavior and attitudes.

Independent Learning
[I] Many teachers believe 1 that the responsibility for learning lies with the student. If
a long reading assignment is given, instructors expect students to be familiar with the
information in the reading even if they do 2 not discuss it in class or give an
examination. (Courses are not designed merely for students to pass exams.) The ideal
student is considered to be one who is motivated 3 to learn for the sake of learning,
not the one interested only 4 in getting high grades. Grade-conscious students may be
frustrated with teachers who do not believe it is necessary to grade every assignment.
Sometimes homework 5 is returned with brief written comments but without a grade.
Even if a grade is not given, the student is responsible for learning the material
assigned.
[J] When research 6 is assigned, the professor expects the student to take the
initiative and to complete the assignment with minimal guidance. It is the student’s
responsibility to find books, periodicals, and articles in the library. Professors do not
have the time to explain how a university library works; they expect students,
particularly graduate students, to be able to exhaust the reference sources in the
library.
[K] Professors will help students who need it, but prefer that their students not be
overly dependent on them. (This differs from teacher-student relationships in other
countries.) In the United States, professors have other duties besides teaching. Often,
they are responsible for administrative work within their departments. In addition,
they may be obliged to publish articles and books. Therefore, the time that a professor
can spend with a student outside of class is limited. If a student 7 has problems with
classroom work, the student should either approach a professor during office hours or
make an appointment.
The Honor System
[L] Ideally, the teacher-student relationship at universities is characterized by trust.
The "honor system," imposed by the teacher 1 and the university, demands that the
student 2 be honest in all areas of school work. Thus, cheating on tests, plagiarizing
in written work, presenting others’ ideas as original, and turning in homework
completed 3 by someone else are all prohibited.
[M] Violation 4 of the honor system can result in a student’s failing a course, having 5
a permanent record of the violation placed in the student’s school files, or even being
expelled from the university. Many students are also aware that they can jeopardize
their rapport with fellow students if they 6 are dishonest. Students who cheat may
lose the respect of other students, particularly those who study for exams and work
independently. When leaving the classroom while students are taking an exam, an
instructor may or may not say, "I expect you all to abide by the honor system." Even if
the words are 7 not stated, the student is expected to work alone and not to share
answers.

Competition
[N] Relationships 1 between students in the classroom can be cooperative or
competitive. International students should not hesitate to ask for help if it is needed.
There 2 are courses, however, where grades are calculated in relation to other
students’ scores. Therefore, in classes where such a grading "curve" 3 is used,
students may be reluctant to share lecture notes or information for fear that their own
grades will suffer.
[O] There are other reasons for the presence 4 of competition among students. A high-
grade point average is needed for entrance 5 to superior graduate schools. Students
feel pressure to achieve high grades when there are relatively few openings in graduate
programs. In addition, when facing a competitive job market, graduates may 6 be
judged on the basis of their grade point average and faculty recommendations.
Ultimately, 7 it is the student who is responsible for succeeding in this competitive
system.
*****
[P] The university classroom in the United States manifests cultural values through
professors and students’ expectations and attitudes: competition is an example of only
one value. Educational practices such as the honor system and student participation
indicate a respect for individual responsibility and independence. Alternative teaching
methods show a cultural preference for innovation. The manner in which education is
provided in any country reflects basic cultural and social beliefs of that country.

Comprehension Questions
Choose the best answer for the following questions. You will find the answer either
stated directly or indirectly in the reading passage.
1. What is the main theme of this reading?
a. Academic success in universities in the United States.
b. Behavior, attitudes, and values found in the American university.
c. Competition in American society.
2. "Participation in the classroom is not only accepted but also expected of the
student" in many courses except: [D]
a. Seminar courses.
b. Formal lecture courses.
c. Informal lecture courses.
7. If a professor believes in the "honor system," it implies: [L] and [M]
a. Suspicion of the students.
b. Distrust of the students.
c. Trust of the students.
8. It is not surprising to find competition among students because:[O] and [P]
a. Competition is better than cooperation.
b. Competition is a dominant American value.
c. Competition is encouraged in sports.
9. What American values does the university system reflect? [P]
a. Democracy, socialism, and authoritarianism.
b. Absolute respect, formality, and tradition.
c. Individual responsibility, independence, and innovation.

Are you a good language learner?

Quiz
TEST YOUR APTITUDE FOR LEARNING A ANSWERS
FOREIGN LANGUAGE 1. a: score 10 points. b:4 c:8 d:0
Test your aptitude for language learning by Good language learners find words fairly
doing this quiz, adapted from The Sunday easy, and aren’t put off by the way they
Times Magazine. Write your answers on a look.
piece of paper, then add up your scores to 2. a:5 b:10 c O d:0
find out how good a language learner you Good language learners are able to make
are. imaginative guesses about the meaning
1. Learn the following Samoan words of words.
(Samoa is in the South Pacific): 3. a:0 b:0 c:10 d:8
toalua tamaloa Tamaitiiti taulealea Good language learners make the most
loomatua of their skills, and manage to
Husband man child youth old woman communicate in all sorts of unlikely
Did you find this task situations.
a) easy and fascinating? b) very difficult? 4. a:2 b:2 c:10 d:0
c) not easy; the words look the same? Good language learners are quick at
d) so boring you didn’t even try? seeing patterns in a foreign language.
2. Exhausted after swimming the river, (Negative sentences in this language
Fred decided to get some sleep, but the begin with ‘nek’. The last word is always
booties made it impossible, and even the ‘chuchu’.)
smoke from his camp fire didn’t keep them 5. Two points for each language
away. (maximum 10 points).
What is a booty- This question shows how interested you
a) a wild animal b) a giant mosquito are in languages and communication.
c) a kind of noise d) don’t know 6. a:0 b:3 c:7 d:10
3. Someone asks you the way in very bad Being scared stiff is obviously a bad sign.
English. When he/she doesn’t understand 7. Good language learners practice a lot
your reply, do you on their own. Give yourself two points for
a) say it again but louder? each different activity you listed (e.g.
b) get irritated and give up? listening to cassettes while driving,
c) draw him/her a map? watching foreign language films on TV).
d) find out if he/she speaks another Maximum 10 points.
language you know? 8. a:4 b:0 c:10 d:7
4. Here is a new language: Good language learners think a lot about
ek kum chuchu - the train is coming how they use language.
ek namas chuchu - the train is very big 9. a:10 b:0 c:5, d:2
nek kum niva chuchu - the train isn’t Good language learners seem to read a
coming lot. (It’s a good way of increasing your
ek chuchu - it’s a train vocabulary.)
How would you say ‘It’s not a train’? 10. a:5 b:8 c:10 d:0
a) nek chuchu niva b) ek niva chuchu Good language learners have reference
c) nek niva chuchu d) don’t know books and consult them regularly.
5. How many foreign languages can you 11. Less than 5, score d. 6-8, score 5.
greet someone in? More than 8, score 10. This test
6. Your boss tells you that you have been measures your short-term memory. Most
chosen to go on a six-month course to people can remember 5 or 6 words out of
learn a completely new language. Do you the list.
a) look for another job? 12. A point for each idea (maximum 10).
b) say they’ve chosen the wrong person? People who are very rigid in the way they
c) worry a bit but reckon you’ll cope? see things tend not to be very good at
d) long to get started? learning languages. This is probably
7. You go to an evening class to learn a because they don’t like being in
language. The class lasts two hours a situations they can’t control.
week. List the sorts of practice you might 13. Two points for each idea (maximum
do on your own at home. 10).
8. How good are you at expressing yourself An important factor in learning a
in your own language, both in speaking language is motivation.
and in writing? 14. a:10 b:2 c:7 d:0
a) I can always put into words exactly what This question assesses how willing you
I want to say. are to take risks in a language you don’t
b) I don’t know. know well.
c) It depends on the situation. 15. a:0 b:S c:10
d) People sometimes say I am not clear. It is impossible to separate a language
9. When did you last read a book for from its culture. Good language learners
pleasure (in any language)? are open to other cultures and
a) yesterday b) I can’t remember. individuals, and this creates more
c) last week d) last month opportunities for progress.
10. Have you got 16. Two points for each word you got
a) a bilingual dictionary (English into your right. This question tests your memory
language)? again.
b) a monolingual dictionary (English- 17. Females score ten. On the whole,
English)? women are better at languages.
c) both a bilingual and a monolingual
dictionary? INTERPRET YOUR SCORE
d) no dictionary at all? 0-30 You think you are useless at
11. Read through this list of words, then languages, and can’t see the point in
write down as many of them as you can trying. Don’t give up! Keep it!
without looking. 30—70 Learning a language is hard work
pin church identify luxury accelerate for you, but you get there in the end.
carefully miscalculate occasional anxious You probably had a bad experience at
knot daffodil impertinent school. Just remember people in the
12. In one minute write a list of things you world speak at least two languages and
could do with a cabbage (apart from lots speak four or five, so it can’t be at all
cooking or eating it). difficult, can it?
13. In one minute write down as many 70-100 You’re an average sort of learner,
reasons as you can why it might be useful not brilliant, but you manage. You’re
to learn Eskimo. manage. You are always willing to have a
14. Fill in the blank with one of the words go. Surprisingly, it usually works. Add
below. some systematic study to this, and a bit
Shakucomespiteare isos wonone ovofef of practice and you’ll be able to cope in
tehe wororolid’s grematerest’s wririterners. most situations.
Hehe wasis onin Staratarafoorrd-inon- 100-140 You can probably get by in one
Aravont. or two languages already, and learning a
a) borotone c) shororit new language holds no terror for you.
b) born d) don’t know Don’t give up when you feel you’re not
15. What is your attitude to learning about making progress. A bit more confidence,
British culture (arts, institutions, way of and some concentrated practice, and you
life)? could easily start feeling really at home
a) I’m not interested in the slightest, I just in your foreign language.
need to learn the language. 140-170 You are an outstanding
b) I’m interested a little bit, but only out of language learner. You enjoy using words,
curiosity. and language is a constant source of
c) I’m very interested to find out about the delight for you. You don’t learn a
people behind the language. language to go on holiday - you enjoy
16. What do the following words in Samoan going abroad because it gives you an
mean? excuse to learn another language!
loomatua tamaitiiti tamaloa taulealea Adapted from a quiz by Dr Paul Meara of
toalua Birkbeck
17. Are you male or female? College, London.

What is an essay?

An essay is a group of paragraphs written about a single topic and a central main
idea. It must have at least fore paragraphs, but a five-paragraph essay is a common
length for academic writing.
The introduction
This is the first paragraph of an essay. It explains the topic with general ideas. It also
has a thesis statement. This is a sentence that gives the main idea. It usually comes at
or near the end of the paragraph.
The main body
These are the paragraphs that explain and support the thesis statement and come
between the introduction and the conclusion. There must be two or more paragraphs
in the main body of an essay.
The conclusion
This is the last paragraph of an essay. It summarizes or restates the thesis and the
supporting ideas of the essay.

An academic essay contains:

■ An introductory paragraph, which creates initial interest in what you have to say to
the reader. This paragraph, the first in an essay, draws the reader in, or attracts
interest.
■ A thesis statement, which expresses the main idea of the essay completely and
concisely. A thesis statement expresses your topic as well as your "angle," or
approach, to the topic. The thesis statement usually appears in the introductory
paragraph.
■ Body paragraphs, each of which develops the angle expressed in your thesis
statement. These paragraphs contain concrete specific details, examples, and facts
that illustrate your angle on the topic. They also contain interpretation or analysis of
these examples in terms of your angle. Ideas within these paragraphs (as well as the
paragraphs themselves) are connected to each other by transition words and phrases
that help the reader follow your ideas. The body paragraphs follow the introductory
paragraph and are arranged according to the topic and angle of the essay as expressed
in the thesis statement. In this course, you will be writing essays that have two to four
body paragraphs.
■ A concluding paragraph, which summarizes your main points and gives the reader a
feeling of "completion." This paragraph is the last in the essay.
How to format an essay
1. Use one and a half spacing (leave a blank line between each line of writing).
2. Leave 2.5 centimeters (1 inch) of space on the sides, and the top and bottom of the
page. This space is called the margin.
3. If you type your essay, start the first line of each paragraph with five spaces (one
tab). This is called indenting. If you write by hand, indent about 2 centimeters.
Alternatively, paragraphs can begin at the left-hand margin with no indentation.
However, you must then leave one line space between each paragraph.
4. Put the title of your essay at the top of the first page in the center.

Thesis statement

The thesis statement is the sentence that tells the main idea of the whole essay. It can
be compared to a topic sentence, which gives the main idea of a paragraph. It usually
comes at or near the end of the introductory paragraph.

Writing a strong thesis statement

• A thesis statement gives the author’s opinion or states an important idea
about the topic. It should give an idea that can be discussed and explained with
supporting ideas:
The qualifications for getting into university in my country are unreasonable.
When studying a foreign language, there are several ways to improve your use of the
language.
These are strong thesis statements. They can be discussed or explained.
• A thesis statement should not be a sentence that only gives a fact about the
topic:
In the Northern Hemisphere, the summer months are warmer than the winter months.
This is not a strong thesis statement. It cannot be discussed or argued about.
• A thesis statement should not state two sides of an argument equally:
There are advantages and disadvantages to using nuclear power.
This could be a topic sentence, but it is not a thesis statement. It gives two sides of an
argument without giving a clear opinion of support or disagreement. It could be
revised like this:
Although there are some advantages, using nuclear power has many disadvantages
and should not be a part of our country’s energy plan.
This is a strong thesis statement. It clearly gives the writer’s opinion about nuclear
power.

Read these thesis statements below. Write / (strong thesis statement), F (fact
only—a weak thesis statement), or N (no clear opinion—a weak thesis
statement).
a The top government official in my country is the prime minister. F
b Some people prefer digital cameras, while others like traditional cameras. N
c India became an independent country in 1947. F
d To be a successful student, good study habits are more important than
intelligence. /
e There are several advantages of owning a car, but there are also many
disadvantages. N
f Half of the families in my country own a house. F
g Using public transport would be one of the best ways to solve the traffic and
pollution problems in cities around the world. /
h While travelling, staying in a hotel offers more comfort, but sleeping in a tent is
less expensive. N
i Classical music concerts are very popular in my country. F
j In order to create a successful advertisement, it is necessary to consider three
issues:who should be targeted, where the advert should be placed, and what type
of advert should be made. /

Writing thesis statements

How to connect the thesis statement and the essay
The paragraphs in the main body of an essay should always explain the thesis
statement. In addition, each paragraph in the main body should discuss one part of
the thesis. Look at the following thesis statement. The topics to be discussed are
underlined:
To create a successful advertisement, it is necessary for advertisers to answer three
questions:What are we selling?, Who are we selling it to?, and How can we make people
want to buy it?
Possible topic sentences for each paragraph in the main body:
1. The first step in creating a successful advertisement is to completely understand the
product that is being sold and how it can be used.
2. A second important part of creating an advertisement is deciding who is expected to
buy the product.
3. Finally, a way must be found to create an ad that will make people want to buy the
product.
How to develop a thesis statement
One way to develop a thesis statement for an essay is to write opinions you have about
the topic. Begin, I think that... and complete the sentence with your opinion. Then
remove I think that ... and the remaining words make a possible thesis statement.
Topic:diet / food
I think that a vegetarian diet is one of the best ways to live a healthy life.
I think that governments should restrict the use of chemicals in agriculture and food
production.
After you have written several opinion statements, choose the one that would make
the best thesis. Remember to decide if the sentence gives a clear opinion, states a fact,
or presents two sides without a clear argument.
1. For each of these topics, write two or three opinions you have, starting with I think
that.
a. Ukrainian education system
b. university study
c. education principles
d. school education
2. Now cross out the I think that in the statements you wrote. Choose the best thesis
statement for each topic. Share these with a partner. Decide which ones are good
thesis statements.
3. Choose one of your thesis statements from exercise above. Circle the topics that
must be explained in the essay. Write a topic sentence for each of the circled ideas.

Grammar

(a) The game is supposed to begin at Be supposed to expresses the idea that someone
10:00. (I, we, they, the teacher, lots of people, my father,
(b) The committee is supposed to etc.) expects something to happen. Be supposed
vote by secret ballot. to often expresses expectations about scheduled
events, as in (a), or correct procedures, as in (b).
(c) I am supposed to go to the Be supposed to also expresses expectations about
meeting. My boss told me that he idea that someone else expects (requests or
wants me to attend. requires) certain behavior. In (c) and (d):be
(d) The children are supposed to put supposed to gives the behavior.
away their toys before they go to
bed.
(e) Jack was supposed to call me Be supposed to in the past (was/were supposed
last night. I wonder why he didn’t. to) expresses unfulfilled expectations. In (e):The
speaker expected Jack to call, but he didn’t.

EXERCISE 45A
Complete the sentences using should or ought to and the correct form of the verbs in
the box. Use each verb only once.
pass fee win not take sell arrive receive
Example:
I’ve only got £15, but that should be/ought to be enough. We won’t need to buy very
much.
1 You should receive/ought to receive my letter first thing tomorrow morning. I
posted it early today.
2 I was surprised Liverpool lost the football match. They should have won/ought to
have won easily.
3 I should sell/ought to sell my car easily. I only want £950 for it and it’s in very good
condition.
4 Andrew should have passed/ought to have passed the exams last week. He worked
very hard for them.
5 “How long will it take to drive to the park?” “Well, it shouldn’t take/oughtn’t to take
long. It isn’t very far.”

Home task

EXERCISE 18. Error analysis: BE SUPPOSED TO.

Directions: Correct the errors.
1. The building custodian is supposed to unlock the classrooms every morning.
2. We’re not supposed to open that door.
3. Where are we supposed to meet?
4. I have a meeting at seven tonight. I am supposed to be there a little early to discuss
the agenda.
5. When we go to the store, Annie, you are not supposed to handle the glassware. It
might break, and then you’d have to pay for it out of your allowance.
6. I’m supposed to be at the meeting. I suppose I’d better go.
7. Where have you been? You were supposed be here an hour ago!
8. A: I can’t remember what the boss said. Am I supposed to work in the mail order
room tomorrow morning and then the shipping department tomorrow afternoon? Or
the other way around?
B: How am I supposed to remember what you are supposed to do? I have enough
trouble remembering what I am supposed to be doing.

EXERCISE 19. BE SUPPOSED TO.

Directions: Answer the questions in complete sentences, using be supposed to. Switch
roles after Item 6 if you work in pairs.
Example: SPEAKER A (book open): If you’re driving and a traffic light turns red, what
are you supposed to do?
SPEAKER B (book closed): You’re supposed to come to a complete stop.
 1. What are you supposed to do if you’re involved in a traffic accident?
You’re supposed to call the police.
2. What are you supposed to do prior to take-off in an airplane?
You’re supposed to fasten your seatbelt.
3. What are some things athletes in training are supposed to do, and some things
they’re not supposed to do?
They’re supposed to eat healthy and not supposed to overwork themselves.
4. What are you supposed to do later today or this week?
I’m supposed to help my mother clean the house.
5. If you’re driving and an ambulance with flashing lights and blaring sirens comes
up behind you, what are you supposed to do?
You’re supposed to slow down and pull over, stop if necessary.
6. Can you think of something you were supposed to do yesterday (or sometime in
the past) but didn’t do?
I was supposed to wash my hair, but I didn’t.
7. What are we supposed to be doing right now?
We’re supposed to be sleeping right now.
8. Tell me about any job you’ve had. What were you supposed to do on a typical day?
I was supposed to distribute flyers to passersby.
9. Where are you supposed to be at 9 o’clock tomorrow?
I’m supposed to be at the lesson.
10. What were you supposed to do sometime last week that you didn’t do?
I was supposed to water the plants, but I didn’t.
11. If someone tells you a secret, what are you not supposed to do?
You’re not supposed to tell it to anyone.
12. In the place you live or work, who is supposed to do what? In other words, what
are the duties or responsibilities of the people who live or work with you?

EXERCISE 14. SHOULD vs. MUST/HAVE TO.

Directions: Use either should or must I have to in the following. In some sentences
either is possible, but the meaning is different. Discuss the meanings of the
completions.
1. A person must/has to eat in order to live.
2. A person should eat a balanced diet.
3. If you want to become a doctor, you must/have to go to medical school for many
years.
4. I don’t have enough money to take the bus, so I have to/must walk home.
5. Walking is good exercise. You say you want to get more exercise. You should walk
to and from work instead of taking the bus.
6. We should go to Colorado for our vacation.
7. According to my advisor, I should or must/have to [if it’s a requirement of the school]
take another English course.
8. Rice must/has to have water in order to grow.
9. This pie is very good. You should try a piece.
10. This pie is excellent! You must try a piece.
6 I’m still waiting for the 7 o’clock bus. It should have arrived half an hour ago.

EXERCISE 42A
Complete the advice using should or ought to; find the advice for the problems.
Example:1 “I’ve lost my credit card.”
“You should report it to the credit card company immediately.”
“You ought to report it to the credit card company immediately.”
PROBLEMS ADVICE
1 “I’ve lost my credit card.” “You should/ought to report it to the credit
card company immediately.”
2 “I can’t wake up in the mornings.” “Perhaps you should/ought to buy a new
alarm clock!”
3 “I’m bored with my job.” “Perhaps you should/ought to look for
another job.”
4 “I’ve got a terrible headache.” “Perhaps you should/ought to take some
aspirin.”
5 “I was very rude to my parents.” “Don't you think you should/ought to
apologize to them?”
6 “My car keeps on breaking down.” “I think you should/ought to sell it.”

EXERCISE 42B
Make sentences using should (n’t)..., ought (n’t) to.... should (n’t) have... or ought (n’t)
to have... and the words in brackets.
Example: My car is always dirty. (I | clean | it more often.)
I should clean it more often. /I ought to clean it more often.
1 You think your friend works too hard. You tell him/her:
You shouldn’t/oughtn’t to work so hard. You should/ought to relax more.
2 Your friend overslept this morning and was late for work. His boss said to him.
You should/ought to have bought/buy an alarm clock.
3 Kate didn’t feel well yesterday, but she went to work and now she feels really
terrible.
She shouldn’t/oughtn’t to have gone to work yesterday. She should/ought to have
stayed in bed.
4 Mr. Woods walked straight out into the road without looking. He was nearly killed
by a bus.
He shouldn’t/oughtn’t to have walked into the road without looking. He should/ought to
have looked first.

EXERCISE 42C
Complete the sentences using had better and the verbs in the box.
Example: The phone is ringing. I’d better answer it.
park stay hurry answer put out be not leave
1 This knife is very sharp. You’d better be careful when you use it.
2 Oh no! Look! There’s a ‘No Parking’ sign here. We’d better park somewhere else.
3 You’re not very well. I’d better slay think you in bed today.
4 We’re late. We’d better hurry.
5 There’s a lot of crime in this area. We’d better not leave any doors or windows
unlocked.
6 The plane is just going to take off. You’d better put out that cigarette.

EXERCISE 42D
Complete the sentences using the correct form of be + supposed to and the verbs in
the box.
Example: I’m on a diet, so I’m not supposed to eat cream cakes.
arrive not eat go not open not park have
1 What are you doing with your birthday presents? You’re not supposed to open
them until your birthday!
2 I was supposed to go to work yesterday, but I couldn’t because I was ill in bed.
3 You’re not supposed to park your car here at any time.
 4 We were supposed to arrive in Manchester at 6 o’clock this morning, but our plane
was delayed.
5 Peter is supposed to have a one-hour lunch break, but he sometimes takes a bit
longer.

Words to learn
EDUCATION

school
nursery school = (Am. pre-kindergarten) public (independent)
kindergarten single - sex
primary (Am. elementary) Grammar
comprehensive boarding
preparatory Technical
secondary private
coeducational Modern
vocational Local

education
primary/elementary free (of charge)
state commercial
technical art
secondary/high Classical
general Polytechnic
compulsory Graduate
higher/university/college Postgraduate
vocational Doctorat
e
Vocabulary

1 Read the text and decide which answer (A, B, C or D) best completes each
collocation or fixed phase.
A report on the notorious Fiveways School, visited recently by government (1) B, was
published yesterday. The report (2) A inadequate strategic planning, poor (3) C of
teaching, and semi-derelict building conditions as being largely to blame for the
problems at Fiveways, the school branded “the worst in Europe”. Our reporters
entered the school by (4) D arrangement, and witnessed at (5) B hand the chaos that
has heaped infamy on the school. On the day of their visit, our reporters learned that
one disruptive pupil had been given a 3-week (6) C for punching a teacher in the face.
Our reporters saw pupils virtually (7) A riot, throwing stones at passers-by and
verbally (8) B a teacher.

1) A authorities B inspectors C controllers D examiners

2) A highlights B illuminates C features D activates
3) A measures B patterns C standards D specifications
4) A former B earlier C preceding D prior
5) A original B first C immediate D direct
6) A expulsion B caution C suspension D ban
7) A running B going C making D taking
8) A harming B abusing C damaging D oppressing

2 Complete the extracts from two school reports. Use the words from the box.
half-hearted respect mature distracted insolent participated contributes applies concentrate effort
Report 1
Tracey has made a big (1) effort this term, showing herself to be very (2) mature for her
age. She (3) applies herself well and (4) contributes fully to class discussions. She
shows a lot of (5) respect towards her teachers.
Report 2
On one occasion Derek was sent home for being (1) insolent to a teacher. In terms of
effort, his work can sometimes be rather (2) half-hearted. He is easily (3) distracted and
finds it hard to (4) concentrate in class. Also, he has not (5) participated in group work
as well as he should.

3 Both options make sense. Underline the one which forms a common collocation.
a) In my country we have to do nine basic/core subjects and then we can choose
several others.
b) At this school we put a strong emphasis on academic/scholarly achievement.
c) In my country bodily/corporal punishment was abolished 40 years ago.
d) In my class we had a helper/support teacher who assisted pupils with learning
difficulties.
e) On Friday afternoons we had lessons with the trainee/apprentice teacher.
f) In my country we have some end of year tests but most of our marks come from
progressive/continuous assessment.
g) At 16 we have the choice of doing more vocation/employment-oriented courses, such
as business studies and accounting.
h) When I was 15, I had a 2-week work position/placement with a local factory.
i) There were a number of teenage/child mothers in my class.
j) I was expelled from school for playing/going truant too many times.