Fr om March 21st to April 1st, 24 teachers and students fr om the high school traveled to America to tour top US universities. The students' goal while there was to learn about the system of higher education, what student life is like at universities, and how to successfully apply. Many students were also interested in learning about opportunities for summer study at American universities, or about programs for graduate study after a Russian university education.
In addition, we took in as much as possible as tourists in New York and Boston!
While in New York, students visited Central Park, the Brooklyn Bridge, Wall Street, Times Square, Rockefeller Center, the World Trade Center site, the Metropolitan Museum of Art, the Museum of Natural History, a Broadway play, 5th Avenue and Broadway, the Empire State Building, the Chrysler Building and Greenwich Village.
While in Boston, students explored various historic sites along the Freedom Trail, the Boston Pier, "Little Italy," the Museum of Science, the Isabella Stewart Gardner Museum, Cambridge and the Boston Commons. We also visited "Old Sturbridge Village," a "living" museum where you spend the day in a town that appears to be frozen in the period of the early 1800s.
Throughout our stay in America, it was a pleasure to watch as many of our students discovered the country for the first time. Almost daily I heard students remark about "this or that" with surprise and delight. Certain things that I, as an American, take for granted were intriguing and exciting to our Russian teenagers. Here are the highlights of their impressions of both the USA and university education there:
Best Impressions of the USA in General:
Impressions of University Education in the USA:
General Reflections about the Trip
9th Grade English Exam
This examination evaluates students’ knowledge of English in two ways: in the first part, students must summarize a given text; and in the second, they must present a topic they have prepared in advance. This format tests students’ abilities to read and comprehend a variety of texts, and their ability to paraphrase language using proper grammatical structures and varied vocabulary. In addition, students must respond to follow-up questions about the prepared topic, revealing their ability to converse fluently.
There are 20 cards with two tasks on each. The first task requires students to read a text that is one page in length, focusing on general meaning, and then give a concise oral summary that is
10th & 11th Grade English Exam: TOEFL
All TOEFL students will take the TOEFL ibt exam on April 24th, 2010. The exam consists of four sections: reading, listening, writing and speaking. The exam lasts approximately 4.5 hours.
11th Grade English Exam: ЕГЭ
All students will take the ЕГЭ exam in June. It will consist of reading, writing, grammar and vocabulary. The exam will last for 160 minutes.
This year we began offering TOEFL preparation as part of the tenth and eleventh grade English program. TOEFL stands for «Test of English as a Foreign Language,» and this exam is required of all students applying to academic programs in English-speaking countries: summer university academic programs for high schoolers; «gap year» or «foundation year» programs after graduation; or university studies. The TOEFL tests not only students’ command of English, but also their ability to use it in an academic setting. The exam is designed to simulate listening, reading, writing and speaking in classes in the social sciences and humanities. Students can now choose between this class or our traditional EГЭ preparation.
Галина Яковлевна Арефьева уже много лет плодотворно сотрудничает с методической лабораторией географии Московского института открытого образования. Она выступает на занятиях перед слушателями курсов, участвует в конференциях, педагогических марафонах и других городских мероприятиях по распространению передового педагогического опыта среди учителей географии.
Новый проект, начатый Старшей и Средней Школами в содружестве (в рамках деятельности кафедры «Слово»), называется «Уроки творчества».
On Friday, October 8th, my eleventh grade class taught an art lesson to the fifth and sixth grade students. The lesson was inspired by Jackson Pollock, a leader of the American Abstract Expressionist movement. During the lesson, the students were taught about the unique style, motivation, and feelings that influenced Pollock's paintings. Using specific vocabulary words, the students discussed their personal reaction to Pollock's paintings, and were then given the opportunity to create their own artwork. With the help of the eleventh grade teachers, the students were challenged to think critically about what defines art, and shared whether they agreed or disagreed with Pollock's authenticity as a painter. As an observer, I was very pleased with the camaraderie between the students and teachers. My eleventh graders demonstrated leadership, maturity, and a high level of English throughout the lesson. Most importantly, their personal interest in the students has continued to foster the importance of a mentoring relationship between the high school and middle school students.