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Exam success




Ex.2.16.

Ex.2.15. Here are some idiomatic expressions about studying and exams. Use the context to guess what they mean and choose the right answer.

Ex.2.14. Study the following piece and rewrite the short text below using words and phrases from it.

Before an exam you can revise or cramfor it. If the exam happens every year, you can look at past papers. Some things can be memorised or learnt off by heart. But rote-learning [ learning purely by repetition ] is not sufficient for most subjects. It is also possible to use mnemonics[ tricks that help you remember sth ]. But tricks alone are not enough, and the best idea is to bury yourself in your books until you know the subject inside out.

When I’m preparing intensively for an exam, I don’t see any point in looking up exam papers from previous years, nor is there any point in just learning things by memory. I know some people develop very clever memory tricks to help them remember the material, but there’s no real substitute for re-reading and doing over the term’s work. It’s a good idea to have some sort of mind-map to organise your ideas, and memory-learning is useful, but in a limited way. At the end of the day, you just have to read a huge amount until you feel you know the subject 100 per cent.

1 It's very easy to fall behind with your studies if you miss even just a few classes.

a) stay close behind other students

b) find yourself far behind other students

c) get ahead of other students

 

2 She seemed to just breeze through the exams. Everyone else was in such a panic and almost had nervous breakdowns.

a) do them calmly and efficiently

b) not take them seriously

c) cheat in them

3 I just can't seem to get the hang of English prepositions. Just when I think I've learnt them I make new mistakes.

a) memorise

b) understand

c) enjoy

4 When I sat down and looked at the exam paper my mind just went blank. Everyone else seemed to be writing away quite happily.

a) became confused

b) became very focused

c) became empty

 

a) Fill each space in the text with either have, take or bring. The first (0) is given as an example.

There are many ways of making sure you do (0) well in an examination, both before and during the exam. If you don’t _________ (1) much experience of examinations, read the following notes carefully. First of all, if you are _________ (2) the exam the next day, make sure you _________ (3) a good night’s rest. Check that you know exactly where the exam is going to _________ (4) place. You should not sit the exam on an empty stomach so _________ (5) a good breakfast – but don’t overdo it. Don’t forget to _________ (6) with you a pen, pencil and eraser. Try and get to the university or the examination centre in good time so you _________ (7) enough time to find the right room. As soon as you _________ (8) your answer sheet, _________ (9) a deep breath, check your name and number and _________ (10) any errors to the attention of the supervisor immediately. Read the instructions carefully and _________ (11) your time answering before the invigilator _________ (12) the exam to a close.

 

b) Complete the questions with do or make and then answer them.

1) Do you always _____________ your homework?

2) Which subject did you _____________ well in school?

3) How do you feel when you _____________ a mistake in your English?

4) What do you do if you _____________ badly in an exam?

5) What kind of exercises do you like ___________ in class?

6) Do you __________ notes when you’re listening to the cassette in English?

 

Ex.2.17. Get ready for a discussion based on the texts and exercises above. Divide into two groups: one group considers exams absolutely necessary, the other group being just the opposite. Give names to your groups, eg ‘Obstinate Teachers’, ‘Restriction-Loving Students’, ‘Freedom Fighters’, etc. You are welcome to invent mottoes. Then change parts. Of course it is essential to use as many ‘new words’ in your speech as possible.

The following arguments and counter-arguments will help you.

The arguments: key words

1 Great progress in many fields, but exams: a primitive method of testing knowledge and ability.

2 Educationists haven't devised anything more efficient, reliable.

3 Exams should test what you know; often do the opposite.

4 Test of memory, working under pressure; not ability, aptitude.

5 Exams cause anxiety: mark of success or failure; future decided by them.

6 Personal factors (eg health, mother's death) immaterial.

7 Cannot give of your best if in terror or after sleepless night.

8 School: vicious competition: success, failure clearly defined, measured.

9 Increasing number of 'drop-outs', suicides.

10 Education should train you to think for yourself; exam system doesn't.

11 Exams encourage memorisation; restrict reading; induce cramming.

12 They lower teaching standards; teacher: no freedom.

13 Teachers often judged by exam results; therefore teach exam techniques.

14 Most successful candidates not best educated; best trained in tech­niques.

15 Results: subjective assessment by examiner.

16 Examiners human: tired, hungry, make mistakes, work under pressure.

17 After judge's decision, right of appeal; not after examiner's.

18 There must be more effective ways of assessing ability.

19 Exams merely a profitable business?

 

The counter-arguments: key words

1 Exams are a well-tried system: many advantages.

2 They offer the best quick way of assessing a candidate.

3 Their reliability has been proved again and again.

4 They are marked anonymously: therefore reliable.

5 Not possible to do well relying merely on memory and exam tech­niques.

6 They are often not the only way of assessing a candidate: used in connection with teachers' assessments.

7 Exams are constantly being improved.

8 There are complex checking systems used by examiners to ensure fair results.

9 There is a lot of research into objective testing techniques to eliminate human error.

10 Computers are already widely used to mark specially devised tests.

11 Pernicious aspects of system (cramming, etc.) are not the fault of examinations, but of the teacher.

12 Teachers cram weak pupils to push them through; able pupils don't need cramming.

13 Teachers want examinations: they provide a clear objective.

14 The exam system may not be perfect, but it's the best we have; it may be painful, but so are many things in life.





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