Skills For Study 1 TB

Skills for Study
LEVEL 1
Teachers Notes
Introduction

Underlying principles of the course

The importance of study skills for success in higher education is well established and is, perhaps, reflected in the large number of study skills publications which deal with the topic; most universities now offer, at the least, online study skills advice to their students. However, classroom experience has taught us that while many publications currently available give sound advice, relatively few offer accessible practice activities to help students develop their skills successfully. This course is designed, therefore, to help students develop the functional academic, reasoning and linguistic skills they need for success within an English-medium university. English for Academic Purposes is, by definition, not an area solely relevant to nonnative speakers. Native or near-native speakers making the transition to university or higher levels of study must also master modes of discourse and language use which are appropriate for academic purposes, and which may be unfamiliar to them in daily life. The course is therefore designed to provide discrete but complementary academic and linguistic skills, and it is for this reason that it is divided into separate Skills and Language texts. The Skills for Study books provide general academic skills such as library research, group work and essay planning, but they also touch upon aspects of academic language and discourse (such as hedging and structuring arguments) which are as vital for native speakers as they are for non-native speakers. The Language for Study books therefore concentrate on specific language items which present a challenge to non-native speakers but which would ordinarily fall outside the scope of a study skills text. This division allows teachers to provide skills or language support appropriate to the linguistic and skill level of their students.
Aims of the course

The course is intended for classroom use with students preparing for, or currently enrolled on, undergraduate or postgraduate courses. In general terms, the Skills and Language for Study course, when used in combination, is designed to take students from a language proficiency level of CEFR B2 (IELTS equivalent of 5.0) to a typical entry requirement of CEFR C1 (IELTS equivalent of 6.5). These books set out to help students develop confidence in their ability to understand and evaluate authoritative sources of information, and a greater awareness of, and ability to express, their own academic identity and position. At the same time, students are encouraged to consider who their audiences are, and produce appropriate academic texts. Attention is paid to the importance of drafting and revising work, but this course adopts a genre rather than a process approach overall. We have aimed to provide students with knowledge of the composition and features of typical spoken and written discourse in an academic context, somewhat following Ken Hylands view that it is both necessary and essential to provide students with the frames that will help them to function and communicate successfully in a higher education context (Hyland, 2004, p.3).
Skills and Language for Study Teachers Notes Introduction 2
Introduction
The Skills and Language for Study course makes communicative activities central, with a view to helping students locate, understand, use and produce authentic written or spoken texts. Certain common features of generic study skills books are therefore not included here. There is, for instance, no specific treatment of skills subjects like organizing ones study space, or time management; no advice is given on how to boost memory or cope with exam stress. Rather, close attention is paid to functional performance in assessed academic contexts such as writing essays and reports, participating effectively in discussions, and giving presentations.
Organization of the course

The course is organized into three levels, with one Skills and one corresponding Language book at each level. There are four themed units in each level, with identical themes uniting each Skills and accompanying Language book. Source texts on the unit theme are provided in the Skills book, and language items are initially drawn from these texts and then analyzed and explored in additional contexts in the Language books, therefore helping students to understand and use the language they are studying in an authentic academic context. Each unit has 5 Parts (AE) based on different academic skill and language areas. For instance, in Level 1, Unit 1:
Theme: Approaches to learning

Part A Understanding spoken information Skills for Study Understanding types of listening Using note-taking techniques Understanding strategies for effective listening Understanding the purpose of lectures Following lectures effectively B Understanding written information Recognizing types of academic text Choosing appropriate reading strategies Using skimming, scanning and intensive reading Taking notes while reading Recognizing different word forms Understanding the language of comparison Forming and using comparatives and superlatives Language for Study Understanding the use of stress in sentences Developing strategies for learning vocabulary Understanding modals
Introduction
C Investigating Understanding more about learning methods in higher education Finding source materials Understanding source references Using library catalogues Identifying and using collocations Using relative clauses to include essential information in sentences Using relative clauses to include non-essential information in sentences Recognizing and using the language of academic discussions Referring to other peoples ideas in discussions Understanding general features of academic writing Stating aims in a formal register Using compound nouns
Reporting in speech
Participating in tutorials Generating and organizing ideas Reflecting on your discussion skills
Reporting in writing
Understanding different types of academic writing Using a process approach to academic writing Understanding essay questions Developing a thesis statement Using sources in your writing
Within each Part, the initial sections explore specific functional skills or areas of academic language (e.g. Developing a thesis statement). These areas are explored in detail using a series of controlled tasks which develop students awareness, and give opportunities for discussion and practice of the skills and language used in that area. A further section within each Part (called the Unit Task in the Skills books, and the Lesson Task in the Language books) draws together the different skills or language areas covered in that Part to give opportunities for use within the context of authentic, frequently interactive, academic tasks. The Language books provide a further section at the end of each Part entitled Review and Extension, which allows students to consolidate and develop their understanding of the language items studied.
Features of the course

Texts and data It is important that students engage with authentic academic texts, yet the linguistic and cognitive difficulty of fully authentic academic texts can interfere with the development of key skills if students are expected to use them from the outset. For this reason, many of the texts which appear in the course have been purposefully written to suit specific learning aims. In some cases, fully authentic texts have been used, or slightly modified to allow a focus on specific language features. In most
Introduction
cases, even in texts which have been written by ourselves, we have tried to use authentic data; however, in some instances, particularly where the teaching aim involves critical evaluation of an argument, texts with artificial data and references have been used to avoid accidental misrepresentation of real writers work. Subject specificity The academic skills and language focused on in the course are largely non-subjectspecific. The wide range of activities and perspectives on different topics allows teachers to plot programmes of study that target the specific needs of their students (e.g. tutors using books LS2 and SS2 can plot different pathways for students in humanities and business courses on the one hand, and the natural sciences on the other). The topics have been chosen for general interest, contemporary relevance, and overall accessibility to non-specialists. It is hoped that they will encourage students to question the nature of the world around them and that of the near future in which they will act during their studies and after graduation. Task authenticity As far as possible, the tasks that students are engaged in are designed to be academically authentic. Since most academic-related procedures (e.g. planning, researching and delivering an academic presentation) take place over an extended period of time, it is not always possible to replicate this fully in the classroom; however, many of the tasks should either involve academically authentic processing of information and/or provide opportunities for some authentic academic-related interaction (either personperson or persontext). On the basis that even in academic contexts the over-riding purpose is to communicate information and ideas, many tasks are designed to have a genuinely communicative element. Critical thinking The course is designed to promote and enhance students critical thinking abilities. Beginning with basic awareness of critical thinking in Level 1, there is a steady increase in the focus on critical thinking throughout the three levels, as well as an increase in the cognitive challenge that tasks present. Many activities are designed explicitly to teach critical thinking, while in other authentic academic tasks use of this skill is necessary for successful completion of the activity. Students learn not only to analyze logic and assess the validity of claims, but also to consider how language can be used to shape claims. Recycling The course as a whole offers opportunities for self-analysis and peer and teacher feedback. It also provides recycling of key targets throughout individual books and the course. We recognize that the split between skills and language is not always definitive, and therefore there are a number of features common to both (for instance hedging and signposting language). References Hyland, K. (2004). Genre and second language writing. Ann Arbor: University of Michigan Press.
Introduction
Note
Skills for Study 1 (SS1) is divided into four units with the following themes: Unit 1: Approaches to learning Unit 2: Communication Unit 3: Science and technology in society Unit 4: Health issues Students should be made aware that recordings used in class will be available online for them to listen to again as many times as they feel necessary after class. For easy reference, answers to activities are presented in these tutor notes in bold. Material in the blue information boxes introduces important points to be addressed. Tutors can choose to go over this material in different ways, according to the needs of their class. For example: Elect a student to read out the text in the information box, then discuss it as a class. Ask students to note the main point or points in the information box, and then compare answers as a class. Ask students to read the text in the information box individually, then summarize what they have understood to a partner.
Acknowledgements
The authoring team would like to thank the following people for their valuable help and advice in the creation and checking of these notes: Nik White, May Corfield and Jo Garbutt at CUP; Fred Gooch and Claire Henstock at Kaplan International Colleges.
Unit 1
Unit Overview
Part A
Approaches to learning
In SS1 by improving your ability to In LS1 by improving your ability to
This Unit will help you to Be an effective listener
understand types of listening understand the use of stress in sentences use note-taking techniques understand strategies for effective listening understand the purpose of lectures follow lectures effectively. develop strategies for learning vocabulary understand modals.
Understand and compare academic texts
recognize types of academic text choose appropriate reading strategies use skimming, scanning and intensive reading take notes while reading.
recognize different word forms understand the language of comparison.
Research and describe academic texts
understand more about learning methods in higher education find source materials
identify and use collocations use relative clauses to include essential information in sentences
understand source references use relative clauses to include non-essential use library catalogues. information in sentences. D Participate in academic discussions participate in tutorials generate and organize ideas reflect on your discussion skills. E Write an academic essay recognize and use the language of academic discussions refer to other peoples ideas in discussion.
understand different types of understand general features of academic writing academic writing use a process approach to academic writing understand essay questions develop a thesis statement use sources in your writing. state aims in a formal register use compound nouns.
Unit 1 Approaches to learning Overview
Unit 1
Good study practice
This is a warm-up activity, and as such there are no correct answers. Note that students are not correct if they answer true to all of the statements. It may be necessary to elicit the meaning of some of the vocabulary and discuss some of the statements with the whole class. Students will be directed to review this page at the end of the unit.
Part A
Understanding spoken information

1 Types of listening
1a The task is a lead-in to the unit to help students think about different situations where they may be required to listen at college or university. Students might be asked to brainstorm situations where they need to listen to English before they begin the activity.
Answers
1c, 2e, 3a, 4b, 5d
1b
Suggested answers
Tutorials, one-on-one meetings with academic staff, dealing with problems in the library / university bookshop, obtaining ID / student card, etc.
1c & 1d Students discuss the questions in pairs, then compare their answers in groups. Feed back as a class and make notes on the board of practical advice from the students.
Suggested answers
1 Read up on the topic ahead of time. 2 Try to predict what you will hear. 3 Get the lecturers permission to record the lecture, then listen to it again later. 4 Sit in a place where you are unlikely to be distracted. 5 Take short, simple notes. 6 Listen for signposting expressions. 7 If possible, ask questions to help clarify what you have heard.
2 Using note-taking techniques

Go over the material in the information box. Then students could discuss in pairs why it is important to take notes during a lecture. Suggested answers
To keep a record of what was said (as a starting point for study) To note down new/important vocabulary relating to the topic To record an explanation of new/difficult concepts
Unit 1 Approaches to learning Overview 8
2a Students match parts of the sentences to reveal basic advice for effective note-taking in lectures.
Answers
1g, 2a, 3e, 4c, 5b, 6f, 7d
2b Students work in pairs to think of any more advice.

Suggested answers
Leave space when you are taking notes to add other points after the lecture (so that it doesnt look messy) Develop a style of note-taking that means you dont have to re-write the notes later to understand them.
3 Effective listening
Go over the material in the information box. The purpose of this task is to help students understand that they should listen actively to lectures, by thinking and questioning what they hear. You may wish to ask students what the differences are between hearing and listening, as this is discussed in Audio 1.1.
1.1
3a Students listen to Audio 1.1 and note down the suggestions the tutor makes for listening effectively in lectures.
Answers
Before listening: Make yourself interested: look at the course outline to see whats coming up; think about purpose for listening and what you expect to hear; do reading/ tasks/homework set by tutor to make vocabulary and new ideas familiar it helps prepare your mind to understand more. While listening: Use your brain: think about what youre hearing. Do you agree? Whats the speakers opinion? Does your prediction match what the tutors saying? Is it what you expected, or different? Dont give up: remember, it isnt easy.
Note: Sections of Audio 1.1 are played in LS1 (Unit 1 Part A). Some (but not all) of the notes the students are asked to take in the activity above will overlap with questions in the LS material.
3b Students check their answers with a partner, and evaluate how successful they were in this activity. Students discuss what techniques, from Audio 1.1, they could have used to make their listening more effective. 3c, 3d & 3e Students complete the table by identifying the strategies they and their partner find most helpful. They should add any additional listening strategies they have used to the table. Pairs then feed back to the class about their similarities and differences. Elicit why students feel they have any differences. Involve other members of the class by having them ask the pair questions about their listening strategies.
4 Understanding the purpose of lectures

4a & 4b Students work in pairs and answer the three questions. They should leave quite a lot of additional space to add to their notes later. Then after reading the section of the article, students add to their previous notes.
Answers
1 Some studies say not. MacManaway found in 1968 that students get more from reading a script than listening to it. 2 The idea that tutors pass their knowledge to students, who have no knowledge, is how we understand the process of education. 3 To get an overview of the topic which helps guide their own study (not to get all they need to know from it).
4c Students listen to Audio 1.2 to add to their notes from 4a and 4b.
1.2
Note: It may be advisable for students to take notes from this recording on a separate page, subsequently adding to their previous set of notes. Suggested answers
Additional notes for 4a: 2 Draper suggests that lectures make you part of an academic community. 3 You can observe key thinkers, be inspired by them, ask questions, listen to answers to other questions, experience learning with others and discuss the lecture later with other students. Good to process information in different ways, e.g. by reading, and listening, speaking, etc. Lectures are one way we can learn a topic. Before listening: Read and think about the topic. While listening: Dont listen and copy everything; listen for key points and think about them, e.g. What do I already know?; What do I need to follow up?; Do I agree or disagree?; Is there anything I want to ask the tutor?; Is there anything I want to talk about with students afterwards?
5 Following lectures effectively

Go over the material in the information box. Explain that this task consolidates ideas from section 3 and encourages students to reflect upon what they have learned so far.
5a Students discuss the statements about effective listening. Remind students that effective listening involves listening actively. Discuss the statements with the whole class, asking students to justify their responses.
Note: This unit focuses on approaches to learning, and not linguistic listening skills. Therefore, one approach students could take in order to cope with lectures would be to ask lecturers if their lecture might be recorded (but definitely NOT to record without permission). Students may have noticed the reference to this in Audio 1.2. Answers
1F, 2T, 3F, 4T, 5T, 6T, 7T, 8T
10
1.3
5b Students listen to Audio 1.3 and make notes in the boxes provided. You could ask students to consider whose opinion is most like their own.
Answers
Speaker 1: Student from non-Englishspeaking country Speaker 2: University lecturer Take a note of key words and words you dont understand. Ask questions about the words you dont understand. Dont be shy to ask when you dont understand. Dont try to understand every word. Taking notes is important because it gives you some idea of what to read after the lecture. Dont just try to remember what youre hearing. Ask if its OK to record the lecture. Think about what your notes mean afterwards. Take steps to make sure you get the most out of the information. Read about the subject before you go to the lecture, to prepare your brain. Try to predict key points, look at previous notes and think how they connect to the lecture topic. Dont write everything you hear, just key points. After the lecture, look at your notes and think about the meaning.
Speaker 3: University lecturer
UNIT TASK
The main theme of this unit is deep and surface approaches to learning. The unit task in Unit 1 asks students to consider whether a deep or surface approach is more helpful to learning. Ultimately, students will write a short essay in response to the essay question: Discuss how different approaches to learning can affect student success in higher education. The unit tasks at the end of each part of Unit 1 will prepare students to answer this question. Students should not begin to write the essay too soon as, in the early stages, they will not have learned enough about the topic to do well. In this unit task, students listen to an introduction on the subject. Before listening, students discuss the terms deep and surface with a partner. They should think about what the terms mean in general, and try to apply them to the theme of approaches to learning. Students listen to Audio 1.4 and make notes. Tell students these notes will be important to them later in Unit 1 (most immediately, in Part B).
b
1.4
11
Answers
Deep approach: To understand a deep meaning More serious and complex: positive qualities Sts wish to get a deeper understanding simply because they want to; want to learn for its own sake Sts find more information on subject by themselves; want to learn extra; ask questions in class; spend time thinking about what learned; if dont understand, they try to find out answer by themselves; think about connections between information from different classes and courses Likely to be satisfied with own knowledge and scores in assessments Surface approach: To memorize what they guess will appear on a test Shallow has negative meaning: to deal with only basic things Sts interested in passing exams May take notes on what tutor says; read what told to read; memorize everything they think will help pass exams Think sts listen and tutors give all need to know to pass exams Not good approach if tutors want to see understanding of a subject, not just what can memorize
Students look back at the questionnaire on p.6, on good study practice, then discuss each of the statements, deciding whether they describe a deep or surface approach. Answers
1d, 2d, 3s, 4d, 5d, 6s, 7s, 8d, 9s, 10d, 11s, 12d, 13d, 14s
Students listen again and modify their notes.
e Students discuss their answers with a partner.

Check that the approaches students have identified are correct. Note: Ask students to turn to the Good Study Practice Checklist on p.175 and read the study tips relating to Unit 1 Part A. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
12
Part B

Understanding written information

1 Types of academic text
The purpose of this first task is to raise students awareness of some basic features of different types of text.
1a Students discuss the questions in small groups or with a partner.

Suggested answers
1 novels, non-fiction, magazines, newspapers, websites, etc. 2 emails, textbooks, essays, lab reports, reports, chapters from edited books, other student work (in class for peer review), grammar books, dictionaries, etc.
1b Students look at the three texts in the appendices (Appendices 1, 2 and 3) and consider what types of text they are. 1c Students skim read the texts and complete the table. Tutors may wish to explain register for students who might be unfamiliar with the term.
Suggested answers more than one answer is possible
Text 1 a What type of text is it? b Who is the intended reader? c What is the purpose of the text? Essay Teachers Text 2 (Text) Book Teachers Text 3 Report Business people people who work in tourism To suggest ways to solve a problem: declining number of tourists from overseas in London Business Title, numbered subheadings, tables, recommendations
To argue against examinations
To instruct teachers about individual learning styles Formal, academic Subheadings, in-text citations, bullet points, references
d What register is used? e What different features does the text have?
Formal, academic Subheadings, in-text citations, quotation, references
1d Students discuss answers in groups, then as a class.
Unit 1 Approaches to learning Part B
13
2 Choosing appropriate reading strategies

2a Students work in pairs and answer the three questions.
Suggested answers
1 The email from the tutor giving feedback and the chapter in a textbook will be read closely, as the information will relate to students work. The email from the college/university will also be read quite closely, as the information may have practical implications for students. The email from a friend and the magazine article are likely to be read less carefully, as they are read for pleasure, and have no connection to their work (although some students may say this makes them read the texts more closely, as they are more interested in the content!). 2 The chapter in a textbook might be the most difficult to read, as it may contain complex ideas. The email from the college/university and the email from the tutor giving feedback should be easier to read as they need to be clear to students (otherwise they dont do their job). The magazine article may be quite difficult to read, as it may contain slang or jargon. The email from a friend should be the easiest to read. 3 Students would make notes on the chapter in the textbook, and possibly the email from the tutor giving feedback. Notes on the chapter in the textbook would be of use to students when gathering information to help them write an essay, and notes on the email from the tutor giving feedback may be of use so that students can see the advice more clearly (it can sometimes be more difficult to read from a computer screen than paper).
2b Students read two texts and answer the questions.

Answers
1 c Learning a new language 2 five: Swahili, Hausa, Zulu, Afrikaans and English
2c & 2d Students discuss how they approached the reading activity, and summarize their answers.
Suggested answers
Effective readers will probably: 1 not have read each text word by word; 2 have read the text focusing only on the questions; 3 have skim read text 1 for a global understanding, but scanned text 2 to pick out specific information/detail; 4 have found one text easier to read than another for individual reasons.
3 Skimming, scanning and intensive reading

Go over the material in the information box.
3a Students skim Appendices 1, 2 and 3 and identify which contain information on different approaches to learning.
They then scan those texts and underline information about how the culture of the learner and learning institution affects students approaches to learning.
14
Answers
1 Appendix 1; Appendix 2 2 Appendix 1: Most of Paragraph 2 deals with institutional culture and exams; Appendix 2: Paragraphs 5 and 6 deal with cultural impacts on students.
3b Students decide if they would skim, scan or read the texts intensively. Emphasize that they should be prepared to explain their reasons, and remind them that they can use a combination of strategies. For this, students must consider the purpose of reading.
Answers
1 Scan (to find the dates) and read intensively (so dont miss any other important details). 2 Skim (to get a general idea only, as not mentioned reading for another purpose). 3 Scan 4 Skim and read intensively 5 Skim 6 Scan 7 Read intensively 8 Scan 9 Scan and read intensively
3c Students check their answers with a partner. 3d Students separate the information from the text into notes relating to each theme. This is how students will eventually organize their notes when, for example, preparing to write an essay. Students could be encouraged to read and highlight pertinent information in one colour for the reasons, and a different colour for solutions, before taking brief notes. Students could be reminded to scan for the relevant information (by looking at the subheadings), then read intensively to interpret the meaning of the text.
15
Suggested answers
Reasons for the decline in visitors: Lack of American tourists due to the fear of terrorist attacks. Tourists dont think London is good value for money. London is polluted; air and noise. It is thought that shop assistants are rude to tourists and may even cheat them. Suggested solutions: Emphasize in the literature that London had no major terrorist attacks of late, and flights from America have excellent safety measures. Encourage London-based businesses relying on tourism to discount prices significantly. Charge motorists to drive in London and promote use of public transport. Advertising campaign to encourage attitude of service staff towards tourists and reward courteous staff.
Note: Students could organize notes using bullet points, ordering the solutions to match the reasons (to increase clarity), even though the organization of the text is different.
4 Taking notes while reading

Go over the material in the information box. Explain that this activity aims to recycle what was briefly discussed in Part A (A2) about note-taking, and apply those ideas to reading.
4a Students discuss the question and compare their ideas. 4b Students discuss the two methods used to take notes, deciding which is the most effective. The first technique (Abiolas) is most effective. It is quick and will help the students remember which text they are taking notes on, for later reference. Abiola only notes down the key points (for their purpose). The second technique (Su-Bins) may be time-consuming. Highlighting pertinent information is good, but copying it out word-for-word wastes time. It is easier for students to put the information into their own words as they take notes. There is no mention of noting down which text he is working from. Notes may be too comprehensive to be useful (i.e. you may as well just look at the original text!).
16
4c & 4d Students read the statements, ticking the ones they agree with. Then they discuss their answers in groups, explaining their reasons.
Suggested answers
1 This is beneficial as it helps students to read actively and reflect after reading. 2 This is untrue. There are a number of good note-taking methods. Students should find the one that works best for them. 3 This is recommended. It helps students to process the information more deeply and also helps with paraphrasing. It can also reduce the chance of plagiarism (whether accidental or intentional). 4 This is not correct. Writing page numbers will help when citing the information in the notes. 5 While translations are useful, it is also good practice to try explaining difficult vocabulary in English as this helps to build fluency and the ability to paraphrase. 6 Symbols are useful because they save time and can help to visualize relationships between information. 7 This is a good idea. Notes should contain core ideas and information. Copying grammatical expressions wastes time and can also increase the chance of plagiarism, whereas using simplified grammar is a first step in paraphrasing the information. 8 This is untrue. It is a good idea to reflect on what you are reading and add your own ideas and comments. However, the reader should clearly distinguish between information from the source and their own ideas, e.g. by using different coloured pens, drawing boxes around information, etc. 9 This is not the case. Abbreviations can save time when writing notes. It is important only that the person writing the notes understands (and can remember the meaning of) the abbreviations. 10 This is correct. Any information from other sources used in a piece of writing must be properly acknowledged with citations and references. Failing to do this may lead to a charge of plagiarism. 11 This is a good idea. Headings and subheadings in a text can indicate key points and help to organize the information.
4e Students imagine that they must prepare for a discussion about the problems associated with examinations. They skim the Appendices to find any texts which might be helpful and make notes in the space provided in the text.
Suggested answers
Exams promote the surface approach to learning (Biggs 1989) sts only learn enough to pass exams. No deep learning: even if sts get good grades, not a good result if dont understand subject deeply. Affects teaching approach, i.e. teachers only teach what needed for the exam. Affects people psychologically anxiety. Stress caused by exams may lead to poorer results. Corno et al. (1981) found sts perform better if relaxed.
4f Students work in small groups to analyze each others notes. Remind students that notes should be brief but thorough, taking only information that is useful for their purpose. This text does not have a reference to the author, so students cannot refer to the writer of the text, but can use secondary referencing from the citations in the text.
17
4g Using the notes only, students answer questions 14. Each member answers a different question (13) and students then discuss question 4 as a group.
Suggested answers
1 Students are able to get a good result even if they havent understood the subject deeply. 2 Poorer results 3 No. Teachers only teach what is needed for the exam. 4 Relaxed students
4h Groups report back to the whole class on their responses to question 4.
UNIT TASK
In pairs, students read the essay title and underline key words (approaches to learning, success, higher education)
b & c Students keep the essay title in mind when taking notes from the two texts. They skim read in order to make notes on the two texts.
Answers
Text 1: Information about the difference between deep and surface approaches to learning: Explains the two approaches and how to encourage deep learning through materials made and the assessment process. Author: Houghton, W. (2004) Intended audience: Teachers/student teachers Purpose: Guide/recommend how to encourage a deep approach among students Text 2: General content: Strategic learning is a third approach which encourages students to get good results and learn more about the subject. Author: Author unknown Intended audience: Teachers/student teachers Purpose: To explain the two approaches and offer a third approach (to teachers)
Students add to the notes they began in the Part A unit task, using techniques learned in todays lesson (remembering to keep a record of where the information is from, i.e. author and year). Students should consider what is missing from their notes: what other information they need to find to successfully answer the essay question. Note: Ask students to turn to the Good Study Practice Checklist on p.175 and read the study tips relating to Unit 1 Part B. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
18
Part C
Investigating
1 Learning methods
1a Students work with a partner to brainstorm methods for building knowledge and skills used in higher education.
Suggested answers
Independent research Web searches Seminar discussions Online classes Reading to prepare for lectures/essays Individual tutorials Research focus groups Group/individual student presentations VLEs (Virtual Learning Environments)
1b Tutors could ask students to identify methods as a whole class, before ranking them in order of familiarity.
1c & 1d Students discuss what the three types of research may involve, then match them to the descriptions. Note that tutor-guided research involves any instance where a student is given a reading list by their tutor.
Answers
1c, 2a, 3b
1e Students discuss the advantages and disadvantages of each method.

Suggested answers
Possible Advantages Tutor-guided research Individual secondary research Easy to find information. Possible Disadvantages Narrow field, students dont find information for themselves. Time consuming, some students might find it more difficult.
Students find their own information, learn a wider range of things than through teacher-led research, students are more likely to learn. Students learn important research skills, find out something new.
Individual primary research
Time consuming, good research skills take a long time to acquire.
1f Students discuss with a partner which of the three types of research is most likely to be done in different contexts.
Unit 1 Approaches to learning Part C
19
Answers
1 A taught first-year module: Tutor-guided and individual secondary 2 A research project: Individual secondary and individual primary 3 A third-year dissertation: Individual secondary and individual primary Notes: 1 Tutor-guided research is most likely on a taught first-year module. In the first year of many undergraduate degrees, students are still developing their knowledge of their subject and are not expected to have individual research skills. 2 A research project may have a mixture of research types, depending on the level and type of study. In junior undergraduate study, tutor-guided research and individual secondary research are probably more common, as the student is expected to develop knowledge of the topic and learn research techniques. Individual primary research is unlikely because of the need for specialized equipment, funds or time. 3 I n a third-year dissertation, a student will normally be expected to demonstrate the research skills that they have learned, so individual secondary research is common, especially in the humanities and business-related subjects. In the sciences, limited individual primary research in a laboratory may be possible.
1g Elicit from students how they would find out which modules a degree course (from a specific college or university) offers, i.e. by looking at the prospectus (online).
2 Finding source materials

2a Students may need to be reminded about what a chapter written by one author and appearing in a book edited by another and a journal article consist of. Advise students to read the notes on journal articles at the bottom of p.25 to help them.
Students match the source types to the bibliographical information. This activity helps students to understand that when they are given a reading list, they can identify the type of source just from looking at the reference. If this activity is too challenging for your class, ask students to identify which references follow the same structure, and may be the same type of source. Answers
a Alderson, J.C. (2000): Book b Alderson, J.C., and Buck, G. (1993): Journal article c Chapelle, C. (1998): Chapter from an edited book d Council of Europe. (2001): Website e ELGazette. (2007): Website f Gardner, H. (1991): Journal article g Rey, G. (2000): Website
2b & 2c Students work in pairs, discussing their answers with the whole class.
20
Answers
1 Date published 2 The second date is when the researcher used the source (retrieval date). 3 Page numbers (of this article within the journal) 4 Volume, issue number, page numbers 5 d: an organization or bodys document (with multiple writers); e: whole newspaper referenced (not specific article)
Go over the material in the information box. Emphasize that a reading list is suggested reading (which students taking a deep approach will often refer to for their wider reading). Tutors often indicate essential reading by telling students which sources/chapters/pages are vital (students taking a surface approach may only read this).
3 Understanding source references

Go over the material in the information box. Stress that this material uses the Harvard referencing style throughout. Tutors may wish to explain that the variant of the Harvard style used in this book is commonly known as APA.
3a Students annotate the four references:

Answers
1 Prosser, M. and Trigwell, K. Authors/Initials (1998). Publication date Teaching for learning in higher education. Title Buckingham: Open University Press. Location/Publisher 2 Marton, F. and Slj, R. Authors/Initials (1976). Publication date On qualitative differences in learning 1: outcome and process. Title British Journal of Educational Psychology, Journal 46, 4-11. Volume number / Page number 3 Gross, P. (Ed.). Editor/Initials (1987). Publication date A dictionary of economics (6th ed, Vol. 1). Title / Edition number / Volume number London: Sirius Press. Location/Publisher 4 Lublin, J. Author/Initial (2006). Publication date Deep and surface approaches to learning: an introduction. Title Birmingham: The Higher Education Academy C-SAP. Location/Publisher Retrieved July 23rd, 2009, Retrieval date http://www.c-sap.bham.ac.uk/resources/guides/student_learning.htm URL
Note: The retrieval date is added to the web reference here, but it will be taught in level 2 that this information is no longer necessary in an APA-style reference.
3b Elicit the type of source for each reference.
21
Answers
1: book; 2: journal article; 3: edited book; 4: article from the Internet.
Tutors could ask further comprehension questions about how many authors there are for each source, what an edition is, why the retrieval date is given, what an editor does, etc.
4 Using library catalogues

Go over the material in the information box. Students do not always have a reading list, and will have to find sources themselves based on a general theme. This activity helps students to search for materials using university library online catalogues, giving suggestions of how to vary search terms.
4a Students brainstorm synonyms and general expressions for three topics. Note that it may be difficult to find other forms of technical vocabulary, e.g. artificial intelligence.
Suggested answers
Topic Rainforest destruction in the Amazon The uses of artificial intelligence in business Challenges in modern hotel management Synonyms Destruction: devastation/ ruin/damage/obliteration Rainforest: Tropical forest Uses: function Business: commerce/ trade/industry Artificial intelligence: AI Challenges: tests/ problems Modern: contemporary/ current General expressions Deforestation
Computer science Digital technology
Hospitality
Go over the material in the information box. Emphasize that students will find many sources this way, but should discriminate as not all of them will be of use to their needs.
4b In pairs, students discuss which books from the list would be useful to an engineering student searching for texts to assist their study skills.
Answers
Not useful: about law, not engineering. Not useful as focused on bioscience. May be useful. Will need to see full details to check if specific to their needs. Again, check full details. Not useful: for nurses. Possibly useful, check full details.
Go over the material in the information box. Point out that all the texts are relatively recent, which is another factor students should consider when deducing the usefulness of sources.
22
UNIT TASK
This unit task requires students to research the topic by using the Internet and their college or university library. approaches, learning, student, success, higher education styles/methods/preferences, study/education, learner/scholar, achievement Students make a list of five search terms. Suggested answers
1 Learning styles 2 Student achievement at university 3 Individual learning preferences 4 Teaching methodology 5 Success in tertiary education
a b c
d e
In pairs, students discuss the suitability of their search terms and combine them to refine the search. At home, students search for materials and attempt to use the APA format to prepare a reading list of useful texts. Tutors could specify the number of texts students must add to a list, and how many sources they should take notes from. Emphasize that students should only take notes of the information that will help them to answer the essay question, and use note-taking techniques already discussed (i.e. not copy chunks of text word-for-word!). Emphasize that these notes will be used in the next two lessons. Note: Ask students to turn to the Good Study Practice Checklists on p.175 and read the study tips relating to Unit 1 Part C. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
23
Part D

Reporting in Speech
Note: In the SS and LS material, tutorial discussion is used to refer to a group discussion in class.
1 Participating in tutorials
1a Students discuss the questions on tutorial discussions, noting down ideas in the second column of the table.
Answers
Your ideas from discussion 1 Why are tutorials important? Ideas from Audio 1.5 1 Helps to clarify ideas by talking about what read. 2 Sharing ideas / answering questions useful, even if you disagree. 3 Read first, so have something to discuss. 4 Prepare by taking notes and questions to discuss. 5 Take notes during the tutorial but still take part. 6 Learning a social process, as helpful to learn by talking to others.
2 What are you expected to do in tutorials?
3 In what ways might you benefit from tutorials?
1.5
1b Students listen to Audio 1.5, where two students are discussing the same questions (in a different order from the table). Students complete the third column of the table with notes from the recording. 1c & 1d Students listen to Audio 1.5 a second time and answer the three questions. They then check their answers with a partner, reflecting on what makes a good tutorial discussion.
Suggested answers
1 Both seem to contribute with Speaker A giving fuller answers than Speaker B (who hasnt read the article they were required to read). Speaker A seems surer of the answers. 2 They could have asked for greater elaboration of points, BUT they did give examples, say if they were confused, say if they agreed with the other persons point, etc. 3 Prepared better! Made questions about the reading to ask. Referred more to the reading.
Unit 1 Approaches to learning Part D
24
1e & 1f Students read the statements on barriers to participation, identifying what is true for them, and then discuss ways to overcome these problems. 1g Students then compare ideas as a class.
Suggested answers
Prepare well in advance so you have examples from reading you can discuss. Refer to the notes youve made, so you can listen and contribute equally. Learn English expressions of agreement / polite disagreement, etc (In LS1 Unit 1 Part D). Speak early on in the discussion, so there is no fear about not having spoken as the discussion progresses. Learn polite ways to interrupt. Ask questions if you dont understand / want something to be clarified. Most successful students do this, as they actively want to learn and be involved.
2 Generating and organizing ideas

Discuss with the whole class how students can generate ideas for a tutorial discussion, e.g. read, discuss with a friend, think of their own experiences, etc. Then discuss ways to organize preparatory notes on the page so that they are clear, e.g. use bullet points / columns / continuous prose.
2a Students read the text to prepare for a short tutorial discussion. They will discuss: whether the method mentioned in the text is a good method for organizing ideas any other methods that may be used to organize ideas.
Students should take notes from the text to inform their discussion, adding some of their own ideas. Their notes could use the method described, or another they wish to discuss.
2b In small groups, students discuss the approach outlined in the article. When they have finished, ask them to report back to the whole class. 2c Students read the list of tips, and discuss with one other member of their group ways to improve their participation in the next tutorial discussion (which will occur during this class if they do the unit task).
Go over the material in the information box. 2d In pairs, students look at different ways to write ideas while brainstorming and answer the questions. Answers
1 Good study habits 2 A (Simple brainstorm) Written as a partially bullet-pointed list in places; lines and arrows are used to link ideas; some organization of ideas in separate areas on the page. B (Bullet point list) Ideas are organized under clearly separated headings, with bullet points to distinguish between them; very concise language used. C (Free-writing) Ideas written in full or partial sentences. No symbols, linking lines, bullets etc. to organize information. 3 Students own answers.
Unit Unit 1 Approaches 1 Approaches to learning to learning Overview Part D
25
2e In pairs, students discuss the advantages and disadvantages of each method, then report back to the whole class.
Suggested answers
Simple brainstorm: If done well, helps to generate many ideas and you can easily see how they are connected, which helps the flow of your speech. If done badly, will look messy and be confusing. Bullet point list: Organized and neat, can easily pick out key information as under subheadings. May be useful to generate ideas, and organize. However, you cant see the connections between ideas. Free-writing: Helps your thought to flow as not worried about making it clear on the page, grammar, spelling, punctuation: Useful for generating ideas. BUT, not clear when you look back at the notes. Cant pick out points easily to help you quickly in a discussion, or when preparing to write an essay.
2f In groups, students develop ideas on one of the five topics. Groups then share their ideas with the whole class.
3 Reflecting on your discussion skills

3a Students form new groups. Each group is assigned one of the five topics from 2f.
Each group chooses a method from the three discussed to generate and organize ideas about their topic. They wont have texts to read, but should be encouraged to share their own ideas about the topic. Note: They are not discussing the topic here, but preparing to discuss the topic.
3b After each group has prepared for the discussion, students work in pairs to reflect on how well the approach used helped the group prepare their ideas. They discuss what could be done to improve the generation and organization of their ideas in future. Tutors could suggest that students work with a partner from a different group.
UNIT TASK
To prepare for the discussion, each student looks back over their notes (they should have notes from the Part C unit task). Individually, students use their preferred method to organize notes, thinking about the four factors that will be discussed in the tutorial discussion. Students form groups of three or four. Tell the class how long the discussion should last. Students complete the self-appraisal form, comparing it with their answers to the questions in Part D 2c, to see whether they have improved. Note: Ask students to turn to the Good Study Practice Checklist on pp.175176 and read the study tips relating to Unit 1 Part D. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
b c
Unit 1 Approaches to learning Part D
26
Part E
Reporting in Writing
1 Types of academic writing
1a Students match text types to their definitions.
Answers
1b, 2g, 3f, 4a, 5h, 6e, 7d, 8c
1b
Answers
Lab reports and log books are only used in science subjects.
2 Using a process approach to academic writing

1.6 & 1.7
2a & 2b This process approach is one method that students can take when writing an essay. There are a number of steps to this approach. Students listen to Audio 1.6 and Audio 1.7 and take notes.
Answers
1 The visionary stage (planning): a Interpret and analyze the assigned essay question. b Find relevant information and make notes in whichever style preferred. Dont copy from sources; use own words. c Write an essay plan or outline. d Write the first full draft of the essay. 2 The revisionary stage (evaluating and revising): a Content editing: Re-read first draft critically. Check the draft against the plan to check for: inclusion of all relevant points any points that are irrelevant, which should be deleted accurate details of any references. b Structural editing: check that your essay consists of: an introduction, main body and conclusion ensure that main points are in the most logical order and that each body paragraph deals with a single main point only. c Copy editing (or proof-reading): check for poorly expressed information in need of rewriting find and correct grammatical errors check your choice of key vocabulary ensure that spelling and punctuation are both accurate.
Students may have stopped listening before the conclusion, as the notes dont require this information. Elicit from students how many times a writer may go through this process (of evaluation and revision) with one piece of work (two, three or four times; not just the once).
Unit 1 Approaches to learning Part E
27
3 Understanding essay questions

Go over the material in the information box. There are 4 questions students can ask themselves when faced with an essay title.
3a Students work in pairs to discuss the two questions. Emphasize that they need to understand the essay question in order to answer it effectively:
Answers
2 Deep approach / effective / surface approach. The use of the directive word Discuss in this question means that students do not need to assume that a deep approach to learning is more effective than a surface approach; they could take either stance. I T developments / improvements / education. As above. Teaching styles / over the past 50 years / affected / quality of university graduates. With the directive word How the assumption is being made that teaching styles have changed from 50 years ago, and this has affected the quality of university graduates.
3b Students match the instruction words with the definitions.

Answers
1f, 2j, 3h, 4d, 5a, 6g, 7c, 8e, 9i, 10b
Two more suggestions are:

Directive word 11 contrast 12 evaluate Definition Stress the differences between two or more things Give advantages and disadvantages of something in an impartial manner
NB Definitions adapted from the Cambridge Advanced Learners Dictionary (online)
3c Students discuss how many parts there are to each title.

Answers
1 Two: characteristics and uses. 2 At least two: comparison of teaching/learning styles in China/Britain, and contrast of teaching/learning styles in China/Britain. 3 At least three: religion, age, socio-economic levels.
Note: Parts sometimes relate to paragraphs, but not always.
3d Students analyze the unit task title using these four questions. Students should question:
Terms: Approaches to learning / affect / student success / higher education = there are two main approaches (surface, deep, and perhaps strategic). How do the approaches affect the quality of student work? Results?
28
Assumptions: Approaches to learning do affect student success in higher education. Directive words: Discuss = look at it in detail, considering contrasting ideas/ opinions. Parts: Two or three if want to focus on the approaches to learning and each result, OR two if want to discuss approaches, then success in higher education.
4 Developing a thesis statement

Go over the material in the information box. Explain to students what a central argument (thesis statement) is and where it is found. Elicit why its important, i.e. to help the reader understand from the beginning of the essay what the writers argument/view is; to make the essay more logical or complete. Explain that it should be specific to their essay, that it should be proven in the main body of the argument, and summarized in the conclusion. Every class member could have a different central thesis, depending on their opinion, and the support they have from their reading, and still answer the essay question well. A poor thesis is often too vague, e.g. This essay will discuss some advantages and some disadvantages.
4a Students work in pairs to answer the six questions in relation to the essay title.
Answers
1 Students / study habits 2 University 3 By the use of computers 4 Increased computer use in higher education impacts study habits 5 Study habits are affected by computer use 6 Around now (could be from recent past to now)
4b From these answers, and the knowledge gained from wider reading, students attempt to write at least three thesis statements. If students are struggling, they could begin the thesis, This essay will argue that. Emphasize that this is a first step; students can keep writing and rewriting their thesis statement until it is correct.
Tutors may wish to ask students to write their thesis statements on the white board, and then appraise them as a class. Suggested answers
1 ( This essay will argue that) differences in approaches to learning can affect study methods and overall success in higher education. 2 (This essay will argue that) the approach to learning which a student uses has a significant impact on their success in higher education. 3 (This essay will argue that) the students approach to learning is less important for success than the teaching style and resources available in the classroom.
If this wouldnt work with a particular class, students could discuss what is wrong with the following thesis statements:
29
This essay will argue that there are some approaches to learning which can affect student success in higher education Too vague, just repeats the title, have no idea what their essay will discuss or try to prove to the reader. This essay will argue that both tutor and individual approaches to learning have changed significantly over the past 50 years, in the world, which has resulted in students either gaining poor results or being unable to remember what they have learned because they have taken a surface approach which is bad for their longterm memory, so a deep approach is better for this but may not help them get good results Too detailed, yet unfocused. Too ambitious (50 years, in the world) for a short essay. Students have to consider the length of the essay and what it is possible to cover in the word limit.
5 Using sources in your writing

Emphasize that students need to read to gather information that will help to support their argument in the main body of an essay.
5a Students discuss the two questions.

Answers
1 To show others agree with what youre saying, that ideas are founded on research/fact, you have considered many sides of the argument before making your own conclusions, to show your ideas are based on current thinking. 2 To show the reader where the ideas have come from (so they can read the original sources if they want to), to give weight to the argument by referring to respected texts, and to avoid plagiarism (taking other peoples work and passing it off as your own).
5b Students read the article and discuss in pairs what the writers main point is.
Answer
Teachers (educators) are faced with the challenge of finding the best way to use newly emerged technologies to help improve learning; this may include learning about which technologies are most effective, and shifting from teacher-centred to learner-centred teaching styles.
5c Students read the article and discuss the nine questions with a partner. The text has been annotated, below, to help with the first two questions. Grey text refers to question 1; underlined black text refers to question 2.
Answers
Learning styles and students attitudes toward the use of technology in higher and adult education classes Thomas D. Cox, University of Memphis Introduction Education today is faced with the challenge of adapting to an environment of ever increasing technological advances. The challenge for educators is to utilize this technology in ways that facilitate the highest level of learning outcomes. The educational community has growing concerns about the effectiveness of technology such as CD-ROM, videotapes, multimedia presentation software, World Wide Web (WWW) discussion forums, and the internet to meet the needs of students when utilized in the classroom (Lukow, 2002).
30
Thus, it can be said that while technology use in the classroom is copious, improving learning through the application of this technology should remain the goal. There are several issues that may arise when applying technology in the classroom. Among these are (a) choices about which technology to use (Bascelli, Johnson, Langhorst & Stanley, 2002), (b) how effective technologies are in reinforcing learning (Grasha, 1996), and (c) technologys role in shifting from an instruction paradigm, which is teacher focused, to a learning paradigm, which is student focused (Van Dusen, 1997). Shifting the classroom perspective from teachers to students must involve recognizing learning styles of students. Subsequently, teachers must adjust teaching strategies to accommodate different styles. Given the amount of literature about how learning style is actually defined, the following definition addresses the role of the individual in learning. Learning style can be defined as the general tendency towards a particular learning approach displayed by an individual (Keefe & Ferrell, 1990; Robotham, 1999). In other words, students may prefer one approach to learning over other approaches. If the goal of educators is to increase learning outcomes, addressing the issues involved in using technology in the classroom and accommodating student learning styles must be examined. Although there are studies addressing the issues of technology integration into the curriculum and the attitudes of students toward the technology being used, there is limited research that links these attitudes to individual learning styles (Lukow, 2002). Source: Cox, T. (2008). Learning Styles and Students Attitudes Toward the Use of Technology in Higher and Adult Education Classes. Institute for Learning Styles Journal, 1, 113. References Bascelli, D., Johnson, K., Langhorst, R., & Stanley, T. (2002, April). The connected classroom: Seeking appropriate technology choices in a small college campus and classroom. Lecture conducted at the Seventh Annual Mid-South Instructional Technology Conference, Murfreesboro, Tennessee. Grasha, A. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Pittsburgh: Alliance Publishers. Keefe, W., & Ferrell, B. (1990). Developing a defensible learning style paradigm. Educational Leadership, 48(2), 5761. Lukow, J. (2002). Learning styles as predictors of student attitudes toward the use of technology in recreation courses. Unpublished doctoral dissertation, Indiana University, Bloomington (UMI No.3054366). Robotham, D. (1999). The application of learning style theory in higher education teaching. Lecture presented at Wolverhampton Business School, University of Wolverhampton, United Kingdom. Van Dusen, G. C. (1997). The virtual campus: Technology and reform in Higher Education. ASHE-ERIC Higher Education Report 25, No.5. Washington, D.C. The George Washington University, Graduate School of Education and Human Development.
31
Answers
1 How much of the text is the writers own ideas? See p.31 2 How much of the text is taken from other sources? See p.31 3 Why does the writer refer to other sources? To support each main point 4 What kind of sources does the writer use? Academic journals, websites, lectures 5 How many references does the writer use? Six 6 Are all the references cited in the text? Yes 7 What information is given in the citations? Surname and Year 8 What information is given in the references? Bibliographical information 9 What order are the references in? Alphabetical order by surname
UNIT TASK
Students write their answer to the essay question, in 400500 words. Students must: follow the suggestions regarding the process approach to academic writing include a thesis statement use sources to support ideas refer to the sources accurately (with in-text references). This is an opportunity to review both the topic content of this unit (Approaches to learning) and the skills covered in each part. The following method for reminding students about the work they have done in this unit is a suggestion only. Introduce the essay title and explain to students that they need to write a 400500 word essay on it. Teachers elicit ideas from students onto the board about things they need to do or consider to write this essay successfully. Teachers could divide the board into sections labelled topic content; ways to research and develop ideas; the writing process. Students in groups should review their notes/Student books and list information about topic content (Approaches to learning), things they should do for reading, researching and discussing information for developing ideas on the topic; things they should do when writing the essay. Note: Ask students to turn to the Good Study Practice Checklist on pp.175176 and read the study tips relating to Unit 1 Part E. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
Unit 1 Approaches to learning Part E 32
Unit 2
Unit Overview
Part A
Communication
In SS1 by improving your ability to prepare for listening by predicting content listen actively take more effective notes while listening. In LS1 by improving your ability to use rising and falling intonation use pauses to improve comprehension prepare for lectures by predicting vocabulary.
This Unit will help you to Gain meaning from lectures
Gain meaning and understanding from academic texts
assess the usefulness of texts understand how comment adverbs indicate degrees of identify key points in texts certainty read actively recognize how modal analyze texts. auxiliary verbs indicate certainty use adverbs of degree to emphasize meaning.
Work effectively in a group
understand the benefits of group work plan for successful group work understand different roles in a group understand and deal with problems in group work.
use questions to encourage participation check understanding choose between Past Simple and Present Perfect Simple.
Deliver an academic presentation
share tips for giving presentations identify good presentation techniques plan a presentation open a presentation plan and practise an introduction use visual support conclude a presentation.
use rhetorical questions use the phonemic alphabet.
Create a piece of academic writing
understand plagiarism paraphrase text summarize text use quotations.
refer to an authors work use the Active or Passive to paraphrase change word forms and use synonyms to paraphrase.
Unit 2 Communication Overview 33
Unit 2
Part A

Communication
1 Predicting content
Go over the material in the information box. This activity demonstrates that background knowledge and context are important to the listeners understanding.
1a Students discuss the first situation as a class, then answer the questions. Remind them to consider the following questions: What relationship do the speaker and listener have? Do they know each other? What are their expectations? What is the speakers purpose?
Suggested answers
A sales presentation The audience will be expecting to hear more information about the product. They might expect the speaker to use a lot of persuasive, positive and descriptive language, to convince them to purchase the product. The speaker may appeal directly to them through the use of personal pronouns. It may be a short presentation, so that the audience doesnt lose interest. A lecture at a university There are many different styles of lecture. They often require listeners to read a part of a textbook or some articles before the lecture. The function of lectures is usually to provide listeners with information about the subject matter of the course (and it is therefore assumed that the speaker is more knowledgeable about the subject than the listeners) and context and background information may need to be provided. A conversation between a customer and a clerk This is much more interactive than the other two examples. The customer requires a service and the clerk is there to respond to the customer. They are usually relatively structured and predictable (compared to other interactions). An argument between a couple Highly interactive and much more unpredictable and informal. There is likely to be much more shared knowledge and they reference things around them that they both know (people, places etc.). A classroom discussion As the tutor will have more knowledge of the subject than the members of the class, he/she may expect to hear some incorrect assumptions or evidence of a lack of understanding of the topic (at least compared to his/her own).
This activity focuses on activating knowledge by making predictions about a subject before the listening event takes place.
1b Students discuss the pictures in pairs. Feed back as a class. 1c Discuss in class.
Tell the students they are going to listen to a lecture on the importance and variation of body language. Ask them to think of some examples of different types of body language between different cultures. Why is body language important? What misunderstandings can body language cause between cultures?
Unit 2 Communication Part A 34
1d Students predict what the lecturer will talk about as regards 1d 1 & 2. This task provides students with a focus and a purpose for listening. 1e Students listen to Audio 2.1, making notes in the table.
2.1
Answers
Body language 1 Definition: How we communicate with others using position of parts of our bodies / NOT communicating with words, e.g. gesturing. Can be conscious or unconscious. 2 Why body language is important for communication: Up to 55% of a message is carried through body language, so if speakers arent using natural body language that the other understands, there may be a communication failure.
1f Students compare their predictions with their listening notes. Feed back as a whole class.
2 Listening actively
2a The aim of this task is to help students focus their listening on a topic.
Students complete the You column of the table. Go over the material in the information box.
2b Students ask a partner what things they do while listening and complete the Your partner column of the table. 2c Students discuss the following gestures in pairs, then as a whole class. This activity should highlight that the same gestures mean different things in different cultures.
Suggested Answers
1 Sticking your thumb up in Germany this means number one. It is considered a rude gesture in Nigeria and many parts of the Middle East. In the UK and USA it can mean good or indicate hitchhiking. 2 Someone smiles at you in some parts of the world (East Asia), a smile may show embarrassment or shyness. 3 Kissing someone on both cheeks in France and much of Europe this is an acceptable greeting between male and female friends. In Arab states, male friends may greet each other with kisses on the cheek. 4 Somebody bows at you in many parts of Asia bowing is used both as a greeting and as a sign of respect. In Europe and the USA, bowing may be a sign of deference or weakness. 5 Forming a V shape with your fingers if the palm is facing outwards, it may mean peace in many countries; in Europe and the USA it often means either peace or victory. In the UK, the gesture is rude if the palm is facing inwards. 6 Someone pats you on the head may be considered patronizing in many countries. Extremely rude in Thailand. 7 Someone points at you with their index finger common in Europe and North America but considered rude in China, Japan and Malaysia. 8 Someone gives you something with one hand in many parts of the world it is polite to give something with two hands.
Unit 2 Communication Part A
35
9 Someone refuses to shake your hand shaking hands may be inappropriate in some cultures, especially with someone from a different gender. In the Middle East and Eastern Europe, people may shake hands as an everyday greeting. Different parts of the world may have different strength grips. 10 Giving someone a big hug this type of physical contact is inappropriate in many countries. It is more common in Russia. Source: Axtell, R. (1991). Gestures: The dos and taboos of body language around the world. New York: Wiley.
2d Students discuss the difference between gesture and body language as a whole class.
Note: Body language refers to physical signs to communicate emotions, e.g. a smile or a frown, whereas gestures refer to physical actions to communicate something, e.g. a wave to say hello or goodbye.
2e Before listening, students work in pairs and discuss the two questions. Encourage students to share with the class. 2f Students listen to another talk about body language and make a note of key points, and any questions they would like to ask relating to the topic.
2.2
Answers
Key points: Is body language the same everywhere? Many texts indicate differences. E.g. Alan Pease (1981) Thumbs up means okay in US and UK, but different (and rude) in Greece. Shake of head means no in many places, but yes in Bulgaria. Speaker suggests that people shouldnt assume their gestures will always be understood. There may be a core of expressions which are universal, e.g. smile or frown. Donald Brown (1991) similar facial expressions around the world for shyness, contempt, fear and surprise. However, Brown notes some regional variations in gestures.
2g Students listen again to identify the speakers general opinion on the topic, and decide whether they agree or disagree with the speaker.
Suggested answer
Speaker claims that there are variations in body language (particularly conscious gestures) but that there are some universal expressions. Speaker suggests that people shouldnt assume their gestures will always be understood.
3 Taking effective notes

The purpose of this activity is to raise awareness of different ways of taking notes during listening tasks.
3a Working in pairs, students discuss the two different styles of note-taking.

Stress that these notes are simply to illustrate the two styles. Students usually look over their notes after a lecture and add to them based on what else they have remembered. Students shouldnt have to copy their notes out again. Their notes should be clear enough so that they are still understandable weeks later.
3b Students use their own notes from 2f to add to the notes. 3c Students complete the true and false statements.
36
Suggested answers
1 Good notes use symbols and abbreviations to save time and space. 2 There is a special style of note-taking symbols and abbreviations which you must learn. 3 Good notes should be written in full sentences. 4 Good notes are well organized. 5 You should rewrite your notes to make them look nice. 6 You should use bullet points and subheadings to organize the information. 7 Good notes should be written in your own words.
3d Students compare answers in groups or as a class. 3e Working in pairs, students compare the two sets of notes and discuss the advantages and disadvantages of each.
Answers
Student A: Advantages / Disadvantages: Clear main points and supporting points. Gives examples, and references so can do further reading. Easier to use later. Not easy to pick out key points (sentences too full?). No space to add more details later. Advantages / Disadvantages: Uses symbols to express meaning = easy to identify points. Covers main points in a quick and concise way. Examples, and references so can do further reading. Own words. Only a little space to add details later.
Student B:
3f Students complete the table with common symbols and abbreviations:

> < = & not the same as neutral greater than less than equal to / the same as and leads to / causes results from decrease increase/rise / p pp @ re per page pages at regarding (a topic) ~ .. w/ min max govt c. vs ft yrs N.B. cf. w/o % section about/approximately therefore with minimum/minutes maximum government circa versus foot/feet/featuring years/yours nota bene (note well / important) compare without percent/percentage
37
3g Students check answers with a partner.

Emphasize that students can use these symbols to make their notes briefer (along with the other suggestions) but can invent others, as notes only have to be understandable to them.
3h Students look again at the abbreviations for feet and years. Elicit that some letters have been left out in this case, the vowels.
3i Students change the sentences 16 using the abbreviations from the above table. To make this activity more challenging, tutors could read the sentences aloud for students to take notes.
Suggested answers
1 Government spending on education fell last year. Govt on ed. last yr 2 Gas prices are rising by about seven per cent each year. Gas ~ 7% each yr 3 The meaning of the thumbs up symbol is not the same in Greece as it is in the United States. Thumbs up in Greece US 4 The average male needs between 2,000 and 2,500 calories per day. Consuming much more or less than this can lead to a range of health problems. Av. male needs bet 22,500 cal per day. Consuming > or < can range of health probs 5 We will not be able to understand it fully without more research. Not understand w/o more research 6 For homework, look at Section 13 in your textbooks, as well as the special report on pages 22 and 23. H/w s.13 & pp.22/3 special report
The aim of this activity is for students to apply what they have learned about notetaking and to reflect on how they applied this knowledge.
3j Students discuss questions about birdsong to help them activate topic knowledge. This is a prediction exercise, so no correct answers are given here. 3k Students listen to Audio 2.3 and take notes using symbols and abbreviations.
2.3
Answers
Reason(s) birds sing Attract a mate / show how healthy it is Warn rival birds not to get too close Research University of Bern, Switzerland to see if quality of birdsong shows how healthy bird had been when young Experiments w/ bird called the great tit Baby birds were removed from nests, fleas and parasites in nest killed with a microwave 22 babies put back in nests, but in ~1/2 researchers added more fleas Birds followed until they grew up Researchers then followed all the birds as they grew up and left nests, recording their songs to be compared Birds that were healthier in the nest: 1 Had longer songs than others (~1/3 longer) 2 Reply faster to calls of other males nearby
Unit 2 Communication Part A 38
3l Students check answers with a partner. 3m Students complete the reflective task by answering the four questions.
UNIT TASK
Modern media
In Unit 2, students will research how modern media, such as mobile phones and the internet, are changing the way people use their leisure time. They will work in small groups to research and discuss the topic, finally delivering a short presentation and producing a report on their findings. Students work in pairs to discuss the term modern media and their own media use. Students discuss and take notes on what may be mentioned in a talk on changing patterns of media use. Students listen to Audio 2.4 to complete their notes. Answers
Revolution in the way people use media, driven by the availability of new devices. More traditional media such as TV and radio are being used less because people seem to want the range of choice available from the Internet, etc. Different age groups have different patterns of use, e.g. children losing interest in TV and prefer surfing the net or playing computer games. People over 65 spend longer on the Internet than before, perhaps because they have more free time. Overall, average person spends 50 hours a week using electronic media: either watching TV, using the Internet on a range of devices, or listening to the radio. Internet and mobile phones are being used more, radio and TV use is declining. Three quarters of 11-year-old children have their own television, games console and mobile phone. There are some difficulties in studying the subject because people combine media use in sophisticated ways, e.g. a teenager listens to music while surfing the Internet. These days, less need to watch TV programmes in real time, because they are all available via the Internet. Possible reasons for changes People enjoy adopting and using new devices. In addition, the cost of all these services is steadily falling, so that price is no longer a real barrier. There are likely to be some important effects on society from such changes.
a b c
2.4
Students evaluate how useful the pre-listening notes were, and what could have increased their usefulness (e.g. background reading). Note: Part of Audio 2.4 is used in LS1 Unit 2 Part A consolidation (LS1 Audio 2.12). Students may say they have heard this recording before, but they will only have heard a section of it, and that shouldnt affect this task. Note: Ask students to turn to the Good Study Practice Checklist on p.177 and read the study tips relating to Unit 2 Part A. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
39
Part B


1 Assessing texts
The purpose of this section is to raise students awareness of a texts reliability, as well as its writers intended audience and purpose for writing, ideas which may be new to many students. Answers
1c 2a 3b
1a Students match the expressions with the definitions.
Go over the material in the information box. Students consider the four questions readers of a text should ask themselves. Briefly discuss how the intended reader may affect the way a text is presented (including the language used). Elicit how an article on the Internet differs from an article written in a journal (audience varies; articles on the Web arent monitored, whereas articles in a journal may be more reliable, etc.).
1b Students read the texts and assess if they are useful for the task. Students can use the questions in the information box as a guide.
Remind students to use the reference to find the type of source from which the introductions have come, and complete the table. They should also think about whether the source is recent. Answers
Text A Useful (yes/no) Yes Reasons Written for a university audience (Bamford Institute of Sociology). Based on an objective study. Recent (2005) and deals directly with Internet use. Limited to European use. This text comes from a newspaper and may not be objective. Although it discusses change in media, it does not deal directly with Internet usage. On the face of it, this looks like a good source. The writer may be an authority in the field. However, it is a personal blog and is therefore not peerreviewed and too subjective to use as academic support. This is a journalistic report of an academic study and is therefore unsuitable to use as a secondary source. It would be better to find the original study and use that instead.
No
No
No
Students compare their ideas with a group/partner, then as a class.
Unit 2 Communication Part B
40
2 Identifying key points in texts

2a Students work in pairs to discuss the two questions. 2b Students read the text and choose the most appropriate title from the three given.
Answer
2 The Internet: a global communication tool
2c Go over the material in the information box.

Students identify the thesis statement and the key points in the paragraph. Answers
Thesis statement: The Internet is a worldwide network of information sources and is a powerful tool for communication. Key points: The Internet has grown into the present informationrich network of worldwide computer resources. The Internet should not be considered solely as an information resource, but also a powerful global communication tool. There are several ways in which people may communicate over the Internet.
2d Students read the passage on p.55 and make notes of the points which support the thesis statement from 2c.
Answers
(Thesis statement: The Internet is a worldwide network of information sources1 and is a powerful tool for communication2.) 1 Origins of Internet can be traced back to a US information-sharing system from the 1970s; it encompasses virtually every significant computer user in the world; the Internet is a worldwide interconnection of networks linking millions of computers. 2 There are many ways in which people may communicate over the Internet.
3 Reading actively

The aim of this section is to introduce basic critical thinking skills to help students decide whether a text is objective or subjective. Go over the material in the information box.
3a Students complete the table with their ideas, giving examples. Review the idea of subjectivity/objectivity:
Subjective taking place within the mind and modified by individual bias; a subjective judgement Objective undistorted by emotion or personal bias; based on observable phenomena; an objective appraisal; objective evidence
3b Students check their ideas with a partner.
41
3c Students discuss the statements in the table and decide whether each statement is subjective or objective, providing reasons why. Note that although many students will be familiar with Wikipedia, it may be advisable to elicit what it is for the few who may not (an online encyclopaedia that is unmonitored):
Answers
Statement 1 Wikipedia is a free online information tool written collaboratively by volunteers from around the world. 2 Wikipedia is an excellent tool for students. 3 It cannot be relied upon since articles have not been peer reviewed and can be altered by anyone. 4 Wikipedia cannot be regarded as a true encyclopaedia. 5 It hosts over 2,000,000 articles on everything from Ancient Hebrew to Madonna. 6 The editorial procedure ensures that content is reliable and relevant. Subjective/ Objective? Objective Reasons Measurable, observable
Subjective
The word excellent is subjective. It may not be excellent to some people. This is stated on Wikipedias own Wikipedia page. Some people may regard Wikipedia as a true encyclopaedia, i.e. it is their own personal view. Based on observation (check Wikipedia)
Objective
Subjective
Objective
Subjective
Reliable and relevant to whom?
3d Students read the three subjective statements and discuss whether they agree or disagree, giving reasons why. 3e Students reread the texts in 2b and 2d to decide if they are subjective or objective.
Suggested answers
The two texts have both subjective and objective elements. They describe the history and basic facts about the Internet objectively, but then make original subjective claims about the benefits of the Internet. The author also uses some subjective, persuasive stance language such as obviously, / clearly etc.
4 Analyzing texts
4a Students discuss the three questions. 4b Students identify some of the problems associated with using online encyclopaedias for research and offer some solutions.
42
4c Students read the essay and identify whether any of their ideas from 4b are mentioned. 4d Students highlight the thesis statement and key ideas in the text, discussing whether they agree or disagree with them. They compare the ideas in the article with their ideas from 4a.
Answers
(bold = thesis statement; italics = problem; underline = solution) 1 In recent times, there has been much debate about the influence of online resources such as Wikipedia in academic research. Wikipedia is considered to be a good research tool by some, while others doubt its credibility. Even though Wikipedia is a useful information resource, currently its suitability as an academic source is doubtful due to concerns over the accuracy of its information. However, by introducing expert review it is likely that this problem can be overcome. This essay will first outline some of the problems associated with Wikipedia and then examine some of the possible solutions that have been suggested for this problem. 2 Supporters of Wikipedia claim that the technological era has created access to information to all. Any contributor to Wikipedia may provide information in highly specialized fields. However, this strength is also arguably its greatest weakness. The fact that anyone can edit Wikipedia may make the contributions from experts less important. Individual contributors cannot be compared to an expert in a particular field merely by having access to information. For information to be considered reliable and authentic it must come from one who has spent much of their time on a particular topic, making him or her an authority in their field. 3 Moreover, even though Wikipedia is not an academic-level resource, it may be argued that the democratic nature of Wikipedia makes information unreliable. Even though the editing process of Wikipedia means misinformation is regularly corrected, it is impossible to remove bias and wrong information from all articles. This leaves Wikipedia open to criticism that its information is inaccurate and overly subjective. 4 There are a number of ways in which this problem could be resolved. Wikipedia itself now uses a system of registered administrators to monitor the quality of entries. In the light of recent scandals about the quality of these administrators, Wikipedias operators are now much more cautious about ensuring their credentials. An alternative solution proposed from outside Wikipedia is the registration of qualified experts as reviewers. It may be argued that if Wikipedia is to be regarded as an academic source it must include some kind of expert review. These reviewers might be paid or contribute their expertise on an entirely voluntary basis. Supporters of this approach argue that the use of qualified and publicly acknowledged experts would be a simple and effective solution to the problem of credibility.
43
5 Though Wikipedias attempts to improve the quality of its review procedures have undoubtedly helped to reduce the number of factual errors on the site, it is still not possible to guarantee the reliability of the content as long as a system of contribution by anonymous amateurs is used. However, expert review is also problematic. The review of content by expert administrators, whether paid or unpaid, would certainly improve the content authenticity of Wikipedia, allowing it to be more widely accepted by academics and educators. This is the method by which other encyclopaedias are created, and it is arguably true that Wikipedia will never be accepted as a suitable academic resource until it uses expert review of its content. However, there is a fundamental problem with this; introducing paid expert staff would undermine the basic idea of Wikipedia that anyone with knowledge and interest can contribute, democratically and for the public good. Also, it is highly unlikely that sufficiently expert contributors and reviewers could be convinced to give their time to the project without payment.
4e & 4f Students read the text in 4c again and match each paragraph to its function. They then note down the main points given in each functional phase of the essay.
Answers
Function a (Situation) b (Problem) Paragraph 1 2&3 Notes from the text Wikipedia is useful but its worth as an academic source is questioned. Anyone may contribute to Wikipedia, so there is no guarantee of objectivity or accuracy. Two possible responses to the problem are: (1) Using registered Wikipedia administrators to monitor quality; (2) using qualified external experts as reviewers (either paid or voluntary). Wikipedias system of registered administrators helps but cannot guarantee quality. Expert external review would help improve it still further, but if Wikipedia uses paid experts, this will undermine its democratic, voluntary approach.
c (Response)
d (Evaluation)
This is a common pattern in texts, especially in academic writing. It may be useful to bring some extra texts (adverts are a good source) for students to identify the SPRE pattern. Go over the material in the information box. Students may also be asked to do some writing tasks based on this structure. For example: Give students the first line of a story, e.g. The King of Babylon was a very wealthy man ... Students then write a story to completion (even if it is very short). Students can analyze the SPRE structure in their stories. (e.g. The King of Babylon was a very wealthy man. However, many of his subjects were poor. He built hospitals and schools and created jobs. Everybody lived happily ever after.)
Unit 2 Communication Part B 44
Students may be asked to identify a situation and any problems they have when studying. Ask them to share their ideas with a partner or a different group. Their partner/group suggests a response to these problems and evaluates their probable success. Remind students that if the text follows the SPRE pattern, so may their notes (unless they are taking notes for a different purpose, not simply making general overview of the text).
UNIT TASK
Modern media
Students take notes on the two texts. They should take notes on the key points and their notes could follow the SPRE structure. Remind students to use their own words and abbreviate where possible. Note: The first text is used in the consolidation of LS1 Unit 2 Part B, where students highlight the language of caution/certainty. They do not take notes on the content of the text. Note: Ask students to turn to the Good Study Practice Checklist on p.177 and read the study tips relating to Unit 2 Part B. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
45
Part C

Investigating
1 The benefits of group work
The purpose of this section is to help students with group work at college or university. Go over the material in the information box.
1a Students discuss their experience of group work. If the class is mixed nationality, ask your students if group work is normal in their countries. Ask them to compare their experiences with students from other countries. If it is a single nationality class, students can compare their own culture with the UK. Why do they think group work is important in higher education? 1b Students read the opinions about group work and discuss how far they agree or disagree with each one. 1c Students will listen to a short talk on the value of group work by a business lecturer. Before listening, students discuss the value of group work and write their ideas in the table. 1d Students listen to Audio 2.5 and make notes.
2.5
Answers
Develop soft skills which employers value, e.g. a people skills such as communicating well, working together, dealing with challenges, encouraging others, etc. b Helps you organize and manage time. Use PowerPoint. Group work common to working life, e.g. a When work as a team, its a useful real-world task
1e In pairs or small groups, students discuss what differences there are between their opinions and the speakers opinion. Feed back as a class.
2 Planning for successful group work

Lead-in: As a class, or in small groups / pairs, ask students what factors make group work successful.
2a Students read the suggestions for successful group work, matching the headings with the paragraphs and putting them in a logical sequence.
Answers
(note that the order of the tasks from 26 may vary, but ask students to justify the order they have chosen) 1c, 2f, 3d, 4a, 5g, 6b, 7e
Ask the students which stages they view as most important.
2b Students add their own suggestions to the list in the position that would be most logical, e.g. Practise the presentation / proof-read the work together (logically just before they finish the assignment on time).
Unit 2 Communication Part C
46
2c Students read the stories of two students, identifying the main problems. They suggest how these students could have improved their group work skills. Feed back as a class.
Suggested Answers
Student story 1: There was no leadership. They should have selected a coordinator, and decided who should be responsible for what, based on their abilities. Student story 2: Not organized well. They needed to plan it out better from the first meeting, being strict about when to meet and how much each person should have done before the next meeting.
3 Understanding different roles in a group

3a Students look at the different roles and take notes about which role they have tended to play in the past/feel they might play in a group situation. Remind students that, for this exercise, group work may involve any group work they have done in class. 3b Students discuss, and take notes of, their partners strengths in group work.
4 Dealing with problems in group work

4a Students discuss some of the problems they may encounter in group work. 4b Students read about group problems and compare them with their ideas from 4a. 4c Groups suggest an alternative solution for each problem, and then decide on the best responses.
Answers
1 Find the students and explain that their behaviour is going to damage the chances of all six members (in a non-aggressive way!). 2 Explain your problem to the group and ask them to speak more slowly. 3 Explain to them, in a group meeting, that their behaviour is having a negative effect on the groups task.
4d Students read Appendix 4 and check answers to 4c. Relevant points include:
A With lazy students, sit down as a group to talk to them. Dont be passive about it. Be pro-active at the start to schedule regular meetings where the group reviews the work each member has done. B Be pro-active and explain if you are having problems understanding. If you are aware others are having trouble understanding, be patient; they may not understand even if they are showing agreement. C Dont be passive by allowing one member to take over: they may have the wrong opinions.
47
Students add any other useful advice from the text to the table, for example:
Its better not to look to the tutor to solve your problems. This is the groups responsibility. Set and agree clear rules at the start. Be tolerant / give feedback gently. Remember that the aim is for the success of the group.
Students discuss whether they agree or disagree with the advice from the text.
UNIT TASK
Modern media
Students work in small groups to divide the tasks (as they should do in an authentic group work situation). Point out the checklist that students need to complete as they go along. Before students begin, explain how many print sources students need to find, and how much time they have to complete their research. Students should stay in this group for the next unit task. Note: Students will study summary and paraphrase in Part E of this unit of the SS material. Note: Ask students to turn to the Good Study Practice Checklist on p.177 and read the study tips relating to Unit 2 Part C. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
48
Part D

Reporting in speech
Students will be given an overview of how to structure a presentation, along with some introductory tips on how to give a brief presentation.
1 Sharing tips for giving presentations

1a Students discuss the four questions in pairs. 1b Students read about Ricardos experience and, in small groups, discuss what he did right or wrong.
Answers
Difficulties: Didnt know the subject / nerves / knowing what to leave out. Coping strategies: Extra reading / practised in front of friend / felt better when started to speak.
1c Groups use the difficulties Ricardo had and how he coped as a basis for developing seven tips, which they write in the table. Then they add three tips of their own. Discuss these tips in class.
Answers
Tips 1 Get to know the subject 2 Dont include too much information in your notes 3 Practise with a friend 4 Practise in front of a mirror 5 Control your nerves 6 Dont talk for too long 7 Prepare in advance Suggested answers for additional tips: Dont leave practice until the last minute. Try to relax the night before the presentation. Watch Internet clips of people giving good presentations. Work with friends. Take turns videoing then reviewing your own presentations. Use the timer included in most presentation software to help control the length of the presentation. Volunteer to present first if you feel nervous waiting. Ask for feedback from teachers or friends to help improve your performance next time.
1d Write presenting and reading aloud on the board. Ask students to discuss the differences. Explain that it is common for inexperienced speakers to over-rely on notes during a presentation, but it is discouraged at university level.
Note: This topic is discussed in more detail in LS1 Unit 2 Part D, therefore, depending on timetabling, some classes are likely to have more ideas than others.
Unit 2 Communication Part D
49
1e Students listen to Audio 2.6 and add to / modify their notes.

2.6
2 Identifying good presentation techniques

Lead-in: Write Speaker, Voice and Visual aids on the board. Ask students to think of some practical suggestions for presenters under each heading. Compare their answers in pairs or small groups.
2.7
2a Students listen to the conversation in Audio 2.7 giving advice on presentation techniques and make notes of any suggestions made. 2b Students discuss their answers in pairs.
Go over the material in the information box. Suggested answers
Speaker Dress appropriately Be well-prepared Be enthusiastic Use gestures to emphasize what saying Dont fidget Look at audience Voice Monotone bores the audience Vary the speed Vary the volume to emphasize points Use stress/pauses Vary intonation Stop speaking for a few seconds to regain attention Visual Aids Must be relevant and useful Introduce each graphic and comment on it Not too much information on each slide Use a pointer so you dont look at screen behind
2c Students think about their own experience of giving presentations, and note their strengths and weaknesses.
3 Planning a presentation

3a This activity focuses on the structure of presentations. Students work in pairs or small groups to put the activities aj into the correct part of a presentation.
Answers
1j, a, e2d, f, h, i3c, g4b
3b Students are then given a chance to make a brief plan of a presentation. The suggestion in the book is to use the topic of Wikipedia discussed in Unit 2, Part B, but it could be on any subject. This is also a good opportunity to structure an argument and review the problem-solution structure introduced in Unit 2 Part B.
4 Opening a presentation

Go over the material in the information box. Emphasize that the strategies for beginning presentations each have advantages and disadvantages, and that they are not all suited to academic presentations.
2.8
4a Students listen to the clips in Audio 2.8, matching them to the strategy. There are more strategies listed than there are clips.
Unit 2 Communication Part A Communication Part D 50
Answers
1 A joke 2 An anecdote 3 Personal experience 4 Presenting a shocking fact* 5 Citing a famous saying 6 Using surprising statistical data*
Elicit from students which are likely to be the more academic strategies (those marked *). Rhetorical questions can also be a useful technique (and are taught in LS1 Unit 2 Part D).
4b In pairs, students discuss which strategies they would prefer to use in their presentations. Have they used any of them and if so, were they successful? 4c Students work in pairs to plan an introduction to a presentation. 4d Students listen to Audio 2.9 and answer the two questions.
2.9
Answers
1 He asks a question to generate interest. 2 In two parts (he explains that in the introduction).
5 Planning and practising an introduction

Go over the material in the information box. Have some cue cards with you to show students.
5a Students prepare a cue card for an introduction to the presentation planned in 4c. They should plan to use a strategy from 4a in their introduction and give an outline of the presentation. They should only note down main points on the cue card, to act as a reminder when they are speaking. 5b Students compare their notes with their partners from 4c, and choose who will present their introduction to another pair. 5c In groups of four, pairs take turns to present their introductions. Groups then discuss how the opening of each presentation could be improved.
6 Using visual support

6a & 6b Pairs make notes on the advantages and disadvantages of using visuals in a presentation, then discuss their answers with another pair.
Note: Tutors can recycle some of the ideas from Unit 2, Part A on body language.
51
Suggested answers
Advantages: Helps the audience keep track of where they are in the presentation Helps the audience note down key information/examples/key vocabulary/ references Reminds the presenter of the next point they must discuss Gives impact to what you are saying, e.g. with the use of relevant images/ data. Disadvantages: May be a distraction (if too much writing on the slide), e.g. audience reads that instead of listening The size of the font must be big enough for people to see, but not too big to be a distraction The audience may only take note of the details on the slide, which can often be over-simplified to make them fit the presentation The presenter may be tempted to read from the slide and not give extra information.
7 Concluding a presentation

7a Introduce the idea of signalling a conclusion and elicit some more phrases such as in conclusion or to sum up. Remind students that after they use this signalling phrase, they should summarize the key points of their presentation, i.e. what they have shown.
Go over the material in the information box. Introduce the idea of a call to action. Stress that it will not be appropriate for every presentation, but is often used after the summary part of a conclusion.
7b Students listen to Audio 2.10 and identify the call to action.

2.10
Answer
Call to Action Security software needs updating every day.
Go over the material in the information box. Emphasize that this is one structure students can use to conclude their presentation, and that they should not leave at that point, but stay to answer audience questions!
7c Students prepare a conclusion on the topic they introduced in 5a. Preferably, students will work with the same partner as before, but work with a different pair to present their introduction and conclusion. Encourage students to be (politely) critical.
Unit 2 Communication Part A Communication Part D
52
UNIT TASK
Modern media

Students are asked to prepare a group presentation on the topic What are the most important sources of news for young people today? Students should work in the groups they were in for Part Cs unit task. Students can prepare this in class or for homework.
The presentation will last for five minutes, and each member of the group should speak. There is a review task for students to fill in after having given their presentation. This can be used as a basis for discussion and improvement. Students could use this information to write a reflective essay on giving group presentations. Note: Ask students to turn to the Good Study Practice Checklist on p.177 and read the study tips relating to Unit 2 Part D. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
53
Part E

1 Understanding plagiarism
The aim of Part E is to introduce students to paraphrasing and summarizing and how to use other peoples ideas in academic essays.
1a Students work in pairs to discuss the questions, then read the information in the box to check their ideas.
Plagiarism is a complex issue. It is important that students understand what plagiarism is, and its seriousness. It is fair to say that students from different cultures may find the transition to a new academic system difficult. This is often reflected in the way students use sources.
1b This task aims to raise awareness of different levels of acceptability in using others ideas. Each approach can be categorized as acceptable (A), inappropriate (I) and plagiarism (P). Students should be aware that what some may consider inappropriate may be considered plagiarism by others.
Note: The answers below are suggestions and students should check with their own institution about the different levels of acceptability. Suggested answers
1 P 2 P 3 P (or collusion) 4 P 5 A (if cited); I (if the writer relies too much on one source) 6 P (collusion) 7 P (unless cited); I (if it doesnt come from an appropriate academic source) 8 A 9 P 10 I 11 A or I (depends on the amount of similarity) 12 P (if not cited); I (if cited the essay should be the students own work, not a translation from someone else) 13 I (students should reference the source where they found the information)
Go over the material in the information box. Ask students why they need to use information from sources in their writing. Note: This is reviewed, to an extent, in LS1 Unit 2 Part E. Answers may include: to support their main ideas, to show how their research has furthered current thinking, to demonstrate they have thought of every side of an argument before drawing conclusions, etc. Define what it means to cite an authors work (in-text) and to reference (in the final reference list). Ask why citations are brief (author, year, page), but fuller in the final reference list, i.e. to avoid distracting from the content of the essay, but show the reader where to find this information. Clarify that it is the authors family name that is used in citations.
Unit 2 Part Communication A Communication Part E
54
2 Paraphrasing text

Be aware that paraphrasing and summarizing are complex processes and many students find this difficult, particularly if they speak English as a second language. Ask students what they understand by the words paraphrasing and summarizing. Highlight that both use an authors ideas, but not their words. A general definition may be:
Paraphrase: Allows the writer to restate an authors ideas, but should not change the original meaning of the text. It is usually the same length as the text, either a sentence or paragraph. Summary: Focuses on an authors main idea, condensing key points from a longer text. It can be any length (but brief is preferable) and should not contain any of the students own ideas.
2a Students discuss why it is important to avoid using an authors words directly. Again, this is introduced in LS1 Unit 2 Part E.
Suggested answer
To help the essay flow (as it is all written in the essay writers own style); not doing so could amount to plagiarism; it gives an assessing reader (e.g. tutor) some idea of how well the writer has understood the original idea; the writer can synthesize different authors ideas easily in their own words; the writer can easily select an authors points that are relevant to their essay, and leave out what is not useful.
2b Students discuss what they know about paraphrasing, then read the information in the box to check their ideas.
Stress that when students take notes to inform an essay, they should be taken in their own words to make it easier for them to paraphrase or summarize later. Page number and other details should be recorded in these notes so that they can cite the source correctly in their essay and avoid accidental plagiarism.
2c Students read the example text from The Spectator magazine and the four paraphrased passages, deciding which are acceptable and which are plagiarized.
Answers
1A2P3P4P (see table below for reasons)
Students evaluate each paraphrase, in the table given, by following the advice about what a paraphrase should include. Go over the material in the information box.
2d Students discuss which of the four paraphrases in 2c they think is best.

Answers
Notes on avoiding plagiarism Text 1: This is the best paraphrase brief, paraphrased adequately, with a citation and year to introduce the citation. Good use of a reporting verb. Text 2: Far too close to the original with only a few words changed. Plagiarism, despite the citation at the end. Text 3: Plagiarism even though it is paraphrased there is no citation. Text 4: The first part belongs to Kenny but this is unclear due to the position of the citation. A good paraphrase should signal where it begins and ends.
55
2e Students read the text on changing patterns of news consumption, underlining the main points (key information). 2f Students pick out the information that will help them complete the paragraph. They must select relevant information and put it into their own words to make it fit the paragraph. Students will study how to form paraphrases (linguistically) in LS1 Unit 2 Part E.
Example answer
Paraphrase of Changing patterns of news consumption Modern media has changed the way people read the news. Allison (2009) provides evidence to show that there has been a drastic drop in the number of Americans listening to news on the radio. Newspaper readership has also fallen by about a fifth. The replacement media for these news sources is the Internet. Many young people and Internet users expect news to be free and it is now being sought from specialized news websites so people can choose the type of news that they want rather than receiving the broad cross-section previously offered.
3 Summarizing text

Lead-in: Ask students to think about how paraphrasing and summarizing are different. Go over the material in the information box. Suggested answers
summarizing involves taking a text or speech and identifying the main points. Summarizing gives a global account of the original. paraphrase is usually the same length as the original text (that is being paraphrased), which may be just a sentence or paragraph, i.e. the writer only uses information from the original that is useful to their purposes. both summary and paraphrase put the original information into other words.
3a Ask students to decide whether the suggestions on summarizing are correct or wrong.
Answers
1 32 33 74 75 36 77 78 39 310 7
3b In pairs, students read the original text and the three summaries of the main idea, identifying which one follows the correct advice on p.79.
Suggested answers
Summary 1: Even though the words have changed, a lot of the key information is lost and the meaning is significantly different to the original. Summary 2: This is the best summary most of the important information is included and the language is changed from the original. Summary 3: This misses out key information such as the idea of the stamp, and the information about the post being sent for a penny is ambiguous is this the flat rate or the introduction of the penny post?
56
3c Students summarize the text in about 50 words, using the correct suggestions in 3a.
Example summary
Summary of Early newspapers When newspapers were first published in the UK, in the eighteenth century, circulation figures did not necessarily reflect their popularity. The government levied a large tax on newspapers which made them too costly for a single person, so copies were shared among friends and communities (Evans and Hewson, 2010).
3d Students compare summaries with a partner. Tutors could put a checklist on the board, e.g. Is there a citation? Is it correct? Is the language changed enough from the original? Are the main points covered? i.e. Newspapers have been published in the UK for over 300 years; the government put a lot of tax on them; they were too expensive so were often shared; readership was higher than sales would indicate. Is it around 50 words?
4 Using quotations

This section looks at using quotations to support ideas in assignments. Students should be particularly careful with quotations because they are often used where paraphrasing and summarizing would be more appropriate. An over-reliance on quotations may be judged to be plagiarism in some cases (as students arent using the information to support their views if they are over-reliant on others words and ideas). Go over the material in the information box.
4a Students look at the statements and decide when quoting would be appropriate:
Answers
1 72 73 34 35 36 37 38 79 7
Go over the material in the information box. Explain how students can incorporate a quotation into their work (it must be introduced, otherwise the reader will not understand why it is there).
4b Students think of more reporting verbs (they should remember this from LS1 Unit 1 Part D). Remind students that reporting verbs can also be used to introduce a paraphrase or summary (along with the authors name / year).
Suggested answers
claim; demonstrate; establish; find; observe; point out; prove; say; show; state; suggest
Go over the material in the information box. Answers

1 Very likely 2 Once every 100,000 years (10,000 years without ice, 90,000 years with ice) 3 Yes (the Northern hemisphere has gone through a regular cycle for the last two million years) 4 Very serious / catastrophic
Unit 2 Part Communication A Communication Part E 57
4c Students read the text and answer the four questions.
4d Students write about one of the four points to practise using quotation. Stress that students should copy the authors original words here, and not change any of the language.
Note: The APA guide advises that short quotations (anything less than two lines) should be put in double quotation marks, with a citation indicating the author, year and page. A longer quotation does not have quotation marks, but is usually indented, shown in italics, or written in smaller text, along with the author, year and page in the citation.
UNIT TASK
Modern media
Students practise introducing a quotation into their writing. Students could listen to presentations during this lesson as a follow-up from Part Ds unit task. Students should now be able to respond to the essay title: What are the most important sources of news for young people today? Students should use paraphrase, summary and quotation to support their answers, along with correct citations. The essay could be planned during the lesson. Note: Ask students to turn to the Good Study Practice Checklist on p.177 and read the study tips relating to Unit 2 Part E. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
Unit 2 Communication Part E
58
Unit 3
Unit Overview
Part A
Science and technology in society

In SS1 by improving your ability to understand signposting in lectures identify restatement predict content from language cues. In LS1 by improving your ability to notice signpost words and phrases predict and identify key words in content identify cause and effect connectors and arguments. identify key vocabulary use prepositional phrases express possibility.
This Unit will help you to Follow lectures
Understand and use academic texts
reflect on challenges in academic reading read for a purpose read for detailed information use sources to support your ideas.
Find and evaluate sources of information
evaluate sources evaluate a range of texts use sources effectively use headings and subheadings to locate information use contents pages to locate information use index pages to locate information.
recognize your reading level use synonyms understand substitution.
Deliver an academic presentation
understand what makes a good presentation organize a presentation according to its purpose use visual aids in a presentation design appropriate visual aids.
use signpost words and phrases in presentations deal with questions use intonation to maintain interest refer to visual materials.
create thesis statements identify different essay structures develop a topic sentence develop ideas in writing.
report ideas from sources summarize information from other sources integrate information from sources into writing.
Unit 3 Science and technology in society Overview
59
Unit 3
Part A
Science and technology in society

1 Understanding signposting in lectures

1a Students match the pictures with the ancient sites.
Answers
1b, 2d, 3a, 4c, 5e
1b Students read the information about each site in 1a, and answer the questions.
Answers
1 a, b 2 c, e 3 b 4 d 5 c 6 a 7 e
1c In pairs, students answer the three questions and discuss their answers. 1d Pairs discuss possible reasons why Angkor Wat declined.
Students own ideas. Inform students that the religious temples still exist because they were built from stone, but evidence suggests that a whole civilization lived around Angkor Wat. The city of Angkor declined in the fifteenth century.
3.1
1e Students listen to Audio 3.1 and answer the questions. Be aware that the questions are written in a way that means several answers are possible.
Answers
1 What two suggestions are mentioned to explain why Angkor Wat declined? Invasion by the Thais and drought 2 Why does the lecturer question reason a? Recent research on weather from the period indicates a long drought. 3 What problem did modern scientists face when researching reason b? There are no weather records for the period. 4 How did the scientists try to solve this problem? They studied tree ring data. 5 Did their solution work? Yes, it gave them the data that they wanted.
Unit 3 Science and technology in society Part A
60
You may wish to remind students of the problemsolution structure introduced in Unit 2 Part B: SPRE (Situation Problem Response Evaluation). This structure is used in Audio 3.1.
1f & 1g Students match each phrase to its purpose, and then check their answers with a partner.
Answers
1g, 2b, 3a, 4e, 5c, 6f, 7d
Note that the phrase its very difficult to pinpoint exact causes in a field as complex as climate change applies to both the conclusion and the reminder of a previous discussion.
3.2
1h Students try to predict when the signposting phrases in 1f will be used in the next part of the lecture. They listen to Audio 3.2 to check their answers and complete the transcript.
Answers
a5, b6, c3, d4, e7, f1, g2
1i Students read the audio transcript in Appendix 5 and answer the two questions.
Answers
1 Situation Lines 18 Problem Lines 910 Response Lines 1016 Evaluation Lines 1618 2 a there has been some debate about b Unfortunately, c so d So that suggests
2 Identifying restatement
2a Students should notice that there is no language here to introduce the restatement (or explanation). The speaker simply explains the term straight after using it (but possibly with a change of tone to their voice).
2b Students will listen to a talk on El Nio. Using the words given, discuss where it occurs and what kind of weather is connected with it.
Unit 3 Science and technology in society Part A 61
Suggested answers
Region/Country South America Australia Japan and Korea Europe Effect Increased rainfall, flooding Dry conditions Fewer tropical storms Some parts hotter and drier; other parts have more rainfall, approximately 1.5 years after El Nio onset in the Pacific Some areas become wetter or suffer flooding approximately 1.5 years after El Nio onset in the Pacific Less rain during El Nio; heavier rainfall during La Nia Fewer typhoons during El Nio; more typhoons during La Nia
Africa
Asia China
2c Students listen to Audio 3.3 and check their own ideas.

3.3
2d Having done the preparation tasks in 2a, 2b and 2c, students listen again and complete the table with the explanation of the 5 expressions from Audio 3.3. Note that the expressions used in the recording are not in the same order as the table:
Answers
Expression 1 ENSO 5 La Nia 2 oscillation 4 lag behind 3 trade winds Meaning El Nio Southern Oscillation Opposite of El Nio (meaning girl): when the sea in the eastern tropical Pacific cools down A natural unending change between two conditions When something takes longer to occur The normal direction wind travels around the planet
2e Students check their answers with a partner. You could write the phrases in the table above on the board for students to see. Students work out the meaning of any unfamiliar vocabulary from the recording.
3 Predicting content from language cues

Tutors may need to explain the term language cues in this context, i.e. language used to indicate what will come in the following sentence. Go over the material in the information box.
3.4
3a Students refer to the table to complete this activity. They listen to Audio 3.4, noting down which category each statement belongs to, e.g. Category 6 means to show cause and effect.
Answers
Statement: a b c d e f Category: 6 4 5 3 7 2
3b Students make brief notes in the table after discussing in pairs what they know about electric cars. 3c Students listen to Audio 3.5 and make notes.
3.5
3d Students attempt to predict the general content of a lecture about electric cars by reading the prompts. They should think about the structure of the lecture (SPRE) and the language used to hint at what will follow. 3e Students listen to Audio 3.6 to check their answers. If the content was wrong, was the general idea the same, i.e. did they list an advantage where an advantage was required (even if they didnt write down the one used in the audio)?
Answers
Previous phrase 1 Firstly they are cheaper to run. Secondly ... 2 There is clearly a demand for ... 3 However, there is a ... , which is the danger to pedestrians and cyclists 4 ... when the cars are travelling at slow speeds; in other words, ... 5 ... being studied in various countries, for example ... 6 ... a number of benefits, but also ... Prediction they produce less emissions such vehicles drawback to a quieter vehicle speeds below twenty miles per hour France and the USA one drawback
3.6
3f Students listen again and answer the three questions.

Answers
1 Yes (but not easily using the notes above). 2 Yes (only one drawback that can be overcome quite easily). 3 Students own answers.
3g Students discuss the topic in two groups, either in support or contradiction of the claim. 3h Students change groups and work in pairs with someone who discussed the other viewpoint. Decide which argument is the strongest.
UNIT TASK
Packaging and waste
Explain this unit task: Researching how modern methods of packaging reduce the amount of waste that society produces, looking at the advantages and disadvantages of different types of packaging material. Students work in pairs to discuss the environmental impact of using paper and plastic shopping bags. Tutors could hold a whole-class brainstorming session about the advantages and disadvantages of each type of bag for the environment (in terms of production and disposal). Students listen to Audio 3.7 and take notes. Their notes could be divided into the SPRE order, or another way that students prefer. Notes could include the following key information from the recording:
Situation: W/site; reusablebags.com 3 billion+ plastic bags used so far (this year) People think plastic bags threaten the ement PLASTIC BAGS Problem: 1 Energy used to produce (heat oil oil non-renewable electricity more fossil fuels used) 2 Not biodegradable poisons creatures that consume them Response: If recycle, uses more electricity/chemicals/pollution, and quality not good. PAPER BAGS Biodegradable BUT Problem: 1 To produce must cut down trees / use big vehicles to transport wood / use chemicals and water 2 To recycle paper also uses electricity, chemicals and water 3 Study shows plastic bags produce less solid waste, atmospheric pollution + contamination of water than paper 4 Not reusable like plastic bags Evaluation: Plastic better than paper, but still pollutes + litters the ement.
b
3.7
Students consider whether their pre-listening notes were helpful and how they could have been improved. They should be reminded to look for note-taking style as well as content. Note: Ask students to turn to the Good Study Practice Checklist on p.178 and read the study tips relating to Unit 3 Part A. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
Part B

1 Challenges in academic reading
1a & 1b Students read to identify some common problems students have with reading at college or university. They then work in pairs to suggest solutions to each of the students problems.
Answers
Student Shayan: Problem Overwhelmed by amount of reading, couldnt keep up, couldnt follow lectures or tutorials Problem with understanding what she needed to read, wanted to understand every single word, anxious about missing something important, trying so hard to understand everything = understood nothing Used to accept what she was reading was the truth, teacher told her to think more about her reading He couldnt take anything in; he could read for ages but could not tell other people about what he had read Solution Make a reading timetable
Fei Fei:
Skim/scan and select whats important to read
Olivia:
Think critically / question what read by thinking about the authors position, what information the author left out Have a clear purpose before start to read
Omar:
1c Students work in pairs again to discuss the three questions.
2 Reading for a purpose

2a&2b Students put the reasons for reading in order of importance for them and add reasons of their own. They then compare lists with a partner. Other reasons may include:
To find alternative viewpoints (to gain a general understanding of a subject) To inform a discussion about something To do background reading in preparation for a lecture To do follow-up reading on a lectures topic.
Go over the material in the information box. Remind students that they will read in different ways to suit their purpose, for example, skim read to get a global understanding of a subject, scan for specific information when preparing to write an essay, read closely and take notes, etc.
Unit 3 Science and technology in society Part B 65
2c Students match the text types to the reasons for reading.

Suggested answers
Reason for reading to obtain facts to read a balanced argument to prepare for an exam or assignment to find a solution to a problem to find important information to compare different items or ideas to read about the effects of something to obtain non-specialist information Text type report, journal article, newspaper essay, journal article journal article, essay, website, textbook report, textbook, journal article poster, textbook, report journal article, newspaper essay, journal article, report journal article, newspaper, report newspaper, website, magazine article
2d Students work in pairs to discuss and make notes on issues connected with global warming. 2e Students skim the three texts on pp.9698 and answer the questions.
Answers
1B, 2C, 3A
2f & 2g In small groups, students discuss one of the three issues and make notes on how it could be resolved. Students then read one of the three texts, comparing the solutions it suggests with their ideas.
Answers
Issues connected with global warming Rising temperatures Ways of resolving the issue Geo-engineering (e.g. huge parasol / solar umbrella; injecting sulphate particles into the stratosphere to generate clouds; spraying seawater into the atmosphere to generate clouds; pouring iron into the sea to promote growth of carbon-eating phytoplankton). Geo-engineering (e.g. pouring iron into the sea to promote growth of carbon-eating phytoplankton). Use of low-carbon energy technologies (e.g. wind, solar, etc.). Establish industrial plants to collect CO2 from the atmosphere. Replace traditional incandescent bulbs with: (1) energy-efficient compact fluorescent lights (CFLs), or (2) light-emitting diodes (LEDs).
High levels of carbon dioxide
Use of electric light bulbs
Unit 3 Science and technology in society Part B
66
3 Reading for detailed information

3a Students skim read their texts again and note down which of the six ideas they find.
Answers
Text A: 2, 4, 6 Text B: 3, 4, 5, 6 Text C: 1, 2, 3, 6 Note that whereas Text A doesnt specify costs, it does mention cost.
3b & 3c Students read their chosen text again and answer the five questions. Then they check their answers in groups with people who have read the same text.
Answers
TEXT A: 1 What is the aim of the text? To review the results of a recent study which evaluated the feasibility of large-scale engineering projects aimed at cooling the planet. 2 How would you describe the writers tone, e.g. positive/negative/balanced/biased/ cautious/arrogant/respectful/dismissive? Describes complex projects extremely briefly, apparently dismissing them. 3 How does the writers tone affect the way you respond to the texts? May make the reader tend also to dismiss these projects. 4 Is the writer simply stating facts, or do they give opinions or interpretations of the facts? Opinion and interpretation. 5 If opinions and interpretations are given, do you agree with them? Cant disagree without reading the original text being reviewed. TEXT B: 1 What is the aim of the text? To review a more direct alternative to low carbon technologies: plants that collect CO2 from the air. 2 How would you describe the writers tone, e.g. positive/negative/balanced/ biased/cautious/arrogant/respectful/dismissive? Negative, argumentative when proposing questions that supporters of this proposal have to answer. 3 How does the writers tone affect the way you respond to the texts? May make the reader also feel negative towards the proposal, even though a fully balanced argument has not been presented. 4 Is the writer simply stating facts, or do they give opinions or interpretations of the facts? Giving opinions as well as facts (e.g. there is general agreement that levels of CO2 have risen significantly/the system appears/it is reasonably viable). 5 If opinions and interpretations are given, do you agree with them? Without any data, or real facts, it is difficult to agree or disagree. The only data given says the prototype plant does not need a lot of power to run, which, perhaps, makes it more than just reasonably viable. Some of the authors points seem unfounded, e.g. the evaluation that states unless there is a technical breakthrough in the process it seems unlikely that large scale machines will be worth building. What is that based on? The author said that the prototype plant seems to suggest it is viable, so how did they reach this conclusion? TEXT C: 1 What is the aim of the text? To evaluate alternatives to the traditional light bulb in terms of efficiency and life expectancy. 2 How would you describe the writers tone, e.g. positive/negative/balanced/biased/ cautious/arrogant/respectful/dismissive? Mostly objective and cautious.
67
3 How does the writers tone affect the way you respond to the texts? Appears to be written in a neutral and authoritative way, which may encourage readers to trust the writers claims. 4 Is the writer simply stating facts, or do they give opinions or interpretations of the facts? Mainly facts though some mild opinions (e.g. huge improvement/significant improvement). 5 If opinions and interpretations are given, do you agree with them? Possibly yes. The writer presents facts which make the audience feel their argument is founded on evidence.
3d & 3e Students look at the structure of their text and complete the table.
Answers
Paragraph Text A 1 S: given as problem P: cutting of CO2 emissions is not happening fast enough R: x E: x S: x P: x R: solar umbrella E: given as a negative evaluation Function Text B S: given as problem P: CO2 R: gascollecting plants E: x Text C S: given as problem P: incandescent light bulbs are inefficient (short life span) R: x E: x S: x P: poor light quality, slow to light up, health risks; more difficult to produce and fivesix times more expensive R: CFL (mentioned before problem) E: x S: x P: x R: LEDs (advantages given) E: x
S: more detailed information P: x R: x E: x
S: x P: x R: injecting sulphate particles into the stratosphere E: given as negative evaluation
S: x P: three given: technical, financial and political R: x E: x
3f Students discuss their answers with students who read different texts and answer the questions. Note that Text C seems unfinished, where more explanation about how LEDs could be used, or a fuller conclusion, seems logical.
68
S: x P: x R: spraying seawater to create artificial clouds E: given as negative evaluation
S: x P: x R: results of prototype: uncertain E: given as brief negative evaluation
S: x P: LEDs are expensive R: work at Cambridge University to cut costs E: given as a positive evaluation
S: x P: side effects for the environment R: encourage a carbon-eating sea creature E: given as negative evaluation
4 Using sources to support your ideas

4a Students read a paragraph from an essay and identify the global warming-related issue that the writer addresses.
Answer
Using industrial plants to reduce CO2 in the atmosphere.
4b Students insert slashes into paragraph to divide it into three sections: students idea; support from an expert source; evaluation of idea.
Answers
Much has been done in response to the problem of global warming. / Dorman (2010), for example, describes an ambitious project aimed at reducing CO2 in the atmosphere using technology that already exists. This involves using plants to collect CO2 from the atmosphere and then recycling it for industrial applications./ Although this is already being used in submarines, their wider application may still be too expensive to be considered a serious solution and Dorman argues that these techniques may never be used widely.
4c Students check their answers with a partner. 4d Students use the structure of the paragraph in 4a and information from texts AC on pp.96-98 to write paragraphs supporting the three topic sentences.
69
UNIT TASK
Packaging and waste
Make students aware that they are required to write an essay on the topic of packaging at the end of this unit. Students should take careful notes from the article and then answer the five questions. Answers
1 Aim of the text is to dissuade the use or throwing away of plastic bags. Aimed at the general public (recommends the use of plastic bags in the conclusion). 2 The text presents mainly disadvantages. A very small number of advantages are mentioned briefly in the introduction. 3 The writer hints that it will be unbalanced and is mostly against the use of plastic bags. 4 The structure of the article is SPRE. 5 The writer is strongly partisan, and as such this article might appear online in a personal blog, or if published in a newspaper, in the editorial section.
Ask students whether they have any other comments about this text, e.g. tone? anything left out?, etc. Ask students to review each others notes for content and style. Note: Ask students to turn to the Good Study Practice Checklist on p.178 and read the study tips relating to Unit 3 Part B. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
70
Part C

Investigating
1 Evaluating sources
Go over the material in the information box. Emphasize that students do not need to read every page of every source, only the parts that relate to their purpose. Stress that even though a source may be reliable, it may still be unsuitable for your needs.
1a Students match the type of source to the three situations. More than one situation is possible for each source type.
Answers
Common knowledge things you know or believed already: 1, 2, 3 (stress this is knowledge people from different cultures will probably all know) Government publication: 2, 3 (not 1, as may not be suitable to reference this in casual conversation) Popular magazine article: 1 TV documentary: 1, 3 A popular blog about the subject: 1 (not reliable enough for 2 or 3) Newspaper article: 1, 3 (depending on the newspaper and its reliability / suitability of content) Primary research: 2 TV news broadcast: 1, 3 (depending on the source) A free encyclopaedia such as Wikipedia: 1, possibly 3 (remembering that Wikipedia is not an authority and may not be up-to-date) Academic journal: 2 (possibly 3, but may not have the current information needed) A website which you find by searching for information about the subject online: 1, possibly 3 (but caution needed) Textbook: 2
Note: As some of the sources are taken from an electronic resource, students may feel they are not reliable (as there are usually no quality checks when its an electronic resource). Yet, as they are found by using a library catalogue, the sources should have been verified by the library and therefore meet its academic requirements.
1b In pairs, students discuss why some of the source types may be more academically suitable than others and make notes. 1c Students listen to Audio 3.8, adding to their notes.
3.8
Unit 3 Science and technology in society Part C
71
Answers
Are there errors? Is it biased? Title/sub-titles: Is the topic too general or too narrow? Author: Well-known? Works for a reputable organization? Date: recent? If older, is it a 2nd/3rd edition? (means content important still, and has been revised) Publisher: highly regarded? URL: academic body = .edu/.ac; commercial sites = .com; country of origin = .uk/.au Skim for relevance: Who written for (too basic or too complex for my needs?); Recent?; Is it a wide overview or narrow area? (And is that useful to my needs?); Accuracy (spelling mistakes or wrong facts shows not carefully edited). Books / Journal articles carefully checked by specialists; websites / newspaper and magazine articles are up-to-date but hurried and may not be checked for bias. Look for objectivity.
1d Students imagine they have to write the answer to the essay question (stress that they wont actually have to write the essay).
Students evaluate seven sources by looking at the results of a library catalogue search. They should consider how useful the sources will be in helping them write the answer to the essay title by thinking about the advice from the lecture they have just heard. Answers
1 Suitable: hydrocarbon is found in crude oil, and this book is about both exploration and production. It is quite recent, and has important information as it is a second edition. 2 Possibly not suitable: too narrow as focused on China. Students may mention that it states global energy crisis in the title, but that is not relevant to the essay question, which asks about the global exploration and production of oil. Students may wish to look at the source to check whether there is any useful information. 3 Possibly suitable: it should be suited to the topic, and may be the correct level for an undergraduate essay as it is non-technical. However, the age may be problematic. 4 Not suitable: too specific, too old. 5 Not suitable: too specific, too old. 6 Not suitable: too specific, too old. Not much information about the source. 7 Not suitable: may be reliable, but should be used with caution because it is very old and methods of exploration will have altered.
72
1e Students discuss in pairs which of the online sources they would choose to look at more closely and why. Discuss answers with the whole class.
Answers
1 Our business: may be biased as made by a petroleum-producing company. Not updated recently, so possibly out of date. 2 Global petroleum.com: magazine, so may be hurried and not checked for bias. The title appears relevant to the essay question. Audience is people who work in the oil industry, so may not be suitable for essay writers needs. 3 BBC broadcast: source of information is probably reliable, but its short presentation so may only give basic ideas. Only Nigeria, so too specific? Only about production, not exploration. Not recent, so may be out of date. 4 Wikipedia page for Energy: too general if about energy as a whole. Not reliable information. 5 Go Solar Now.org: updated regularly, so it is current, BUT it is written by an environmental organization, so may be biased. 6 New Frontiers of Oil Exploration: it is controlled by a reputable academic body, and may help students comment about the future of oil production. It was created in 2004, but is it regularly updated? 7 Black Gold: it is a blog, so contains peoples personal views. The title indicates it is likely to be unsuitable for our needs; it is likely to be subjective and biased against oil production. 8 How Oil Drilling Works: a company controls this website, with the URL hinting that it is likely to be too basic for our needs (HowStuffWorks.com).
1f Before the next class, students find at least two more real websites which would help them answer this essay question. During the next class, tutors could project the websites students have found, asking students to evaluate how fit for purpose they are.
2 Evaluating a range of texts

This section requires students to evaluate whether texts are fit for purpose by looking at content. Go over the material in the information box.
2a Students in pairs discuss which information they might be looking for. Students consider the five questions in relation to the essay title: Outline the social advantages and disadvantages of modern communication technology. Again, students will not actually be required to answer this essay question. Discuss answers as a class.
Suggested answers
What information? Background information (what modern communication entails, how people go about it) Information on social advantages Information on disadvantages of modern communication Own ideas and opinion Where to find it? Books, journals, broadsheet newspapers and essays
73
2b & 2c In groups, students evaluate one of the three texts and note the reasons they wouldnt use it. Then, as a whole class, feed back on the problems with the texts and discuss which seems the most/least useful.
Answers
Text A Reasons Gives both adv. and disadv. but focused on 1920s. May only be useful for background. May only relate to one country. May not be wholly useful, even though a reliable source. Common knowledge. Not very useful, as it doesnt add anything we dont already know ourselves. Dont know the author. May be unreliable. Mostly gives disadvantages, but only of mobile phones. May be exaggerated to gain interest of the readers. Only talks about video games, but gives some advantages and disadvantages. Caution is needed, as nothing is proven here; peoples views are reported, not fact.
3 Using sources effectively

3a Students decide which statements are true and which false about what they do when reading sources. 3b Students work in pairs and compare their answers. 3c Students predict which statements in 3a might be mentioned by the lecturer as good techniques. 3d Students listen to the advice given in Audio 3.9 and take notes.
3.9
3e Students compare their own answers in 3a to the speakers suggestions in 3d. The lecturers advice is marked in the table below:
Answers
Statements 1 When I have found a text which is connected to the subject, I just start reading and taking notes. 2 I identify parts of a text which are relevant and only read those parts. 3 I can only say I have used a source if I have read it completely. 4 If I am using a book, I use the contents page to help me find the relevant sections, and only read those. 5 If I am using a book, I always use the index to locate useful information. 6 A 30-page source with only one page directly relevant to my topic is not useful. 7 I skim through a possible text first, and look at section headings, subheadings and any pictures or graphs to get an idea of which parts are relevant to me. T T T F T F T F F
74
4 Using headings and subheadings to locate information

4a Students work to locate useful information by looking at the headings and sub headings in Appendix 6.
Suggested answers
1 Cause and effects: Identifying the main causes of climate change / The greenhouse effect (quite useful in parts) / The possible consequences of further climate change 2 Possible solutions: Solving the problem of climate change
Students then take notes from these sections.
4b Students compare their notes with a partner.
5 Using contents pages

Ask students where in a text they will find the contents page (the front). Elicit what kinds of information contents pages contain (the page numbers of all headings and subheadings). Answers
1 Which source(s) will help you find information about global climate change? What is the most relevant section of the source? B, p.28. 2 Which section of each source will help you learn about the causes and effects of climate change? A, pp.48; B, pp.1018. 3 Which sections deal with rising sea levels? B, p.10. 4 You want to include a section in your essay about possible solutions for climate change. Which sections of the two texts can help you get information for this? A, pp.923; B, nothing.
5a Students look at two contents pages and answer the questions.
Note: For question 4, the rubric implies that students will find answers in both texts, but they will only find it in one (text A).
6 Using index pages to locate information

Ask students where in a text they will find the index pages (the back). Elicit what kind of information index pages contain (page references to the specific content of a text: it is much more detailed than a contents page). Go over the material in the information box. Point out how the mind map includes synonyms for key terms, as the text they are using may only use one version, for example, it may use the term independence not self-reliance. In other words, the item a student is searching for may be contained within a book under a different name from the one they normally use, and students need to consider this when reading for a specific purpose.
6a Students add any more ideas to the mind map, e.g. planning, organizational skills, approach, etc.
75
6b Students work in pairs to brainstorm synonyms and related ideas for the two topics. Students should try to separate them into concepts and related concepts, e.g. Writing an essay/report could be divided into planning and drafting and checking, with related words stemming from those.
Tutors could set a time limit for this activity, as students should scan to find the relevant information, using their own ideas.
6c Students look at the index pages and answer the questions.

Answers
1 What pages would you look at for advice on independent learning? 13, 648, 76, 99101 2 What pages give advice about preparing for exams? Pages given for exam preparation and revising 3 Where can you find information about using a computer? Internet and virtual learning environment (VLE) 4 Which pages will help you with writing an essay? Essays procedure for writing / writing getting started (perhaps) 5 Where should students look if they are worried about their exams? Stress
UNIT TASK
Packaging and waste
Students find two sources that are suitable for the essay about packaging, and take notes from the useful sections. Students could be asked in the following lesson to justify their choice of source. Note: Ask students to turn to the Good Study Practice Checklist on p.178 and read the study tips relating to Unit 3 Part C. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
76
Part D
Reporting in speech
1 Understanding what makes a good presentation
1a Students discuss the statements in pairs, giving reasons why they agree or disagree with them.
Suggested answers
1 If you have time to do so, it is better to write out the whole of your presentation so you can read it to the audience. No: makes the presentation sound dull if you just read and cannot keep eye-contact with the audience, which helps maintain their interest. May make the audience think you dont know the subject if you have to read from a script. 2 You should try to leave time for a question-and-answer session. Yes: means audience is less likely to interrupt you during the presentation, but gives them a chance to ask you to elaborate at the end of your talk. 3 If you know about the subject you are presenting, there is no need to do any research. No: you need evidence to support your points (to give weight to your argument), and you could find extra information that you hadnt thought of previously. 4 If you have planned all the areas of your presentation, there is no need to rehearse it. No: rehearsing gives you confidence, helps you with timings, highlights any areas of weakness, etc. 5 Giving a group presentation is easier than giving one on your own. No: it may be harder, as you rely on others as well as yourself. You should work equally as hard as when you present alone. 6 The best way of organizing a presentation is first to tell your audience what you are going to say, then to say it, and finally to summarize for your audience what you have just said. Yes: like an essay, a presentation usually has an introduction, main body and conclusion. 7 You should let people ask you questions during the presentation if they wish to do so. Possibly: it depends on your preference, and whether you are giving time for questions at the end. Either way, tell the audience at the beginning of the presentation when you will take questions. 8 It is a good idea to sit down while you are giving your presentation. No: it seems unprofessional, the audience wont be able to see or hear you so well. You should stand in a suitable place, however, and not in front of the PowerPoint (if you are using it). 9 If you have been given a time limit for your talk, it does not matter if you talk for longer than was suggested. No: it does matter. You shouldnt end too soon either. You could be penalized for this, as if it ends too soon, your presentation will not be detailed enough, and if you go over, you may disadvantage the next speaker, so the presentation will usually be stopped by the tutor and will therefore be incomplete. 10 Using PowerPoint slides is a good idea as you can then read all the points on the slides instead of having to use notes on paper. No: PowerPoint is an aid for the listener, to help them follow the speech and take notes of facts. It should be basic, and the speaker should expand the points. If the speaker reads the PowerPoint, it is dull for the listener. 11 A spontaneous presentation (i.e. one where you have no time to think about it) will probably be better than one you have prepared in advance. No: it could go horribly wrong, e.g. be poorly structured, timings may be out, major points will be forgotten, etc. 12 Its a good idea to choose one or two people in the audience and then talk to and look at them. No: it will be uncomfortable for those two, and the other members of the audience may switch off if they dont feel they are being addressed. Try to look at everyone.
Unit 3 Science and technology in society Part D 77
2 Organizing a presentation according to its purpose

Students consider the structure of presentations. As with essays, the content can be organized in different ways, e.g. problemsolution; advantagedisadvantage; causeeffect. Go over the material in the information box.
2a In pairs, students discuss the different aims that their academic presentations may have.
Suggested answers
1 to present problems and solutions 2 to present causes and effects 3 to present advantages and disadvantages 4 to compare or contrast different aspects of a topic 5 to describe a process
2b Students discuss how different aims might require a different structure.

Answers
Presentation type Problemsolution Structure Section by section problem 1 problem 2 problem 3 solution 1 solution 2 solution 3 Parallel problem 1 solution 1 problem 2 solution 2 problem 3 Causeeffect Section by section cause 1 cause 2 cause 3 effect 1 effect 2 effect 3 Parallel cause 1 effect 1 cause 2 effect 2 cause 3 effect 3 Note: highlight here that this structure enables students to link the topics more smoothly.
Unit Unit 3 3 Science Science and and technology technology in in society society Part PartA D 78
Advantagesdisadvantages or for against
Section by section advantage 1 advantage 2 advantage 3 effect 1 effect 2 effect 3 Topic / section by section viewpoint 1 viewpoint 2 viewpoint 3 viewpoint 4 Note: the need to link the viewpoints by topic could be highlighted here.
Presenting opinions/viewpoints
Descriptive
Topic / section by section description 1 description 2 description 3 description 4 Note: point out the fact that each separate part of the descriptions should be linked and not jump around.
2c In pairs, students predict information which might have been included in four different presentations.
This is a prediction exercise, so no suggested answers are given here.
2d Students match the presentation structures with the presentation aims from 2c.
Answers
a2 b4 c3 d1
2e Students listen to Audio 3.10 and identify which of the four presentations it is.
3.10
Answer
Presentation 4 (structure b).
2f Students listen again, and take notes on information used to support the speakers points.
Unit 3 Science and technology in society Part D
79
Suggested Answers
There is no waste produce and the energy can be safely stored with no harmful effects. The technology behind the turbines is relatively cheap compared to other energy sources. It never runs out. The high number of windmills needed to produce energy to an industrial level means that vast swathes of our countryside are being damaged. Sometimes the wind blows, sometimes it doesnt. This means that wind turbines may be out of use for long periods of time, depending on the weather. There are still doubts as to how much energy wind can produce consistently.
2g Students work in pairs and compare their notes. 2h Students decide how effectively the presentation in 2e meets its purpose, in particular how the structure helps with this.
Answer
The presentation is fairly effective it gives a clear and logical advantage disadvantage structure, and each transition is clearly signposted.
2i Students decide the best structure for a presentation titled How can we reduce the impact of household waste on the environment?
Suggested answer
Problemsolution
2j Students look at information on a mind map related to the topic in 2i, answering three discussion questions.
This is a prediction activity, so no answers are suggested here.
3.11
2k Students listen to a presentation (Audio 3.11) using the ideas from 2j. They should check the order in which the ideas are presented.
Answers
Problems 1 29 million tonnes of waste in the UK every year 2 Landfill sites threat of disease 3 Landfill sites close to cities Solutions 4 Divide waste into categories 5 Prioritize waste 6 Reduce biodegradable waste 7 Biodegradable waste produces methane 8 Collections, processing facilities
2l Students check their answers with a partner. 2m Students listen again and write notes on the content of the presentation.
80
Answers
Notes Waste disposal is a pressing issue. Landfill sites have a range of environmental impacts. Finding solutions to the waste problem is a priority. Biodegradable waste should be reduced. The number of collection and processing facilities should be increased.
2n In small groups, students discuss how effectively the presentation achieves its aim.
Suggested answer
The presentation is a fairly clear problemsolution structure, though while describing solutions it does reintroduce a new problem (biodegradable waste) which could be confusing.
2o & 2p Remaining in small groups, students choose one presentation title (preferably one that they are familiar with) to present to their class, and brainstorm the topic using a mind map. 2q & 2r Groups decide the best structure for the presentation and use the note frame to organize their ideas into main and supporting points. 2s Students give their presentation to their classmates.
Note: that this is a practice activity only, so teachers should decide how long each presentation should be. Large classes could be split so that different groups present to each other rather than the class as a whole.
3 Using visual aids in your presentation

3a Students discuss what is meant by the term visual aid and complete the first column in the table with things that can be used as visual aids in presentations. 3b Students discuss advantages and disadvantages of each type of visual aid when used in presentations. Tutors may wish to discuss some advantages and disadvantages as a whole class before students work in pairs to note down ideas.
Note: Poster refers to the posters used in scientific presentations. Posters are usually displayed together in a large space so that the audience can see them closely before going to listen to a speakers presentation.
81
Answers
Visual aid PowerPoint slides Advantages If done well: aids clarity; helps audience follow structure of talk and see complex data or details that are difficult to describe in speech; shows references clearly; looks professional; gives speaker confidence and supports what they are saying; speaker doesnt have to stand near it to control it, they can move around; can navigate back and forth easily; can prepare in advance. Disadvantages If done badly: may confuse or distract from talk; too much text may entice audience to read and not listen; too little information makes it irrelevant, too much makes it confusing for the listener; may look unprofessional and amateurish which makes audience have no confidence in what the speaker is saying; may have to put lights down to see it, which makes audience tired; may lose the PowerPoint if dont back it up properly. Cannot be seen from far away; looks unprofessional and messy; speaker has to stand by it to control it; distracting when turning the pages.
flipchart
Can add to it easily as go along but also prepare in advance if necessary; fairly portable; good for small groups as it gives them something to focus on; not reliant on technology which may go wrong. Brings a point to life, making the audience visualize the speakers point; gives speaker a moment to rest and gather thoughts; interesting to audience. Interesting; easier for audience to follow a demonstration of how to navigate around a site than just telling them what to do verbally; many possible uses.
video
Problems with technology; may be a distraction; shouldnt be too long or will take away from the presentation and not add to it. Site you want may be unavailable or have been removed when you want to use it; may be slow and awkward trying to locate and navigate around the site.
the Internet
82
Advantages poster A scientific poster is useful as it shows the speakers contact details and main points of the talk in a concise manner; easy to see main points; has impact as all the information is there on one page; forms a basis for the discussion. Can add to it and erase points easily; can show connections between points if use the space well.
Disadvantages May be hard to read from a distance; messy if not careful; speaker cannot add to it later; cannot fit too much detail in; has to prepare it well in advance to have it printed professionally. Have to turn back to audience to write on it; takes time to write on it when you should be speaking; messy; hard to read from a distance. Old-fashioned; many institutions may not have one; distracting when change the transparencies over; may be messy; difficult to focus the machine; equipment often breaks.
whiteboard
overhead projector (OHP)
Can see from a distance; prepare it in advance; use it again and again; write on it as you go along if you want.
3c, 3d&3e Students work in groups to discuss the advantages and disadvantages of each visual aid, putting them in order of effectiveness. They then report back to the class. These visual aids could have been used in the two presentations students heard earlier in the lesson. A different order of effectiveness is possible, but answers may include the following:
Suggested answers
Example 1 graph Not effective: This graph is not effective as there is no title; it is not clear what it is showing us; it may be hard to read from a distance; it doesnt stand alone as something that is understandable without the speakers explanation. Example 2 graphic/diagram Quite effective: Useful if can be seen from a distance and adds to the point the speaker is making. Not useful if the audience doesnt need to know this detail, or the speaker doesnt highlight it in their talk. If this detail is not discussed, a picture would be preferable (see below). Needs a clearer citation. Example 3 slide with bullet points Effective: Not too much text so it isnt a distraction. Helps audience to follow the talk. Could also provide citations for audience to find information themselves.
83
Example 4 picture Could be effective: Shows what a turbine looks like, but needs to be explained. Useful if relevant (which this picture may be) and discussed by the speaker. Shouldnt just be inserted if not going to be discussed. Picture needs to be labelled correctly, and source needs to be cited. Example 5 text on a slide Not effective: Too much writing, which the audience will read and be distracted by. The speaker may be tempted just to read this aloud. Not clear who wrote this. No citations.
Note: Emphasize that this exercise focuses on these specific examples, and not bullet points and graphs, for example, in general: a graph could help the speaker to clarify their point if it is produced clearly, and bullet points may be useless if not used with discretion.
4 Designing appropriate visual aids

4a Students should work in groups of three or four to discuss the two questions. Tutors may wish to allocate topics or allow groups to choose for themselves. Note that groups may have better ideas about visuals if they are familiar with the topic. Groups could be asked to report back to the class on the decisions they have made about what kind of visual aid would be most suited to their needs, giving reasons why and an explanation about how it could be used. 4b Students design a visual aid in the box provided. 4c Students work in pairs to answer the three questions.
UNIT TASK
Packaging and waste
Students work in small groups to prepare a brief presentation. They could have the initial meeting during the lesson, deciding what their thesis will be from the two options given. Groups should decide this based on their own opinions, formed after having done reading for their essay. Groups should ensure each member understands the task. Tutors may wish to ask each group to include a visual aid in their presentation, and stress that support from their reading should be included in the main body of the presentation, used to help convince the audience that their thesis is strong. Each member of the group should speak during the presentation. Tutors will advise about dates of the presentation. While listening to other groups presentations, students should make notes of anything they hadnt included in their own. This will be useful for the final unit task written task. Note: Ask students to turn to the Good Study Practice Checklist on p.178 and read the study tips relating to Unit 3 Part D. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
84
Part E

1 Creating thesis statements
Part E continues the focus on how to structure a piece of work, begun last class with regard to presentations.
1a In pairs, students use the four questions to help them discuss the essay titles and decide what each of them is asking the candidate to do. Each type of question requires an essay-style answer, and students should decide how best to structure them. Highlight that, during an exam, students should make time to plan the structure of their essay-style answers, as this will help make their answer more logical, and help them to add relevant information in the most logical part of their essay. Students should learn to plan quickly so that they have enough time to write their answers. Tutors could therefore give a time limit to this exercise.
Note: Students should recall key words used in essay questions, such as discuss, from Unit 1 Part E.
1b Students make notes in the table provided about what information they would include in an introduction for each essay.
Suggested answers
Title a various methods different ways; reducing the effects of global warming decreasing the negative outcomes of climate change That there is more than one method and possibly that each method has varying effectiveness. identify name; explain describe/say how the methods work / look at the effectiveness of the methods Two identify and explain Title b social networking platforms like Facebook, YouTube, etc., but could also include joining social groups not on the Internet, i.e. book/walking/film clubs (title not 100% clear); other methods of forming communities business networking, through friends and family; reference to the UK talk about the UK That there is a difference between the different networking methods. compare look at differences and similarities One compare (although could be seen as two: social networking and other methods) Title c nuclear energy energy produced from nuclear (atomic) power; reliance dependence; advocates those in favour of / supporters; fossil fuels natural fuels (coal, gas and oil) That there are arguments for and against using nuclear power. discuss consider the risks and advantages of nuclear power; consider what could happen if fossil fuels are continually used (look at the issue from all sides) Three dangers of nuclear power; advantages of nuclear power; effect of reliance on fossil fuels
Unit 3 Science and technology in society Part E
85
Title d digital divide difference in technology; developing countries countries considered not to have developed (in terms of economy); impact effect That there is a digital divide between developed and developing countries and this somehow affects the developing world. explain define the term digital divide; analyze examine/investigate Two establishing what the divide is; the impact on developing countries
Go over the material in the information box. Elicit from students some of the purposes of a thesis statement, such as to show the writers stance from the beginning of an essay in order to make the written work more logical, and easily understood by the reader. Students were introduced to thesis statements in Unit 1 Part E.
1c Students work in pairs or small groups and write thesis statements for the essay titles in 1a.
Suggested answers
1(b) Increase in access to broadband Internet and cheaper computers have had a number of profound effects on the way people communicate. 2(c) Nuclear power is the most important clean energy available today. 3(d) The digital divide is defined as the gap between people who have access to technology and those who do not. Lack of access to IT in developing countries has impacts on education and future prosperity.
1d Students use the three questions in the checklist to decide if their thesis statements are clear.
Students should be made aware that a different type of essay question requires a different kind of thesis statement. For example, if the question asks students to discuss two opposing views (essay question c), it might be appropriate to give a clear opinion, or judgement, in the thesis. If asked to explain something (essay question d) it may not be suitable to give a judgement as a thesis, but state the situation as the writer sees it.
2 Identifying different essay structures

Students are reminded again of structure, and how it can make the argument in an essay more logical to the reader.
2a Students look again at the essay questions in 1a and complete the second column of the table.
Answers
Essay type Essay question Type number 1 4 2 3
Advantage/disadvantage c The dangers of nuclear energy Compare/contrast Cause/effect Problem/solution b Compare the role d Explain what is meant by a Identify and explain
Students check their answers with the whole class.

Unit 3 Science and technology in society Part E 86
2b Students match the essay structure diagrams with the essay types in the table above. Elicit how many paragraphs each structure type represents, e.g. Type 1 would have 5 paragraphs, containing each of the stages represented in the diagram. This matching task is not as simple as it may appear, but should be made easier if students completed E1 correctly.
3 Developing a topic sentence

Go over the material in the information box. Emphasize that topic sentences are often the first sentence of a new main body paragraph, and help the reader understand what the main point of the paragraph will be. Remind students that each paragraph should have a different central point.
3a Students divide the topic sentences into their topic and focus. The topic is presented in italics in the following sentences, and the focus in bold:
Answers
1 Another disadvantage is that children without access to information online have educational disadvantages compared to those who do. 2 While it is clear that a digital divide exists between the developed and developing nations, there is also a digital divide within nations as well. 3 There are other serious effects of the digital divide, in particular the isolating effect of lack of access to IT among the elderly. 4 A cheap computer, designed for use in schools in developing nations, has been developed by the One Laptop Per Child project. 5 Even though much has been written about the causes of the digital divide in recent years, relatively little attention has been paid to its long-term effects.
3b Students write suitable topic sentences (alone or in pairs) for the three paragraphs. The sentences should include a topic and a focus. The three paragraphs are from one text and do logically follow on.
Suggested answers
1 There are numerous dangers for people who use the Internet, amongst which is the threat to privacy. 2 Although many people send frequent emails, the information they contain is not always protected. 3 Encryption is not the best defence, especially against determined hackers.
Students could evaluate each others topic sentences in groups.
4 Developing ideas in writing

This task focuses on how to structure a paragraph. Go over the material in the information box.
4a Working in groups, students read the allocated text and answer the questions.
87
Answers
Text A: 1 Compares and contrasts information (by looking at data) 2 However 3 Furthermore; this is somewhat similar to; this was also the case 4 Give suggestions as to why the demographics have not changed in recent years, or explain some of the surprises; give more similarities and differences on a different theme, but still with regard to social networking. Text B: 1 Cause, effects and consequences 2 Firstly, secondly 3 May lead to; may contribute to; may be a factor in; may also carry a high risk that; may encourage 4 Offer some solutions; other effects Text C: 1 Advantage/disadvantage 2 Moreover 3 However; althoughthere is 4 Some resolutions; a conclusion
4b Students work in groups and complete the table.

Answers
Text A: 1 Compare/contrast 2 However 3 Linking words/expressions Furthermore this is somewhat similar to this was also the case Text B: 1 Causeeffect and consequences 2 Firstly, secondly 3 Linking words/expressions may lead to may contribute to may be a factor in may also carry a high risk that may encourage Text C: 1 Advantage/disadvantage 2 However 3 Linking words/expressions Moreover although introducing an effect
Used to indicate ... addition similarity similarity
Used to indicate ...
Used to indicate ... addition contrast
88
4c & 4d Students plan and write a paragraph using a suitable topic sentence, support, and structure. Students can use the text in Unit 3 Part B, p.101 (Wittenberg: 2009) to help them. Tutors could set a time limit for writing. Then students compare their paragraph with a partner and try to identify the structure.
UNIT TASK
Packaging and waste
Students write a problemsolution essay following the instructions given in the material. How many sources a student refers to should be set. Students have no need to provide final references, but should use in-text citation, as well as quotation, paraphrase and/or summary. Students plan their essay during the class. Note: Ask students to turn to the Good Study Practice Checklist on p.178 and read the study tips relating to Unit 3 Part E. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
Unit 3 Science and technology in society Part E 89
Unit 4
Unit Overview
Part A
Health issues
In SS1 by improving your ability to In LS1 by improving your ability to
This Unit will help you to Listen critically
understand different types of understand how linking words signpost an argument signposting understand the speakers purpose understand the speakers attitude to the information. understand how discourse markers signpost an argument.
Understand, compare and summarize texts
understand ways to improve use modifiers with comparatives and your reading superlatives read to compare information write effective summaries. paraphrase using words with an opposite meaning understand how commas improve clarity.
Find and record relevant information
keep detailed records record correct bibliographic information keep a detailed scientific logbook establish the relevance of abstracts identify common features of abstracts use an abstract for research.
make efficient notes use discourse markers to understand abstracts understand written discourse markers.
Deliver a pair presentation
define a purpose for a presentation be aware of your audience give effective pair presentations plan and produce a poster.
express the aims of a presentation using clauses of purpose understand differences between spoken and written academic English understand and use connected speech. show your position using adverbs and adjectives make recommendations and give warnings in conclusions develop your writing style by varying the length of sentences.
Unit 4 Health issues Overview 90
write an introduction write a conclusion review your written work.
Unit 4
Part A

Health issues
1 Different types of signposting

1a Students add signposting expressions to the table.

Answers
Signposting expressions Expressions to change topic (tell you what the speaker will talk about next) Lets turn now to ... My next topic is ... Another point worth noting is ... Moving now to Secondly But In contrast However Also Furthermore Therefore In addition So As for With regard to At the same time
Contrasting expressions (introduce an opposing idea within a topic) Connecting expressions (show agreement between ideas / build on an existing idea)
Focusing expressions (direct attention to a particular topic)
1b Students work in groups of three or four to discuss the three questions in preparation for the listening activity. Tutors could encourage a whole-class discussion, focusing on why members of the class have different opinions (due to their background?). 1c Students listen to the first part of Audio 4.1 and write notes in response to the questions from 1b.
Answers
1 Health is now something more than simply not being sick. Meaning has changed to include maintaining a good appearance, keeping fit, avoiding obesity, and having regular medical check-ups; the traditional concept of health is not having major illnesses; currently health is perceived as being fit or slim. Speaker claims that a new definition of health should include physical appearance, a positive state of wellbeing, which means feeling well and healthy, and improved stamina and energy. 2 They use weight-control products and/or join a weight-control programme. 3 In young peoples eyes, yes. They perceive health mainly in terms of physical appearance.
4.1
Unit 4 Health issues Part A
91
1d Students work in pairs to compare their own answers with the audio. 1e Students listen again to Audio 4.1 and write notes in response to the questions from 1b.
Answers
Firstly Now Secondly As for But rather Also
1f Students work in small groups and make notes of their ideas on factors which affect health and suggestions for improving health in the second column of the table. 1g Students listen to Audio 4.2 and make notes in the third column of the table.
4.2
Answers
Factors which affect health 1 Exercise: only young people exercise regularly; 1/3 exercise occasionally; 14% never work out at all. Few members of gyms as too expensive. 2 Eating habits: Food intake interviewees mostly eat one main meal per day (evening). Most have small portions and only 30 mins for lunch. Most interviewees dont know if getting enough vitamins and minerals; 21% take supplements. What and when eat a cause for concern. 3 Medical condition: respondents hadnt had a medical check-up in last 2 years. 15% regular smokers. Health awareness and preventative measures against later problems not strong. 4 Sleep: go to bed after 11pm, nearly go to bed at or after 1am. Reason? Watching TV, playing games, using internet. Nearly 1/3 regularly begin homework at or around 10pm and continue for 23 hours. Going to bed late = sleep deficit. Affects concentration and performance the next day. Suggestions for improving health 1 Government controls: Government treats slimming products as drugs and tests them. 2 Education: Governments improve health education in schools: make more interesting by bringing in experts; focusing on how to improve appearance through eating and exercise. Videos of effects of poor lifestyle. 3 Eating habits: Young people themselves improve diet / three equal and moderate meals a day. 4 Exercise: three 30-min sessions of exercise per week. 5 Sleep: 79 hours per night, and sleep before 1am deeper and more refreshing = Young people need to manage time and activities better so can get more decent sleep.
1h Students work in small groups and think about the two questions. They could be encouraged to look at the content, style and structure of their notes.
92
2 Signposting the speakers purpose

4.3
2a Students dont note down the content of what they hear in Audio 4.3, but what the speaker is doing (what part of the lecture the extract is taken from).
Answers
Extract 1: Astute listeners can tell from the language used that the speaker is concluding their talk. The speaker uses the present perfect tense (I hope that what Ive said hasnt been too stressful for you!) to make reference to their previous comments, and the conclusion includes a call to action. Extract 2: The addition of to conclude makes what the speaker is doing more obvious.
2b Students discuss which extract was easier to understand and why.

Suggested answer
Extract 2. The presenter is ending the presentation and this is signalled through to conclude.
Go over the material in the information box. Students read the explanation of how signposting words can help listeners to focus on the structure of the talk, and how understanding the speakers purpose can help them to listen more critically to the talks content.
2c Students listen to the three extracts in Audio 4.4 and tick the expressions they hear.
4.4
Answers
j To give an example l In summary n To sum up p To digress
2d Students match the features 18 with the expressions aq. It may be possible to match the language with more than one purpose:
Answers
1 Concluding a speech a, l, n 2 Making a hypothesis c 3 Showing doubt h, k 4 Agreeing with something o 5 Digressing b, d, i, p 6 Reviewing what has already been said 7 Making a prediction e, m 8 Giving an example g, j, o
f, q
93
3 Signposting the speakers attitude to the information

The information in the material reviews and furthers what students have looked at in LS1 Unit 2 Part B. Students should be aware that Undoubtedly is an adverb of comment which expresses certainty: the speaker is sure of what they are saying (although others may still disagree). Go over the material in the information box.
3a Students add the expressions to the table. They may be used in more than one position.
Answers
Hedging expressions (suggest that the speaker is not totally certain if a statement is true or not) It is possible that may ... might ... ; I would hope that; It seems likely that; Perhaps; It seems doubtful that In fact It is clear that It is obvious that; Definitely; Actually; Undoubtedly Surprisingly I find it interesting that I would hope that; I agree; Unfortunately; It is a sad fact that
Certainty expressions (the speaker is certain that a statement is true) Attitude expressions (show the speakers personal feelings about the subject)
3b Students then add other similar expressions to the table. 3c In pairs, students identify the key terms in the essay title on human longevity. 3d Students work in pairs to discuss the factors responsible for human longevity, to give context for the listening activity.
4.5
3e Students listen to Audio 4.5 about human lifespan and take notes. If possible, students shouldnt read or answer the questions as they listen, but use their notes to answer the questions afterwards, as this would be a good indication of how fully the student is taking notes and thinking about how signposting words indicate speaker opinion. Example notes have not been provided for this reason. 3f Students use their notes from 3e to answer the questions for Extracts 1 and 2.
Answers
Extract 1 1 No. They say unfortunately and in reality its still a dream. 2 Quite certain, but hedging (probably). Remind students that one function of hedging is to express caution with regard to research, as new research may come along that disproves previous research. 3 Avoiding disease. Students own answers. Extract 2 4 Certain, as says the answer undoubtedly lies not in their genes. 5 Lies in healthy food and stress-free lifestyle and being outdoors a lot. 6 The speaker finds them interesting and says that they clearly show a link between diet and longevity; this adds the speakers own attitude and expresses a degree of certainty.
94
3g Students look at the transcript in Appendix 7 and circle the signposting expressions.
Answers
Extract 1 Scientists are studying hundreds of DNA samples taken from people who have lived to the age of 100. Theyre hoping to find the genes that enable the long-lived to resist the diseases of ageing which affect the rest of the population. In a parallel breakthrough last week, researchers claimed that the physical health of ageing rats had been dramatically improved with a cocktail of ordinary dietary supplements such as vitamin and mineral pills, as though returning the rats to their younger state. Recently scientists were reported to have come their closest yet to discovering how to increase longevity. In experiments, fruit flies were given a drug which extended the normal lifespan of the flies by more than 50%. These experiments seem to give hope that an elixir of life, a wonderful new way to improve the human lifespan, might soon be discovered. Unfortunately, the elixir of life in the form of a gene is, in reality, still a dream. A lifespan gene responsible for controlling longevity probably does not exist since there is no way for it to pass from one generation to another. It seems almost certain that people who reach the age of 100 or more do so actively, by avoiding disease, rather than by having a lucky gene for a long lifespan. Extract 2 The search for long life may need to take a new path one that leads away from genetics and cell biology and towards environmental factors such as diet. On the Japanese island of Okinawa, 457 people are more than 100 years old. Thats about 35 100-year-old people for every 100,000 of the local population. Compare that with America, which has just ten 100-year-old people per 100,000 of the general population. So, why do Okinawans live such long and healthy lives? The answer undoubtedly lies not in their genes, but in the healthy food they eat and in their relatively stress-free and outdoor lifestyle. The traditional Okinawan diet is heavy on rice, fish and vegetables and light on the dairy food which is so popular in America red meat, eggs and milk, for example. An Okinawan proverb says that at 70 you are still a child, at 80 a young man or woman. And if at 90 someone from heaven invites you over, you should tell him: just go away and come back when Im 100. It is interesting that in another study it was found that breast cancer among Okinawan women is extremely rare, but that when these women emigrate to America and adopt a western diet heavy in dairy food, they begin to suffer breast cancer, and at the same high rates as American women. This clearly shows a link between diet, and the avoidance of a serious disease which can reduce lifespan.
Students then add these to the table in 3a.
3h Working in pairs, students try to predict which topics will be included in the lecture. 3i Students listen to Audio 4.6 and check their answers from 3h.
4.6
Answers
Seriousness of problem Causes Effects on employee Plan for managers to reduce stress Awareness of issues Educating the workforce Stress management programmes
95
3j Students listen to Audio 4.6 again and add extra information to the notes in the table.
Answers
Notes on stress at work Seriousness of problem Effects on: productivity billions of dollars/year, staff turnover 60% UK managers thought so recruitment 1:4 UK managers working days lost 11% of total UK sickness is stress getting worse (50%+ managers) Causes Loss of control Effects on employee Wont take on extra work avoidance behaviour Arrive late Do not work positively in teams Tired, get upset easily Increase in sick leave and doctor visits Plan for managers to reduce stress Educate employees + stress management programmes Awareness of issues Increased competition increase in productivity stress on employees
Educating the workforce Educate workforce stress natural + how to minimize Stress management programmes Better work management strategies Compulsory for all employees Employees have clear goals + training to achieve Part of wider in-service programme Managers included so communication about issues can occur
3k Students then look over their notes and consider where they agree and disagree with the speaker. 3l In groups, students discuss how to tackle workplace stress, i.e. how managers can help their employees to be less stressed in the workplace. Groups report back to the class.
96
UNIT TASK
Health expectancy
Students read the explanation of the unit task and prepare to listen to a talk on the subject of health expectancy by discussing in pairs the differences between life expectancy and health expectancy. Students make notes in the table. Students make notes in the table on factors affecting health expectancy. Students add to their notes by listening to Audio 4.7. Note that this is a long audio (approximately 11 minutes). Tutors can either play the audio straight through, or could pause the audio in the following way: 1 Students listen for a basic definition of life and health expectancy (pause after 1 minute 40 seconds). 2 Students listen for a more detailed definition of health expectancy (pause after 7 minutes 18 seconds). 3 Students listen to the remaining part of the audio (notes on factors which can affect health expectancy). After each part students should compare their notes. Field any questions they may have. Students work in pairs and compare their notes. Stress that these notes are important for the final task of this unit. Answers from the audio include:
Life Expectancy Definition How many years, on average, people live in your country/community. Health Expectancy Definition Quality of life you live, i.e. how healthy you are whilst living. Idea began in 1960s: what % of your life you live in good health. Factors which might affect health expectancy 1 Age, e.g. in UK (2004), a man born in UK life expectancy (LE) of 76.9 years. Health expectancy (HE) only 68.2 years at birth. Some periods of disability likely. 2 Gender, e.g. women in England LE of 81.3 years, but HE 70.4 years, only 63.9 years free of disability. Lower proportion of life than men in good health. 3 Countries, e.g. England has higher HE than Scotland. 4 Ethnic background, e.g. immigrants to Canada healthier than natives. 5 Lifestyle, e.g. different cultures diet, attitude to health, smoking 6 Genetics, e.g. Asians/E. Asians greatest HE and LE, because more resistant to diseases? 7 Other people, e.g. discovering cures to diseases 8 Economic situation, e.g. affects habits
b c
4.7
Note: Ask students to turn to the Good Study Practice Checklist on p.179 and read the study tips relating to Unit 4 Part A. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
97
Part B

1 Ways to improve your reading
1a Students read the advice about reading at college and university and decide which three pieces of advice they find most useful. It is all good advice. 1b Students work in pairs and compare their ideas. Students add any other ideas to the list.
2 Reading to compare information

2a Students work in pairs and discuss the definition of developed countries. 2b Students discuss the questions as a whole class. They may recall details about health expectancy from Unit 4 Part A, e.g. health expectancy refers to the quality of life a person has whilst living / number of years spent in good health; in England, women have lower health expectancy than men but higher life expectancy. 2c Working in pairs, students look at Figure 1 and Table 1 and analyze the data, making notes in the box provided. Suggested important points:
Answers
New Zealand Health expectancy higher for females than males. Health expectancy increased in both males and females 19962006. Health expectancy rate of increase 19962006 higher for males (64.867.5 = 2.7 yrs) than females (67.569.1 = 1.6 yrs) UK Health expectancy higher for females than males (but both lower than NZ). Health expectancy increased in both males and females 20002006. Health expectancy rate of increase 20002006 higher for males (1.4 yrs) than females (0.5 yrs) again lower than NZ. Great variations in separate countries of UK (e.g. Wales female health expectancy decreased)
2d Students read the two texts and add information to their notes from 2c. Students may need to read and highlight useful information in both texts before they can add to their notes. Remind students to use note-taking techniques learned in previous lessons, and to keep the assignment question in mind: Compare and contrast health expectancy in two different developed countries. 2e Students work in pairs to compare their answers.
Unit 4 Health issues Part B
98
2f Students evaluate the notes and make corrections.

Answers
Inaccuracies underlined, corrections in bold: Health expectancy, New Zealand and the UK Health expectancy the length of time a person may live healthily (physically and mentally). Different from life expectancy. No difference between health expectancy now and health expectancy at birth. Life expectancy changes in a persons lifetime due to changes in medical progress Women have a longer health expectancy gender is an important difference. Women are more likely to have a poor income and poor housing but live longer. Information not given. In the UK, people of South Asian origin have poorer health expectancies. Health expectancy reflects the relative wealth of different people (possibly). In New Zealand in 2006, Maori people had the shortest health expectancy at birth. People in New Zealand live healthier lives than people in the UK. They have longer health expectancies not the same thing! Smoking, obesity and alcohol all have an effect on health expectancy. Different factors affect health expectancy social, physical, economic, gender, race Women smoke less and drink less in New Zealand and therefore live longer. Information not given. If you drink red wine, you live longer. Smoking means you will be unhealthy even if you dont die. Information not given. Obesity causes lung disease and type 2 diabetes. Linked, but may not be causal. Health expectancy for everyone regardless of race, gender is rising. There are huge variations within different parts of society and at individual level.
2g Students add any further relevant information to their notes from 2c.
3 Writing effective summaries

3a Students discuss whether the statements about summarizing are true or false, giving a reason for their decision.
Answers
1 F: It is OK to keep technical vocabulary, but other words and phrases should be changed 2 T: If you are going to use information from your reading, you must always reference it to avoid academic theft. 3 T: This is useful as it makes it clear that this information comes from a source other than your own head. It is not always necessary, as long as there is suitable referencing. 4 F: A summary would not usually give any of your own ideas but briefly state the main points or ideas from another writer/speaker. 5 F: Usually only the major points are summarized 6 T: Yes, this helps you to put the main points into your own words. 7 T: This is necessary for summary, paraphrase and quotation, so the reader knows where the information is from. It is done in the language used and citation. 8 F: Not usually in a summary, but perhaps after the summary some comment could be made.
3b In pairs, students evaluate the three summaries.
99
Suggested answers
Summary 1: There is a link to the study, but some main points are missing. Too general. Summary 2: Probably the best summary. It gives examples, links to the study, and is more specific about the different sectors of society. Summary 3: The worst summary. Doesnt link to the study, and misses out most of the important points. This could be taken from any text, as no link to New Zealand.
You could ask students to write their own summaries. Tutors could set a time limit/ word limit and ask students to evaluate each others work. They should include the main points from the two texts, put into their own words (so write from their notes) and show a clear link to the studies, e.g. Two studies on health expectancy reveal that. Tutors may ask students to incorporate correct citations where necessary.
3c Students work in small groups to discuss the three questions and make notes. 3d Students write a short paragraph to summarize their discussion from 3c.
UNIT TASK
Health expectancy
Students take notes on the two texts, considering the five questions. Ensure that students organize their notes so that similarities and differences are clear, and note whether these factors can be controlled by individuals or not. They should use citations, page numbers, etc. to show where the information is from, along with abbreviations, etc. Students should keep their notes brief. Students compare their notes in pairs and consider the three questions. Note: Ask students to turn to the Good Study Practice Checklist on p.179 and read the study tips relating to Unit 4 Part A. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
100
Part C

Investigating
1 Keeping detailed records
1a Students decide whether each statement is True or False for them. 1b Students work in pairs to compare their answers and discuss any differences.
1c Students read the notes and write down any problems with them.
Answers
Source information not full No page numbers Not clear where theres a quotation and where its the students own ideas
1d Students evaluate the next set of notes.

Answers
All source information is there (NOTE: No detail about date of access, but that is not required for a Harvard-style web-reference. This will be taught in level 2.) The notes have page numbers next to each point It is clear what the students own thoughts are Quotations are indicated with quotation marks
2 Recording correct bibliographic information

Go over the material in the information box. Stress the importance of taking bibliographic details and attaching them to notes so that students dont get confused about where the information has come from when completing assessments.
2a Students review Harvard style by looking back to Unit 1 Part C, section 3. 2b Students look at three examples of notes. Ask them to identify the kind of source from which each set of sample notes is taken, and then to identify what information is missing.
Answers
Example 1: Book Location/Publisher missing Example 2: Newspaper page numbers missing Example 3: Journal Article volume/issue/page numbers missing
Unit 4 Health issues Part C
101
3 Keeping a detailed scientific logbook

Go over the material in the information box. Tutors may wish to ask students to read and report what they understand to a partner, or ask students to work in groups to discuss the texts and report back on what they understand to the whole class, or ask questions about what they dont understand.
3a Students read the statements and decide if they are Dos or Donts.
Answers
1 Dont 2 Dont 3 Do 4 Do 5 Do 6 Do 7 Do 8 Dont 9 Do 10 Dont 11 Do 12 Do
4 Establishing the relevance of abstracts

Lead-in: Ask students to discuss what they know about abstracts, and then discuss with the whole class. Go over the material in the information box and highlight that abstracts are: a short summary explaining the main points of an academic journal article. useful when researching a topic, as they indicate whether the academic article will be useful for your purposes; they can help you decide quickly whether it will be useful to read the whole article. often printed at the beginning of the article. easily found using online databases.
4a Students read through the list of abstract database titles and descriptions and discuss the questions.
Answers
1 Linguistics & language behaviour abstracts; Anthropological index online 2 Chemical database service; SciFinder Scholar; CSA Illumina 3 CSA Illumina; JSTOR Biological Sciences collection; MEDLINE; Structural genomics knowledgebase. Note: life-sciences involve the study of living organisms, for example Biology and Medicine; genomics is the study of genomes, including DNA sequencing and genetic mapping. 4 Web of Knowledge (WoK) 5 British history online; Linguistics & language behaviour abstracts
Note: All the websites are subject specific, apart from WoK, which is general.
102
5 Identifying common features of abstracts

5a Students identify the types of information af within each of the three abstracts. Tutors may wish to point out that not all features will be in every abstract. Students could also discuss ways other features might be added to each abstract.
Answers
Abstract 1 Traveller impressions of disease risk: a perception analysis a Introduction to the topic: With a worldwide increase in travel, the speed with which highly infectious diseases can spread around the world has become an extremely important topic. b Problem: However, the literature on travel and health lacks analysis of prevailing impressions of risk held by tourists. c Aim: Therefore, this research, recently carried out in the USA, attempts to outline tourists impressions of the risk they face individually from infectious diseases while travelling abroad, on the one hand, and the impact of highspeed air travel on disease spread on the other. d Results: Positive and negative attitudes to health, and travel are presented, and an overview of perceived risk factors influencing travel decisions are given. e Conclusion: Although the results strongly suggest that most travellers underestimate the danger of diseases spreading through air transport, there is a high degree of awareness of individual risk. f Aim: With the findings it is hoped to provide a better insight into the impressions held by potential tourists of health dangers from infectious disease and to help those engaged in providing healthcare to identify an efficient strategy for containing and treating the spread of disease. Abstract 2 Patient preference and the availability of healthcare services in rural Somerset a Introduction to the topic: The tendency to view patients as consumers has become fashionable within healthcare throughout the developed world. This is also the case in the UK where medical care is offered as a menu of choices to NHS patients. b Problem: Doctors clinics compete for patients, and patients can choose another doctor if they are not satisfied. f Aim: The aim of this is to give medical professionals an incentive to offer high-quality services. In order for such a system to operate successfully, there must be a large enough range of medical services on offer to make the choice truly meaningful. c Methodology: This study investigated the quantity and availability of medical choices in a rural area of south-west England. Data was gathered from two NHS surveys of the Somerset region in the years 2001 and 2006. d Results: It was found that the range of doctors surgeries available was limited both in number and geographical location. Patients do try to take advantage of choice if it is available, though this depends on mobility. Their reasons for choosing to change to a different doctors surgery include poor standard of care, perception of better services at a different location, and difficulty in booking appointments at convenient times. e Conclusion: The findings suggest that treating patients as consumers by offering them choice in this way can improve patient access to general health services, as well as provide incentives for doctors to provide a good service, but this depends on having enough medical practices available in a given area. Rural residents in the UK suffer from a lack of real choice compared to city dwellers.
103
Abstract 3 The coming century: global healthcare challenges and opportunities a Introduction to the topic: The twentieth century has seen great advances in primary healthcare provision worldwide, with success in improving nutrition, combating preventable diseases and reductions in mortality. b Problem: However, the twenty-first century will see emerging challenges for public healthcare. d Results: The current paper identifies three major areas which the World Health Organization has identified as presenting challenges to the medical community in the coming century. Most of these challenges are connected to background socio-economic status, and are exacerbated by overpopulation and climate change. Undoubtedly, the three main medical challenges which the world will face in the coming years are: good nutrition, including both provision of sufficiently nourishing food in the developing world, as well as limiting the effects of over-consumption in the richer nations; the provision of medical services to regions of conflict; the containment of highly infectious or dangerous diseases such as AIDS. e Conclusion: We emphasize the seriousness of these challenges and the need for timely action to avoid regional health crises.
5b Students check their answers with a partner.
6 Using an abstract for research

6a Students plan the structure of an essay with the title Examine the impact of climate change on human health.
Students discuss what the essay question is asking them to do. Suggested answers
Consider how climate change affects human health Write a cause and effect style essay
6b Students read the five abstracts and decide which articles would help them answer the essay question.
Suggested answers
Abstract 1: Not specific enough about the implications to human health? May need to skim the content to check whether it is useful: not clear from the abstract but probably not suitable. Abstract 2: Article about arthropod (invertebrate animals, e.g. insects) health, not human health. Not suited to our needs. Abstract 3: Yes, suited to our needs, although it does seem to have a large section on solutions, which students would not need to include in their essay. Abstract 4: Yes, most relevant to the essay question. Abstract 5: Topic is livestock, and how changes to the way livestock are raised may affect us. Indirectly may be suited to the question, but would have to skim the article to check.
104
UNIT TASK
Health expectancy
Students choose one essay title and decide on the search criteria they will use. Advise students about the presentation and essay requirements, i.e. whether students must write the essay about the subject they have presented, or can change titles. Students discuss the title they have chosen and work together to find at least two sources of information using the Web of Knowledge, or another suitable database. Students should take notes by a date decided by the tutor (giving students enough time to prepare for the presentation). Note: Ask students to turn to the Good Study Practice Checklist on p.179 and read the study tips relating to Unit 4 Part C. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
105
Part D
Reporting in speech
1 Defining a purpose for a presentation
1a Students work in pairs and answer the three questions. 1b Students match the five given purposes to the presentations. Students consider how each presentation may differ in style, structure, language, etc.
Suggested answers
Presentation 1 A training session on how to use a new computer system 2 A presentation on culture shock when you arrive at a new university Purpose Instruct Features Simple language, a step-bystep guide, slow pace, possibly questions throughout, quite formal. May present different causes, effects and solutions. Emphasis should be on how to prevent/ remedy culture shock and reassure students that it is very common. May give a lot of information such as data to illustrate the speakers point, help lines, etc. Fairly formal, but less so than a lecture. Formal academic language that is positive and convinces the audience the speaker has considered the topic in detail and knows their subject quite well already. Referencing to show student has done research. Time for many questions at the end. May include diagrams to make the information clearer to the audience. Probably be clear language that is structured well to show the stages of evolution. Quite slow pace and repetition for audience to note down main points. Academic language. Informal language, interactive, not structured or rehearsed in detail, jokes, etc.
Explain
3 A presentation as part of a research proposal
Persuade
4 A lecture on the evolution of frogs
Inform
5 A speech at a meeting of the Debate Society in the Students Union
Entertain
2 Being aware of your audience

2a Students work in pairs and discuss each scenario. Then they complete the table and discuss their answers with the whole class.
Unit 4 Health issues Part D
106
Suggested answers
Who is your audience? 1 High school students What does your audience know? Could know about the importance of sleep but not about deprivation. What is your purpose? Inform and perhaps encourage good sleeping patterns and recognize symptoms of sleep deprivation. Refresh knowledge. How do you adjust the presentation? Use nonspecialist terms. Include examples relevant to teenagers. More anecdotal and personalized. More informal. Use specialist/ technical terms. Formal.
2 A lecture to a group of nurses
Know about the importance of sleep and about effects of sleep deprivation. Depends on the class (level and work done in class previously). Could know that sleep is important but not about causes and effects of sleep deprivation. They may know about the importance of sleep and some could know about the effects of sleep deprivation, although most may not. Mixed knowledge.
3 A presentation in class for an assignment
Inform and perhaps encourage good sleeping patterns. Recognize symptoms of lack of sleep.
Use nonspecialist/ technical terms. Include examples relevant to the class. Make it more personal and informal.
4 A group of teenagers parents
Inform parents about sleep deprivation and encourage them to foster good sleeping habits in their children (the importance of the parents role in this).
Use nonspecialist/ technical terms. Use examples to illustrate points. More formal.
107
5 A presentation to a politician to change the law
As above
Inform parents about sleep deprivation and encourage them to foster good sleeping habits in their children Inform and persuade of public health implications (the importance of the parents role in this).
Use nonspecialist/ technical terms. Use examples to illustrate points. More formal.
2b Students listen to Audio 4.8 and answer the three questions.

4.8
Suggested answers
1 Formal language, clearly defined structure with speakers presenting in turn (I will now hand back over to Professor Fitzpatrick, who will discuss ... ). 2 A group of nurses ( ... we who work in the healthcare sector) 3 Pair presentation, well organized; presents data to illustrate seriousness of problem; ends with call to action.
3 Giving effective pair presentations

3a Students discuss how pair/group presentations differ from individual ones, and note down any advantages and disadvantages they can think of or have experienced.
Suggested answers
Differences: You have to work together and adapt to suit the best needs of the group. You have to communicate well with others and work to a tight schedule. You should admit if you are struggling with anything and support others if they are struggling; when you practise the presentation, you also have to think about handing over to other speakers, where to stand so that you dont get in the way, etc. You dont have to research everything yourself, but should be confident that everything is being researched and discuss what you have found with the group members. You are responsible for others as well as yourself. Advantages: You might feel supported by the group, and like being able to discuss your thoughts with others. You may have better ideas if youre all contributing. You may feel more at ease on the day knowing that it is not only you who has to present and answer questions. Disadvantages: There may be disagreements and problems in the group. If you all get the same grade, there is pressure that you may let the group down as well as yourself if you do badly. It is time-consuming and difficult to arrange meetings with everyone else. You cannot just please yourself but have to agree what to do with everyone in the group.
108
Go over the material in the information box. Emphasize to students that it can look very unprofessional if students each create separate parts of a PowerPoint that may visually and theoretically not fit together. Students must work together on every aspect of a pair or group presentation to ensure the visual aids are coherent and that students each know what the other group members are going to talk about, so that their presentation fits together as well as if they were presenting alone.
3b Students think about the planning stages of a pair presentation by identifying the tasks that need to be completed together, and those that can be done individually.
Answers
1 Choosing your topic: Pair 2 Gathering the information: Individual (if it has been planned so that each person knows what they are looking for, and a meeting is arranged to discuss what is found) 3 Deciding the focus: Pair 4 Planning the structure: Pair 5 Deciding what to include for each individual part: Individual (for the part they have researched / are presenting) but should be reviewed by the pair before the presentation is finalized 6 Preparing the visual aids: Better to work as a pair to make the visual aids, but sections could be drafted individually before working together on the final version 7 Practising the presentation: Both, but mostly as a pair so that handovers etc. are clear.
3c Students put the stages of a pair/group presentation into a logical order.

Answers
1b, 2f, 3a, 4d, 5e, 6c
3d Students listen again to Audio 4.8 and note down answers to the questions.
4.8
Answers
1 Speaker 1 introduces, talks for part of the main body, and concludes the presentation. However, it is fairly equal as Speaker 2 talks a lot in the main body of the presentation. 2 Handover language: I would like to introduce Professor FitzpatrickProfessor? Doctor Coughlin will talk about in more detail. Doctor Coughlin? I will now hand back over to Professor Fitzpatrick, who will discuss Thank you. 3 Linking the parts (by picking up and developing a point the previous speaker made): As Doctor Coughlin has already pointed out Just to reiterate what Professor Fitzpatrick touched upon
Ask students if they can think of any other handover language or ways to connect the parts. What do students think is the effect of handing over in this way and linking the sections? For example, it seems professional, as it is clear the speakers have worked together on the presentation, and is logical and easy for the audience to follow. 3e Students tick the things they already do and circle two things they would like to try doing. 3f Students compare their answers with a partner.
Unit 4 Health issues Part D 109
4 Planning and producing a poster

Go over the material in the information box. Ask students if they have ever given poster presentations before. If they have, ask them to discuss their experience.
4a Students briefly discuss the differences between posters and other types of presentation:
Poster presentations require less focus on formal oral presentation skills such as delivery skills, organizing parts of presentation structure etc. as they are largely responses to the audience questions. Go over the material in the information box. You could ask students for examples of the sorts of things that should be included/omitted.
4b Students work in groups to analyze the posters on p.163 and p.164 (Poster A / Poster B) and fill in the table.
Suggested answers
Poster A Design Clear thesis statement/ purpose. Only black/white. Clear text, with only main points given. No in-text referencing (one final reference used for this instead) Good use of range of diagrams/pictures. Poster B No thesis statement ideas poorly organized/ developed? Colourful. Difficult to follow logic or relevance of some sections e.g. perpetual motion, consumer needs. Some parts unreferenced. Some references unused. Pie chart is useful. Club hammer and perpetual motion pictures seem less useful. Good amount of empty space. Parts clearly separated by boxes. Consistent use of colour coding / font size for main sections / subheadings, but why minor subheadings bracketed?
Text
Pictures and diagrams
Layout
Amount of empty space appropriate. Good use of columns to separate sections. Consistent use of font for headings.
Subtitles and headings
4c Students work in pairs with someone who looked at a different poster and discuss the features of each poster. 4d Students complete the table of advice about posters and poster presentations.
110
Suggested answers
Agree/Disagree 1 Keep the material simple. 2 Use a lot of colours to make your presentation noticeable. 3 Do not use more than two font types. A Why? Ideas can be complex, but need to be accessible to readers at a glance Attractive, but use consistently
A/D
Possible, but must use consistently. Probably best to avoid too many, though variations in size can help clarify things. Audience need to understand at a glance. Difficult to read + separate headings from normal text. Need to separate different parts explicitly.
4 Write a clear title. 5 Use only UPPER CASE letters. 6 Use headings to organize your presentation. 7 Use diagrams, pictures and graphs to support your ideas (but not too much). 8 Make sure to include a lot of text to explain your points.
A D A
Can help summarize information, but make sure they are relevant.
Audience are looking at a poster, not an essay ... too much text makes it difficult to access information.
4e Students prepare their own poster presentations on the topic of health expectancy. 4f Students display their posters and discuss them with the class. 4g Students evaluate their own poster presentation using the checklist in 4d.
111
UNIT TASK
Health expectancy
As this task follows on from Part C, and as it was the focus of Part D, it is logical for students to deliver a pair presentation with their existing partner, and present on the topic they chose in the last class. The presentation will last for approximately ten minutes (check details with the coordinator). Students divide up what needs to be done, and by whom, in preparation for the presentation.
b Students discuss the topic of their presentation and write a thesis statement in the box. c, d & e Students go on to prepare and practise their presentation in detail. f
Students then give their presentations and on listening to the other pairs, add to their notes anything they have not included. Note: Ask students to turn to the Good Study Practice Checklist on p.179 and read the study tips relating to Unit 4 Part D. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
112
Part E
1 Writing an introduction
1a Students decide which statements they agree with and disagree with.
Suggested answers
1 We can only start to write the body when we have finished writing the introduction: D many people write/edit the introduction as they go along. It is probably advisable to have a general idea about the main argument/background/ definitions before beginning to write the main body, but the introduction can be amended as students write. 2 It is necessary to repeat the title of the paper in the introduction: D better to avoid repeating the title, but put what you plan to do (in other words) into the introduction to show you understand what the question is asking of you. 3 It is sometimes possible to start with a rhetorical question, such as Have you ever thought about how you might improve the way you study?, for example, when writing the introduction of an academic paper. Such a question can help to attract the interest of the audience: D in academic writing, rhetorical questions are rarely used and are generally discouraged; however, they do tend to be used more in spoken/more informal English, e.g. presentations. 4 The introduction should be very short: D usually 10% of the word count (but that isnt a fixed figure). 5 Attracting the interest of the reader is an important function of an introduction: D it is helpful to consider the reader, but gimmicks shouldnt be used to attract the readers interest in formal writing, e.g. jokes. Levels of formality need to be considered, and, depending on the function of the text, the reader may already be interested before they begin to read.
1b Students check their answers with a partner.

1c Students match the five example introductions with the features of introductions and complete the table.
Unit 4 Health issues Part E
113
Answers
Feature of introduction A direct statement giving the focus of the paper (purpose statement) A general statement about how the topic is going to be approached An outline of the structure of the paper Comments A very common feature of an introduction, which clearly indicates to the reader what is to follow. This feature is particularly common in research papers. This is another very common feature. An aspect or some aspects of the topic are introduced by a statement indicating how they will be analyzed. This is a common feature of an introduction which clearly shows the reader the organization and the various major components of the paper. This helps the reader to follow the paper because s/he knows what to expect before reading the full paper. This style of opening is often used when the topic of the paper is likely to be unfamiliar to the reader or when one or more terms used in the title could be misinterpreted. This indicates to the reader whether the writer is going to argue from a particular stance or give a balanced examination of all relevant arguments. Example Introduction 3
Introduction 5
Introduction 1
A definition
Introduction 4
A statement of the stance which will be taken in the paper (thesis statement)
Introduction 2
1d Students read the introduction and underline the four features about the elements included/style in the text.
Suggested answers
Nowadays, even though nuclear technology is widely used to generate electricity for homes and industry in Western Europe, it is difficult to establish whether or not this is a safe and reliable way to generate electricity (3). Nevertheless, before jumping to the conclusion that nuclear technology is either safe or dangerous (2), it is necessary to investigate the issue from different perspectives (4). The focus is placed both upon the effectiveness of the existing safety measures commonly adopted and on the potential dangers. (1 (past?), present and future)
114
1e Students analyze the two introductions by looking for features discussed in 1d. Tutors could first ask students to work out what two questions the introductions may be responding to, as the essay questions have not been provided. A reader should be able to work this out if the introduction is well written.
Answers
The medical condition insomnia (2), from the Latin insomnis quite literally meaning sleeplessness is normally defined as the inability to sleep soundly on three or four nights a week over a period of at least six months. It is estimated that around 810% of the population suffer from long-term insomnia, while as much as one third of the population are believed to be suffering from insomnia at any one time. Current approaches (1) to treatment favour CBT, or cognitive behavioural therapy, as the most effective means of treating chronic insomnia (3). The present paper attempts to examine the pros and cons of CBT as an insomnia treatment (4). The paper will start by presenting the background to the issue, followed by an analysis of the suggested justifications for and the arguments against using CBT. The conclusion is then based on this analysis. Smoking is often seen as unhealthy and can affect not only a smokers health, but also the health of those around them (2). However, the negative effects of smoking may be exaggerated. The potential problems can be eliminated (1). The purpose of this paper is to analyze the implications (4) of banning smoking in public places. This paper argues that valid reasons can be found to justify allowing smoking in public places (3).
1f Students write a possible introduction to the given essay. They then swap introductions with a partner. Students analyze the functions of each others introduction and note them in the table. Students could be encouraged to discuss whether their findings match the writers original intention, and consider ways to improve both introductions.
2 Writing a conclusion

Go over the material in the information box, which emphasizes the importance of a well-written conclusion.
2a In pairs, students discuss the suggestions for ways to conclude a paper, giving reasons for their opinions. Then students could discuss their answers as a whole class.
115
Suggested answers
1 Giving more background information: No, not logical to put background at the end of the paper when youve already discussed the subject in detail in the main body. The context should be provided in the introduction. 2 Restating the thesis you began with: Yes, in other words, leave the reader with that thought and remind the reader that you have proven this thesis in the main body of your paper. 3 Discussing the content of the main body of the paper in greater detail: No, the main body should discuss the content in detail; the conclusion should summarize the main content, not add new information. 4 Suggesting further areas for research related to your topic: Yes, this would be the place to add that information, but is not always necessary. 5 Briefly summarizing the issues you discussed in the paper: No, only the major points (see below). 6 Summarizing the main points/arguments of the paper: Yes, this is necessary in any conclusion, to remind the reader of all of your main points. 7 Giving a further quotation which relates to the one used in the introduction: Sometimes writers use a quotation from a renowned author in their introduction, and a writer may wish to add another, complementary one, to the conclusion, but this is difficult to do well so might be better avoided. 8 Referring back to the definition/statement/details contained in the introduction: It may only be necessary to refer back to the thesis statement, as the other details only provided background, or context, to the essay. 9 Suggesting a broader application of your thesis: Yes, this may be suitable for some papers, i.e. what may be done with more time or research. 10 Suggesting the reader should do something in response to the text (sometimes referred to as a call for action): Yes, when appropriate. 11 Answering the questions that you asked in the introduction: The main body should answer any of these questions, in full, in which case it would be suitable to summarize the answers in the conclusion. If there is a rhetorical question in the introduction, this may not need to be answered by the writer (as the function of a rhetorical question is to leave the question hanging). 12 Making a recommendation based on your research: Yes, this would be highly appropriate in the conclusion to a research paper.
2b In pairs, students read the three conclusions and answer the questions.
Answers
1 Is there a general summary of the writers argument? a Text 1: Yes (I have attempted to examine how the rapid development of the Internet will be hindered by the problem of security risks.) b Text 2: Yes (The discussion has clearly shown that developments in nuclear technology have increased rather than decreased the potential dangers of such a power source.) c Text 3: Not clearly 2 Does the writer give his/her own opinion? a Text 1: Yes b Text 2: Yes c Text 3: Yes
116
3 If so, how does he/she express his/her opinion? a Text 1: It is undeniable that the Internet was one of the greatest inventions of the 20th century. b Text 2: we cannot afford to ignore makes the statement personal with use of we and seems to indicate the authors opinion. c Text 3: Unless cheaper alternative energy sources can be discovered, we will have to change our lifestyles (again, use of we) 4 Can you find a call for action? a Text 1: Yes (a warning) b Text 2: Yes (a warning) c Text 3: Yes (a warning) 5 If so, how does the writer express it? a Text 1: the problem of security risks must be tackled. b Text 2: we cannot afford to ignore c Text 3: Unless cheaper alternative energy sources can be discovered, we will have to change our lifestyles 6 Although you have not read the complete texts, can you infer some of their content from the conclusions? a Text 1: Problems and solutions regarding the security risk of using the Internet b Text 2: Health, social, economic and environmental aspects; Dangers of nuclear energy. c Text 3: The problems associated with fossil fuels
2c Students use an existing essay conclusion to check against questions 16 from 2b. You could ask students to work in pairs and evaluate their partners conclusion.
3 Reviewing your written work

Go over the material in the information box. Emphasize that students should leave time after writing the first draft of their essay to review it again and, perhaps, then again. It is only once any writer has left their work for a few days, and then reread it, that they may spot mistakes. Of course, students should also leave enough time to correct these mistakes. The checklist will help students with this reviewing process.
UNIT TASK
Health expectancy
Students write their answers to either one of the essay titles. Tutors decide if students must write their essay on the same theme as their presentation. Students may plan their essay during the lesson. Tutors will instruct about the exact requirements of the essay. Note: Ask students to turn to the Good Study Practice Checklist on p.179 and read the study tips relating to Unit 4 Part E. Encourage students to put these tips into practice in their studies from now on. Tell them they will be asked to report back on this in a future lesson.
117
Review
Students go back to the questionnaire at the beginning of SS1 and write their responses in light of what they have learned. Students discuss any changes in their responses from when they started the course, and consider the reasons why their opinion may have changed. Working in pairs, students discuss the new skills they have learned and how they can use them in their other courses. They complete a table of ways they can improve their study habits. Emphasize to students that they should continue to transfer these skills to their subject modules, not just use them in their Study Skills classes.
118

Skills For Study 1 TB

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Skills For Study 1 TB

Uploaded by

Copyright:

Available Formats

Skills for Study

Underlying principles of the course

Aims of the course

Skills and Language for Study Teachers Notes Introduction 2

Organization of the course

Theme: Approaches to learning

Skills and Language for Study Teachers Notes Introduction 3

Features of the course

Skills and Language for Study Teachers Notes Introduction 4

Skills and Language for Study Teachers Notes Introduction 5

Skills and Language for Study Teachers Notes Introduction 6

This Unit will help you to Be an effective listener

Understand and compare academic texts

recognize different word forms understand the language of comparison.

Research and describe academic texts

Unit 1 Approaches to learning Overview

Understanding spoken information

2 Using note-taking techniques

Unit 1 Approaches to learning Overview 8

2b Students work in pairs to think of any more advice.

Unit 1 Approaches to learning Overview

4 Understanding the purpose of lectures

5 Following lectures effectively

Unit 1 Approaches to learning Overview

Speaker 3: University lecturer

Unit 1 Approaches to learning Overview

Students listen again and modify their notes.

e Students discuss their answers with a partner.

Unit 1 Approaches to learning Overview

Understanding written information

1a Students discuss the questions in small groups or with a partner.

To argue against examinations

Formal, academic Subheadings, in-text citations, quotation, references

1d Students discuss answers in groups, then as a class.

Unit 1 Approaches to learning Part B

2 Choosing appropriate reading strategies

2b Students read two texts and answer the questions.

3 Skimming, scanning and intensive reading

Unit 1 Approaches to learning Part B

Go over the material in the information box.

Unit 1 Approaches to learning Part B

4 Taking notes while reading

Unit 1 Approaches to learning Part B

Unit 1 Approaches to learning Part B

4h Groups report back to the whole class on their responses to question 4.

Unit 1 Approaches to learning Part B

1e Students discuss the advantages and disadvantages of each method.

Individual primary research

Time consuming, good research skills take a long time to acquire.

Unit 1 Approaches to learning Part C

2 Finding source materials

Unit 1 Approaches to learning Part C

3 Understanding source references

3a Students annotate the four references:

3b Elicit the type of source for each reference.

Unit 1 Approaches to learning Part C

4 Using library catalogues

Computer science Digital technology

Unit 1 Approaches to learning Part C

Unit 1 Approaches to learning Part C

2 What are you expected to do in tutorials?

3 In what ways might you benefit from tutorials?

Unit 1 Approaches to learning Part D