EDUCATION 7

12 questions to discuss plagiarism, honesty, and competition in education:

The problem of cheating. Is it possible to overcome a problem of cheating? Why do people cheat?
Listening
1 In groups, discuss which of the following is plagiarism.
1 Quoting from a text without acknowledging the author
2 Rewriting a sentence from another text in your own words
3 Including someone else's ideas in your own work without acknowledging the source
4 Copying material from another student for an essay or report
5 Downloading text from the Internet and inserting it in a written assignment
6 Rephrasing an idea from another source without acknowledgment
2a Listen to part of a lecture about plagiarism. Check your answers to Exercise 1.
2b Listen to Part 2. Tick the correct points the lecturer makes about quotations.
1 You should not use too many quotations.
2 Lecturers value the ideas of other writers more than your own ideas.
3 You should usually paraphrase a quote.
4 Always use quotation marks to identify a quote.
2c Listen again and answer the Questions.
1 What three reasons does the lecturer give for people plagiarising?
2 Why is it likely that a lecturer will find out if you have plagiarised material?
3 These examples show the difference between acceptable paraphrasing and plagiarism. In pairs, discuss
whether each version on the right is an example of plagiarism.
Original
Both movements are anti-technology so the modern world must be an alarming place
for them. There is no denying the extraordinary pace of development. Whereas the
telephone took 50 years to be adopted by a quarter of the US population, the cellphone
did that in just seven. Five years ago most people didn't use search engines; imagine
that now.
(R. Kurzweil, (2007), 'Let's not go back to nature', New Scientist, March 2007, page 19)
Version A ▼
The modern world is a frightening place for opponents of technology because of the
extraordinary pace of development. The telephone took 50 years to be adopted by 25%
of people in the US, but the cellphone took just seven. In the past, most people didn't
use search engines; imagine the situation now.
Version B ▼
Technology has grown at a very fast rate in recent years, which is unsettling for a lot of
people. Examples of this include the speed at which the cellphone came into common
use, and the fact that we can't imagine living without search engines now.
Version C ▼
R. Kurzweil (New Scientist, March 2007, page 19) points out that it took 50 years for the
telephone to be used by a quarter of the US population. However, the cellphone
achieved the same use in just seven years. Furthermore, the use of search engines has
become common after only five years. These examples illustrate the very fast growth
of technology in recent times.
Version D ▼
Technology is developing so fast now that it isn't surprising to find
people taking stands against it. Even everyday gadgets are developing
faster: 'Whereas the telephone took 50 years to be adopted by a quarter
of the US population, the cellphone did that in just seven. Five
years ago most people didn't use search engines; imagine that now.'

Plagiarism:

1. What do you think are the main reasons students commit plagiarism, and how can it be prevented?
2. How does plagiarism affect the academic integrity of an institution?
 3. What are the long-term consequences for students who rely on plagiarism to complete their
assignments?
4. How can educators encourage students to develop original ideas and properly cite their sources?

Honesty:

5. Why is academic honesty important in building trust between students and teachers?
6. In what ways can a culture of dishonesty in education affect a student's future career and personal life?
7. How should schools address issues of dishonesty, such as cheating or lying about academic work?
8. How can students be motivated to value honesty in their academic and personal lives?

Competition:

9. How does competition in education drive students to succeed, and when can it become unhealthy?
10. Do you think competition among students promotes learning, or does it create unnecessary pressure?
Why?
11. How can schools balance fostering healthy competition with encouraging collaboration among
students?
12. What role does competition play in preparing students for the real world, and how should it be
managed in an educational setting?

Use these questions as a guide to interview a classmate. Add questions of your own.
1. Is illiteracy a problem? Does the government have a program to combat illiteracy?
2. Is there any program for adults to get a higher education while working (continuing education)? If so,
describe what subjects are available.
3. When must a student choose a career?
4. Are there any special programs for handicapped students or for very bright children?
5. From what you know about education in the United States, how does education differ in your country?
(teacher/student relationship, dress, discipline, homework, punctuality, class participation,
opportunities for men and women)
6. How would you like to see the education system in your country changed?
Grammar
Be supposed to + infinitive means "should" but it expresses the idea that someone else expects something to
be done. You're supposed to wear a suit to work. (Your employer expects you to.) You should wear a suit. (It is
a good idea because it makes a better impression.)
• Be to + Infinitive means "must" but it expresses the idea that someone else demands something.
I am to report for military training. (It's the law so I must obey.) I must report for military training. (If I don't,
the army will look for me.) Be supposed to and be to are used to express what someone expects about a
previously arranged event. Recruits are supposed to/are to have a haircut when they arrive. (It is scheduled.)
Be bound/sure/ certain to is used to express obligation/certainty
• Be allowed to is used to express permission, to say what the rule is. He was allowed to visit the
prisoner, (not: He could visit) Was he allowed to visit the prisoner?
• Be likely to means "may" (possibility). To express possibility in questions we don't use "may", we use: Is he
likely to ...?, Is it likely that he ...?, Can he ...?, Could he ...?, Might he ...?.
Is he likely to understand my feelings? Is it likely that he will understand my feelings? Could he understand
my feelings?
• Would you mind (my/ me his/ him )Ving is used to express polite, formal requests. Would you mind holding
this for a moment?
Would you mind if I V2? is used to express polite request for permission.
• Let's.V../ Why don't we..V.?/ How about..Ving.?/What about.Ving..? are used to make suggestions.
Let's stay in tonight. How about staying in tonight? Why don't we stay in tonight? What about staying in
tonight?
• Would you like to/Would you like me to...? (= Shall I...?) are used when we offer to do something.
Would you like me to read you a story? (Shall I read you a story?)

Grammar
Questions to practice grammar
Practice the following questions in pairs make a report

Be supposed to + infinitive
 Are you supposed to do for homework for every class?
 Are students supposed to wear uniforms to school?
 What are you supposed to major in at university?
Be to + Infinitive
 Are you to take any elective courses this semester?
 What are you to do to improve your grades in this course?
 Are you to attend all of your classes, or can you miss a few?
 What are you to do if you miss a deadline for an assignment?
Be supposed
 What are you supposed to do if you miss a class?
 Are you supposed to study every night?
 What are you supposed to do after you graduate?
 What are you supposed to bring to the exam?
Be bound/sure/certain to
 Are you bound to pass the exam?
 Is everyone certain to get into a good university?
 Are we bound to have a lot of homework this semester?
Be allowed to
 Are you allowed to use your phone during class?
 Are students allowed to work part-time?
 Are you allowed to bring your own food to the class?

How else can we say the following?

1 It is likely that she has got lost. ...She is likely to have got lost....
2 Shall I book a ticket for you as well? .....would you like me too book ticket for you..........
3 How about inviting Paul and Helen?..Why don’t weinvite paul and helen
4 I am to welcome the guests and show them to their rooms..My job is to welcome the guests..
5 Might he have forgotten all about it? . Is it possible that he have forgotten all about it
6 You have to wait until dark before you leave..you must wait until dark before you leave
1 When you make predictions there are different ways of showing how sure you are.
a Adverbs with will/won't (Notice the word order.)
The world economy will probably change. Computers definitely won't be as intelligent as human
beings.
b Modals
India may become a rich country, c is (not) likely to Live in the future is likely to be very comfortable.
2 Put the words/phrases below in the best place on the line to show how sure we are that the prediction
will happen.
will probably will almost certainly is/are likely to may/might (not) probably won't almost certainly won't
isn't/aren't likely to could / may well
100% will definitely
a _ will almost certainly
b _ will probably
c _ is/are likely to
d _ could / may well
e _ may/might (not)
f _ probably won't
8 - isn't/aren't likely to
h _almost certainly won't
0% definitely won't
1 a Look at the predictions below. Add phrases from the Analysis that show what you think.
1 Children will study at home rather than at school. Children probably won't study at home rather that at
school
2 All housework will be done by robots.
 3 There will be no more need for dentists.
4 There will be a cure for most diseases.
5 All teaching will be done by computers.
6 Chinese will be the world's number one language.
7 Small shops will disappear.
8 There will be no newspapers.
9 People will live to the age of 130.
10 Cars will report bad driving to the police.
 All housework will be done by robots.
All housework probably won't be done by robots.
 There will be no more need for dentists.
There probably won't be no more need for dentists.
 There will be a cure for most diseases.
There probably won't be a cure for most diseases.
 All teaching will be done by computers.
All teaching probably won't be done by computers.
 Chinese will be the world's number one language.
Chinese probably won't be the world's number one language.
 Small shops will disappear.
Small shops probably won't disappear.
 There will be no newspapers.
There probably won't be no newspapers.
 People will live to the age of 130.
People probably won't live to the age of 130.
 Cars will report bad driving to the police.
Cars probably won't report bad driving to the police.

4. Reorder the sentences so that they mean the same

1 Brazil are likely to win the World Cup.
Brazil may well win the World Cup. (may well)
2 I'm sure we won't have time to do any sightseeing.
We_ _ definitely won’t have time to do any sightseeing.. (definitely)
3 It'll probably rain before the end of the day.
It_ is likely to rain before the end of the day_. (likely)
4 Perhaps my friend Marl will be a famous actress one day.
My friend Mari_could be a famous actress __. (could)
5 My boss is very unlikely to agree to the pay rise.
My boss_ is almost certainly not agree to pay rise_. (almost certainly)
6 I think you'll recognise my sister when you see her.
You_ will probably recognize sister_. (probably)
7 We probably won't get back from the theatre before midnight.
We_are not likely to get back _. (likely)
8 I'm sure that our teacher will give us a lot or homework for the weekend.
Our teacher is almost certainly __(almost certainly)…….

6. Fill in a modal or a synonymous expression and the appropriate form of the verb in brackets.
1 There's no reply when I ring him. He ...must have left... (leave) the office already.
2 Don't give up so easily. You...could do....(do) it if you tried a little harder.
3 That's no excuse! You know you..have to finsih..(finish) this report by today.
4 He..must have metioned..(mention) his plans on the phone last night but I really can't remember.
5 Since she crashed the car, she...has to walk...(walk) to work every day.
6 If you find something valuable, you...must take.. (take) it to the nearest police station.
7 Passengers...cannot walk..(not/walk) across the lines. They should use the footbridge.
8 You..should know...(know) better than to tell her all your secrets.
9 You......should destroy.......(destroy) the letter as soon as you receive it.
10 You ..can enter...(enter) the building if you have a special pass.
11 Can you help me? I...cant find out...(find out) what time the London train arrives.
12 He looks very annoyed. He....must have waited....(wait) for ages.
1.had to take..(take) the library books back yesterday but I forgot and now I'll have to pay a fine.
14 Increased sales mean that all employees.....must be given....(be given) an extra Christmas bonus.
15 ..Can you take........(you/take) grandma to the cinema tonight as I have to go out?
16 When I was at school we..........couldnt wear.......... (not/wear) jewellery.
17 You...could brought..........(bring) the map with you so we wouldn't have to ask people the way.
18 Those bags look heavy.....Can I carry....(I/carry) some of them for you?
19 Don't pretend you don't know that you..have to have....(have) a valid ticket on the bus.
20 You ....should rang..(ring) me to let me know you'd be late. I was worried

7 Find the word which should not be in the sentence.

1 You needn't repeat the course. to
2 Mick was able to change the faulty fuse on his own. being
3 Maeve might have helped you if you had asked her. been
4 Fortunately, we didn't have to walk the whole distance. needed
5 Would you like me to pick up the laundry? it
6 He should have known better than to trust her. must
7 Jeremy would like to study nuclear physics. that
8 She had to work overtime every day last month. has
9 They ought to have given us more instructions. had
10 Let's not argue about this any more. to
11 The Prime Minister is supposed to leave for the USA tonight. being
12 Were you allowed to take photos inside the museum? it
13 They can't have spent all that money in just one week. had
14 Children are may not be left unattended at any time. to
15 Would they mind if bringing a friend along? my
16 They must have pack all their things before noon.
17 You should try to treat customers more politely. have
18 Might I ask you for a favour? to
19 You needn't have invited so many people. to
20 Let's go to Ann's. we

9. Complete the sentences using the words in bold. Use two to five words.
1 Perhaps the bridge collapsed because of the storm.
have The bridge ...may/might have collapsed... because of the storm.
2 He'll probably come to the party.
likely He...............is likely to come to.............................the party.
3 You mustn't photograph any of the paintings.
allowed You.....are not allowed..............any of the paintings.
4 It's forbidden to touch the statues in the museum.
touch You ....are not to touch........in the museum.
5 I'm sure he didn't cheat in the exam.
cheated He.. can't have cheated..in the exam.
6 Was it necessary for you to call a doctor?
need Did....you need to call........a doctor?
7 Shall I carry your shopping for you?
me Would ......you like me to carry.....your shopping for you?
8 I'm sure Ann didn't do it on purpose.
have Ann.....coulnt have done.......on purpose.
9 Might I take some photos?
If Would ......you mind if I take......some photos?
10 Let's go and see "The Blob" tonight.
we Shall.........we see......................."The Blob" tonight?
11 It isn't necessary for you to do that exercise.
need You............dont need to do..........that exercise.
12 It would be a good idea to eat less high-cholesterol food.
should You.shouldnt eat so much....high-cholesterol food.
13 It wasn't necessary for him to take a coat but he did.
taken He ....neednt have taken..........a coat.
14 I'm sure Ann spends all her money on clothes.
spend Ann.....must spend all her money...............on clothes.
15 Was it necessary for you to say that?
have Did.....he have to sat.........that?
16 I'm sure he knew what he was doing.
known He ...must have known..he was doing.
17 Perhaps she's busy at the moment.
BE…She maybe busy at the moment……………..

10. Use the word given in capitals at the end of each line to form a word that fits in the
space in the same line.
School report
Margaret started English Literature this term, and I am afraid that her (1) introduction to the INTRODUCE
subject has not been entirely (2)successful She has not shown much enthusiasm, and does not SUCCESS
always pay (3) attenton in class. Her assignments are often (4)unreadable, because she is so ATTEND READ
untidy, and because FAIL REVISE
of her (5) failure to check her work thoroughly. She f MISTAKE
ailed to do any revision(6) before the end of term test, and had poor results. She seems to have ABSENT PUNISH
the (7)mistaken idea that she can succeed without studying. She has also had many absences (8) GIFT
and has frequently arrived late for class. This has resulted in several (9)punishments Although
Margaret is a (10)fgifted student in some respects, she has not had a satisfactory term.

12 Complete each sentence with a form of do, make or take.

a) Have you done exercise 3 yet?
b) I can't come this afternoon. I'm…taking… an English exam.
c) Jack has…done…… very well this term.
d) I'm afraid that you haven' t ……made…….any progress.
e) Sue didn' t know the answer, so she…took……….. a guess.
f) You all look tired. Let's…take……… a break.
g) This is a good composition, but you …made………have a lot of errors.
h) I think you should take.. yourself more seriously.
i) The teacher gave a lecture, and the class……took……… notes.
j) Paul finds maths difficult, but he……is doing……. his best.

13. Decide which answer (A, B, C or D) best fits each space.

Learning how to learn
There is usually one important (1) C missing from most school (2) Very few students are (3) how to organize
their learning, and how to (4) the best use of their time. Let's take some simple (5) Do you know how to (6)
up words in a dictionary, and do you understand all the (7) the dictionary contains? Can you (8) notes
quickly, and can you understand them (9) ? For some reason, many schools give learners no (10) with these
matters. Teachers ask students to (11) pages from books, or tell them to write ten pages, but don' t explain
(12) to do it. Learning by (13) can be useful, but it is important to have a genuine (14) of a subject. You can
(15) a lot of time memorizing books, without understanding anything about the subject!
1) A theme B book C subject D mark c
2) A agendas B timetables C terms D organizations b
3) A taught B learnt C educated D graduated a
4) A take B give C get D make d
5) A sentences B results C rules D examples d
6) A find B look C research D get b
7) A information B advise C subjects D themes a
8) A do B send C make D revise c
9) A after B afterwards C lastly D at last b
10) A teaching B ability C instruction D help c
11) A concentrate B remind C forget D memorize d
12) A how B what C why D it a
13) A the way B heart C now D law b
14) A information B success C understanding D attention c
15) A pass B waste C tell D use b

Reading. Read the text underline the most interesting or astonishing ideas. Fill in the blanks with your own
words
Cheating
Cheating can take the form 1 of…crib notes, looking over someone's shoulder during an exam, or2through…
forbidden sharing of information between students regarding an exam or exercise. 3more…elaborate methods
of cheating have been developed over the years. 4…for instance, students have been documented hiding notes
in the bathroom toilet tank, in the brims of their baseball caps, or up their sleeves. Also, the storing of
information in graphing calculators, pagers, cell phones, and other electronic devices 5has…cropped up since
the information revolution began. While students have long surreptitiously scanned the tests of those seated
near them, 6some…students actively try to aid those who are trying to cheat. Methods of secretly signaling
the right answer to friends7 are…quite varied, ranging from coded sneezes or pencil tapping to high-pitched
noises beyond the hearing range of most teachers. Some students have 8been…known to use more elaborate
means, such 9as…using a system of repetitive body signals like hand movements or foot jerking to distribute
answers (i.e. where a tap of the foot could correspond to answer "A", two taps for answer "B", and so on).

Cheating differs 10…from most other forms of academic dishonesty, in that people can engage in it without
benefiting themselves academically at all. 11for…example, a student who illicitly telegraphed answers to a
friend during a test would be cheating, even though the student's own work is in no way affected. Another
example of academic dishonesty is a dialogue between students in the same class but in two12……different.
time periods, both 13of…which a test is scheduled for that day. If the student in the earlier time period
informs the other student in the later period about the test; that is considered academic dishonesty, even 14…
though….the first student has not benefited himself. This form of cheating—though deprecated—could
conceivably be called altruistic.
Academic dishonesty is endemic in all levels of education. In the United States, studies show that 20% of
students started cheating in the first grade. Similarly, other studies reveal 154 that…..currently in the U.S.,
56% of middle school students and 70% of high school students have cheated.
Students are not the only 16…ones…to cheat in an academic setting. A study among North Carolina school
teachers found that some 35 percent of respondents said they had witnessed their colleagues cheating in one
form or another. The rise of high-stakes testing and the consequences of the results on the teacher is cited as a
reason 17…why…a teacher might want to inflate the results of their students.