Cam b r id g e • • BRITISH

• • COUNCIL

ENGLISH FOR
ACADEMICS
fifitf] W f ik'A Щ i Щ s'
✓A o)W /A o)W /A ■>)W

BOOK 1
WITH FREE ONLINE AUDIO

In collaboration with the British Council

ENGLISH FOR
ACADEMICS
Olga Bezzabotnova Lyudmila Kuznetsova
Svetlana Bogolepova Tamara Oschepkova
Vasiliy Gorbachev Irina Pervukhina
Olga Groza Ekaterina Shadrova
Anisya Ivanova Irina Shelenkova
Tatiana Kuzmina Svetlana Suchkova

Project consultant: Rod Bolitho

A communication skills course for

tutors, lecturers and PhD students

• • BRITISH
In collaboration with the
• • COUNCIL British Council
C a m b r id g e
U N IV E R S IT Y P R E SS B00K1
Contents
Reading 4

Listening 5

Speaking 6

Writing 7

introduction 8

Reading 9

Listening 59

Speaking 93

Writing 131

Academic vocabulary 169

Acknowledgements 174
мар Reading

Reading 9
unit 1 international academic conferences 10

Lesson 1 Conference announcements 10

Lesson 2 Calls for papers 14

Lesson 3 Academic and professional events 18

Unit 2 university teaching, learning and research 22

Lesson 1 Teaching and learning at higher education institutions 22

Lesson 2 Virtual learning environments 28

Lesson 3 University research 32

Unit 3 Academic publications 38

Lesson 1 Publishing matters 38

Lesson 2 Popular science articles 43

Lesson 3 Research reports 46

Unit 4 international cooperation 51

Lesson 1 International cooperation programmes 51

Lesson 2 Grants 54
 Contents

мар Listening

Listening 59
Unit 1 Attending a conference 60
Lesson 1 Arrival 60

Lesson 2 W elcom e to the Grand Hotel 63

Lesson 3 I seem to have a problem 65

Unit 2 Troubleshooting 67
Lesson 1 Is there any technical help? 67

Lesson 2 Are you in charge? 70

Lesson 3 Is the problem solved? 72

Lesson 4 Good news ... Bad news 74

Unit3 Networking 76
Lesson 1 Have we met before? 76

Lesson 2 What did you think of it? 78

Lesson 3 What we'll do ... so

Lesson 4 Can we talk? 82

unit 4 in the audience 84

Lesson 1 Your participation is w elcom e 84

Lesson 2 The three golden rules 87

Lesson 3 A story to illustrate my point 89

Lesson 4 And fin a lly ... 9i

5
 English for Academics

мар Speaking

Speaking 93
Unit 1 Socialising 94

Lesson 1 Greetings and introductions 94

Lesson 2 starting and keeping a conversation going 97

Lesson 3 Showing interest and reacting to news 99

Lesson 4 inviting 101

Lesson 5 Paying and receiving com plim ents юз

Lesson 6 Saying thank you, sorry and goodbye 105

Unit 2 Presentation skills 107

Lesson 1 What m akes a good presentation 107

Lesson 2 Developing presentation skills 111

Lesson 3 W orking with visuals 117

Lesson 4 Your presentation skills 121

Role-play activities 123

Learner A 123

Learner в 126

Forms 129

Slides checklist 129

Feedback form 130

6
 Contents

мар Writing

Writing i3i
Unit 1 Academic correspondence 132

Lesson 1 Ready to start 132

Lesson 2 A reference letter 135

Lesson 3 Proposal for partnership 137

Lesson 4 Writing a cover letter fora grant proposal 140

Unit 2 writing a summary 142

Lesson 1 What m akes a good sum m ary? 142

Lesson 2 Topic sentences 145

Unit 3 Writing an abstract 147

Lesson 1 Make your abstract cohesive 147

Lesson 2 Abstracts from different fields of study 151

Unit 4 Writing an executive summary of a

grant proposal 155
Lesson 1 A grant proposal 155

Lesson 2 Polishing an executive sum m ary 159

Unit 5 Describing visual data m

Lesson 1 Visual information 163

Lesson 2 Writing about trends ш

7
Introduction
Did you know th a t m ost com m unication in English around the world takes place betw een
non-native speakers using English as a lingua fra n ca ? This is very often th e case w hen
academ ics com m unicate w ith each other w ithin their specialisms.
If you are attending classes to im prove your English in order to take p a rt in international
com m unication in your academ ic field, this coursebook is intended for you. It deals w ith
topics an d situations th a t you will find relevant and helpful, such as:
p resen tatio n skills
academ ic correspondence
conference annou n cem en ts and calls for papers
grant proposals
reading an d w riting abstracts
understan d in g lectures an d discussions
social situations, e.g. interaction w ith colleagues from o ther countries, or m aking travel
and accom m odation arrangem ents
To get started, you will need to have a low er-interm ediate level of English (equivalent to B1
on th e Com m on E uropean Fram ew ork of Reference). The book focuses on com m unication
through th e four skills of Listening, Speaking, Reading and W riting, and in class tim e you
will be involved in challenging tasks an d interesting activities together w ith your fellow
learners. But please rem em ber th a t you will also need to m ake tim e to w ork outside class
hours in order to m ake significant progress in English.
Be ready to experim ent w ith your English. It doesn’t m atter if you m ake som e m istakes -
nobody is perfect!
In this m odule you will:

read a range of com m on

acad em ic tests

develop your ability to

read confidently and
efficiently

9
 Module 1 Reading

Unit 1 international academic conferences 4

О
О
1 Whc
2 Whc
By the end of this unit you will be able to
3 Whc
m scan conference programmes for relevant information 4 Can
m identify the main point or important information
■* guess the meaning of unknown words from context
understand and use the vocabulary of conference announcements

e-Lea
Lesson 1 Conference announcements
don’t
benei
Lead-in
Acce]
1 Work in groups and discuss the questions. Ih e n briefly tell the class what you have
learned.
1 H ow often do you take p a rt in international conferences? Have you ever given a
5 Skim
p resen tatio n a t one? If yes, in w hich language did you present?
three ol
2 W here do you usually get inform ation ab o ut conferences?
3 W hen you read a conference announcem ent, w h a t inform ation do you look for first?
1 Title:
Reading focus
Locati
2 Look at the titles of five conferences (A-E). W hich would be interesting to the Date:
following people?
The aii
1 a biologist ap plic;
2 a data-p ro tectio n expert ■ cutti
3 an MBA lecturer soci;
■ the t
A ques
2nd International C o n feren ce on E nvironm ental Pollution and R em ediation • the l<
em ail:
В
World Congress on Internet Security
2 Title:

Host: I
Culture, Mind, and Brain: Emerging Concepts, Methods, Applications
Organ
DeadIi
D
Cultures o f Decolonisation: 1945-1970 ICEPR i:
all asp e
holding
Third A nn ual A cad em ic C on feren ce on S o c ia l R e sp o n sib ility n ext со
Sustainability: Issues and Strategies internal
and tec
This coi
3 Check the m eaning of the words/phrases in bold. Ih en answer the questions. g a th e r ^
rem edia
W hich of th e conference titles to share
1 m ay relate to conference(s) dealing w ith health issues? 1 st coni
2 seem(s) like an an n o u n cem en t of a regular event? se s sio n :
Email: ic
3 address(es) issu es con n ected w ith a specific period of tim e?

10
4 Look quickly at this text and answer the questions.
1 W h at is its purpose?
2 W h at inform ation can you get from it?
3 W h at types of w ords (e.g. articles) are missing?
4 Can you w ork ou t th e general m eaning based only on the c o n ten t words?

IADIS e-Learning 2013 conference aims address m ain issues

concerns e-Learning.
conference covers technical non-technical aspects
e-Learning. M ain topics identified. However, innovative contributions
don’t fit into these areas also be considered they m ight be
benefit conference attendees.
A cceptance based prim arily originality, significance quality
contribution.

5 Skim the following announcem ents focusing on content words and m atch them with
three of the conference titles from Activity 2.

1 Title:

Location: California, USA

Date: 19-20 October 2013
The aim o f this tw o-day con feren ce is to highlight em erg in g c o n c e p ts, m e th o d o lo g ie s and
ap p lic atio n s in the stu d y o f culture, the mind and the brain, payin g particular atten tion to:
* c u ttin g-e d ge n eu ro scien ce research that is su c c e ssfu lly in corpo ratin g culture and the
social w orld;
■ the c o n te x t in w hich m eth o d s are u se d a s well a s the a s su m p tio n s th at sh a p e research
q u e stio n s; and
■ the kinds and quality o f collab oratio n s that can ad v an ce interdisciplinary research training,
em ail: cm b @ cm b l 3 5 .o rg

2 Title:

Host: McGill University, International ASET Inc.

Organisers: International ASET Inc.
Deadline for abstracts: 1 5 March 2013
ICEPR is a se rie s o f international c o n fere n ce s held yearly. T h e se co n fere n ce s fo c u s on
all a s p e c t s o f Environm ental Scien ce, E ngineering, and Technology. After su c c e ssfu lly
h olding the first ICEPR in O ttaw a (C anada), International ASET Inc. will be h ostin g the
n ext con feren ce in M ontreal. The aim o f ICEPR ’ 1 3 is to bring to g e th e r the C an adian and
international co m m u n ities w orkin g in the field o f en viron m ental sc ie n c e s, en gin eerin g
and tech n ology, and to fo ste r an environ m en t con d u cive to recen t a d v a n c e s in this field.
This con feren ce will a lso provide a go ld en o p p o rtu n ity to d e v e lo p new c o llab o ratio n s and
g a th e r w orld e x p e rts on the differen t to p ic s including pollution d etectio n , en viron m ental
rem ediation and pollution preven tion . T h rough the 2nd c o n fere n ce , a g re at op p ortu n ity
to sh are kn o w led ge an d e x p e rtise will be cre ate d , takin g a d v a n ta g e o f the sy n ergy o f the
1 st co n feren ce. The ICEPR ’ 1 3 p rogram will include invited keyn ote talk s, oral p resen tatio n
s e s s io n s , and p o ste r s e s s io n s .
Email: icepr201 3 @ ice p r4 8 9 .c o m
 Module 1 Reading

3 Title: 10 Mat
announ
Location: Ontario, Canada 1 sessi<
Date: 6 October 201 3
WorldCIS-201 В is an international forum d e d icate d to the a d v an ce m e n t o f the th eory and
practical im plem en tation o f secu rity on the internet and c o m p u te r n etw ork s. The inability
to properly se cu re c o m p u te r n etw orks a g a in st e m e rg in g th reats and vuln erab ilities, and 2 key
su sta in in g privacy and tru st, have been a key fo c u s o f research .
Email: in fo @ w cis3 9 6 .o rg
Visit the w eb site at w w w .w cis3 9 6 .o ra

3 to ho
6 Look again at the conference announcem ents in Activity 5 and com plete the table.

Announcement Location Theme/Purpose Organisers C ontact

1
2 4 cultu

7 Answer the questions about the three announcem ents.

5 forun
1 What is the last possible date for sending a summary of your research to one of these
conferences?
2 W hich conference(s) focus(es) on challenges presented by the development of technology?
3 W hich event is part of a conference chain (more than one event on the same topic)?
4 In which city does the 2nd International Conference take place? 6 toadi
5 Which announcem ent mentions the length of the conference? W hat is it?

Vocabulary focus
7 partic
8 Find the following words in the conference announcem ents. W hat parts of speech
(nouns or verbs) are they in the texts?

advance share shape focus host study trust aim highlight research Follow-
11 On t
9 Complete the sentences with words from Activity 8. First, decide which part of speech service л
it should be. In one sentence, more than one answer is possible.
12 Wor
1 Glasgow University’s Centre for Drug Prevention Studies is to a conference
difficult
on 20 April, aimed at assessing new rehabilitation methods.
2 Professor Samuelsson’s talk has to be t h e ............of this year’s forum.
3 The____________ of cross-cultural differences in the development of research methods,
nomenclature and research organisation between different national and geographical
traditions is our first objective.
4 Other factors, like the institutional need t o ____________ knowledge, to publish, to
engage in research, and to generate performance indicators, would remain challenges for
modern academia.
5 T h e .......... of this sign proves its hieroglyphic origin.
6 Schools must get regular feedback from the communities they ....................to serve.

12
1 0 Match the words (1 -7 ) with the correct definition of the word as it is used in the
announcem ents in Activity 5.
1 session a a form al m eeting or series of m eetings of an organisation such as a
p arliam ent or a law court
b a period of tim e or m eeting arranged for a particular activity

2 key a a piece of m etal th a t is used for opening or closing a lock, starting a car
engine, etc. (noun)
b any of th e set of controls th a t you press w ith your fingers on a com puter or
m usical in stru m en t to produce letters, num bers or m usical notes (noun)
с very im p o rtan t and having a lot of influence on other people or things (adj.)

3 to hold a to take and keep som ething in your h an d or arm s

b to believe an idea or opinion
с to m ake som ething, especially a m eeting or an election, happen
d to have som ething, especially a position or money, or to control som ething

4 culture a ways of w orking th a t are typical of an organisation

b th e ways of life, custom s and beliefs of a group of people
с activities involving music and the arts
d th e act of growing crops

5 forum a a situation or m eeting in w hich people can talk about a problem or m atter
especially of public interest
b a place on th e in tern et w here people can leave m essages or discuss
particu lar subjects w ith other people

6 to advance a to go or m ove som ething forward

b to pay som eone som e m oney before the regular tim e
с to develop or im prove som ething

7 particu lar a special, great

b specific, this and no other
с dem anding th a t close attention should be given to every detail

F o llo w -u p

11 On the internet, find a short conference announcem ent, and save it. D elete all
service words (articles, prepositions, etc.) from the text, as in Activity 4.

1 2 Work in pairs. Give each other your gapped texts and try to com plete them . Was it
difficult to do? W hy/W hy not?
 Module 1 Reading

Lesson 2 Calls for papers

W e 5,
psych
Lead-in
com nr
1 Look at these expressions with the word paper. W hich ones have the sam e m eaning of partic
paper as in the title? follow

1 to p ap er walls 5 a foreign policy paper • pet

2 a p ap er on nanotechnology 6 p ap er m oney • qu.
3 to recycle paper 7 to subm it a paper • poi
4 a paper outline 8 a paper docum ent • ste
• dis
R eading focus
• pei
2 Make sure you understand the meaning of these words and phrases from a call for papers. • bu;
• ad\
to provide a platform interdisciplinary
• visi
to subm it papers welcom e contributions
areas of research take place Confii
registration fee abstracts • Pro
to announce • Dim
• Pro
3 Work in pairs. Where do you think the words and phrases in Activity 2 will appear in a
call for papers? Abstr;
Papen
a n ear th e beginning confer
b in th e m ain p a rt shoulc
с n ear th e end Please
I think 'to provide a platform will appear near the beginning because it will explain the aim o f Notrfic
the conference. Pro<e<
Presen
4 Complete the text below with words and phrases from Activity 2. How many of your confer
predictions were correct?
printe<

Regist
First In tern ation al Y ou n g S c h o la rs S y m p o siu m The 9
Discourse, Ideology and Society (DIS) and ac
O rg a n ise d by th e D isc o u rse a n d C u ltu re A c a d e m ic S o c ie ty (DISCAS) countr
t o d z , P o lan d, 1 8 - 2 0 M arch 2 0 1 4 be offe
Call fo r p a p e r s d e a d lin e : 10 S e p t e m b e r 2 0 1 3 11 Mar

First C ircular - Call fo r P ap ers

We w ould like 1 th at th e first international y oun g sch olars sy m posiu m on

Discourse, Ideology and Society will 2 in to d z , Poland, on 1 8 -2 0 March 2014. Our
g o al is 3 w here y oun g research ers can sh are their expertise, in terests and passion
for d isco u rse an d its m ultiple social, political, an d cultural con texts.

T h is4 con feren ce intends to explore th e notion o f d iscou rse as socially

co n stitu ted, historically sh a p e d and ideologically con dition ed, an d to prom ote
m ultidisciplinarity and integration acro ss various fields of d iscou rse an d rep resentation-related
research. Bridging th e g a p b etw een qualitative an d q uan titative ap p ro ac h es, w e w an t to look
for new solu tio n s an d to o ls th at will allow us to c o p e with m eth od o logical c h alle n g e s an d will
m ake it p o ssib le to ad d re ss the discou rse-society dialectics in a novel an d com p reh en sive way.

14
We 5 from all o f the follow ing areas: linguistics, sociology, political stud ies,
psychology, journ alism an d m edia stu d ies, ad vertisin g, culture stu d ies and b u sin e ss
com m unication . The con tribution s o f BA, MA and PhD stu d e n ts an d y ou n g research ers are
particularly e n co u ra g e d . Possible 6 include, b ut are by no m ean s limited to, the
follow ing:

• p ersp ectiv es on d isco u rse an d com m un ication

• qualitative an d qu an titative m e th o d o lo g ie s in d isco u rse stu d ies
• political d iscou rse an d com m un ication
• ste reo ty p e s and discrim ination in d iscou rse
• discourse, id e o lo gy an d conflict
• persu asion , m anipulation and p ro p a g a n d a
• b u sin ess and co rp o rate com m unication
• ad vertisin g d iscou rse
• visual com m un ication

Confirm ed keynote speakers

• Professor Piotr Staskow sky
• Dr C hristopher Hook
• Professor Ja so n G ardener

Abstract submission
Papers will be allocated 20 m in utes plus 10 m in utes for q u e stio n s. The la n g u a g e o f the
con feren ce is E n glish .7 ... o f no m ore than 350 w ords (excluding references)
should b e sen t by em ail a s a Word attach m en t to conference@ FIYSS.pl by 4 N ovem ber 2013.
Please include your nam e, affiliation, em ail ad d re ss an d p a p e r title in the b od y o f th e email.
N otification o f a c ce p tan c e decision s will be com m u n icated via em ail by 10 Jan u ary 2014.

Proceedings
Presenters will b e invited 8 b ase d on th e gen eral th e m e for publication in a p o st­
con feren ce volum e. A selection of p a p e rs will also b e pub lish ed in todz Papers in Pragmatics in
printed an d electronic form ats.

Registration
The 9 covers a se t o f con feren ce m aterials, coffee breaks with refresh m ents
and ac c e ss to internet facilities. The regular fe e is €70. Participants from Poland, East European
countries and other dev elo p in g sta te s (p le ase co n tact the organ isers to check if you qualify) will
be offered a redu ced fee o f €40 (160 PLN, con feren ce fee). Fees should b e transferred by
11 March 2014 to this ban k account.
Module 1 Reading

5 Read another call for papers and put paragraphs A -E in the correct order. 7 Ans

1 Wh
Mid-Atlantic Conference on British Studies 10 S
Location: Pennsylvania, US 2 Hov
Call for Papers Date: 2013-08-21 3 Can
4 Whi
5 Whi
АП
sele
W e w e lc o m e p a rtic ip a tio n by s c h o la rs o f history, lite ra tu re , a n th ro p o lo g y , art, p o litics
6 Whi
Stuc
a n d r e la te d fie ld s. W e will a c c e p t c o m p le t e p a n e l p r o p o s a ls a s w ell a s individual p a p e r
7 Wh;
p r o p o s a ls if th e y can b e in te g r a t e d in to a v ia b le p a n e l.
8 Wh;

ВП Vocah
8 Mat
T h e M id-A tlan tic C o n fe r e n c e on British S tu d ie s will h old its an n u al m e e tin g on 2 1 - 2 2
withou
April 2 0 1 4 a t P en n sy lvan ia S t a t e U niversity, A b in g to n . T h e A b in g to n C a m p u s is lo c a te d
in su b u rb a n P h ilad e lp h ia 12 m iles fro m th e city c e n tr e . It is c o n n e c te d by ro a d an d rail 1 keyr
links t o cen tral P h ilad e lp h ia.
2 subr
3 curr
4 a n il
CD 5 acai
6 aW (
P r o p o sa ls sh o u ld in clu d e a b rie f (no m o r e th an 2 5 0 w o rd s) a b s t r a c t o f th e p a p e r a n d a
7 hold
curriculum v ita e . Full p a n e l p r o p o s a ls sh o u ld a lso in clu d e a c o n c ise d e sc rip tio n o f th e
p a n e l's ov erall aim a n d in d ica te w hich p a n e l m e m b e r will s e r v e a s th e prim ary c o n ta c t. 9 Com
answer
DD 1 subr
2 orga
All su b m iss io n s m u st b e re c e iv e d by 2 0 D e c e m b e r 2 0 1 3 . P le a s e su b m it p r o p o s a ls via 3 the!
em ail to : D e p t, o f H istory, C o lle g e o f W illiam a n d Mary. 4 base
5 ___
E D 6 bridj
7 to c c
T h e M A C B S, an affiliate o f th e N A C B S , so lic its p r o p o s a ls fo r p a n e ls an d p a p e r s on 8 fe e s !
Britain, th e British A tlan tic W orld, an d th e British E m pire b ro a d ly d e fin e d .
Follow

6 Look again at the texts in Activities 4 and 5. 10 Sea

1 W hich of th em include(s) th e following? 11 Pre

a co n tact details the con
b subtopics opporti
с deadline for subm ission of proposals
d keynote speakers
e registration fee details
2 W here are you m o st likely to find these calls for papers?
7 Answer the questions about the two texts.
1 W hy are th e 'call for pap ers’ dates w ritten in different ways: 2013-08-21 and
10 September 2013?
2 How can you get to the Mid-Atlantic Conference venue (site) from dow ntow n Philadelphia?
3 Can an American scholar attending the symposium in Poland be eligible for a reduced fee?
4 W h at does MACBS stan d for? Can you guess the m eaning of the N in NACBS?
5 W hen will th e Young Scholars’ Symposium applicants learn if their papers have been
selected?
6 W h at tw o types of proposal can you subm it to the Mid-Atlantic Conference on British
Studies?
7 W h at inform ation do you have to include if you subm it a panel proposal to MACBS?
8 W h at kind of p articip an ts are especially w elcom e at the conference in Poland?

V o c a b u la r y fo c u s

8 Match words 1 -7 to words a -g to form conference-related collocations. Try to do it

without looking at the texts.
1 keynote a conference
2 subm it b speakers
3 curriculum с attach m en t
4 an interdisciplinary d vitae
5 a call for e an annual m eeting
6 a W ord f papers
7 hold g a proposal

9 Complete the gaps with prepositions. Som etim es there is more than one possible
answer. Then check your answers in the texts.
1 subm it proposals ....................... email
2 organised th e D iscourse and Culture Academ ic Society
3 the M id-Atlantic Conference British studies
4 based th e general them e
5 .......... p rin ted an d electronic form ats
6 bridging th e gap qualitative and quantitative approaches
7 to cope m ethodological challenges
8 fees should be transferred 11 M arch 2014

F o llo w -u p

10 Search online for a conference related to your subject or research area.

11 Present details of the conference to the class and explain your choice. Why does
the conference or call for papers appeal to you (e.g. the topic, research or publication
opportunities, keynote speakers)?
 Module 1 Reading

Lesson 3 Academic and professional events

N
Lead-in
1 Look at the list of academ ic and professional events. W hich of them take place online
and w hich involve face-to-face interaction?
SC {
® an e-conference
• a video conference
a round table Wo
• a webinar : ;■
• a forum Will
a summer school (university) The
a str
Reading focus 1
disc
2 Look quickly through Texts A -D . Complete them with the types of professional be с
events below. There is one event you do not need.
• a summer school D
• a webinar Regi
a round table (o r с
• an e-conference The 1
• a forum a da^
netw
A
ICNC’s Academic 1 are a series of online talks and visual presentations on PhD :
critical ideas, cases, and questions related to civil resistance and nonviolent movements. docui
They are intended for general learners, students, and interested professionals. provii

These hour-long 2 are offered bi-weekly, typically on Thursdays from 12-1 p.m. any n
EST. Scholars deliver 30 -4 0 minute presentations, which are followed by a 20-30 minute Video
question-and-answer session. Preliminary readings may also be recommended prior to the
presentation and will be sent in advance to those who register for the 3 The 1:
14

В
Date: 29-31 March 2014
3 Suggest
Venue: Hotel Aerostar, Moscow
1 and 2 foi
T h e4 ................... wifl feature: plenary talks and discussions, practical workshops, A
Answer
discussion groups, open space, online coverage and much more.
Which eve
If you are interested in speaking at the 5_____________ please complete the speaker
proposal form and return it to elisD22@ristuu.ru by 11 March. 1 do(es) m
2 are the 1
If you would like to participate as a delegate please complete the online registration form
by 25 March.
3 is/are a :
4 may reqi
The participation in the 6____________ is free for all registered delegates. This includes 5 is/are fat
access to all sessions, welcome pack, coffee breaks and lunches. 6 allow(s);
Certificates of attendance will be provided at the end of the 7____________. 7 offer(s) a
International delegates will need to arrange their own visas, accommodation and 8 can be vi
transport. We will be happy to provide confirmation of attendance and advice on visa 9 is/are de
and accommodation.

18
 Lesson 3

С
The 8 will take p la c e betw een 2 7 Ju n e a n d 1 July, 2 0 1 4 in B u d ap e st,
H ungary.

9 p articip an ts a r e e x p e c te d to h av e a t le ast started their g r a d u a te stud ies

a n d h av e b a s ic training in o n e of the related d iscip lin es: either the p sy ch o lo g ic al
sc ie n c e s / n e u ro scie n ce, or in m ath em atics / com pu ter sc ie n c e , b ro a d ly d efin ed . The
c o u rse will a lso b e a p p ro p ria te for post-docs a n d junior faculty.

W orking k n o w le d g e of g e n e ra l issu es in the a r e a s of p e rce p tio n , m em ory, linear

a lg e b r a , an d neural netw orks will b e useful. U n d e rg ra d u a te s without a university d e g r e e
will not b e c o n sid e re d .

The la n g u a g e of the 10 is English; thus all a p p lic a n ts h av e to dem on strate

a strong co m m an d of sp o k en an d written English to b e a b le to p a rtic ip a te actively in
d isc u ssio n s a t se m in a rs a n d w o rk sh o p s. (In so m e in stan ces, short-listed a p p lic a n ts m ay
b e co n tacted for a telep h on e interview.)

D
R egistrations are welcom e from PhD stu d en ts studying any a sp e c t of su b stan c e use or m isuse
(or closely related top ic) in any country. Participation in th e 11 is free.

The 12 will run from 23 April to 27 April 2 0 1 4 and will be a c c e ssib le 24 hours
a day. The key aim s are for PhD stu d e n ts to learn a b o u t each other's work and to build new
netw orks.

PhD stu d e n t con tribu tion s can tak e the form o f slide show p resen tatio n s, p o d casts, Word
docum en ts, audio or visu al recordings (m axim um file size = 10 Mb, alth ough links can be
provided to larger files h osted elsew here, such as YouTube v id e o s). Feel free to con tribu te
any m aterial relatin g to your research th a t is likely to in te re st others.

Video and in stan t-c h a t fac ilitie s are also av ailab le.

The 13 m aterials will be ac c e ssib le to anyone who ch o o ses to log on to the

14

3 Suggest a title for each of the events. You can look at the conference titles in Lessons
1 and 2 for help.

4 Answer these questions about the events in Activity 2.

W hich event(s):
1 do(es) n o t involve travel expenses?
2 are th e longest (five days)?
3 is/are a series of sessions?
4 m ay require p articip an ts to be equipped w ith a headset?
5 is/are face-to-face?
6 allow(s) you to p articipate at any tim e b o th during the day and at night?
7 offer(s) a variety of form s of participation?
8 can be viewed w ith o u t registration as a participant?
9 is/are delivered in 60-m inute units?

19
Module 1 Reading

5 Work in pairs. Look again at events A -D in Activity 2. Make notes on one of the 8 Che
following questions. Then ask your partner questions about your information. How A c th it
m uch can they remember?
1 Itis
Student A: W ho can particip ate in th e events described in Activity 2? a re
S tudent B: W h at are th e tim es an d lengths of each event? b 3i
с tt
6 Complete the table with nam es of sessions or forms of participation m ost typical of the 2 In a
following professional events. Use events A -D and examples from your own experience.
a cm
E-conference Sum m er school b ш
Academic W ebinar Forum
с a
conference
3 A se
instant chat
of fa;
a a
b a
с ai
Reading focus 2 4 O f ai
a th
7 Look at Texts A-С below. W hat type o f conference session do they describe? b th
A с th
5 The l
The traditional form at for an input se ssio n . In this typ e of se ssio n , m e m b e rs w ould e x p e ct
a hi
the s p e a k e r /s to sp e n d m o st of the tim e ad d re ssin g them with short perio d s for q u e stio n s or
short, fo c u se d ta sk s. This w ould normally b e a c c o m p an ie d by a slide sh o w presentation an d a b al
sum m arising handout. M em b ers w ould e x p e c t to leave the s e s sio n having benefited primarily с th
from the s p e a k e r ’s kn ow ledge an d exp ertise in a specified area.
Y ocab
9 Look
the foil.
T h e se s e s s io n s can tak e multiple form ats. O ne ap p ro ach is to c re a te a small grou p s p a c e
1 cam
for th o se interested in the s a m e issu e. This ap p ro ac h involves sitting in a m ore circular
arran gem en t to en ab le greater con versation betw een se s sio n participants. This can aid
2 gene
interaction an d dialogue, especially a c r o s s a ran ge of contributors. This form at is d e sig n e d to 3 fixed
en ab le p e o p le to participate in con versation an d to hear m ore clearly w hat oth ers are sayin g by 4 conc
being ab le to s e e p e o p le ’s fa c e s . This typ e of s e s sio n w orks b e st if a clear topic is a g re e d upon 5 custc
in ad v an c e , even if it is a broad them e. 6 havii
7 crow

10 Thij
At a d e sign ate d time slot, presen ters will b e a sk e d to stan d next to their visuals and explain the tbe clas
content and an sw er q u estio n s for interested d e le gate s. All presentations will take place at the
s a m e time an d place, making for a b usy and interactive area of the con ference venue, which is F ollow
ideal for generating d iscu ssion . P le a se note that your m aterials m ust b e informative and m ust not
include advertising. P resentations generally last for 4 5 minutes; all the m aterials will b e on display 11 Sea
throughout the conferen ce and available for viewing during breaks. study. T
with th<
 Unit 1 Lesson 3

8 Choose the best answer to finish each statem ent. Check your answers in Texts A-С in
Activity 7.
1 It is inappropriate to include in a poster
a research findings an d m ajor references,
b any inform ation aim ed at m aking profit,
с th e p resen ter’s affiliations.
2 In a pap er presentation or talk, m ost of the speaking is done by
a one or two carefully selected participants.
b m o st of th e p articip an ts in a heated discussion,
с a chosen board of experts in the field.
3 A session th a t involves a num ber of conference participants in the discussion of a topic
of fairly general interest is called
a a talk.
b a p o ster session,
с a round table.
4 Of all th e three types of session, a poster presentation is
a th e m o st typical of academ ic conferences.
b th e richest in visuals.
с th e one th a t needs m ost m oderation by the chair.
5 The m o st valuable knowledge in a paper presentation or talk com es from
a h an d o u ts and visual aids.
b a lengthy opinion exchange,
с th e speaker’s experience.

Vocabulary focus
9 Look at Texts A-С in Activity 7 and find adjectives w hich are similar in m eaning to
the following. W hich nouns do they describe?
1 carrying th e m ain points inform ative (m aterials)
2 general, w ith o u t detail
3 fixed, arranged
4 concrete, defined
5 custom ary, usual
6 having a narrow, specific purpose
7 crowded, w ith a lot of people

1 0 Think o f a professional event you have attended recently. Describe it to a partner or

the class using suitable expressions from Activity 9.

Follow-up

11 Search online for descriptions of different session types, preferably in your area of
study. These are normally given on professional association sites. Share your findings
with the class.

21
Module 1 Reading

Unit 2 University teaching, learning and research

By the end of this unit you will be able to
in recognise the main information in academic texts
m predict what a text will be about
distinguish main ideas from supporting details
» understand relations between parts of a text through the use of linking words/phrases
guess the meaning of new words/expressions from context

Lesson 1 Teaching and learning at higher education institutions

Lead-in
1 Work in pairs. Look at the list and tick the things which help you decide if an article or a book
is worth reading.
in an article
• the title
th e illustrations
• th e preview
th e first sentence of each paragraph
in a book
th e genre
th e a u th o r’s nam e
th e table of contents
th e index
• th e n o tes on th e cover

Reading focus 1
2 Work in pairs. Read the titles o f two articles from a postgraduate prospectus. Choose the
sentences that best describe the contents.
1 ‘D istance-learning h ealth courses make a w orld of difference.’
a D istance education in th e w orld is spreading.
b Online courses in M edicine are special,
с Online courses help people to stay healthy.
2 ‘E ducation for th e real world.’
a Universities do n o t always teach w h at students need,
b Higher education is now easy to obtain,
с W h a t you study should prepare you for future work.

3 Try to predict w hat the articles under these titles may be about.
Arts and m inds
• In deep w ater
4 Quickly read the extracts (A -D ) below from four different articles in the prospectus.
Match titles 1 -4 to the correct extract.
1 D istance-learning health courses m ake a w orld of difference
2 E ducation for th e real world
3 Arts and m inds
4 In deep w ater

A
Many o f u s a re often fo rce d to c h o o s e b etw een a r ts an d s c ie n c e during
our e d u catio n , iw h ich can fru stra te t h o s e who a re fa s c in a te d with both
d isc ip lin e s. Happily, th e c r o s s o v e r b etw een th e two s u b je c t a r e a s is
b e co m in g m ore widely re c o g n ise d . S o , if you h ave an a r tistic ta le n t a s well
a s an in te re st in s c ie n c e , th ere a re plenty of p o s tg r a d u a te d e g r e e s th a t
co m b in e both. A b a s ic kn ow ledge a b o u t s c ie n c e would h elp m any a r tis ts
creatively,’ s a y s M ariano M olina, an Argentinian a r tis t who is co llab o ratin g
with s c ie n t is t s a t th e University of L e ic e ste r on a project a b o u t how p e o p le
p erceiv e art. ‘S c ie n c e an d a rt h ave very d ifferen t en viron m en ts with re g a r d s
to stu d y an d work, but my ad v ice is to b e a s op en a s you c a n , a s 2both can
b e really e n jo y ab le .’

T here is no d o u b t th a t th is co llab o rativ e m entality is sp re a d in g . Central S a in t

M artins C ollege o f Art an d D esign h a s b e c o m e th e first a r t sc h o o l in th e UK
to launch an MA in Art an d S c ie n c e . The c o u r se , which s ta r t e d in S e p te m b e r
2 0 1 3 , e n c o u r a g e s s tu d e n t s to c o llab o rate with s c ie n t is t s on an in-depth
p roject of their ch o ic e . S u g g e s tio n s have s o far covered everything from
an ato m y an d n e u ro sc ie n c e to g e n d e r an d identity.

В
Autumn 2 0 1 3 sa w th e launch of se v e ra l d ista n ce -le arn in g M S c s , in c re asin g
th e ran ge of online h ealth -related c o u r s e s ta u g h t by m ore th an 5 0 UK
u n iv e rsitie s an d m ed ical s c h o o ls . At th e U niversity o f Edinburgh, th e new
online M S c in N on -C om m un icable D i s e a s e s t a k e s th e n um b er of online
c o u r s e s o ffered by th e C ollege o f M edicine to 1 5 .

Dr Liz Grant, P rogram m e M a n ag er a t th e un iversity’s G lobal Health Academ y,

exp lain ed th a t th e d e c isio n to d e v e lo p th e c o u r s e s c a m e out o f a recognition
th a t tak in g tim e o u t to travel to th e UK for a y ear or two is not practical for
m any h ealth p ractitio n ers in dev elo p in g co u n trie s.

‘3This w a s a way o f e n ab lin g p e o p le who a re still a t th e c o a lf a c e * to stu d y

but con tin ue to w ork,’ s h e s a id . ‘When s o m e o n e ’s b a s e d in-country, it m e a n s
th a t they're a b le to b e in touch with local d a ta an d apply 4their learn ing
directly, an d to learn through th eir work.’

*who are still a t the coalface = w ho are still w orking

 Module 1 Reading

5 Wor
E n g in ee rs, traditionally s e e n a s e x p e r ts in th e built en vironm ent, a re now
influen
turning their atten tio n to th e i s s u e o f w ater s h o r t a g e s . And th e re is no sin g le
c a u s e o f w ater scarcity, th e w hole w ater cycle - an d th e way we m ak e u s e of
• how
it - h a s to b e m a n a g e d a s se n sitiv e ly an d innovatively a s p o s s ib le . This a r e a o fd i
of en gin eerin g, known a s w ater m a n a g e m e n t, is s e t to b e c o m e on e o f th e
• how
com in g d e c a d e ’s g r e a t e s t c h a lle n g e s.
• the i
• soon
The e ffe c t o f w ater s h o r t a g e s m e a n s th a t on go in g work c an b e foun d - an d
will b e n e e d e d - all over th e world. P eter Duffy, h e a d o f civil en gin eerin g 6 Read
a t United U tilities, e x p la in s how w ater c o m p a n ie s a re e x p erien cin g a
1 Wha
revolution. ‘5We have b een tra n sfo rm e d in recen t y e a r s in te r m s of e n su rin g - Whi<
su stain ab ility ,’ he s a y s , ad d in g th a t train ed w ater p r o fe s s io n a ls and
i Whi<
a c a d e m ic s will b e e s s e n t ia l a s s e t s to th e w ater b u s in e s s , both now an d in
urm<
th e future. T h e y will play a key role in ad v isin g go v e rn m e n ts a b o u t th e risk
4 Whic
th a t future c h a lle n g e s p o s e , an d providing so lu tio n s to 6these’.
5 \\Ъ к
In th e UK, u n iversities have alread y b een g e arin g up to m e e t th e d em an d for
a new gen eration o f w ater e x p e r ts. P o stg r a d u a te s c h o o sin g 7this path tend 7 Look
to have already stu d ie d in a related field, su ch a s en gin eering, geography, 1 ' *fiich
biology or m a th e m atic s, but con sid eration is often given to t h o s e e d u c a te d
in unrelated s u b je c ts who can d e m o n stra te their e n th u sia sm and know ledge. 8 Comi
What is n e e d e d , u n iversities argu e , is innovative thinking an d com m itted
individuals who are prepared to join fo rc e s with th e w ater c o m p a n ie s, ch aritie s
an d o rg a n isa tio n s th at are em b racin g the n eed for ch an ge.

D Facilit
Our g o al in Bath is to e q u ip s tu d e n t s with th e e d u catio n an d sk ills n e c e s s a r y
to d e v e lo p a s u c c e s s f u l c a r e e r in a com petitive world. We h ave very c lo s e
2005).
re la tio n sh ip s with in dustry an d th e public se c to r, 8which m e a n s w hat we
studen
te a c h you an d th e r e se a r c h you u n d e rtak e h a s re le v an ce to th e real world.

Our s tu d e n t s a r e m otivated an d c are er-o rie n ta te d . They u n d e rsta n d th a t constn

■уу ц i
entry to th e University of Bath is highly com petitive, but they a l s o know th a t
s k is .1
a s high-calibre s tu d e n t s they a re th e m s e lv e s in d e m a n d . We th e re fo re strive
oosses
to o ffer p ro g ra m m e s th a t s a tisfy their n e e d s an d fac ilitie s th a t m e e t their
асклсл
e x p e c ta tio n s.
T .'tJe o
A cad em ic life in B ath is c e n tred on th e F a c u ltie s o f E ngineering an d D esign ,
H u m an ities an d S o c ia l S c ie n c e ; S c ie n c e ; an d th e S ch o o l o f M a n ag em en t.
All our a c a d e m ic d e p a r tm e n ts a re highly activ e in r e se a r c h . 9This not Vocabu
only b e n e fits s tu d e n t s u n d ertak in g re se a r c h d e g r e e s , but a l s o f o s t e r s an
9 Looki
environ m ent o f d isc o v e ry an d innovation th a t is of benefit to all s tu d e n ts .
a diction
Learn in g in fa c u ltie s a t th e cuttin g e d g e o f th eir d isc ip lin e s m a k e s for a
c h allen g in g an d rew arding e d u c atio n al e x p e rie n c e for s tu d e n ts .
Tip:
S om e'
be fals
(e .e t h <

24
5 W ork in pairs. W ere yo u r p re d ic tio n s in A ctivities 2 a n d 3 correct? D ecide w h a t
in fluenced y our in te rp re ta tio n of th e titles.

how carefully you read each title (e.g. ‘D istance-learning health courses make a w orld
of difference’)
how m any m eanings for th e sam e w ords you knew (e.g. art)
th e use of m etaphors in th e title (e.g. ‘In deep w ater’)
som ething else?

6 Read th e article e x tracts again a n d answ er th e questions.

1 W h at do you th in k is th e purpose of the extracts? W ho are the readers?
2 W hich extracts con tain references to specific universities? W h at are th eir nam es?
3 W hich extract describes a problem th a t requires the atten tio n of b o th practitioners and
universities? W h at is th e problem ?
4 W hich extracts m en tio n a variety of subjects th a t can be studied at th a t university?
5 W hich extract focuses on th e needs of a specific group of people? W ho are they?

7 Look a t w ords 1 -9 in b o ld in th e extracts. W h at does each one refer to?

1 ‘which’refers to choose between arts a n d science’

8 C om plete th e te x t w ith th e follow ing linking w ords.

However for example they These therefore this

Facilitation of online discussions

Learning through online d isc u ssio n s is an important instructional strategy (Hung, Tan, & Chen,
2005). R e search indicates t h a t 1 ........ have n um erous a d v a n ta g e s - su ch a s prom oting
stu d e n ts’ critical thinking and know ledge construction an d improving stu d e n ts' relationships.
2____ , participants often d o not value online d isc u ssio n a s an effective m e a n s of know ledge
construction. Online d iscu ssio n 3 n e e d s facilitation to m ake it m ore effective (Salm on,
2004). In order to ach ieve 4 .. online tutors an d m o d erato rs n eed to have appropriate
skills. The literature h a s reported a num ber of sp ecific facilitation skills that a m oderator should
p o s s e s s , su ch a s providing information, inviting m issing stu d e n ts, monitoring regularly, or
acknow ledging contributions (se e 5 Barker, 2002). 6 ...... facilitation skills can b e
divided into four broad cate go rie s.

Vocabulary focus
9 Look a t Texts A -D in Activity 4 an d underline w ords w hich you can u n d e rsta n d w ith o u t
a dictionary (perhaps because th ey also exist in your native language, e.g. expert).
. _ _
Tip:
Some w ords th a t exist b o th in th e English language and your m other tongue can
be ‘false friends’. They m ay sound the same, b u t they have different m eanings
(e.g. th e G erm an w ord gift m eans ‘poison’ b u t the English w ord gift m eans ‘a presen t’).
 Module 1 Read in

1 0 Complete the sentences with prepositions. Check your answers in Texts A-D. С_____

1 It is im p o rtan t to p o in t out th a t now we can make use tex t books th a t were n o t -

available before. e a jc a
2 The au th o r concludes th a t there is continual dem and from the global com m unity a c a o sr
intern et-b ased instruction. ~~e : :
3 Experts th e field of econom ics seem to have found a satisfactory so lu tio n .......... * oar
th e difficulties in te rn e t start-ups face. 2 der
4 C hapter 1 introduces th e topic and briefly discusses the need continued 3 ml
research in th e area of classroom interaction. 4 on 1
5 One of th e things th a t stu d en ts can learn group w ork is how to interact w ith 5 ml
those w ho have different backgrounds and experiences.
О
Reading focus 2
-э_ ап
11 Match functions 1 -5 w ith Texts A -E. (You can m atch a text w ith more than one
not се
function.) Then explain w hat helped you to identify the function of the texts.
1 inform ing 4 giving instructions
2 inviting 5 w arning П Э |« ц
3 requesting inform ation
A

It is important that stu d e n ts are respectful to w ard s lecturers an d fellow c la s s m a te s , an d that -Г а х

their behaviours d o not interfere with c la s s activities. Therefore, stu d e n ts are e x p e c te d to Еэсг at
ad h ere to the following rules when attending Marketing c la s s e s . ■"use а
Plan to arrive on tim e an d stay for the entire c la s s period b e c a u s e random arrivals and exits зег-е з
are disrespectful an d distracting.
All mobile p h o n e s an d other electronic d e v ic e s m ust b e turned off (or s e t to vibrate) and
hidden from view during c la s s time.
L a p to p s are allow ed for note taking only (other activities su ch a s checking em ails or
brow sing the internet are prohibited).
Follow-
F ood and b e v e ra g e s are NOT perm itted in c la ssro o m s. Food can b e co n su m e d in '2 D ia v
d e sig n ate d a r e a s only.
online sc

13 Sean
В
matches
D ear Sir/M adam ,
I am very interested in entering P o m on a C ollege an d would ap p re ciate you sen d in g m e the
following information:
C o u rse C atalo g
Sch olarsh ip Information
Financial Aid Application
R esid en cy Information, O n -C am p u s and O ff-C am pu s
Briefly, my a c a d e m ic care er h a s b een fo c u se d on Natural S c ie n c e s an d I have consistently
m aintained a GPA* of 3 . 5 . 1 have also su cce ssfu lly b alan ce d my ac a d e m ic interests with
athletics an d w ork in volunteer organisation s.
I look forw ard to hearing from you.
Faithfully,
S a m Smith

* GPA = Grade Point Average, quantitative m easure of undergraduate academ ic

achievem ent in th e US, usually on a scale from 1 to 4.
26
с
The Higher Education A chievem ent R eport (HEAR) is an electronic docu m en t issu e d by higher
education institutions to stu d e n ts on graduation. It provides a detailed record of a stu d e n t’s
a c a d e m ic an d extra-curricular ach iev em en ts to su p p lem en t the traditional d e g re e classification.
The docu m en t con tain s information:
1 identifying the holder of the qualification;
2 identifying the qualification;
3 on the level of qualification;
4 on the c on ten ts an d results gain ed;
5 on the function of the qualification.

D
You are strongly reco m m en d ed not to bring b a g s with you to exam inations, if you do, you will
not b e perm itted to bring them into the exam room . A lso you m ust not leave b a g s ou tsid e exam
ro o m s w here they m ay c a u s e any kind of obstruction.
There is s o m e limited an d m ostly u n secu red s p a c e in the vicinity of e x am ro o m s w here if you
have to you m ay leave b a g s, AT YOUR OWN RISK.

E________________________________________________________________________
On both O pen D ays, our departm en t s e s s io n s will tak e p lace at 10 a.m ., 1 2 .3 0 p.m . an d 3 p.m .
E ach s e s sio n will last around 9 0 m inutes and you can b o o k up to three s e s s io n s per day. You
m ust b o o k in ad v a n c e to se c u re your place. Our booking sy ste m is now o pen . We already have
s o m e s e s s io n s full! D on ’t m iss out on your c h a n c e to atten d o n e of our departm en tal talks.
B o o k your p lace today. If you w ould like to b e a d d e d to a waiting list for a fully b o o k ed se s sio n
p le a se co n tact u s a t ... .

Follow-up
12 Draw up a code of behaviour for your students. You may refer to Texts A and D and
online sources.

13 Search online for an English-language description of an academ ic course which

m atches your teaching or research interests. Share the results with the class.
 Module 1 Reading

Lesson 2 Virtual learning environm ents find

WWW
Lead-in
th eir
1 Search online for definitions of a ‘virtual learning environm ent’. Look through the virtu
search results and choose the best one. ‘It’s г
it ha;
R eading focus w ith
2 Read the title and introduction to an article. Underline the key words that will help is rig
you understand the m ain topic. W hat do you think the article is about?
SimiJ
struc
can s
Open source e-learning: In the Moodle o f tec
O pen-source software (OSS) has m ade a huge im pact on the software th e n
market. One such product could be about to revolutionise e-learning. differ
staff \
To quote a well-worn adage: if it looks too good to be true, it probably is. There are
som e exceptions though, and the free-to-download course-m anagem ent software, Dist
Moodle, that also allows users to build e-learning courses and com m unities, could
Amoi
be one of them.
wants
In the learning sector, Moodle, developed in Australia by the educator and computer own e
scientist Martin Dougiamas, is probably the m ost high-profile piece of free open-
СШ Ь
source software (OSS). In sim ple terms, OSS is software that is developed through
Mood
public collaboration because anyone can have access to the source code and
this ai
therefore modify or extend it to s u it 1their needs.
using
for ch
3 Answer the questions. the us
1 Do we have any evidence th a t th e au thor is im pressed w ith the p o tential of Moodle? using
2 W hich specific expressions prove this? d a ssn
w orld
4 Skim read the w hole article in two m inutes. W hat is its tone? given
im partial an d w
critical b etter
com plim entary
Case
5 Read the article again and follow these instructions.
Custoi
1 How does each heading prepare th e reader for w h at com es next? h e lp b
2 Identify one sentence th a t b est describes the m ain idea of each section. mana^
progra
Pedigree It w as
Ray Lawrence, managing director of Telford-based HowToMoodle, w hich provides o f th e i
training, consultancy and developm ent services to help users get the m ost from th e c o i
the software, says the ‘free’ tag may be what attracts people initially, but it is the site aft
product’s 'pedigree' that is also fuelling its take-up. UK an<
m anag
'M oodle was developed for educators, not just people with software skills,’ he says.
talk ab
'People in learning and developm ent quickly see that it works.' Those who want to

28
 unit 2

find o ut m ore ab o u t th e pedagogical principles b eh in d th e software can do so at

n w v .m o o d le.o rg . P artn er co m panies such as HowToM oodle give the 'to p slice’ of
th eir revenue from M oodle projects back into th e softw are's developm ent. ‘It's a
T iim ous circle an d it is w h at keeps M oodle alive an d su stainable/ explains Lawrence.
Ь 5 also w h at sets it a p a rt from som e o ther open-source softw are b ecause it m ean s
■ has a steady flow of incom e.' Law rence adds th a t w hile it is easy to get carried away
w ith th e idea th a t M oodle is free, p a rt of his com pany's role is to en sure th e software
s right for 2their requirem ents.

Similarly, w hile M oodle m akes it easy to u p lo a d content, it is also im p o rta n t to

structure th e learn in g activities so they are ap p ro p riate for th e learner. 'The platform
can su p p o rt co m m u n icatio n a n d reduce adm inistration,' says Dick M oore, director
of technology at Ufi an d a tru stee for The A ssociaton for Learning Technology. 'But
th e m o st critical factor is th e quality of th e co n te n t a n d course design - th a t’s the
differentiator.' M oore adds th a t to get the m o st o u t of it, it is also necessary to have
staff w ho u n d e rsta n d th e platform at a technical level.

Distance learning
Am ong HowToM oodle's clients is th e C hartered Institute of H ousing (CIH), w hich
w an ted to ru n d istan ce-learn in g courses on an e-learning platform a n d develop its
ow n e-learning m aterial, as well as drive dow n costs.

СШ believed an o p en -so u rce solution w ould suit th eir needs, an d discovered

M oodle. It h as since built a M asters degree-level e-learning course to be lau n ch ed
this au tu m n . It is also looking at how M oodle could be u se d in o th er ways, such as
using 3its e-portfolio space for m em b ers to provide evidence of th eir co m p eten ce
for ch artered status. 'O ur aim is to raise th e b a r on assessm en t criteria through
th e use of M oodle,' says M ary James, IT m an ag er at CIH. 'W e're investigating how
using electronic m e th o d s of learning can raise stan d ard s of learning co m p ared to
classroom en v iro n m en ts.’ Currently, M oodle has aro u n d 40,000 registered sites
w orldw ide, m an y of 4them p rivate-sector com panies. Law rence says M oodle has
given e-learning a w elcom e sh ot in th e arm . 'A lot of organisations tried e-learning
an d w en t th ro u g h th e mill,’ he says. 'This tim e, they w an t to get it right.’ A nd w hat
b etter w ay to dip th eir to e back in th e w ater th a n via a piece of free software?

Case study: Customer 1st International

C ustom er 1st In tern atio n al in W iltshire p ro d u ces learning m aterials a n d resources to
help b u sin esses im prove th eir stan d ard s of cu sto m er service. It n e e d e d a learning-
m a n ag em en t system for overseas an d UK clients, as well as a tu to r-led interactive
program m e th a t could acco m m odate learning logs, action plans an d assessm ents.
It w as aw are of M oodle a n d w orked w ith HowToM oodle to create an online version
of th e Best Practice Guide fo r C ustom er Service Professionals. H ow ToM oodle built
th e course an d provided training so C ustom er 1st could m ain ta in th e course an d
site after th e handover. 5It is n ow being sold to m ajor blu e-ch ip co m panies in the
UK a n d abroad. 'M oodle delivered exactly w h at w e w anted,' says C ustom er 1st
m anaging d irector S tephanie Edwards. ‘It m ea n s we have raised the gam e an d can
talk ab o u t cu sto m er service at a higher level.'

29
 Module 1 Reading

6 Scan the article and m atch the people m entioned in the text (1 -5 ) with their role in
regard to M oodle (a-e).
1 M ary Jam es a m anages a M oodle consultancy
2 Stephanie Edw ards b created th e m ost well-known OSS
3 M artin Dougiam as с uses th e platform to prove th e advantages of e-learning over
4 Ray Law rence traditional face-to-face m ethods
5 Dick M oore d points out th e features th a t distinguish M oodle from other
platform s
e runs th e business th a t uses M oodle to deliver a very specific
course for their custom ers

7 Read the text again and make a list o f all the benefits of Moodle. Add to the list if you
know of any others.

8 Look at words 1 -5 in bold in the article. W hat do they refer to?

Vocabulary focus
9 As an educational platform, M oodle contains a great deal of specific teaching/
learning vocabulary. Read the text on page 31 and create two spidergrams to summarise
w hat students and teachers do differently in M oodle compared to face-to-face teaching/
learning, e.g. students self-enrol.

30
 Lesson 2

1
nsM o o d le ’s b a s ic stru c tu re is o r g a n is e d a ro u n d c o u r s e s . T h e s e are b a sic a lly p a g e s
or a r e a s within M o o d le w h ere t e a c h e r s c a n p r e se n t their learn in g r e s o u r c e s an d
ac tiv itie s to s tu d e n t s . T h ey c a n h a v e differen t lay o u ts, b ut th ey u su ally in clu d e a
n u m b e r of ce n tral s e c t io n s w h ere m a te ria ls a re d is p la y e d a n d h a v e s id e b lo c k s
LC
offering e x tra fe a tu r e s or in form ation.

C o u r s e s c a n co n ta in c o n te n t for a y e a r ’s s tu d ie s , a s in g le s e s s i o n or a n y oth e r
ш v a ria n ts (d e p e n d in g on th e t e a c h e r or e sta b lish m e n t). T h ey c a n b e u s e d by o n e
t e a c h e r or s h a r e d by a g r o u p o f te a c h e r s .

H ow s t u d e n t s enrol on c o u r s e s d e p e n d s on th e e s ta b lis h m e n t; for e x a m p le th ey

c a n se lf-e n ro l, b e en rolled m an u ally b y their t e a c h e r or a u to m a tic a lly b y th e ad m in .

An Activity in M o o d le is a fe a tu re w h ere s t u d e n t s iearn b y in teractin g with e a c h

oth e r o r with their tea c h e r. T h ey m ight, fo r in sta n c e , c o n trib u te in a forum , u p lo a d
an a s s ig n m e n t, a n s w e r q u e s t io n s in a q u iz or c o lla b o r a te to g e th e r in a wiki.
rise A ctivities c a n b e g r a d e d .
ng/ A R e s o u r c e in M o o d le is an item th at a t e a c h e r c a n a d d to a M o o d le c o u r s e to
s u p p o r t learn in g, s u c h a s a file, a v id e o or link to a w e b site . A r e s o u r c e d iffe rs from
an activity in th a t it is s ta tic (i.e. th e s tu d e n t c a n m erely look at o r re a d it, rath er
th an p articip ate ).

A c o u r s e in M o o d le is an a r e a w h ere a t e a c h e r will a d d r e s o u r c e s a n d ac tiv itie s

for their s t u d e n t s to c o m p le te . It m igh t b e a s im p le p a g e with d o w n lo a d a b le
d o c u m e n t s o r it m igh t b e a c o m p le x s e t o f ac tiv itie s w h ere learn in g p r o g r e s s e s
th rou gh in teraction . P r o g r e s s c a n b e tra c k e d in a n u m b e r o f w a y s.

Follow-up
10 Look on the internet for articles describing possible disadvantages of platforms like
Moodle. Write them down and compare your lists in class.

31
 Module 1 Reading

Lesson 3 University research

Re:
Lead-in
Lrf
1 Work in pairs and answer the questions.
1 Does your chair, d e p a rtm e n t or faculty have a w ebsite focusing on the academ ic w ork o-e
done by its m em bers? If yes, w h at does it contain? r tt1
2 Have you visited such w ebsites of oth er universities? If yes, why? ay~

Reading focu s 1
arc
2 Read the text below and say w hat its function is in a university prospectus.

W hitborn U niversity is o n e o f th e le ad in g re se a rc h u n iversities, ren o w n ed for its Eng

te a c h in g , re se a rc h a c h ie v e m e n ts, a n d s o c ia l an d e c o n o m ic con tribu tion s. It h a s 14 B e.:
d isc ip lin e -sp e c ific fa c u ltie s a s well a s four re se a r c h in stitu tes, with o v e r 8 0 0 facu lty c r-y s
m e m b e rs w orking for 2 5 a c a d e m ic d e p a rtm e n ts. T h e U niversity h a s b e e n h o st to s o m e
o f th e w o rld ’s m o st d istin g u ish e d sc ie n tis ts , including re c ip ie n ts o f th e N ob el Prize pnno
for E c o n o m ic s. T h e r e s e a r c h e r s w h o s u p e r v is e an d m en to r o u r g r a d u a te s tu d e n t s are •vater
a m o n g th e w orld ’s fin e st an d w ork at th e forefront o f international sc h o la rsh ip . comp

At W hitborn w e h a v e iden tified a c o r e g r o u p o f r e se a r c h t h e m e s th a t c u t a c r o s s

~ed«
d e p a rtm e n ta l a n d facu lty b o u n d a r ie s. R e c o g n is in g th e m u ltid isciplin ary a p p r o a c h to
ves с
sc ie n tific a d v a n c e m e n t, W hitborn h a s c r e a te d fo u r in stitu te s w h ere facu lty m e m b e rs,
visiting s c h o la r s , p o s t - d o c to r a l fe llo w s, g r a d u a t e a n d u n d e rg ra d u a te s t u d e n t s
Arts
c o lla b o r a te in e x p lo rin g fo u r r e s e a r c h a r e a s : Life S c i e n c e s , E n g in ee rin g a n d A p p lied
S c i e n c e s , A rts a n d H u m an ities, a n d S o c ia l S c i e n c e s . T h is stru c tu re a llo w s th e The In
e x am in a tio n o f e m e rg in g tre n d s, a n d e n a b le s th e U niversity to r e s p o n d rapidly to th e history
w o rld ’s e volvin g sc ie n tific la n d s c a p e . cnitost
or trac
som e (

3 W hat inform ation w ould you expect to find in a text about the research institutes oarbcu
m entioned above? ao er< j£

4 Look through the text Research A reas in Activity 5 quickly. Were your predictions So cia
correct?
Our Ins
5 Match these topics to the sections in the prospectus. skils ar
engagir
a research projects aim ed at environm ental issues Jtderta
b a search for ways to im prove th e life of specific groups of people
and eco
с developm ent of in stru m en ts for research
fie*d attr
d a com bination of traditional and m od ern research m ethodology
expert»
e a list of various academ ic fields
jndertyi
f th e connection betw een research and policy-m aking
inform p

32
Research Areas
Life Sciences
R e s e a r c h e r s in th e In stitu te o f Life S c i e n c e s a r e tac k lin g th e g r e a t e s t scie n tific
q u e s t io n s w e curren tly f a c e a s a so c ie ty . B e it a m ic ro -b io lo g y lab o r a field sta tio n
in th e A n tarctic, o u r e x p e r im e n ta lists w ork to g e th e r with th e o r is ts to a d d r e s s
c o m p le x i s s u e s th at m a y a ffe c t th e lives o f p e o p le th ro u g h o u t th e w orld - from
c lim ate c h a n g e to in fluen za o u tb re a k s , from G M fo o d to n u c le a r pow er. E x p e rtise
and sta te - o f- th e -a rt te c h n o lo g y c o m b in e to allow m ultid isciplin ary r e se a r c h ,
te a c h in g a n d p o s t g r a d u a t e training to flourish .

Engineering and Applied Sciences

B e y o n d e x p a n d in g fu n d a m e n ta l h u m an u n d e rsta n d in g o f s u c h a r e a s a s ch em istry ,
p h y sic s , g e o lo g y , n a n o te c h n o lo g y , a n d o th e r s, r e s e a r c h in th e In stitute o f
E n g in eerin g a n d A p p lie d S c i e n c e s is f o c u s e d on th e a p p lic a tio n o f e n g in e e rin g
p rin c ip le s a n d t e c h n iq u e s to find s o lu tio n s to a b ro a d ra n g e o f p r o b le m s in cluding
w a te r m a n a g e m e n t, a p p lic a tio n o f c o m p u te r s c ie n c e in e c o n o m ic s , c re a tio n of
c o m p u ta tio n a l t o o ls w hich c a n b e u s e d b oth in s c ie n c e a n d e n g in e e rin g . T h e
r e s e a r c h e r s th a t c o m p r is e th e e n g in e e rin g c o m m u n ity a r e e x c lu siv e ly d e d ic a t e d to
th e d e v e lo p m e n t o f id e a s , p r o c e s s e s , m a te ria ls a n d d e v ic e s th at will im p rove th e
v e s o f p e o p le th ro u g h o u t th e w orld.

Arts and Humanities

The Institute o f A rts an d H u m an itie s s e e k s to p r o m o te th e stu d y o f th e cultural
history o f h u m an k in d th rou gh th e c o m b in e d e ffo rts o f h isto ria n s, a r c h a e o lo g is ts ,
p h ilo so p h e rs, art a n d literary c ritic s a n d lin g u ists. It p l a c e s a str o n g e m p h a s is
on trad ition al h u m an itie s, s c h o la r s h ip a n d p r a c tic e - le d re s e a r c h . A lo n g sid e this,
som e o f th e p r o je c ts u n d e rw a y a re g r o u n d e d in n ew s o c ia l te c h n o lo g ie s , in
particular, th e internet a n d s o c ia l so ftw a re , w hich a d v a n c e th e in terd isciplin ary
a g e n d a an d e x p a n d th e b o u n d a r ie s o f u n d e rsta n d in g th e h u m an con d itio n .

So cial Sciences
Our In stitute fo r S o c ia l S c i e n c e R e s e a r c h p r o m o te s p r o je c t s e n c o m p a s s in g th e
skills and p e r s p e c t iv e s n e e d e d to s o lv e c o m p le x s o c ia l p r o b le m s. In ad d itio n to
engaging with th e b ig i s s u e s fa c in g n ation al a n d g lo b a l s o c ie t ie s , th e Institute
u n d e r ta k e s h igh -q uality in d e p e n d e n t r e s e a r c h th at will a s s i s t in furtherin g s o c ia l
and e c o n o m ic d e v e lo p m e n t o f d is a d v a n t a g e d lo cal c o m m u n itie s. R e s e a r c h in th is
field a t tr a c t s in c re a sin g n u m b e rs o f s t u d e n t s se e k in g to d e v e lo p e x p e r ie n c e an d
expertise in political an d e c o n o m ic a n a ly s is . B y tak in g a critical lo o k a t r e a s o n s
underlying political, s o c ia l a n d e c o n o m ic d e c is io n s th ey will b e fully p r e p a r e d to
inform pu b lic p o licy effectively.
 Module 1 Reading

6 A nsw er th e follow ing q u estio n s a b o u t th e W h itb o rn University online pro sp ectu s. K> L o o t a t t

1 W hich characteristic is com m on to all th e research areas described? 1 F are m d a

2 W hich groups of people (researchers, etc.) are m entioned in th e text? a asad
3 W h a t specific places w here research is carried out are m entioned in th e text? b d ra co
4 W h a t is th e role of p ractice in som e of th e studies described? C SQoitiT:
5 W hat, according to th e text, helps th e University to identify and study the new est and 4
m o st urgent problem s?
2 N ow s c a r .:
Vocabulary focus «speed: i
7 Scan th e e x tra c t from th e p ro sp e c tu s in Activity 2 a n d u n d e rlin e th e ph rases th a t
11 Match th
inclu d e an ev alu atio n of th e university a n d its work, ra th e r th a n expressing facts. W hy
do you th in k th e y are u se d here? 1 д а т

8 Look a t th e se sen ten ces from th e p ro sp e ctu s in A ctivities 2 a n d 5, an d identify th e

fu n ctio n of th e p h rases in bold. 2 гтмиДпоп

1 It has 14 discipline-specific faculties as well as four cross-disciplinary research

in s titu te s ...
2 ... The University has been h o st to som e of th e w orld’s m ost distinguished scientists,
including recipients of th e Nobel Prize ...
3 ... co m putational tools w hich can be used both in science and engineering
4 ... som e of th e projects underw ay are grounded in new social technologies, in 4 aocss
particular, th e in te rn e t and social softw are,...
5 In addition to engaging w ith th e big issues facing national and global societies, the
Institute...

9 C om plete th e sen ten ces w ith th e p h ra se s in bo ld from Activity 8.

1 ...........taking ‘core’ courses, w hich are essentially taught in the first two years of study,
and th e final-year project, students m ay choose from optional units.
2 The project will involve researchers from each of the ten countries, the US.
3 Technology transfer in its broadest sense includes inform ation, dem onstration and the
transfer of knowledge an d skills licensing agreem ents.
4 Efforts will also be m ade to increase participation by w om en resea rc h ers,______by
designing th e actions in a way th a t allows researchers to achieve an appropriate w o rk -
life balance an d by facilitating resum ing a research career after a break.
5 The study describes British A m erican history teacher training systems.
- И кж-

34
' J L o o k at the prospectus in Activities 2 and 5 again.

1 Find and underline th e following w ords in the text:

a field f furthering
b develop g exam ination
с scholarship h allow
d address i perspectives
e issues j tools
2 Now scan th e tex t again to find w ords w ith a sim ilar m eaning to a-j. Note th a t the p a rt
: f speech m ay be different, e.g. develop - evolving.

11 M atch the words (1 -8 ) w ith the m eaning the word has in the prospectus.
1 inform a to tell som eone about particular facts
b to influence som eone’s attitude or opinion
2 condition a th e physical situation th a t som eone or som ething is in and affected by
b an arrangem ent th a t m ust exist before som ething else can happen
с th e particu lar state th a t som ething or som eone is in
3 scholarship a an am o u n t of m oney given by a school, college, university or other
organisation to pay for th e studies of a person
b serious, detailed study
4 tocus a to try to look directly at an object so th a t you can see it m ore clearly
b to m ove a device on the lens of a cam era or m icroscope so th a t you
can see a clear picture
с the m ain or central point of som ething especially of attention or interest
5 iiscipline a training which produces obedience (= willingness to obey) or self-control
b ability to control yourself or other people
с a particu lar area of study, especially a subject studied a t a university
d to teach som eone to behave in a controlled way
6 critical a saying th a t som eone or som ething is bad or w rong
b of th e greatest im portance to th e way things m ight happen in the
future
с extrem ely serious or dangerous
d giving opinions or judgm ents on books, plays, films, etc.
" ieflow a som eone w ho has the sam e job or interests as you
b a m em ber of a group of teachers of high rank at a college or university
с a m em ber of an official organisation for a particular subject or job
S advance a to go, or m ove forw ard
b to develop or im prove som ething
с th e forw ard m ovem ent of som ething
d developm ent or im provem ent
 Module 1 Reading

R eading focus 2
12 You are going to read about the results of a survey. Before reading, study the
diagrams. Predict w hat the survey is about.
woti
R e s p o n d e n ts : 6 4 7

350—
,

300

250

200
Caret
150-

100 -

50-

o- T "Г \
To pursue a To enhance To enhance To research Other Bridg
career in my career my career my field in
research prospects prospects greater depth
outside inside
academia academia

Figure 1 Figure 2

1 3 Read about the survey and answer the questions. M U

1 Were your predictions correct? -гсет^
2 Can you think of a title for th e text?
3 W h at is th e purpose of th e text?

*-1 Scidv
The UK GRAD P rogram m e w orks w ith em pLoyers, u n iv e rsitie s, re se arc h e rs and o th e r
sta k e h o ld e rs t o e m b e d p e r so n a l an d p r o fe ssio n a l d e v e lo p m e n t fo r p o s tg r a d u a te re se arc h e rs.
ЗЕйЗСВ ГС
We c o n d u c te d th is su rv ey to b e tt e r u n d e rstan d p o s tg r a d u a te re se a rc h e rs' m o tiv a tio n s for
u n d e rtak in g a PhD an d to g a in an in sig h t in to th e ir c are e r e x p e c ta tio n s . We h ope t h a t t h is
d a ta m ay b e u se fu l t o re c ru ite rs an d p o te n tia l re c ru ite rs t a r g e tin g th e PhD s e c to r an d in 3 lowtmc
d e v e lo p in g re so u rce p la n s. A d d ition ally , we h o p e t h a t th e d a ta m ay b e u se fu l to an y on e
in te r e s te d in th e c a re e r m o tiv a tio n s an d e x p e c ta tio n s o f UK d o c to ra l re se arc h e rs.

In order to g a in a b e tt e r u n d e rsta n d in g o f th e view s o f th e PhD re se a rc h e rs th e m se lv e s,

we h av e co n d u cte d a su rv ey t h a t a sk s a b o u t th e ir c are e r e x p e c ta tio n s . This research w as
c o n d u c te d d urin g O ctob er 2 0 0 5 , via an o n lin e survey, w hich w as d istr ib u te d th ro u g h th e
UK GRAD Hub an d th e N atio n al P o stg r a d u a te C o m m ittee n etw ork s. 15 Search
■Ж '«ЭОЛ
I t w as a p p a r e n t from th o s e su rv ey e d t h a t th e ir re a so n s fo r u n d e rtak in g a PhD are
. Им
co m p le x , d iv e rse an d w id e-ran g in g . We a sk e d re sp o n d e n ts t o in d ic a te th e ir core re a so n s
fo r u n d e rtak in g a PhD (s e e Figure 2 ). R e sp o n d e n ts cou ld s e le c t m ore th a n o n e re a so n . 1
The d a ta sh o w s t h a t 3 4 % o f re sp o n d e n ts w ere u n d e rtak in g a PhD t o e n h a n c e th e ir c are e r
p r o sp e c ts i n s i d e a c a d e m ia an d t h a t 4 9 % w an ted to p u rsu e a c are e r in re se a rc h . 4 5 % o f
re sp o n d e n ts in d ic a te d t h a t th e ch a n c e to re se arch th e ir fie ld in g r e a te r d e p th w as a core
re a so n fo r fu rth e r stu d y . I t is in te r e s tin g t h a t 4 0 % co n sid e re d t h a t u n d e rtak in g a PhD
w ould e n h a n c e th e ir c a re e r p r o s p e c ts o u t s i d e th e a c a d e m ic sp h e re .

36
 U n it 2 Lesson 3

" e r n e s e m e rg in g from th e su rv ey are a s fo llo w s.

Motivations
~~ете are a w ide variety and bread th o f re a so n s why in d iv id u als un dertak e a PhD. The
: :~ э 1 е х in te rp lay o f m o tiv atio n s and re a so n s th a t underpin care er ch o ice th u s far is a key
K n o r i n u n d e rstan d in g how b e st to su p p o rt our research stu d e n ts in th in k in g a b o u t careers.

Career expectations
•^ th o u g h th e su rv ey g ro u p se e m to h ave c o n sid e re d th e b e n e fits to th e ir c a re e r o f
.- r e r t a k i n g a PhD, th e y are n o t c le a r a b o u t w h a t t h a t c a re e r a c tu a lly lo o k s like or a b o u t
—e c are e r o p p o rtu n itie s a v a ila b le to th e m .

----------- 1------------- 1
Го research Other Bridging the knowledge gap
my field in
reaterdepth ~-e -e sp o n se s to th e su rv ey h ig h lig h t th a t th ere is s till so m e d ista n c e to tra v e l b efore
-^search ers fe e l aw are o f th e in fo rm ation and th e o p p o rtu n itie s a v a ila b le to them - both
term s o f fu tu re c are er o p tio n s and th e ir ap p ro ach to career ch o ic e s and d e cisio n m aking.

D est su p p o rt our research ers, we need to be ab le to u n d erstan d th e ir care er in te n tio n s

-- th e lon ger term . R esearch ers n eed in fo rm atio n , ad v ice and g u id an ce to help them th in k
i t c u t b oth ac a d e m ic and n o n -acad e m ic care er o p p o rtu n itie s. They a lso n eed to be a b le to
.- t e r s t a n d th e ir own p referen ces a b o u t sty le o f w orkplace, m an agem en t, culture, e tc . and
n o s e o f p o te n tia l e m ploy ers, in order to m ake d e c isio n s b a se d on v a lu e s and m o tiv atio n s.

1 i Study the inform ation in Activity 12 and answer the following questions.
ler
1 Judging by th e breakdow n of the respondents by subject, in w hich research areas is
rs.
—ore progress likely to be m ade?
:or
1 How m any PhD stud en ts took p a rt in the survey? W hat is the total n u m ber of responses
lis in Figure 2? W hy is there a difference betw een the num bers?
in 3 7o w hich group of responses in Figure 2 do all of the following reasons belong?
ne • T o further m yself intellectually’
* T o p u t off thinking about a career’
2S,
» T o stan d out from th e crow d’
'as
Foflow-up
he
15 Search online for descriptions o f research programmes at your faculty/university
or any other university in your country with an English website) and any university
abroad. Then compare the texts.
ins
)n_ 1 Do th e texts contain sim ilar inform ation (or em phasise the sam e points)?
;e r 2 '.Vhat oth er differences (or similarities) did you find?
of
16 Work in pairs or small groups to com pare your findings. Then report to the class.
эге
hD

37
Module 1 Reading

Unit 3 Academic publications

By the end of this unit you will be able to
identify the reader, type and purpose of academic texts .
■» examine features of academic texts
m understand similarities and differences between texts
« understand relations between parts of a text
understand the structure of abstracts and popular science articles

Lesson 1 Publishing matters

Lead-in
1 Work in pairs and answer the questions.
1 How do you usually search for publications you need to read?
2 W h at types of published m aterials do you find m ost helpful in your teaching or
research?

Reading focus
2 Are you familiar w ith these international m agazines and journals? W hat is their
target readership?
Scientific American Cosmopolitan
• The Economist Journal o f Conflict Resolution
Teaching Sociology Business & M anagem ent Review

3 The texts below are all intended for different categories of reader. Read them quickly
and identify their target readership. W hat helps you to decide?
A
The O xford R eview o f E d u c a tio n is a well established journal with an extensive
international readership. It is committed to deploying the resources of a wide range of
academic disciplines in the service of educational scholarship, and the editors welcome
articles reporting significant new research as well as contributions of a more analytic or
reflective nature. The membership of the editorial board reflects these emphases, which
have remained characteristic of the R eview since its foundation. The R eview seeks to
preserve the highest standards of professional scholarship in education, while also seeking
to publish articles which will be of interest and utility to a wider public, including policy
makers. Papers submitted to the O xford R eview o f E d u c a tio n are read by two referees
whose comments guide the Editors towards their final decision. The editorial board meets
twice a year and takes responsibility for the general development of the Journal.

Peer Review Policy

All research articles in this journal have undergone rigorous peer review, based on initial
editor screening and from at least two anonymous referees.
Effect o f low lig h t and h ig h n o ise on b eh avio u ral activity,
p h y sio lo g ic a l in d ica to rs o f s t re s s and pro d u ctio n in la y in g hens
O ’C o n n o r EA, P a rk e r MO, D a v e y EL, C rist H, O w en RC, S z la d o v it s B, D e m m e rs T C ,
.'.a th e s CM, A b e y e s in g h e SM.

Abstract
1. C o m m e rc ia l lay in g h e n s a re c o m m o n ly h o u s e d in n o is y an d d im e n v iro n m e n ts,
v e t re la tiv e ly little is kn o w n a b o u t w h e th e r t h e s e c o n d itio n s , p a rtic u la rly in
c o m b in a tio n , h a v e a n y e ffe c t on w e lfa re o r e g g p r o d u c tio n .
2 . T h e s tu d y w a s d e s ig n e d to in v e s tig a te w h e th e r c h ro n ic e x p o s u r e to c o n tin u o u s
n o is e (6 0 d B (A ) v s . 8 0 d B (A )) a n d / o r ligh t in te n sity (1 5 0 l u x v s . 5 lux) d u rin g th e
critical p e rio d o f c o m in g in to lay ( 1 6 - 2 4 w e e k s o f a g e ) in flu e n c e d b e h a v io u r,
p h y sio lo g ic a l s t r e s s (h e te ro p h il to ly m p h o c y te ratio) a n d p r o d u c tio n (n u m b e r an d
л 5 g h t o f e g g s laid) in lay in g h e n s.
3 . H en s in th e low ligh t p e n s w e re le s s a c tiv e a n d p r e e n e d an d d u s t- b a th e d m o re
:n a n t h o s e h o u s e d in 1 5 0 lu x; h e n s in th e h igh n o ise p e n s re s te d m o re fre q u e n tly
-л ап t h o s e in q u ie te r p e n s.
- . T h e re w a s no e v id e n c e th a t c h ro n ic e x p o s u r e to low ligh t o r h igh n o is e c a u s e d
a p p r e c ia b le p h y sio lo g ic a l s t r e s s b u t e g g p ro d u c tio n w a s a ffe c te d b y th e s e
c o n d itio n s . H en s k e p t in p e n s w ith low ligh t o r high n o is e laid fe w e r e g g s p e r d a y
:n a n t h o s e k e p t in h igh ligh t o r low n o is e p e n s .
5. T h e s e r e s u lts sh o w th a t low ligh t in te n sity an d c o n tin u a l h igh b a c k g r o u n d n o ise
Have a d e trim e n ta l e ffe c t on e g g p ro d u c tio n in th e e a r ly lay in g p h a s e , a s w ell
a s in flu e n c in g th e tim e a llo c a te d to d iffe r e n t b e h a v io u r s . H ow ever, th e re w a s no
s tr o n g e v id e n c e fo r a p h y sio lo g ic a l s t r e s s r e s p o n s e to e ith e r o f t h e s e c o n d itio n s or
- - e ir c o m b in a tio n .

—•- e E ditor w h o h a s a p p r o a c h e d y o u m a y not kn ow y ou r w ork intim ately, a n d m a y only

э е a w a re of y o u r w ork in a b ro a d e r c o n te x t. Only a c c e p t an invitation if th e article is
within y o u r a r e a o f e x p e r tise .

3 e o e n d in g u p o n th e jou rn al, y o u will b e a s k e d to e v a lu a te th e article on a n u m b e r

o f criteria. S o m e jo u rn a ls p ro v id e d e ta ile d g u id a n c e o th e r s d o not, b ut norm ally
y o u w ou ld b e e x p e c t e d to e v a lu a te th e article a c c o r d in g to th e follow in g: originality,
sz'-jcture, previous research, ethical issues.

Originality
Is th e article su fficien tly novel a n d in terestin g to w arran t p u b lic a tio n ? D o e s it a d d
: o th e c a n o n o f k n o w le d g e ? D o e s th e article a d h e r e to th e jo u rn a l’s s t a n d a r d s ? Is
~ e r e se a r c h q u e stio n an im p o rtan t o n e ? In o rd e r to d e te rm in e its originality a n d
a u o r o p r ia t e n e s s fo r th e jo u rn al, it m igh t b e helpful to think o f th e r e s e a r c h in t e r m s o f
w h a t p e rce n tile it is in. Is it in th e to p 2 5 % o f p a p e r s in th is fie ld ? You m igh t w ish to d o
= q u ick literature s e a r c h u sin g to o ls s u c h a s S c o p u s to s e e if th e re a re a n y re v ie w s of
 Module 1 Reading

D > e* rreat
A jo u rn a l w ith a n in te rd isc ip lin a r y a p p r o a c h t o p r o b le m s a n d r e s e a r c h in th e
field o f in te r a c tio n b e tw e e n ICT a n d h u m a n s , C o m p u te r M o n th ly is a p u b lish in g
I Does n ii
тзегеш ч
p la tfo r m fo r t h e o r e t ic a l a n d m e th o d o lo g ic a l p a p e r s in c o m p u t e r s c i e n c e a n d
1 iT i
r e la t e d d is c ip lin e s . C M a c c e p t s a r t i c l e s , w h o s e r e s e a r c h s c a l e , s c o p e a n d
5
novelty m a y le a d t o n ew p e r s p e c t i v e s a n d , even tually, m a jo r b r e a k t h r o u g h s
a c r o s s t h e s p e c t r u m o f d is c ip lin e s . E
P ro fe
Humans in the Computer World e-d u c;
S '* »
C M s t r i v e s to h igh ligh t t h e s e t o f c o m p le x r e la tio n s h ip s b e tw e e n h u m a n b e in g s
a n d ICT, p u ttin g s p e c i a l e m p h a s i s on a n a ly s in g t h e c o g n itiv e c o m p o n e n t s , ~ -.s sr.
o r g a n is a t io n a l a n d s o c ie t a l f a c t o r s o f ICT. T h e o r e t ic a l a r t i c l e s sh o u ld s e e k to ■y- ZXTT-
t a c k le a r a n g e o f le a rn in g o r p e r fo r m a n c e - r e la t e d i s s u e s w h e r e a s e m p iric a l
p a p e r s a r e s u p p o s e d t o c o v e r m o r e h a n d s- o n s t u d ie s , fr o m la b o r a t o r y
e x p e r im e n t s t o s u r v e y s . M e th o d o lo g ic a l a r t i c l e s s u b m it t e d t o t h e jo u rn a l sh o u ld
d e a l s p e c ific a lly w ith s tu d y o f r e s e a r c h m e t h o d s .

User Interfaces
O n e o f t h e d is c ip lin e s c lo s e ly r e la t e d t o ICT, u b iq u ito u s, a n d , t h e r e f o r e , a p p e a lin g
t o t h e jo u r n a l’s r e a d e r s h ip is s y s t e m d e s ig n . C M w e l c o m e s c o n tr ib u tio n s fr o m 1 le x tE c o
s c i e n t i s t s a n d s c h o l a r s r e p o r t in g on th e ir r e s e a r c h e f f o r t s in c r e a t in g novel
in t e r f a c e s , a n a ly sin g t h e e x istin g m o d e ls a n d d i s c u s s i n g d e s ig n t e c h n iq u e s .
T h e o r e t ic a l p a p e r s on t h is to p ic sh o u ld c o v e r t h e u n d erly in g p r in c ip le s of
u s e r i n t e r f a c e s , t h e ir c la s s ific a t io n g u id e lin e s a n d th e ir im p a c t on IC T -h u m a n
in te r a c tio n . E m p iric a l a r t i c l e s m a y d e a l w ith i s s u e s r a n g in g fr o m t h e p r o c e s s of 5 h j. *b§tr.
n e w i n t e r f a c e d e v e lo p m e n t t o la b o r a t o r y t e s t s on its e ffic ien c y m i илагта!

V w lin ill n
4 Answer the questions below about Texts A-D .

1 W hich of th e texts contains inform ation given in brackets? W hy are they used?
2 W hich inform ation is given in b o ld ? Why?
3 W h at is w ritten in italics in th e texts?
4 Explain th e logic behind th e sections in each text.

5 Read Texts A and С and find pronouns w hich are used as subjects.
HI IKcirkie
1 W h at do they refer to?
2 Is th e style of texts th e sam e or different? Why?

6 An abstract usually has a standard structure. Put the elem ents of an abstract below in I Сашфвт
order. D oes the abstract in Text В have all these elem ents? 1 U te fc m l

a Findings
b Reason for w riting * * з

с Conclusions ЯК. w r Л
d M ethodology/Process
e Problem

40

i
7 Now read the abstract below (E) and answer the questions.

1 Does this abstract have the sam e structure as the abstract in Text B? Does it contain all
th e elem ents listed in Activity 6?
1 W hat are th e m ajor differences betw een the two abstracts (and the articles they present)?
3 W hich types of article m entioned in Text D w ould they belong to?
I _

Professional identity developm ent: a review o f the higher

education literature
Franziska Trede, Rob Macklin & Donna Bridges

This stu d y e x a m in e d th e e x ta n t h ig h e r e d u c a tio n literatu re on th e d e v e lo p m e n t

o f p r o fe ssio n a l id e n titie s. T h ro u gh a s y ste m a tic review a p p r o a c h 2 0 a rtic le s w ere
d e n tifie d th a t d is c u s s e d in s o m e w ay p r o fe ssio n a l iden tity d e v e lo p m e n t in h ig h e r
e d u c a tio n jo u rn a ls. T h e s e a rtic le s d rew on v a rie d th e o r ie s, p e d a g o g i e s a n d learn in g
s tr a t e g ie s; h ow ever, m o st d id n o t m a k e a str o n g c o n n e c tio n to p r o fe ssio n a l id e n titie s.
Further re se arc h is n e e d e d to b e tt e r u n d e rsta n d th e te n s io n s b e tw e e n p e r so n a l
an d p r o fe ssio n a l v a lu e s, structural a n d p o w e r in flu e n ce s, d isc ip lin e v e r s u s g e n e ric
e d u c a tio n , a n d th e im p a ct o f w o rk p la c e learn in g on p r o fe ssio n a l id e n titie s.

: Text E contains som e words or expressions that you may not know. Without consulting
11. :tionary, try to guess what the following words mean. W hat helps you decide?

extant drew on generic

5 An abstract helps readers find m aterials relevant to their research. W hat other parts
ot a journal article can you consult to decide if you need to read all of it?

\ : cab ulary focus

Noun + n o u n com binations (e.g. computer systems) are often used in academ ic texts,
i i they allow authors to express inform ation in a concise way.

1 1 'Л'огк in pairs and follow the instructions.

I Individually, scan th e texts in this lesson for three m inutes to find as m any noun + noun
com binations as possible. W rite th em down.
. Tompare your list w ith your p a rtn e r’s. Com bine your lists.
3 W ork w ith oth er pairs and take tu rn s to show your com bined lists. W hose list is longer?
Share your results w ith th e class.

I I Work in pairs. Put the noun + noun com binations from Activity 10 in groups. Decide
«ш your criteria for grouping. Compare your results with other pairs.

12 Which text in this lesson contains the least number of noun + noun com binations,
i_- d -.vhich contains the most? Why do you think that is?
Module 1 Reading

1 3 The word novel can refer to a long story about imaginary characters and events.
W hat is the m eaning of novel in Texts С and D?

Tip:
M any w ords (e.g. subject, review, novel) can have m ore th an one m eaning, depending
on w hether they are used as a noun, a verb or an adjective.

14 Read the definitions and try to guess words 1-5.

1 a to produce or provide som ething official (verb)
b a subject or problem w hich people are thinking and talking about (noun)
с a single copy of a new spaper, m agazine or journal (noun)
d a set of articles in a m agazine or journal published at th e sam e tim e (noun)
2a to consider som ething in order to make changes to it, give an opinion on it (verb)
b th e process of carefully exam ining a situation or som ebody’s w ork to find out
w h eth er changes or im provem ents need to be m ade (noun)
с a report in a new spaper, m agazine, or program m e th a t gives an opinion about a
n ew book, film, etc. (noun)
d a new spaper, m agazine or journal th a t has articles on films, books, travel,
research, etc. (noun)
3 a existing as an idea, feeling or quality, n o t as a m aterial object (adjective)
b a sh o rten ed form of a speech, article, book, etc., giving only th e m o st im p o rtan t
facts or ideas (noun)
с a type of p ainting w hich represents th e qualities of som ething, n o t its outer
appearance (adjective)
4 ____________ a an area of land in th e co u ntry w here crops are grown (noun)
b an area of activity or interest (noun)
с place outside an office or laboratory w here practical w ork and research is done
(noun)

F o llo w -u p

1 5 Search online for 2 -3 abstracts o f articles in your field of study.

1 Com pare th e ab stracts you found w ith the sam ples in this lesson.
2 W hich of th e sam ples do they m ost look like?
3 Is there anything m issing from th e sam ple abstracts in this lesson?

16 Make lists of key words from the abstracts you found. (If they already contain key
terms, add som e more to the list.)

17 Work in pairs. Exchange your lists of key words. Read them and guess the topics of
your partner’s articles and the m ain contents.
 Lesson 2

Lesson 2 Popular science articles

Lead-in
1 Dо you read popular science articles? Why? On what occasions?

Reading focus 1
The reading material below contains eight passages from two popular science
b rtjd e s. Read passages a -h quickly and m atch them to article titles 1 and 2.
1 Atheists tu rn to science during tim es of stress
lit (noun) 2 Take a peek inside th e brain’s filing cabinet

tim e (noun) ж Gradually, a m ap em erged showing w hich neurons each noun and verb activates. Ih e
r. r ..ral activity seem s to occur in logical groups. Voxels active for anim als such as dogs
oinion on it (verb)
and n sh te n d to cluster close to one another, for instance. O ther links are less easy to
)rk to find out
interpret: vehicles an d anim als are grouped together, perhaps because b o th are capable
m ovem ent.
opinion about a
b r arias speculates th a t a rationalist outlook w ould provide sim ilar relief. Any kind of
jks, travel, belief system helps you structure your perception of reality,’ he says. ‘It allows you
to thin k of th e universe in a particular m eaningful way.’ The researchers have begun
djective) a r.m ilar study using scientists w ho are religious to see how the tw o belief system s
m ost im p o rtan t interact in response to stress.
с Our brains are m aster organisers, able to m ake sense of th e co n stan t stream of visual
lo t its outer
endco n a tio n we en co u n ter every day. A new m ap of th e brain gives som e insight into
bow it does this.
d A team of psychologists led by Miguel Farias a t the University of Oxford asked 52 rowers
research is done to dll in a ‘belief in science’ questionnaire ju st before taking p a rt in a com petitive
: тc itta . They gave th e sam e te st - in w hich participants h a d to score statem en ts such
as 'science is th e m ost valuable p a rt of hu m an culture’ - to a similar num ber of rowers
at a training session. The questionnaire also assessed self-reported stress levels and
cecjee of religious belief
f Recent studies have suggested th a t the brain organises th e things we see into
categories, such as anim als or faces. To determ ine how this categorisation works, Jack
Г-ahant at the University of California, Berkeley, and colleagues identified the 1,705 m ost
com m only used nouns an d verbs in the English language. They th e n show ed video clips
of these objects an d actions to four people as each lay in an fMRI scanner, and recorded
5У th e brain responses. The team divided th e fMRI im ages up into tiny squares, or voxels.
W hen a video clip of an object such as a butterfly w as played, the fMRI recorded w hich
3 of toxbIs - and hence w hich groups of neurons - were active.
f Farias and colleagues discovered th a t those about to race were b o th m ore stressed,
and rated their belief in science 14% higher th a n those w ho were simply training. Some
с r eats: th e effect w as m odest, th e team didn’t m easure w hether the row ers’ stress
ievels w ent down, an d th e subjects - com petitive athletes w ho follow a rational training
rrtim e - are probably already scientifically m inded. However, the findings reflect a
crowing body of psychological evidence th a t people find com fort in tim es of th reat
by m oving closer to certain aspects of their w orld view - conservatives becom e m ore
conservative, for example, liberals m ore liberal, religious believers m ore devout.
 Module 1 Reading

g It’s well know n th a t religious faith can help believers cope w ith stress and anxiety, by
providing th e m w ith a sense of m eaning and control at tim es of uncertainty. It now
seem s th a t a ‘belief’ in science and a rationalistic outlook m ight do th e sam e for the
non-religious.
h G allant says th e results suggest th a t th e brain organises visual inform ation by its
relationship to o th er inform ation. Each neuron appears to act as a ‘filter’ for placing
d a ta into m ultiple categories. The m ethod opens a new door to looking at brain data,
says John-D ylan Haynes of th e B ernstein C enter for C om putational Neuroscience in
Berlin, Germany.

3 R ead passag es a - h again a n d m a tc h th e m to th e se sections o f an article. W h a t helps

you decide?

1 introduction/general inform ation

2 description of th e experim ent
3 findings
4 researchers’ com m en ts an d prospects of future research

4 W ork in pairs. N ote dow n th e m ain p o in ts o f each te x t from Activity 2 on the

follow ing spid erg ram . S tu d en t A: w ork w ith Text 1. S tu d en t B: w ork w ith Text 2.

W here?

5 Ask y o u r p a rtn e r q u estio n s b a se d on your spidergram . C heck w h a t th ey re m em b er

from y o u r text.

Vocabulary focus 1

6 R esearch can be divided in to th re e stages: planning, pro cess an d analysing results.

R ead Texts 1 -2 again a n d co m p lete th e ta b le w ith expressions d escribing th e se stages.
Example: gave the sam e test (process)...

1 Planning__________________ Process Results____________________

44
 Lesson 2

by lg focus 2

ie [i the article below and sum marise it in one or two sentences.

Search agenda set for curbing US gun violence

«
Obama asked for a new agenda for research into curbing gun violence, and now
ta,
■one.
I ooe problem: getting a Congress that rejected his plans for tighter gun laws in the wake of
: Ne-town massacre to provide the necessary cash.
elps ry. Obama directed the Centers for Disease Control and Prevention (CDC)
iienuf> pressing questions about reducing deaths and injuries caused by guns.
_______________ Then Congressional allies of the National Rifle Association
[ the agency’s annual budget by $2.6 million - the exact sum it had been spending on
: : ence research.
ib an Institute of Medicine panel headed by Alan Leshner, CEO of the American
icciarion for the Advancement of Science, has given the CDC a list of priorities for
nation, ranging from the potential of ‘smart guns’ that only their registered user can
i n :: i e effectiveness of childhood education programmes in reducing violence in later life.
Many previous studies have simply looked for correlations
at? here sen policies across different countries or US states and their rates of gun violence, and so
t - : : been able to demonstrate causation.
ic n 't just need more research but more rigorous research,’ agrees Garen Wintemute, who
W here? a& the Violence Prevention Research Program at the University of California, Davis.
______________ Any addition to the CDC’s budget would require
Izt^rressional approval, and that will be hard to obtain, given the gun lobby’s powerful
le n r nd jfnce. 'Everything on this list has been controversial all along,’ says Wintemute. ‘That
сversy will remain.’

»er 1 С : —plete the article with sentences a-с. W hat elem ents of the text help you to decide?
Ш
a Ebe p onel also w ants future research to be m ore rigorous, based on controlled trials or
:«зс re-and-after studies th a t can show cause and effect for specific interventions.
: : ; question, however, is w here the m oney is going to com e from.
That ended a de facto freeze on such research th a t had been in place since the mid-1990s.
:s.
*es. f .fae article consists of six parts. For each part, write down the key words expressing
is - iin idea. e.g. paragraph problem, Congress,gun laws.

icabialary focus 2
* С 7 г id the text again. Find expressions describing the stages of research and add
: to the table in Activity 6.

FoUcm-up

11 jj-ch online for a recent popular science article. Summarise its contents.

: rk in pairs. Take turns to give the gist of the article to your partner and ask him /
- . - - - suggest a title.

45
Module 1 Reading

Lesson 3 Research reports

L e a d -in
1 Work in pairs. Read the follow ing definitions of research and report. Then, work in
pairs and give your ow n definition of a research report. Compare your definition with
other pairs and choose the best one. Explain your choice.

• research - a detailed stu d y of a su b ject, especially in order to d isco v er (new) information

or reach a (new) understanding.
• report - a description of an event or situation

R e a d in g fo c u s
2 Complete the table with the research report elem ents.

Abstract/Synopsis Appendices Conclusion Discussion

Literature Review (sometimes included in the Introduction)
References or Bibliography Results Title of report

Parts Sections
l
Preliminary material
2 Table of Contents (not always required)
3

Body of report 4 Introduction

5

6 Methodology
7

10Recommendations (sometimes included in the Conclusion)

n
Supplementary material
12

3 Work in pairs and list all the stages involved in preparing a report and what you do at
each stage.

4 Read stages a -g of research report preparation suggested by the Adelaide Writing

Centre. Put them in order. Then compare your ideas in pairs.

a Draft the supplementary material. e Draft the body of your report,

b Analyse the task. f Develop a rough plan,
с Do the research. g Draft the preliminary material,
d Improve your report.

5 Compare your ideas with the suggested list from the Adelaide Writing Centre.
How sim ilar/different are your stages and the ones in Activity 3? Why do you think this
m ight be?
 L
Lesson 3

sec:;ons 1-12 from Activity 2 with the inform ation below they should include.
references used in your report or referred to for background inform ation
abdtO: nal m aterial w hich will add to your report
m e heading indicating w h at the report is about
п н е sum m ary of m ain findings
fee* t Ш21 c r sections and headings w ith page num bers
Ife e r a n t research in this area
■ir iz.ce : i your results, how it fits w ith o ther research in the area
к и п т а г у of results/findings
; i - -r needs to be done as a result of your findings
\ hat you did and how you did it
k. at you (bund
I wny and w h at you researched

? i i d the summary o f the following research report. W hat is the topic o f the report?

Executive summary (Summary or abstract)

aim o f this report w a s to investigate UniLab sta ff attitu d es to personal m obile ph on e use in
and team m eetin gs. A staff survey on attitu d es to w ard s the use o f m obile ph on es in the
:- з ^ Л е а т m eetin gs w a s con ducted . The results indicate th at the majority o f sta ff find m obile
; - o n e use a m ajor issue in sta ff m eetings. The report con cludes th at personal m obile p h on es
are cisruptive and should be turned off in m eetin gs. It is recom m en ded th at UniLab develops
i com pan y policy banning the use o f mobile ph on es except in exceptional circum stances.

i Read the whole report. W hich of the sections m entioned in Activity 2 are m issing or
n :n a different order?

Introduction
""'e re has been a m assive increase in the use of personal mobile ph on es over the p a st five years and
r e r e is every indication th at this will continue. A ccording to Black (2002), by 2 0 0 8 , alm ost 1 0 0 %
: - .vorking people in Australia will carry personal m obile phones. Black describes this ph en om en on
as serious in the extrem e, potentially underm ining the foun dation s o f com m unication in our
so ce ty ' (2002). Currently a t UniLab, 8 9 % o f staff have personal mobile phones.
-erently, a num b er o f sta ff have com plain ed a b o u t the use of personal m obile p h o n es in
- e a t in g s an d ask e d w h a t the official com p an y policy is. At p resen t there is no official com p an y
с о cy regarding p h o n e use. This report exam in es th e issue o f m obile p h o n e u sa g e in sta ff
- e e t i n g s an d small team m eetin gs. It d o e s not se e k to exam in e the use o f m obile p h o n es in
т е .vorkplace at oth er tim es, alth o u gh so m e con cern s w ere raised.
-z r the p urposes o f this report a personal mobile ph one is a personally fun ded ph on e for private
s t e a s o p p o se d to an em ployer fu n d ed ph one th at directly relates to carrying o u t a particular job.

Methods
~ i i s research w a s con du cted by questionnaire and investigated UniLab staff m em b ers' attitudes
: э the use o f m obile ph on es in staff/team m eetin gs. A total of 4 1 2 questionn aires w ere distributed
w ith em ploy ees' fortnightly pay slips (see A ppendix 1). The questionnaire used Likert scales to
a sse ss social attitudes (Smith 2 0 0 2 ) to m obile ph on e u sa g e an d provided o p en -en d ed responses
fo r additional com m en ts. Survey collection boxes w ere located in every branch for a four w eek
seriod. No personal inform ation w a s collected; the survey w a s voluntary and an onym ou s.

47
Module 1 Reading

Results
There w a s an 8 5 % re sp o n se rate to th e question n aire. A b reak dow n o f th e re sp o n se s is listed
b elow in Table 1. It can be clearly seen from th e results th a t m obile p h o n e s are con sid ered to
be disruptive an d sh o u ld be turn ed o ff in m eetin gs.

Table I
Personal m obile p h o n e u s a g e in strongly a g re e (% ) d isag re e (% ) strongly
sta ff an d te a m m e e tin g s i s ... a g re e (% ) d isa g re e (% )
n ot a problem 5 7 65 23
an issue 40 45 10 5
disruptive 80 10 7 3
p h o n e s should b e perm issible 6 16 56 22
p h o n e s should b e turn ed off 85 10 3 2
allow ed in so m e circu m stan ces 10 52 24 14

The survey also allow ed participan ts to identify any circu m stan ces w h ere m obile p h o n e s should
b e allow ed in m e e tin g s an d also a ss e s s e d sta ff attitu d e s to w a rd s receiving personal ph on e
calls in sta ff m e e tin gs in o p e n -e n d e d q u e stio n s. T h ese results sh o w e d th a t sta ff th o u g h t th a t
in s o m e circum stan ces (e.g. m edical or em erg en cies), receiving perso n al p h o n e calls w a s
a c c e p tab le , but gen erally receiving perso n al p h o n e calls w a s n ot necessary.

Discussion/Interpretation of results
It can b e se e n from th e results in Table 1 th a t perso nal m obile p h o n e use is con sid ered to a
problem . However, it w a s ack n o w le d g e d th a t in so m e situation s it should b e perm issible: 8 0 %
o f recipients con sidered m obile p h o n e s to be highly disruptive an d there w a s stron g su p p o rt
for p h o n e s bein g tu rn ed o ff in m e e tin g s (8 5 % ). Only 1 2 % th o u g h t th at m obile ph on e u sa g e
in sta ff an d team m e e tin g s w a s not a problem , w h e rea s 8 5 % felt it w a s an issue. The results
are c o n sisten t th ro u g h o u t th e survey. M any o f th e re sp o n d en ts (6 2 % ) felt th a t in exception al
circu m stan ces m obile p h o n es should b e allow ed (e .g . m edical) b ut there should be proto co ls
regardin g this.
T h ese fin d in gs are con sisten t w ith oth er stu d ies. A ccording to Sm ith (2 0 0 5 ), m any co m p a n ies
have identified m obile p h o n es a s disruptive an d have b an n e d th e use o f m obile p h o n e s in
m eetin gs. Havir (2 0 0 4 ) claim s th a t 2 9 % o f staff-m e e tin g tim e is w a ste d th rou gh un n ecessary
m obile ph on e interruptions. This affe c ts tim e m a n a g e m e n t, productivity an d te a m focu s.

Conclusion
The u se o f m obile p h o n e s in sta ff m e e tin g s is clearly disruptive an d they sh o uld b e sw itched
off. M ost sta ff felt it is not n ecessary to receive person al p h o n e calls in sta ff m e e tin gs e x c e p t
un der certain circum stan ces, b ut perm ission sh o uld first b e so u g h t from th e te a m leader,
m a n a g e r or chair.

Recommendations
It is reco m m en d ed th a t UniLab d ev elo p s an official policy regardin g th e u se o f m obile p h o n e s
in sta ff m eetin gs. The policy should recom m en d:
• m obile p h o n e s are b an n e d in sta ff m eetin gs
• m obiles p h o n e m ay b e u sed in exception al circum stan ces b ut only w ith th e perm ission o f the
ap p ro p riate m a n a g e r or chair
Finally, th e policy n e e d s to apply to all sta ff in th e com pany.
 Lesson 3

I г the report again and decide if the following statem ents are true or false. Correct
a e false ones.
] The goal of this rep o rt was to study com pany staff attitudes to personal mobile phone
use in meetings.
_ h :s recom m ended th a t th e com pany develops a policy com pletely banning the use of
—obile phones.
3 There w as an im m ense increase in the use of mobile phones seven years ago.
■i This research w as co n ducted using a questionnaire.
5 Personal inform ation of respondents was collected to m ake th e survey m ore reliable.
• Only 6% of respondents strongly agree th a t mobile phones should be allowed in

Ю Read conclusions A-С to different research reports. Fill in the gaps with the words

3 3 ~ ia tiv e analysis hypothesis opportunities

jrc o e m programmes similar standards
uld
эпе
h at
vas _ - e r.3<nach co n te n ts of the red eft, red -b ack e d salam an der, an d dusk y sa la m a n d e r living in
r e s a n e are a w ere identified. An ___ of the fo o d eaten sh o w s that the feed in g h abits of
П е red eft an d the red -b ack e d sala m an d e r w ere different. T h e se tw o sa la m a n d e rs sh o w ed
- i c r e se g re g atio n ’. T h e se tw o sa la m a n d e rs a te 2_______ fo o d w hen living in different a r e a s but
о a Use y~ different food when the tw o s p e c ie s lived in the s a m e area. O u r 3 ........... w a s valid.
)%
ort
sge
jits
_ of teen g a n g violence can b e eliminated. It will, however, tak e time, money, and
nal s : rm bin ed effort on the part of m any p eop le. O rgan ised, free, after-school p ro gram m e s
:ols s u e r a s : sp o r ts te a m s an d g a m e s ; art, m usic, an d d ram a activities; internships in local a re a
D L s n e s s e s an d profession al organ isation s; and interesting volunteer activities in the com m unity
lies ■cuc "e lp e n g a g e te e n s in worthwhile pursuits ou tsid e of sch o o l hours. More jo b 5____ __ for
in B e n s , especially th o se fun ded by s ta te an d local p rogram m es, w ould offer in com e for te e n s a s
ary ■el a s productive w ork for the community. O utreach to fam ilies through sc h o o ls, com m unity
x p s n s a t io n s , and p la c e s of w orship w ould help prom ote inter-generational activities that could
r x r e v e family c lo s e n e s s , helping te e n s to work on their prob lem s at the family level, in stead of
a < r c :h em to the stre ets. If th e se 6 can b e im plem ented, w e will surely s e e a d e c r e a se
г g a n g activity an d sa fe r stre e ts an d n eigh bou rh oods for u s all.
led
-Pt
ler,

_ d e sig n s for an em ission-free fuel cell pow ered c a r have b een p resen ted : C ar A,
2 Locxy s e d a n which runs on hydrogen, an d C ar B, a m edium -sized family hatch which u s e s
iw d ragen an d oxygen. E ach ca r featu res recyclable m aterials an d con form s to Australian d esign
le s
_ in term s of perform an ce an d safety featu res. However, C ar В is reco m m en d ed a s it
■ a s found to b e m ore econ om ical in term s of both m anufacturing an d running c o s ts .

:he

11 Work in pairs. Read conclusions A-С again and answer the questions.
1 W hat fields of research do these reports refer to?
2 Think of titles for these reports.
49
 Module 1 Reading

Vocabulary focus
12 Match nouns 1-7 from the research report in Activity 8 to their definitions.
1 phen o m en o n
2 response
3 findings
4 questionnaire
5 purpose
6 survey
7 m ethod
a a set of questions people are asked to gather inform ation or find out their opinions
b a w ay of doing som ething, often one th a t involves a system or plan
с w hy you do som ething or w hy som ething exists
d a w ritten list of questions th a t people are asked so th a t inform ation can be collected
e som ething th a t exists or happens, usually som ething unusual
f som ething said or done as a reaction to som ething th a t has been said or done
g inform ation th a t has been discovered

13 Complete the sentences with the nouns from Activity 12.

1 Visitors to th e co u n try have been asked to fill in a d e ta ile d ____________ .
2 A re c e n t_____________ revealed th a t 58% of people did n o t know w here their h e a rt is.
3 The rep o rt’s _____________ on th e decrease in violent crim e support the police chief’s
claims.
4 The new teaching encourages children to think for themselves.
5 The of th e research is to try and find out m ore about th e causes of the
disease.
6 H er proposals m et w ith an en th u sia stic____________ .

14 Match the words from the report (1-7) with words with a similar meaning (a-g).
1 examine a permit
2 recommend b influence
3 assess с evaluate
4 allow d think
5 consider e investigate
6 acknowledge f admit
7 affect g advise

Follow-up

1 5 Search online for tips and recom m endations on writing a research report. Do you
agree w ith them? Can you add more? Choose the best ones and share them with the
class.

50
 Lesson 1

unit 4 international cooperation

By the end of this unit you will be able to
- consolidate the skills developed in the Reading module
recognise a writer's intention and attitude
identify the functions of different types of text
select and present information from different texts in the form of a table
develop awareness of linguistic features of different genre texts on international cooperation
■» understand relations between parts of a text describing grant programmes

Lesson 1 international cooperation programm es

Lead-in

1 Work in pairs and answer the questions below.

1 Have you ever w orked on an international project? (W hen? W ho w ith? W hat was the
project?)
1 W hat o th er forms of international academ ic cooperation do you know?

Reading focus 1

2 Read Text A about a European programme o f international cooperation.

1 Divide it into four paragraphs.
2 Say w h at helped you do it.

The Tempus programme, which is the longest-standing
EU programme in the educational sector and which has
a strong focus on cooperation between higher education
institutions, has entered a new phase running from
2007 to 2013. Since its inception in 1990, university
cooperation under the Tempus programme has
contributed successfully to institution building in higher
education in the Partner Countries and to sustainable
university partnerships, as well as to enhancing mutual
understanding between the academic worlds of the
European Union and the Partner Countries. Particularly
in the Partner Countries, higher education institutions
are currently facing major challenges linked to dramatic
demographic changes (number of people potentially
laving access to higher education, age structure,
migration flows), increasing global competition, leading
to a considerable shift in the distribution of the economic
power at world level, changes in science and technology
but notably the growing importance of organisational
and societal innovation rather than purely technological
innovation and, last but not least, challenges of societies
in transition (social cohesion, human rights, etc.). Higher
education institutions are therefore key players in the
successful transition to a knowledge-based economy
and society and they provide the training for a new
generation of leaders. They are the pools of expertise
and centres for the development of human resources.
Higher education institutions are also important factors
in growth and competitiveness, and play a crucial role
in the reform agenda of both EU Member States and the
Tempus Partner Countries. The overall aim of Tempus is
to contribute to the creation of an area of cooperation
in the field of higher education between the European
Union and the Tempus Partner Countries. The specific
objectives of Tempus are as follows: to promote the
reform and modernisation of higher education in the
Partner Countries; to enhance the quality and relevance
of higher education to the world of work and society in
the Partner Countries; to increase the capacity of higher
education institutions in the Partner Countries and the EU,
in particular their capacity to cooperate internationally
and to continually modernise; to assist them in opening
up to the world of work and the society at large; to foster
the reciprocal development of human resources; and to
enhance mutual understanding between the peoples and
cultures of the EU and the Partner Countries.

51
Module 1 Reading

3 Work in pairs. Compare your paragraphing and suggest a heading for each
paragraph. Report back to the class.

4 Is the style o f the text formal or informal? W hat language features show it?

5 In Text A find:
1 all the instances where information is presented in a slightly biased way
2 sentences where numbering or bullet points could be used to make the text read more
clearly
3 a description of the core mission of HE institutions

Vocabulary focus

6 Search Text A for different ways o f em phasising or adding to a point. Write the words
or phrases down.

7 Fill the gaps in the following sentences with the words you found in Activity 6. С In t-B C
С Unpur и- i
1 In a number of European states, however, England and Holland, the
freedom with which researchers could defend the Copernican system stands in i в ое»rr..
surprising contrast with the criticism faced by Galileo.
According to the research, the setting up of a stock exchange was indispensable
for enhancing the flow of capital and for the creation of a market in securities,
_ _________ for protecting the interests of venture capitalists.
The applications referred to in Section A are ... ......__ : a) an application for
и
the renewal of a licence; b) an application for a new licence; c) an application for a
permanent transfer of a licence. 1 и игп -
The course offers comprehensive training in communication theory m 2 ж «вег я
the academic context. 3 ЛЙИЕ ДС.

Reading focus 2 t 2 beacd»

авц » «еяга
8 Read Text В quickly and say: a) w hat it focuses on; b) w hat features of the text help
you answer.

The ‘People’ Specific Programme acknowledges that one of the main competitive edges in science and
technology is the quantity and quality of its human resources. To support the further development and
consolidation of the European Research Area, this Specific Programme’s overall strategic objective is to make
Europe more attractive for the best researchers.
The Specific Programme aims to strengthen, quantitatively and qualitatively, the human potential
in research and technology in Europe, by stimulating people to enter into the profession of researcher,
encouraging European researchers to stay in Europe, and attracting to Europe researchers from the entire
world, making Europe more attractive to the best researchers. Building on the experiences with the ‘Marie
Curie’ actions under previous Framework Programmes, this will be done by putting into place a coherent
set of ‘Marie Curie’ actions, particularly taking into account the European added value in terms of their
structuring effect on the European Research Area. These actions address researchers at all stages of their
careers, in the public and private sectors, from initial research training, specifically intended for young
people, to lifelong learning and career development. Efforts will also be made to increase participation
by women researchers, by encouraging equal opportunities in all 'Marie Curie Actions’, by designing
the actions to ensure that researchers can achieve an appropriate work/life balance and by facilitating
resuming a research career after a break.
 9 Read Texts A and В again and com plete the table below.

5 i : -.ground of th e program m e
Territory
Participants
I-eneral aim
Сi uses of existing problem s

10 Read the second sentence in Text B. How do the two parts o f the sentence relate to
each other?
i : ;u se and effect
b s e a t i n g th e sam e idea
с th e end an d m eans to th e end
d :: ric and illustration

Г: support thefarther development a n d consolidation o f the European Research Area,

Mas Specific Programmes overall strategic objective is to m ake Europe more attractive fo r the
b est researchers.

' Read Text В again.

1 Identify tw o sentences w hich express an aim.

1 In each sentence, identify th e three m eans of achieving th e aim.
3 W hat language structures are used to perform the functions?

12 Read the end o f Text В and say w hat the phrases a) an appropriate work/life balance
i s d b ) resuming a career after a break imply in this context.
j

Follow-up
13 On the internet, find inform ation about an international project/initiative/
;nce and rrogramme that you m ight be interested in. Make notes about it in the form of a table
iment and in Activity 9 but you can add more parts to it). Report to the group.
ctive is to make

potential
researcher,
rom the entire
rnth the ‘Marie
ce a coherent
rms of their
stages of their
d for young
irticipation
.esigning
facilitating
Module 1 Reading

Lesson 2 Grants
Lead-in

1 W hich of the following activities may be supported by a grant of som e kind?

a research project
a visit to a university abroad to m eet fellow researchers
w riting a textbook in your subject
organising an intern atio n al sem inar

2 Have you ever applied for a grant for any o f these activities? Were you successful or
not? Why?

Reading focus 1

3 Match these typical functions of texts about grants and international cooperation (1-5)
with extracts A -D below. (There is one extra function on the list that you do not need.)
1 inform ing 4 w arning
2 inviting 5 giving instructions
3 telling a success story

A
A re y o u a n e x p e r ie n c e d re se a r c h e r lo o k in g fo r a p o s td o c to r a l fe llo w sh ip ?
S u b m it y o u r g r a n t a p p lic a tio n for th e IEF s c h e m e a n d g a in th e o p p o rtu n ity to a c q u ire
n e w re se arc h skills o r to w o rk in o th e r se c to rs.

В
- Fill o u t th e S o ftw a r e G ran t a p p lic a tio n Form - w e e n c o u r a g e you t o d e v e lo p this
w ith a p ro je c t t e a m an d re co m m en d t h a t y o u k e e p a co p y fo r y o u r records.

- Sign th e P ro g ram m e A u th o risatio n Form . T h e G ran t A p p lic atio n m u st b e e n d o r se d

by b o th th e L ead In stitu te D irector/P rin cipal a s w ell a s D irector/P rin cipal o f an y
p a rtic ip a tin g o r g a n isa tio n .

- S u b m it th e A p p lic atio n a n d A u th o risa tio n fo rm s to : Innovative Teachers Programm e

Manager.

С
P eter Toth is a M arie Curie IE F fellow. Through his BIOBROOM project, he has
developed a biological control m ethod again st 'b room rap es', p a ra sitic weeds th a t
would be elim inated by flies, m aking the use of herbicides unnecessary.

D
P e rio d 2 will b e o p e n fro m 1 5 S e p t e m b e r to 3 1 O c to b e r. G r a n t r e c ip ie n ts will b e
notified by 1 D e c e m b e r a n d will b e a w ard e d g r a n t s fo r tw o y e a r s , b e g in n in g on 1
J a n u a r y a n d en d in g 3 1 D e c e m b e r . P r o je c t s m a y co m m e n ce in t h e s p r in g t e r m .

G r a n t r e c ip ie n ts will b e eligible t o ap p ly f o r s u b s e q u e n t g r a n t s a f t e r t h e initial tw o

y e a r p e rio d .
4 What contents and language features of Texts A -D helped you decide on their
functions?

5 In Text D, w hat words can be used instead of the words in bold?

Reading focus 2

6 Work as quickly as possible. Scan Text E to find answers to the follow ing questions.
1 How m any sections are there in the Table of Contents?
2 W hich p a rts of th e proposal have no page limit?
3 W h at happens if som e p a rts of th e proposal are longer th a n th e in struction requires?
4 W hich section m entions th e need for the proposed project to be up to date?
5 W h at is/are th e guiding docum ent(s) for evaluation criteria?

E
To draft PART В of proposals, applicants should take into account the following structure.
If required for an adequate description of their project, applicants can add further
subheadings. Applicants must ensure that sections В I , B2 (except the CV), B3 and B4 do
not exceed the given page limits. Experts will be instructed to disregard any excess pages.

Table of Contents
В I S C IE N T IF IC A N D T E C H N O L O G IC A L Q U A LIT Y (MAXIMUM 7 PAGES)
В I.I Research and technological quality, including any interdisciplinary and
multidisciplinary aspects of the proposal
В 1.2 Appropriateness of research methodology and approach
В 1.3 Originality and innovative nature of the project, and relationship to the ‘state of the
art’ of research in the field
В 1.4 Timeliness and relevance of the project

B2 Q U A LIT Y O F T H E R E SE A R C H ER (S E C T IO N S B2.1-B2.4: MAXIMUM

5 PAGES)
B2.1 Research career potential
B2.2 Research and technological quality of previous research*
B2.3 Independent thinking and leadership qualities
B2.4 Match between the fellow’s profile and project
B2.5 Curriculum Vitae - N O PAGE LIMIT

B3 IM PLEM ENTATION (MAXIMUM 4 PAGES)

B3.1 Quality of host organisation, including adequacy of infrastructures/facilities
B3.2 Feasibility and credibility of the project, including work plan
B3.3 Management: Practical arrangements for the implementation and management of the
research project**
Module 1 Reading

B4 IMPACT (MAXIMUM 5 PAGES)

B4.I Contribution to research excellence by attracting and retaining first class
researchers
B4.2 Potential and quality of the researcher’s long term professional integration in Europe
B4.3 Potential of transferring knowledge to the host organisation
B4.4 Capacity to develop lasting co-operation and collaborations with other countries
B4.5 Plans for dissemination and exploitation of results development
B4.6 Impact of the proposed outreach activities

B5 E T H IC A L ISSU ES - (N O PAGE LIM IT)

B IB LIO G R A P H Y

END PAGE

* Sub-criteria to be developed in the light of the principles of the ‘European Charter for
Researchers’ and the ‘Code of Conduct for the Recruitment of Researchers’.
**Any leave of absence of more than one year such as maternity/parental leave, sick or family
care leave, military service, humanitarian aid work, etc. will be taken into account.

7 Look through the text again. W hat language feature do all the item s have in
com m on?

8 W hat m ight the ethical issues section be about? Note down your predictions. (You
will need them later.)

Vocabulary focus

9 Read Text E again. It includes a large number of abstract nouns.

1 W hy do you th in k there are so m any abstract nouns in this text?
2 M any abstract n ouns are form ed by adding a suffix to a noun, verb or adjective.
C om plete th e table below w ith nouns from the text. (Check the m eaning of unknow n
w ords in th e dictionary.)
3 W hich are form ed from nouns, w hich from verbs, and w hich from adjectives?
4 In pairs, com pare your tables.

-ness ap p ro p riaten ess,...

-ity
-ology
-ship
-ence
-ance
-tion
-merit
 ШШШ Lesson 2

10 W ork in p a irs o r sm all groups. Im agine th a t you are going to subm it a proposal.
Discuss w hich section w ould seem m ost challenging to w rite up. Explain w hy you th ink so.

Reading focus 3

W ork in p airs. R ead th e first p a ra g ra p h of Text F.

1 Choose th e b est w ord/expression in options 1-9.
1 Explain your choice.

J2 Read th e w hole o f Text F to check th e pred ictio n s you m ad e in Activity 8. Say if th ey

w e recorrect.

ETHICAL IS SU E S !
Ethics is (1) very important/central to scientific integrity, hon esty an d clarity
of science. It is (2) considered/seen as essential by th e REA an d th e E uropean
C om m ission in th e research activities th a t it (3) pays for/funds or carries out
itself. This m ean s th a t in any pro p o sal (4) sent/subm itted to the 7th Fram ew ork
program m e, ethics issues m u st b e identified an d addressed. Proposals th a t
(5) put/pose ethics (6) concerns/worries will be flagged. If som e aspects are
(7) unfinished/incomplete, clarification m ay b e (8) sought/asked for, b u t this will
(9) cause/bring about delays in th e application process.

C onsidering ethics issues from th e co n cep t stage of a proposal en h a n ce s the

quality of research.

A pplicants sh o u ld take tim e to consider the b e n e fit/b u rd e n balance of the

research activities; con sid er th e im pact of th e research, n o t only in term s of
scientific ad v ancem ent, b u t also in term s of h u m a n dignity an d social and
cultural im pact; co n sid er elem en ts such as th e ethics a n d social im p act of the
research a n d w h e th e r th ere is a balance betw een th e objectives a n d th e m eans.

W ork in p a irs on Text F.

1 Identify an d w rite dow n th e key w ords th a t can help you sum m arise the text.
2 Now w ork on your own to explain th e gist of the tex t in one or two sentences.
3 Com pare sentences w ith your partner. Choose th e one w hich expresses the m ain idea
better. If necessary, im prove it.

57
Module 1 Reading

R e a d in g fo c u s 4

1 4 R ead Text G a n d m ake a flow c h a rt show ing th e sequence o f neg o tiatio n . C om pare
y o u r c h a rts in p a irs o r sm all groups.

G
The Project Phase
S u c c e s s fu l p r o p o sa ls w ill be in v ite d t o e n te r in to n e g o tia tio n . On th e b a s is o f
th e in fo rm atio n provid ed , a 'g r a n t a g re e m e n t' is p re p are d an d s e n t to th e h o st
o r g a n isa tio n ('b e n e fic ia ry '). The g r a n t a g re e m e n t sh o u ld be sig n e d in d u p lic a te
an d retu rn ed to th e R esearch E xecu tive A gen cy fo r sig n a tu re . B efore th e p ro je c t
s ta r t s , th e h o st o r g a n isa tio n s ig n s an e m p lo y m e n t c o n tr a c t ('a g re e m e n t') w ith th e
s e le c te d fello w in line w ith th e p ro v isio n s o f th e g r a n t a g re e m e n t. The s t a r t o f th e
p r o je c t w ill norm ally ta k e p la c e a ft e r th e g r a n t a g re e m e n t e n te r s in to fo rce , i.e .
a fte r its s ig n a tu re by th e R esearch E xecu tive A gency. Exceptionally, th e s t a r t d a te
o f th e p r o je c t can b e fixed re tro a c tiv e ly (a d a te prior to th e s ig n a tu re o f th e g ran t
a g re e m e n t) a t th e re q u e st o f th e h o st o r g a n is a tio n and th e research er, but at their
own risk in case the negotiations fail.

1 5 W h a t is th e fu n ctio n of italics in th is text?

F o llo w -u p

1 6 R eading tex ts a b o u t g ran ts o n th e in te rn et.

1 Search th e in tern et an d find a grant-giving schem e/program m e th a t you w ould be

in terested in participating in.
2 W hich criteria did you use to m ake your choice? W rite th em down.
3 Analyse th e inform ation an d stru ctu re your notes according to th e criteria.
4 Give a brief rep o rt to th e group on your chosen program m e and your reasons for
choosing it.
Listening
In this module you will:
listen to a range of
formal and informal
academic situations
develop your ability to
listen effectively for
different purposes
 Module 2 Listening

Unit 1 Attending a conference

By the end of this unit you will be able to
u se a variety of clu es to predict the lan guage and the content of listening

extract specific information from short con versation s at an arrivals hall and at a hotel
reception desk

Lesson 1 Arrival
L e a d -in

1 Look a t th e pictu re. W h a t pro b lem do you th in k th e traveller has? Have you ever h a d
th is p ro b lem a t an in te rn a tio n a l airp o rt?

2 W ork in pairs. W hy m ight nobody have com e to m eet th e traveller? Make a list of ideas.
The car is stuck in a trafficja m .

L a n g u a g e fo c u s

3 Look a t th e list of lan g u ag e fu n ctio n s a -f. W h at p h rase s can you use to greet,
in tro d u c e yourself, etc.?
a greeting and introducing Hello, m y nam e i s ... d asking for instructions
b asking for inform ation e giving polite instructions
с giving inform ation f m aking a request

60
 _
Module ‘Z\ Lesson 1

4 (•)2 C om plete th e se sen ten ces from six conversations. Then listen a n d check.
1 Hello, ..... ’s K ate Cornfield here.
2 I’m ju st how to get to the conference.
3 I’ll go to Term inal 1 an d w ait there, I?
4 I’m ju st w o n d e rin g ____________ I should do.
5 Could you please . . ............................................... a m inute?
6 T here_________________________ to be anyone here to pick m e up.
7 I’m ju st w o n d e rin g ____________ I ....... ............ go.
8 you m e w here the taxi rank is?
9 H o w ........................ I ................. you?
10 Som eone was to m eet m e at the bus station.
11 If you’l l ................ fo r_____________, I’ll find _____ w hat the problem

12 ____________ you w ait a little ____________ longer?

13 I v e --------- th a t the taxi broke . _ on the motorway.

5 M atch sen ten ces 1-13 in Activity 4 w ith fu nctions a - f in Activity 3.

S tra teg y fo c u s

6 .Answer th e questions. Then identify th e type of prediction in th e conclusion about

listening strategies.
1 W h at did you predict in Activities 1 and 2?
2 W h at did you predict in Activity 3 ? How accurate was your prediction in term s of
co n ten t and in term s of language?
3 W h at helped you to com plete th e gaps in Activity 4?
4 W h at is th e purpose of Activity 5?
5 Did these activities help you listen? W hy / W hy not?

Before listening w e normally m ake predictions. We usually predict content and lan gu age.
prediction: w e g u e s s the p o ssib le content of listening b a s e d on our b ack gro u n d /
general know ledge of the world, kn ow ledge of the culture or s o m e su b je c t know ledge.
2_______ predictions: w e g u e s s the p o ssib le w ords, p h ra se s that w e might hear, b a s e d on the
context/situation.

SkiH d e v e lo p m e n t fo c u s

7 ® 3 L isten to six con v ersatio n s a t an arrivals hall an d tick th e pro b lem each p erso n
iias. Give evidence.

W t~ ? ~ ' i M W M fe Kate Reiko

1 The car is stuck in a traffic jam .
2 The car is delayed because of a road
accident.
3 The car has broken down.
4 The driver is at a different term inal.
5 The traveller is in th e w rong place.
6 The driver is late as he got th e tim e wrong.

61
 Module 2 Listening

8 0 3 Listen again. Are the statem ents below true (T), false (F) or there is no
inform ation given (NG)? Correct the false statem ents.
1 K ate Cornfield should find th e driver in Term inal 2.
2 A dam M urray doesn’t agree to w ait for th e driver.
3 Tasha Blueberry should get a bus a t th e m ain entrance.
4 Tam ara Orlova’s flight has been delayed.
5 Bolek Grabowski is going to w ait for a driver in a cafe.__
6 Reiko Taketo has to w ait 10 m inutes before her taxi arrives.

F o llo w -u p
9 0 4 Listen to three conversations at an arrivals hall. Some responses are m issing in
the conversations. You will hear a number for each gap (1-8). Write the number of the
gap next to the appropriate response (a-k).
C on versation 1
a OK. Thanks,
b It’s H ank Bright here,
с Yes, you can.
d There doesn’t seem to be anyone to pick m e up.
C o n versation 2
e Yes, you m ay.___
f Could you please hold on a m inute?
g Speaking. H ow can I help y o u ? __
C on versation 3
h OK. Thanks. Sounds good,
i Hello. Can I speak to Julia Gassings please?
j OK, can you tell m e w here th e taxi rank is?
к Hello. It’s Julia Gassings here.

10 0 5 Listen to the com plete conversations and check your answers to Activity 9.

11 0 5 Listen again. Are the statem ents below true (T), false (F) or there is no
inform ation given (NG)?
1 H ank Bright has ju st arrived a t th e airport.
2 H ank Bright should w ait for th e driver a t Term inal 1.
3 Bartley Brown agrees to w ait for th e d riv er..
4 The taxi sent for Julia Gassings is in a traffic jam.
5 Julia Gassings doesn’t know w here th e taxi rank is.
6 Julia Gassings will pay for th e taxi by credit card.

1 2 0 4 Listen again to the conversations with gaps from Activity 9. W hen you hear the
gap, say w hat is missing.

62
 m m Lesson 2

Lesson 2 Welcome to the Grand Hotel

L ea d -in

1 Look at the picture and make a list of things a traveller typically asks for or is asked
about at a hotel reception desk.

L a n g u a g e fo c u s
2 Explain the underlined words and phrases.

1 W hen you give your details you state your name, address a n d other personal information
as required.
2 W hen you sign som ething you ...
3 W hen you say I’m just w ondering you are g o in g ...
4 W hen you ask if som ething is available you w an t to k n o w ...
5 W hen som eone m akes a booking th e y ...
6 If there is an extra charge, it m eans you ...
You check out w hen ...
8 You need directions w hen you have l o s t ...

> kill d e v e lo p m e n t fo c u s

3 ® 6 Work in pairs. Decide how to com plete the phrases and w ho m ight say them: a
receptionist (R) or a traveller (T). Then listen to a conversation at a hotel reception desk
in d check your ideas.

1 W elcome ..................G rand Hotel.

2 Could you fill o u t ____________ w ith y o u r______ and car reg istratio n _______ , please?
3 I’m ju st w ondering if there’s access to in the
4 You can pay for it w h en c h e c k in g _____ , w ith
.o r
5 Does your restau ran t here serve ?
6 There are to all th e conference m eeting rooms.

4 6 Listen to the conversation again and tick the information the traveller requests.
1 How to use th e key card.
2 W hat hotel rules he m u st follow.
3 If he can use th e in te rn e t in his room.

63
 Module 2 Listening

4 If th e business centre is available a t night. Lesson 3

5 If he will have to pay for using the business facilities.
6 How he can pay for extra services. Lead-in
7 If there is a vegetarian restaurant.
1 Look a t th
8 How to find th e m eeting room.
*i»en you st«
S tr a te g y fo c u s
5 @ 7 Read the extracts and say w hich are requests for information. Then listen and
check. [css ' Р езсгс
1 There are a few things you should know about the hotel. * Loundn,
2 I’m w ondering if there is wi-fi in m y room . • Shoe-sh
3 Do you have an ironing room? -gr-sc*
4 If you call Housekeeping, th ey ’ll do it for you. e e c 'c
5 There is a cafe in the hotel, isn’t there?
6 I saw th e sign for th e gym.

6 Answer the questions.

1 W h at are th e different ways of asking for inform ation?
2 How do you know th a t it is a request in each case?
3 Com plete th e inform ation below about strategies for listening for detail. Use the w ords 2 Iscfc th e sil
from th e list below. There is one w ord you do n o t need. I Yog w a n t t
1 ::*i wa n t n
who question context rising wondering falling requested language 3 iO ! I - A o n ! tl
i -fee cannot

B efore listening for detail w e first m ake 1 and 2 predictions.

Then w e p ay attention to 3_______ is sp e ak in g an d how information is 4________ . : ;r_ ur a n t Ц
A req u est can b e in the form of a 5 ____ ___ , a statem en t with a 6 ton e or it can start with S*ill develoj
a p h ra se signalling a re q u e st (e.g. I'm 7_______ ).
3 ♦ S lis te n
«ВЙШИГ1А.В
F o llo w -u p 'Зве s je sc _
7 (®)7 L isten to th e co n v ersatio n in Activity 5 again a n d w rite dow n th ree m ore 1 W3EXS tO ОП
requests. 2 m a t s to fca
3 a r r v c a e ti
8 (®)6 L isten to th e co n v ersatio n in Activity 4 again a n d w rite dow n th e exact p h rases - M w il acces
for th e requests. 3 «КВХ5 to on
Follow th e ste p s below.
X could
1 Think of possible phrases before you listen.
2 Listen to th e w hole conversation and m ake a note of the phrases while listening. Do n o t foi
stop listening even if you m iss som ething.
- * Ъ W ork i
3 W hen the recording is over, w rite dow n th e w ords w hich you didn’t w rite while listening.
4 Then, listen to th e conversation w ith a pause after the m issing phrases.
5 Check, add to an d correct your notes. 5 t* k T * rtrjr s e e r

1 la c ta m

Ш - -ЧГ.Д»- 13 t T r

* Славос Tutu *

64
Lesson 3 I seem to have a problem
L ea d -in
1 Look at the list of the Grand Hotel room facilities and say which you are likely to use
when you stay in a hotel. Why?

safe /seif/ noun [C] a strong box or cupboard with special

locks where valuable things, especially money or jewels
• Personal safe are kept
• Laundry and dry-cleaning service laundry /'loindri/ noun [U] clothes, sheets, etc. that need to
• Shoe-shine service be washed: to do the laundry; a laundry basket
High-speed wireless internet access dry cleaning a shop where clothes are cleaned with
• Telephone chemicals
Flat-screen LCD TV Stock (v) to fill something such as a cupboard or shelves
• Fully stocked mini-bar with food or goods
Electronic door locks
Room service

2 Tick the situations in which you need to call the receptionist from your hotel room.
1 You w an t to order lunch in your room.
2 You w an t nobody to disturb you.
3 You w an t to have your laundry done.
4 You can n o t get into your room .
5 There is no w ater in your room.
6 You have problem s w ith in te rn et access.
" You w an t to order a taxi.

Skill d e v e lo p m e n t fo c u s
3 ® 8 Listen to extracts from three conversations with a hotel receptionist. Match a
speaker (A, В or C) to one of the problem s (1-5) below.
The g u e s t...
1 w an ts to order lunch in h is/h e r room.
2 w an ts to have h is/h e r clothes w ashed.
3 cannot get into h is/h e r room .
4 needs access to th e internet.
5 w ants to order a taxi.

4 What could a receptionist do to help the guests (A, В or С in Activity 3)?

L is te n in g fo r r e le v a n t in fo r m a tio n
5 ® 9 Work in three groups. Your teacher will give each group a different set of tasks
tA, В or C). Listen to three conversations and do the tasks on your card.
7oliow th e steps:
1 Read th e questions and the options on the card.
2 Get ready to n ote dow n a room num ber.
3 Listen to th e conversation and tick the correct options on your card.
4 Check your answ ers w ith your group.
 Module 2 Listening

6 Work in n ew groups (A+B+C) and com plete the other two cards. Don’t show your
card to the other people in your group but share the information.

7 Work in the sam e groups (A+B+C) and answer the questions below.

1 W ho gets im m ediate help?

2 W ho is staying on th e eighth floor?
3 W ho gets detailed in structions on w h at to do?
4 W ho is told of a possible cause of th e problem ?

S tr a te g y fo c u s
8 Read the tips for listening for relevant information. Do you agree with them? W hich
activities did you use the strategies in?
To be successful in listening for relevant inform ation you should ...
1 read the task and m ake predictions.
2 check your predictions while listening.
3 decide on w h at inform ation is im portant.
4 try to catch every single word.
5 listen for th e inform ation required by th e task.
6 try to u n d erstan d everything th e first tim e you listen.

F o llo w -u p
9 @10 Listen to the conversations and answer the questions.
1 W h at problem does each guest have?
2 W h at is th e solution to th e problem ?

1 0 (a) 11 Read the options for the guest’s replies. Listen to what the receptionist says.
Choose the guest’s reply from the options and say it in the pause. Then listen and check.
1 Guest: Thank you, not a t all. / No, there’s no connection at all. / Very slowly.
2 Guest: I ju s t checked m y em ail in the morning. /N o , only fo r an hour. / Yes, all morning.
3 Guest: Yes, how m uch is it? / Yes, how m a n y hours o f free internet can I have ?/ Yes, how
m uch is the game?
4 Guest: OK, I see. €16p e r hour. / OK, I know. / OK. Do I have to p a y now?
5 Guest: That’s fine. / W hat do you do? / Oh, th a t’s a pity.

66
 unit 2 Lesson 1

unit 2 Troubleshooting
By the end of this unit you will be able to
■* use a variety of clues to predict the content of listening
— recognise the communicative functions of utterances according to situations, participants and
goals
extract specific and detailed information
m infer the meaning of unknown words in a listening text

Lesson 1 Is there any technical help?

L ea d -in

IWB laptop m em ory stick

extension lead socket

1 Look at the pictures and answer the questions below.

1 W hat problem do you think a presenter m ight have w ith this equipm ent?
2 W hat other equipm ent m ight a presenter have a problem with? Make a list.
1 Have you ever ha d problem s as a presenter a t a conference?
3 W ho usually helps you?

la n g u a g e fo c u s
2 Match the verbs to the objects in Activity 1. Make a list of all possible phrases.
1 :o stop w orking 6 to recognise 11 to save som ething
_ :o set up 7 to plug in 12 to reboot
3 to use 8 to p u t in 13 to connect up
4 to show 9 to have got a virus 14 to sw itch on/off
5 :o have a picture on 10 to check

3 ® 12 You are going to hear som e short situations with phrases from Activity 2.
Listen and tick the phrases you hear.

67
Module 2 Listening

Sk ill d e v e lo p m e n t fo c u s F o llo w - i

4 {•) 13 Listen to a conversation that takes place a few m inutes before a presentation 1 0 «;16
starts. W hen you hear a beep, predict w hat you w ill hear next. Then continue listening •aou w ill h
and check.
11 5 1 6
5 (®)14 Listen to phrases 1 -6 and m atch them to functions a-f.
1 The pre
a checking som eone is th e right p erson to help w ith a problem 2 There i:
b asking for help 3 The IT
с show ing w illingness (readiness) to help 4 The pre
d detecting/solving a problem 5 The pre
e expressing gratitude (thanks) § The pre
f responding to thanks Ihepre

6 (®)14 Listen again and com plete the sentences below. 12 • 16

1 I’ll see
2 th e IT ?
te c hi
3 My
4 th e connections. There m ight be a .W e ........... to use an o th er socket. O K,
I’ll
5 Can you h a v e ......... for me?
6 Thanks. I really appreciate

7 (®) 15 Listen to another conversation. W hich o f the functions from Activity 5 does the
speaker use? Write down the order of the functions in the conversation.

8 ® 15 Complete this report, written by the person in charge of the presentation

equipm ent. Then listen and check.

A presenter asked me 1 her presentation. It w asn’t on the list o f2 but I lent her
my laptop. The presenter couldn’t 3 , so asked an IT technician 4 for her.

S tr a te g y fo c u s
9 Complete the questions below.

Before listening, we normally make predictions and then we check them as we hear. However,
there may also be points where the conversation changes. So, it is important to ask yourself
these questions.
1 Did I that right?
2 Did I .........what the speaker meant?
3 , did the speaker say that?
4 What will the speaker say ....... ?
5 Did the speaker the topic?
 unit 2 Lesson 1

Follow-up
fO ? 16 Listen to a conversation at a conference. W hen you hear a beep, predict what
той will hear next. Then continue listening and check your ideas.

t i '•) 16 Listen to the conversation again. Are the statem ents below true (T) or false (F)?
1 The p resen ter sta rte d th e p resentation ten m inutes ago.
. There is a problem w ith th e m em ory stick.
3 The IT technician solved th e problem by changing the leads.
4 The p resen ter needs a backup because the laptop has a virus.
5 The presen ter asks for in te rn e t access to open th e presentation.
6 The presen ter needs a passw ord to log on to the internet.
" The presen tatio n sta rte d later th a n scheduled.

12 16 Listen again and com plete the statem ents.

F: эЫ ет 1 The laptop
The technician’s advice 2 We’ll use _____ .
3 Let’s j u s t ______________
4 We’l l ________ _________
5 Let m e j u s t ___________
Result 6 You’v e ___ I
-.~empt to solve the 7 Do you have another _______________________ for your
: roblem ?

8 Is there in this room?

9 You c a n ______________ our network.
5: h in g th e problem 10 I’m ju st ___________
11 It’s ju st
Apologising 12 I’m really in starting the
presentation.

69
 Module 2 Listening

Lesson 2 Are you in charge? 5 - 19 Liste

L e a d -in 1 w hat the p

2 -.*hat the p
3 A~hat the p
4 who helps
5 vkhytheva
couple of n

1 @ 17 Read the statem ents below about Interactive White Boards (IWBs). Then listen
to w hat som e teachers (1 -3 ) say and match their opinions to the statem ents (a-c). W Decide wh<

a An IWB provides access to a vast library of resources for instruction and th e added -r rTi=r ~~e
feature of interactivity, ■f □EC ЭГ «305.
b Those who em brace new technology have a powerful tool at th eir fingertips, 2. ncrr-S r fe (
с An IWB is interactive only if a highly qualified teach er uses it. а з— . *j e :
2 Work in pairs and discuss the questions below.
1 W hich tea c h er’s opinion do you agree w ith m ost? W hy? F o llm - u p
2 W h at do you use an IWB for? ft • Read
3 Have you ever ha d technical problem s w ith an IWB? W h at happened? Tgg::rrl—ig said i
4 W h a t other technical problem s m ight you have w ith an IWB?

L is te n in g fo r s p e c if ic in fo r m a tio n 1 Ж Е ™ 5 tO k rtO 1
1 « n tsto k n o
3 @ 18 Listen to the beginning of a conversation that takes place before a presentation
1 -w ees to kno1
starts. Answer the questions.
“в sE iT ^ "t * ." th e *
1 Has th e presen ter found th e p erson in charge of the room ?
2 W h at is th e problem in th e room? i ЖЮСЗ to knoi
3 How m uch tim e does th e p resen ter have to prepare for the presentation? - ^ the*
4 Has th e perso n in charge m ade th e IWB work? * X & LS the pers<
$ terses to h «p
4 W hat do you think the person in charge will suggest next? Make a list of ideas.

5 @ 18 Listen to the end o f the conversation and check your ideas.

6 You are going to listen to a conversation where a presenter has a problem w ith the
laptop. W hat are som e com m on problem s people have with com puters and laptops?

7 @ 1 9 Listen to the beginning o f another conversation and say w hat problem the
presenter has.

70
8 ® 1 9 Listen to the whole conversation and complete the chart.

1 w hat th e person in charge does

2 w hat th e p resenter asks for
3 w hat th e p erson in charge does this tim e
4 w ho helps th e presenter
5 why they ask th e audience to w ait for a
couple of m inutes

S tr a te g y f o c u s
9 (•) 20 L isten to th is e x tra c t from th e conversation a n d do th e task s below.
1 Com plete th e phrase: we _____hitch
2 W hat will happen after the action in i?
3 W hat type of w ord is hitch?
4 Choose th e b est m eaning for hitch (a, b, с or d) in this situation,
a a device for a presentation
b a tem porary difficulty th a t causes a short delay
с a small problem
d a com plicated problem

Decide w h e th e r th e following sta te m e n ts are tru e (T) or false (F).

To infer the m eaning of an unknown word you should:

1 get an idea of w hat the extract you are listening to is about.
2 identify the con text around the unknown word.
3 identify the type of word, or function, of the unknown word.

F o llo w -u p
t i © 1 8 Read the statem ents below. Write down what you think the person on the
recording said in each o f these situations. Then listen and check your ideas.

S om eone...
1 w ants to know if a specific person is in charge of the room.
2 w ants to know w h at to do if there isa problem w ith the equipm ent in the room..
3 w ants to know if a presentation is starting soon.
4 says th a t they can’t help.
5 says th a t they can’t w ork w ithout an IWB.
6 w ants to know if the presenter will agree to change the room.
" says th a t they approve of an idea.
8 asks the person in charge to inform late participants about a room change.
9 agrees to help.
 М М

Lesson 3 is the problem solved? 5 W ork in

Group 1: Y«
L e a d -in
a e m abou
Group Ъ Yt
problem s i]

6 W ork in
mi'blem fri

7 Take tu n
h ie c h a rt b>

F o llo w -u p
8 * 21 Lis
th e speaker;
1 Look a t th e p ictu res a n d an sw er th e q uestions.

1 W h at problem do you think each p resen ter has?

2 H ow can it be solved? explaining t

2 W ork in p airs. A ct o u t a sh o rt co n v ersation betw een a p re se n te r an d a p e rso n in

charge, b ased o n th e pictu res.

en g for hi
L is te n in g fo r s p e c if ic in fo r m a tio n

3 © 2 1 L isten to tw o conv ersatio n s a t a conference. C om plete th e tab le below w hile

listening.
^freeing to 1
solution who helped

explaining th
4 M ake a list of p ossible tech n ical p ro b lem s a t a conference. C om plete th e spidergram .

improving of
of the person

thanking the j
their help

72
 Lesson з

5 Work in two groups.

Group 1: You are presenters. Prepare to find the person in charge, ask for help and tell
them about the problem. Discuss all the problems in Activity 4.
Group 2: You are the person in charge. Prepare to suggest possible solutions to the
nroblems in Activity 4.

6 Work in pairs (a presenter and a person in charge). Your teacher will give you a
problem from Activity 4. Discuss the problem.

7 Take turns to act out your problem s from Activity 6 in front of the group. Complete
the chart below while listening to the other groups.

!object solution
1

F o llo w -u p

8 ®)21 Listen to the conversations in Activity 3 again and write down exact phrases
the speakers use to express the following functions.

Conversation I Conversation 2
explaining the problem

asking for help

tr e e in g to help

explaining the situation

oroving of the actions

:i the person in charge

thanking the person for

± e ir help

73
Lesson 4 Good news ... Bad news
L e a d -in
1 W hen do you usually do the following: before or during a conference? Put ticks in the
table.

before during
register at a conference
pay the conference fee
register for a social event
register for a session

2 A t conferences, you often h e a r a n n o u n ce m en ts. D iscuss th e q u estio n s in p airs a n d be

ready to sh are y o u r id eas w ith th e group.
1 W h at are conference an n o u n cem en ts usually about?
2 Is it easy or difficult to u n d erstan d th e inform ation you need? Why?
3 Some people say th a t num bers are th e m o st difficult to u n d erstan d while listening. Do
you agree?

L a n g u a g e fo c u s
3 ® 2 2 L isten a n d ch oose th e n u m b e rs you h e a r twice.
1 12/20 2 13/30 3 14/40 4 15/50 5 16/60 6 17/70 7 18/80 8 19/90

S tr a te g y fo c u s
4 © 23 L isten to th e a n n o u n c e m e n ts a n d w ork o u t th e m ean in g of each w o rd by
answ ering th e q u estio n s below.

1 .................................fe e
a Complete the phrase w ith th e m issing words,
b W h at can be done w ith a fe e ?
с Is fe e a noun here?
d W hat does fe e m ean?
2 ... . .. our treasurer
a Com plete the phrase w ith th e m issing words,
b W h at can a treasurer do?
с W h at type of w ord is treasurer?
d W h at does treasurer m ean?
3 postponem ent o f th e ____________________
a C om plete th e phrase w ith th e m issing words,
b W h a t h ap p en ed to th e speaker?
с W hen w as her talk planned?
d Will she speak? W hen?
e W h at does postponem ent m ean?
4 cancellation o f today's _
a Com plete th e phrase w ith th e m issing word,
b W h at inform ation m ight help you to u n d erstan d this word?
с W h at does cancellation m ean?
S kill d e v e lo p m e n t fo c u s
5 @ 2 4 Listen to five announcem ents at a conference venue and tick the purpose of each.

purpose
a to rem ind delegates ab o u t registration for participation in a session
b to tell th e delegates ab o u t the change in the schedule of th e conference
с to tell th e delegates w h en an d w here they can pay the fee
d to inform th e delegates ab o u t an after-conference event
e to inform th e delegates th a t one of the events will n o t take place

4 @ 2 4 L isten to an n o u n cem en ts 1 -4 in Activity 5 and fill in th e gaps below.

A nnouncem ent 1
1 The last day for p ay m en t is T hursday,.......... .
2 The treasu rer is in Room ........
A n n o u n cem en t 2
3 Dr Bakar was to give his talk at today.
4 The p articip an ts can listen to D r Bakar the next day at
A n n o u n cem en t 3
5 Ih e to u r bus leaves a t ______and returns at a b o u t______ .
A n n o u n cem en t 4
6 You have to sign up b y ........... o’clock if the parallel sessions sta rt a t ........_ o’clock, and by
______o’clock if th e parallel sessions sta rt a t . _ o’clock.

F o llo w -u p
7 @ 2 5 L isten to th re e a n n o u n c e m e n ts an d m a tc h each one to its p u rp o se (a-h ).
a to inform the delegates about a change in tim e
A nnouncem ent 1 b to inform the delegates about the price of the dinner
с to inform th e delegates about a change of place
d to tell the delegates about the venue for the dinner
A nnouncem ent 2
e to tell the delegates about the opening of som ething
f to tell th e delegates about th e desk opening hours
A nnouncem ent 3 g to tell the delegates about th e m enu of the dinner
h to inform the delegates about th e conference dinner
8 @ 2 5 L isten to th e th re e a n n o u n c e m e n ts again a n d do th e task s below.

1 A nnouncem ent 1: correct th e schedule below.

Parallel session 1 Reform in Engineering of European Countries Room H203

2! A nnouncem ent 2: com plete th e inform ation below.

Information desk opening hours
Thursday Friday Saturday Sunday

3 A nnouncem ent 3: answ er th e questions below.

a W h at is the event? с W ho can th e delegates bring along?
b W hen is th e event? (day an d tim e) d W h at is the price?
unit 3 Networking
By the end of this unit you will be able to
extract specific information from short conversations while networking
recognise stress and rhythm in spoken English

identify key words in utterances

identify communicative functions of phrases while listening

Lesson 1 Have we met before?

L e a d -in
1 @ 2 6 L isten to th e b eg in n in g of a co n v ersation betw een tw o people a t a conference
a n d an sw er th e q u estio n s below.
1 W h at event did they b o th take p a rt in yesterday?
2 Are they talking in a very form al situation now?
3 Do you find b o th speakers equally easy to understand?

L a n g u a g e fo c u s
2 @ 2 7 L isten to th e b eg in n in g of a n o th e r co n v ersation betw een tw o people a t a
conference. A nsw er th e questions.
1 W hen does th e conversation take place?
2 H ow does th e m an know ab o u t th e w om an’s work?

3 @ 2 7 L isten to th e co n v ersatio n from Activity 2 again. W rite dow n th e sentences

w h ich su p p o rt y o u r answ ers. Then an sw er th e questions.
1 W hich sentence refers to th e tim e of th e event b o th speakers attended? W h at verb form
is used?
2 W hich sentence describes the speaker’s experience as im portant for the present?
W h at verb form is used?
3 W hich verb form is easier to hear? Why?

S k ill d e v e lo p m e n t fo c u s
4 @ 2 8 Look a t th e full a n d c o n tra c te d form s in th e box. Then listen a n d com plete th e
sen ten ces w ith th e c o rrect c o n tra c te d form s.

I Full form 1 is was n o t would will did not

s wasn’t ’d '11 didn’t

I h ad a lot to do. had to cancel the m eeting,

How ____ th e conference going for you? really appreciate that,
Well, sorry I there to see you. 8 I go for the first m ethod,
W h a t _____ your area of expertise? 9 Sorry, I hear about that.
A nd I ___ got an ab stract as well w hich you could have.
 Lesson 1

S tr a te g y fo c u s

5 @ 2 9 Every speaker is unique. Listen to eight utterances and match them with their
standard written form (a-h). The first one is done for you.
____ a How are you?
b Very well, thanks.
__L с Yes, I was. I don’t know if...
d I thin k you were at my presentation yesterday, w eren’t you?
e Fine, thanks. And how ’s th e conference going for you?
f You know, I’m a great adm irer of your w ork and the presentation really
im pressed me.
____g I w onder if we could perhaps m eet up later on to discuss ...
h Hello, it’s Alan, isn’t it?

6 @ 3 0 Order the sentences in Activity 5 to make a conversation. Then listen and

check. Role-play the conversation.

7 Answer the questions about the utterances in Activity 5.

1 W hat is noticeable about th e w ords conference and perhaps in the way the speaker
pronounces them ?
2 W hat is noticeable ab o u t the phrase admirer o/?

8 What can help you identify words in continuous speech? Tick the options you agree with.
1 Rely on consonants.
2 R econstruct th e w ords from context.
3 If accents are used, establish sim ilarities w ith and differences from stan d ard w ritten
English.
4 Ask your p a rtn e r to speak m ore slowly.
5 Avoid com m unication.

L iste n in g fo r s p e c if ic in fo r m a tio n
9 @ 3 1 Listen to the beginning of three conversations. Write down the initial phrases
of each first speaker.

10 @ 3 1 Listen again to the conversations from Activity 9. Make notes in the table.

W here/W hen did the

speakers see each other
before?
Conversation 1
Conversation 2
;he meeting.
,te that, Conversation 3
m ethod.
)ut that. F o llo w -u p
11 @ 32 L isten to five sen ten ces a n d w rite th e m dow n.

12 @ 3 3 O rder th e sen ten ces in Activity 11 to m ake a conversation. Then listen an d

check.

77
 Module 2 Listening

Lesson 2 What did you think of it?

L e a d -in
1 0 3 4 L isten to a n e x tra c t from a co n v ersation betw een tw o people a t a conference
a n d answ er th e q uestions.
1 W h at does th e w om an th in k of th e conference?
2 W h at does th e m an thin k ab o u t his talk at th e conference?
3 Are these opinions easy to u n derstand? W hy? W hy not?

L a n g u a g e fo c u s
2 Study th e exam ples of n o u n p h ra se s below. U nderline th e h e a d n o u n in each
exam ple.
1 An interesting workshop.
2 The w orkshop on project developm ent.
3 The w orkshop by O’Brien.
4 The stu d en ts’ presentation.
5 An online learning perform ance case study.
3 0 35 L isten to th e n o u n p h rases from Activity 2. W rite dow n th e w ord w hich is m o st
im p o rta n t for th e speak er (th e key w ord) in each of them .
1 interesting

4 A nsw er th e questions.
1 W h at helped you to d etect th e key w ords in Activity 3?
2 Are they th e sam e as th e head nouns in Activity 2?
5 0 3 6 L isten a n d co m p lete th e sen ten ces w ith th e m issing n o u n phrases.
1 It w a s _________________________________ .w asn’t it?
2 Do you m ean t h e __________________________________________________________
?
3 W h at did you think of .......................... .............. _........ ?
4 They have to sessions th a t look quite interesting to me. One’s on ..................

5 And th e o th er is ....... ..... ............. ........................ ..

6 0 36 L isten to th e s ta te m e n ts from Activity 5 again a n d w rite dow n th e key w ords.

M ore th a n o n e key w ord in a n o u n p h ra se is possible.
1 project

S k ill d e v e lo p m e n t fo c u s
7 Read th e in co m p lete sen ten ce below a n d an sw er th e questions.
The p resen tatio n is a b o u t...
1 Does th e sentence m ake sense? W hy / W hy not?
2 W hy is it im p o rta n t to u n d erstan d w h a t p a rt of a sentence contains the key
inform ation?

78
8 Say th e sta te m e n ts below one a t a tim e a n d com plete th e m in yo u r ow n way. Then
listen to y o u r te a c h e r say versions of th e sam e state m e n ts, re p e a t th e m a n d develop
th em further. R epeat th is u n til y ou get to th e e n d of each sta tem en t.
1 The p resen tatio n is a b o u t...
2 It w as one of those p resentations w here ...
3 I cam e o u t...

S tr a te g y fo c u s

9 W h at help s you to identify key w ords w h en som eone is speaking? Tick th e co rrect
options below. Give reasons.
1 sentence stress
2 repetition of th e w ord
3 position of th e w ord in th e sentence
4 structure of th e sentence
5 type of w ord (verb, noun, adjective, etc.)
6 context
7 the speaker’s behaviour

L is te n in g fo r o p in io n s

10 ® 37 L isten to an ex tract from a conversation. Identify th e key w ords th e m a n uses

to express his opinion.

11 A nsw er th e q u estio n s a b o u t th e conversation from Activity 10.

1 Is th e m an’s opinion positive or negative? How do you know?
2 W hat helped you identify th e key words?

12 @ 3 8 Listen to another conversation and make notes in the table about what the
speakers liked and disliked about the presentation.

liked about the presentation disliked

man
■■roman

F o llo w -u p

13 ® 3 9 Listen to another extract from a conversation where a wom an expresses her

opinion. Make a note of the key words she uses.

14 @ 4 0 Listen to another conversation and answer the questions.

1 Who is the presentation by?
2 What is it about?
3 Did the speakers like or dislike the presentation? Why?
Lesson 3 What we'll do ..,
L e a d -in
1 H ow do peo p le develop p rofessional c o n ta c ts a t conferences? M ake a list of possible
arra n g e m en ts th e y make.

2 @ 4 1 L isten to a co n v ersatio n a b o u t a rra n g e m en ts a n d answ er th e questions.

1 W h at will th e m an do?
2 W h at will th e w om an do?
3 W h at helped you u n d erstan d th e conversation?
4 Was anything difficult?

S k ill d e v e lo p m e n t fo c u s
3 @ 4 2 Listen to w h a t a speaker says w hile m aking an arrangem ent an d answ er the
questions.
1 Is th e way th e speaker expresses his idea long or short?
2 Does he m ake all th e w ord s/p h rases sound equally im portant?

4 @ 4 2 L isten again. W rite dow n th e w o rd s/p h ra se s w hich are im p o rta n t for th e

liste n e r w ho is m ak in g an a rra n g e m e n t w ith th e speaker.
what we’ll do...

5 @ 4 3 L isten a n d u n d erlin e th e stressed syllables in th e sen ten ces below. Then

answ er q u estio n s 1 a n d 2.

a Er ... Id be in clined to go to th e session on th e gender case study, the com parative

gender case study.
b Er ..., b u t you know, th e learning styles one ... you can catch up on the research in the
p resen ter’s articles.
с Well, er ... It was n o t really m y area of in te r e s t... n o t really my area of expertise, b u t I
w as really interested in th e topic.
1 W h at w ords are stressed by th e speakers?
2 W h at type of w ords are they (nouns, verbs, adjectives, pronouns)?

6 @ 4 3 L isten again. Tap o n th e tab le in tim e w ith th e stressed w ords.

1 W h at did you notice ab o u t th e intervals betw een the stressed syllables?
2 H ow can rhythm and stress help you identify key w ords while listening?
S tr a te g y fo c u s

7 Complete the statem ent about how to identify key words in an utterance. You don’t
need to use all the words.

8 ® 44 Listen to w hat two speakers say while making an arrangement. Write down the
keyw ords w hich are im portant for the listener.
Speaker 1 interested more a bout,...

L is te n in g fo r s p e c if ic in fo r m a tio n

9 .®, 45 Listen to extracts from two conversations in which the speakers are making
arrangements. Make notes in the table.

What do the speakers When? Why?

agree to do?
1
2

F o llo w -u p

1 0 (® 46 Listen to two conversations betw een speakers w ho were at the sam e event,
but did not have a chance to speak. Tick the functions the speakers use.

ШШШШ
1 initiating a conversation
2 referring to the context of the previous meeting
3 introducing oneself
4 asking for opinion
5 expressing opinion
6 changing the topic
7 making arrangements for the future (suggestion/request)
8 asking for clarification
9 confirming information

11 (®) 46 Listen again. Write down an example for each function in Activity 10.
Initiating a conversation - Oh, hello, Stuart. How are you?
Lesson 4 C a n w e ta lk ?

L e a d -in
1 Do you agree w ith the idea ‘politeness is an international concept’? Why / Why not?

L a n g u a g e fo c u s
2 How can you start a conversation at a professional event with a person you do not
know? Tick the functions below and think o f exam ple phrases.
1 initiating th e conversation w ith a polite request
2 giving details ab o u t your job
3 paying a com plim ent
4 asking for advice
5 stating th e purpose of th e conversation
6 apologising

3 (*)47 Listen to the beginning of a conversation after a conference and decide if the
statem ents below are true (T) or false (F).
1 The speakers know each other well.
2 The m an sta rts th e conversation.
3 The m an pays th e p resen ter a co m p lim en t.__
4 The m an w ants to talk to th e p resenter because she also w orks at a university.
5 The m an w an ts th e governm ent to su p p o rt his research. _ _
6 The m an feels it is all right if he asks th e p resen ter for feedback on his re se a rc h .___

4 @ 4 7 Listen again and fill in the m issing words in the phrases below.

1 Could I have ...........w ith you, please?

2 I ju st heard your presentation. It w a s ______ , very inspirational. I _ enjoyed it. And
I learned a lot.
3 I’m a researcher an d I w ork a t a ... .........
4 And actually th a t’s one of th e reasons I w an ted to you because I saw you’ve done a
lot of w ork w ith th e governm ent through your . And th a t’s som ething I w an t to do.
5 Could you give m e s o m e ______?
6 I’m sorry if I’m ..... you.

5 Identify the functions of the phrases in Activity 4. Use the list in Activity 2 to help you.

L is te n in g fo r r e le v a n t in fo r m a tio n
6 Make predictions about the way the conversation m ight develop. Complete the
phrase below w ith w hat could help to win governm ent support for research.
First of all, you have to have som e really good ...

7 ® 48 Listen to the m ain part of the conversation. Check your predictions for Activity
6 and choose the right answers for the questions below.
1 The w om an advises th e m an to sta rt by
a approaching th e governm ent,
b collecting statistical evidence,
с having som e really good qualitative research.
 Unit 3 Lesson 4

2 The wom an believes that the m ost difficult task in winning government support is
a getting close to governments.
b lobbying governments,
с choosing the right person to lobby.
3 According to the woman’s experience, the best way to approach governments is by
a phoning people.
b emailing people.
с developing networks.
d inviting people to attend conferences.

8 © 4 9 Listen to the end of the conversation. Choose the correct options in each
conclusion. Give evidence for your choice.

Conclusion 1
The man is not persistent / quite persistent with his request. The man sounds polite/does not
sound polite. The man feels / does not feel comfortable about his request.

Conclusion 2
The woman is polite / not polite. The woman agrees to read the whole paper / explains to what
extent she is ready to help.

Conclusion 3
When the woman agrees to help, the man responds with thanks / by showing how happy he is.

F o llo w -u p

9 © 48 Listen to the conversation from Activity 7 again. Write down the phrases which
are close in m eaning to the following words/phrases.
1 evidence
2 the right solution to the problem
3 to think things over
1 0 © 49 Listen to the conversation from Activity 8 again and com plete the phrases
below.

making a request responding to a request politely

1 I have 1 I’ll if I
2 send you my research? 2 Well, I’ in an abstract...
3 just point me in the right 3 I’ll . I’d be ... interested to see it and
direction for my research. to learn the background
of the work...

11© 4 9 Listen again. Write down an example phrase for each of the functions below.
1 exchanging contacts Here’s m y card.
2 thanking som eone for something
3 saying goodbye at the end of a first conversation

83
Module 2 Listening

Unit 4 in the audience

By the end of this unit you will be able to
*s extract gist and specific information from oral presentations
**• use a variety of strategies for listening to a presentation

Lesson 1 Your participation is welcome

L e a d -in

1 W h a t is th e difference betw een a lecture an d a presentation? Use th e dictio n ary entries,

y o u r experience a n d th e w ords an d ph rases in th e box below to answ er th e question.

presentation [^prezan'teijbn/] n - [C] a formal talk in which length visual support

you describe or explain something to a group of people: give/ students university teachers
make a presentation on something lecturers administrators
managers research
project organisation
lecture [/'lekt Js(r)/] n - [C] a talk to a group of people about a
particular subject, at college or university: give a lecture on problem interactive
something relationship with audience

L a n g u a g e fo c u s

2 (®) 50 Listen to th e explanations an d m ake a no te of the m eaning of the w ords below.

1 divide 4 define
2 overview 5 a ttem p t
3 exactly 6 dim ension

3 (®.)51 C om plete th e table. Then listen a n d tick th e w ord you hear.

noun verb
participation
welcome
behave
define
m eaning

4 ® 52 Read th e dictio n ary en tries below. Then listen to speakers A an d В a n d w rite

dow n th e p h rases th a t co n tain these w ords. Do speakers A and В use th e w ords w ith the
sam e m eaning? H ow do they differ?

general [/'ёзепэгэ1/] adj. - not specific or detailed, describing only the main features

particular [/pa'tikjatalr)/] adj. - special, or this and not any other

addition [/s'dijbn/] n - something that has been added to something else

 Unit 4 Lesson 1

5 53 L isten a n d identify h ow m any w ords are m issing in each sentence. Then listen
again a n d co m p lete th e sentences.
1 I’m going to d iv id e...
2 I’m going to m ake an e ffo rt...
3 W h a t do they m e a n ...?
4 You can see w h at STEM stands ...
5 W h at are th e pressures th a t they ...

S tr a te g y fo c u s
6 W ork in pairs. Go th ro u g h A ctivities 2 -5 a n d m a tc h th e sub skills below to th e
Activity you p ra c tise d it in.
For effective listening we need to develop the following subskills:
a identifying w hen a familiar w ord is p a rt of a prepositional phrase,
b identifying related words,
с noticing th e u n stressed p arts in a phrase,
d identifying th e functional difference betw een related words,
e relating w h a t you hear to your previous knowledge.

S k ill d e v e lo p m e n t fo c u s
7 0 54 R ead th e se p a irs of p h ra se s a n d say how th ey differ. Then listen a n d tick th e
p h ra se s you hear.
a ... so m any people here today from ... So, m any people here today from ...
a I’m going to ta lk ... I’d been going to t a l k ...
a Thank you for com ing along, Thank you for com ing alone,
a a fix ethics
a I’m going to talk today about research I’m going to talk to you today about research
ethics. ethics.

8 W ork in pairs. W h a t p a r t of th e p re se n ta tio n did you h e a r in Activity 7: th e start, th e

m ain p a r t o r th e end? Give reasons.

9 ;® 55 R ead th re e ex tracts from p re se n ta tio n s a n d decide w h a t w ords are m issing.

Then listen a n d check y o u r p red ictions. W hich p re se n ta tio n w ould you prefer to go to?
W hy?
1 I’m Ron Sm ithers an d today talk about how m uch scientists really know.
2 G ood afternoon . My nam e is Joanna Richards and m y ..... the role of
m etaphors in science.
3 Well, in my p resen tatio n I will try to answ er the question: How is m athem atics
like a language? And I’m really glad in the audience and I hope the presentation
to your expectations.

85
 Module 2 Listening

10 @ 5 6 Listen to the presentation opener and complete the overview slide.

Presentation overview
1 W h at are in general?

1
2 W h a t are in particular?

3 How different are research ethics inand STEM (science,

technology, engineering, m athem atical) ?

4 W h y are som e researchers som etim es ?

5 W h at can you ?

11 @ 5 6 Look at the phrases below from the presentation opener. There is one mistake
in each phrase. Listen and correct the mistakes.
1 I’m going to talk to you to d ay ab o u t research m ethods and it’s really nice ...
2 Thank you for com ing alone.
3 The talk will be about 50 m inutes an d I’m going to divide it into sections.
4 First, I’m going to try to divide ethics in general.
5 I’m n o t A ristophane, Socrates or a Greek philosopher, b u t I’m going to make an attem p t
to do that.
6 Them I’m going to focus on research ethics in particular: w h at exactly they a r e ...
7 ... STEM stan d s for th e science, technology, engineering and m ethodology disciplines.
8 W h at are th e pressures th a t th ey w ork after?
9 ... an d this is there your participation will be welcome.

1 2 Work in groups of three and prepare a presentation opener. You can use the
follow ing phrases to help you.
1 Today I’m going to talk to you a b o u t...
2 I’m going to divide th e talk into ...
3 First, I’m going to ...
4 Then, I’m going to ...
5 After that, I’m going to ...
6 Finally, I’m going to ...

1 3 Listen to your groupm ate’s presentation opener and write an overview slide.

F o llo w -u p
1 4 @ 5 7 Listen to the opener of another presentation and answer the questions.
1 W h at is th e topic of th e presentation?
2 How long will it take?
86 3 How m any sections are there in th e presentation?
 Module 2 Listening

10 @ 5 6 Listen to the presentation opener and complete the overview slide.

Presentation overview
W h at a r e in g e n e r a l?

W h at a r e _ in p a rtic u la r?

H ow d iffe r e n t a r e r e s e a r c h e th ic s in a n d STEM (s c ie n c e ,
te c h n o lo g y , e n g in e e rin g , m a th e m a tic a l)

Why a r e s o m e r e s e a r c h e r s s o m e t i m e s

W h at c a n y o u ?

11 @ 5 6 Look at the phrases below from the presentation opener. There is one mistake
in each phrase. Listen and correct the mistakes.
1 I’m going to talk to you today about research m ethods and it’s really nice ...
2 Thank you for com ing alone.
3 The talk will be about 50 m inutes an d I’m going to divide it into sections.
4 First, I’m going to try to divide ethics in general.
5 I’m n o t A ristophane, Socrates or a Greek philosopher, b u t I’m going to make an attem p t
to do that.
6 Them I’m going to focus on research ethics in particular: w h at exactly they are ...
7 ... STEM stands for the science, technology, engineering and m ethodology disciplines.
8 W h at are th e pressures th a t they w ork after?
9 ... an d this is there your participation will be welcome.

12 Work in groups of three and prepare a presentation opener. You can use the
follow ing phrases to help you.
1 Today I’m going to talk to you a b o u t...
2 I’m going to divide th e talk into ...
3 First, I’m going to ...
4 Then, I’m going to ...
5 After that, I’m going to ...
6 Finally, I’m going to ...

13 Listen to your groupm ate’s presentation opener and write an overview slide.

F o llo w -u p
14 @ 5 7 Listen to the opener of another presentation and answer the questions.
1 W h a t is th e topic of th e presentation?
2 How long will it take?
3 How m any sections are th ere in th e presentation?

86
Lesson 2 The three golden rules
L e a d -in
1 R ead th e d ic tio n a ry definition. You are going to h e a r th e m a in p a r t of a p re se n ta tio n
on ethics. H ow do you th in k th e to p ic m ig h t be co n n e cted to yo u r field?

ethics [/'e0iks/] n [C usually plural] a system of accepted beliefs

which control behaviour, especially such a system based on morals

S k ill d e v e lo p m e n t fo c u s
2 (®) 58 L isten to a definition of ethics an d w rite dow n th e key w ords.

3 (®)58 C hoose th e co rrect o ptions to m ake phrases from th e definition in Activity 2.

Then listen an d check.

1 conflict
a there is a b w here is a с it is a
2 do
a th a t you b w h at you с how you
3 act
a have you b how you с w ho you
4 believe
a w atch you b w h at you с th a t you
5 principles
a your b h er с the

4 C om plete th e e x tra c t below w ith th e key w ords th a t m ake th e definition

u n d e rsta n d a b le .

It’s something which comes into play when 1_______ between 2_______ and 3________ on the
one hand, and 4_______ and 5.............on the other hand.

5 C om pare th e definitions in A ctivities 1a n d 4 a n d say how th e y are different.

6 ® 5 9 L isten to th e n e x t p a r t of th e p re se n ta tio n an d co m p lete th e m issing

in fo rm atio n . W h a t h elp ed you identify it?
There are three different levels of ethics the speaker is going to look at:
1 t h e _________________level;
2 th e level;
3 th e level.

S tr a te g y fo c u s
7 Read th e statem en ts below an d say w hether you agree w ith th em or not. W hy / W hy not?
Give exam ples from Activities 2-6.
1 W hen you listen to a longer piece of speaking, it is im p o rtan t to identify key words.
2 Key w ords are usually stressed and pronounced m ore distinctly.
3 U nstressed w ords can often be inferred based on context and the key words.
4 Some English w ord s/p h rases can be easily confused. You need to practise
un d erstan d in g th e differences betw een them .
 L a n g u a g e fo c u s
8 @ 6 0 Read the pairs of phrases. How are they different? Listen and tick the phrase
you hear.

1 a ethical rules w hich we ought to follow 3 a respect for ■

b rules w hich govern ethics b w ith respect to
2 a across all disciplines 4 a in a large society
b a crossover of disciplines b society at large

L is te n in g fo r g is t a n d fo r s p e c ific in fo r m a tio n
9 @ 6 1 Listen to what the speaker says about the three golden rules of research ethics
and tick the m ost important key words/phrases used. Give reasons for your choice.

The first rule respect research subjects human participants object of research
animals the environment conversations confidential anonymous
The second rule truth honesty standards field of research
individual researcher evidence hypothesis
Ih e third rule accuracy quality of knowledge the best tools and instruments
collection of data

10 W hich statem ent below sum s up this part of the presentation best? Give reasons.
1 R esearch ethics ought to be applied on all th ree levels - personal, professional and legal
- in any field of research.
2 There are three m ain rules th a t ought to be applied in any field of research.
3 Respect for h u m an beings is th e basis for research ethics in any field of research.

11 Express each of the three golden rules in one sentence. Use words from Activity 9.

S tr a te g y fo c u s

12 W hich of the Activities (9-1 1 ) was aim ed at listening for specific information?

F o llo w -u p

13 @ 6 1 Listen to the talk again and make notes on the questions below.
1 W h at is th e m ost im p o rta n t exam ple of research ethics in psychology?
2 W h a t is th e result of ethical behaviour in research?
3 W h a t are th e five things th a t m ake up ‘accuracy in research’ according to th e speaker?

14 @ 6 2 Listen to the story and the discussion of unethical behaviour at one of the
levels that the speaker m entions in Activity 6. W hat level is it? W hat golden rule’ is
broken?

88
Lesson 3 A story to illustrate my point
L e a d -in

1 W hat three ‘golden rules’ of research ethics did the presenter in Lesson 2 m ention in
his presentation? W hat do you think of them?

2 You are going to listen to a speaker talking about som e reasons for unethical
behavior in research. W hat do you think he will mention?

S k ills d e v e lo p m e n t fo c u s

3 @ 6 3 Listen to short extracts from the presentation and tick the phrases you hear.
1 a Well, you, no! 4 a m any of you w ear this
b Well, you know b m any of you are aware of this
с Well, you, now с m any of you know w here it is
2 a in low courts 5 a som ething is used
b in low coats b som e of th em is this
с in law courts с som e of the issues
3 a they are 6 a They m ade tracks by the money.
b here are b They m ay be tractable, th e money.
с there are с They m ay be attracted by the money.

4 @ 6 4 R ead th e u n fin ish ed sen ten ces an d guess how th ey m ight end in th e
p re se n ta tio n . Then listen to th e w hole sen ten ces a n d check yo u r ideas.
1 W hy are researchers som etim es ...
2 There can be conflicts ...
3 And in m ost countries - in Russia, in Britain, in the U nited States - big corporations ...
4 And som etim es th e big corporations w an t certain results ...
5 The researchers m ay w a n t ...
6 They m ay be te m p te d to ...
7 On th e o th er hand, they lose ...
8 They lose th e respect o f ...
9 And there are cases w hich finish in ....

L is te n in g fo r s p e c ific in fo r m a tio n

5 Think a b o u t w h a t you h e a rd in Activity 4 a n d answ er th e questions.

1 W h at reason(s) for unethical behaviour in research does the speaker m ention?
2 W h at so rt of unethical behaviour can this result in?
6 @ 6 5 W ork in gro u p s (A, В a n d C). Listen to a n o th e r p a r t of th e p re se n ta tio n an d
answ er th e questions.

Group A: W h at new reason(s) for unethical behaviour in research does th e speaker

m ention here?
Group B: W h at exam ple of unethical behaviour does the speaker focus on in this part?
Group C: M ake notes on w h a t th e speaker says ab o u t this exam ple of unethical behaviour.
.esson 3 A story to illustrate my point

L ead-in
1 What three ‘golden rules’ of research ethics did the presenter in Lesson 2 m ention in
a s presentation? W hat do you think o f them?

2 You are going to listen to a speaker talking about som e reasons for unethical
behavior in research. W hat do you think he will mention?

S kills d e v e lo p m e n t fo c u s
3 • 63 Listen to short extracts from the presentation and tick the phrases you hear.
a Well, you, no! 4 a m any of you w ear this
b Well, you know b m any of you are aware of this
с Well, you, now с m any of you know w here it is
a in low courts 5 a som ething is used
b in low coats b som e of th e m is this
с in law courts с som e of th e issues
a they are 6 a They m ade tracks by th e money.
b here are b They may be tractable, the money.
с there are с They may be attracted by the money.

4 J 64 Read the unfinished sentences and guess how they m ight end in the
presentation. Then listen to the w hole sentences and check your ideas.

1 W hy are researchers som etim es ...

2 There can be conflicts ...
3 And in m o st countries - in Russia, in Britain, in th e U nited States - big corporations ...
4 And som etim es th e big corporations w an t certain results ...
5 The researchers m ay w a n t ...
6 They m ay be tem p ted to ...
7 On the oth er hand, they lose ...
8 They lose th e respect of ...
9 And there are cases w hich finish in ....

L is te n in g fo r s p e c ific in fo r m a tio n
5 Think about w hat you heard in Activity 4 and answer the questions.
1 W hat reason(s) for unethical behaviour in research does the speaker m ention?
2 W hat so rt of unethical behaviour can this result in?
6 ® 65 Work in groups (A, В and C). Listen to another part o f the presentation and
answer the questions.
Group A: W h at new reason(s) for unethical behaviour in research does the speaker
m ention here?
Group B: W h at exam ple of unethical behaviour does the speaker focus on in this part?
Group C: Make notes on w h a t th e speaker says about this exam ple of unethical behaviour.
 7 @ 6 6 L isten to an exam ple of an eth ical d ilem m a in research a n d choose th e c o rrect
o p tio n s below. Give reasons.
1 Professor Hardw orking is
a a real perso n w hose nam e has been changed
b a fictional character in a typical situation
с a real nam e of a real person.
2 The research gran t m oney w as
a sp en t ra th e r poorly
b spent very well
с com pletely lost
3 In a m ajor intern atio n al journal, Professor Hardworking has published
a m any papers
b several papers
с ju st one p ap er
4 The research team from Singapore w ants Professor Hardworking
a to publish h er set of newly collected d ata in th eir journal
b to allow th em to publish sim ilar research
с to allow th e m to use th e results of h er prelim inary research
5 One of th e conditions of th e funding w as th a t all th e d ata Professor Hardworking
collected should be m ad e public. The speaker is
a certain ab o u t this
b n o t certain about this
с doesn’t m en tio n this

8 Explain Professor H ard w o rk in g ’s d ilem m a in a few sentences.

S tr a te g y fo c u s
9 W ork in p a irs a n d discuss th e q u estio n s below.
1 W h en do you have to listen for specific inform ation?
2 W h a t helps you to do it effectively?
3 H ow is listening for specific inform ation different from listening for gist?

F o llo w -u p

1 0 @ 6 7 L isten to a n exam ple offered by a m em b e r of th e audience. Is it relev an t to th e

p re se n ta tio n on research ethics? W hy / W hy not?

11 @ 6 7 L isten again a n d co m p lete th e sentences.

1 That m akes m e think of a story th a t happ ened in a ____________ area of science...
2 M ost people expected _______ n am es to be the w inners.
3 Some of th e m seem ed to really ___________ each other.
4 One of the researchers h a d access to very good equipm ent to produce the b est possible
__ ______ images.
5 The others w ere capable of a of im agination, so to speak.
6 I can’t ............... feeling sad w hen ...

90
Lesson 4 And finally...
L e a d -in

1 Work in pairs. Suggest three ways to com plete this definition. Be ready to explain
your ideas.

Science is ...
1 _______________________________________________________________________
2
3 _.............. _ ................._ _ .......................................

L a n g u a g e fo c u s
2 @ 68 Read the sentences and guess the m eaning of the underlined words. Then
listen to the definitions and m atch them to the words in the sentences.
1 The n atu ral sciences have revealed m any tru th s about th e world.
2 The 20th century w as rem arkable for its inventions.
3 The sam e m eth o d can be applied to other situations.
4 He used to quote this fam ous philosopher in all his public speeches.
5 The movie is based on th e tru e story of a London gangster.
6 This diagram shows th e indicators of change in the state of th e environm ent.

3 @ 6 9 W h a t k in d of in fo rm atio n m ight com e a fte r th e u n d e rlin e d w ords in th e

sen ten ces? C hoose from th e options. Then listen a n d com plete th e sentences.
1 A ppearances m ay lead us to believe th a t things are exactly as our eyes tell, like ...
2 I could go on and on telling success stories of scientific discovery. In o th er w ords ...
3 ‘N ot to fool ourselves’ m eans to be aware of th e tru e state of things despite ...
a som ething th a t you don’t take into account
b som ething th a t provides th e exam ple to w h a t is said in th e first p a rt
с som ething th a t expresses th e idea in th e first p a rt bu t in different w ords

S k ill d e v e lo p m e n t fo c u s

4 @ 70 L isten to P a rt 1 o f a p re se n ta tio n a n d say how th is beg in n in g is different from

th e p re se n ta tio n o n research eth ics you h e a rd in Lesson 2.

5 @ 7 0 L isten to P a rt 1 again. E ach tim e th e te a c h e r pa u se s th e recording, say w h a t

th e w ords below refer to. W h a t help ed you to u n d e rsta n d in each case?
1 it 4 us
2 it 5 it
3 ourselves

6 @ 7 0 L isten to P a rt 2 of th e p re se n ta tio n a n d ad d co rre ct p u n c tu a tio n in th e ex tract

below.
I could go on and on telling success stories of scientific discovery and how science revealed
the true state of things in other w ords the history of science is a story of remarkable
achievem ents so it is n o t surprising th a t this extraordinary success of the natural sciences
has led som e people to believe th a t it is the dom inant cognitive paradigm or model of
knowledge
• ■ И - — “
Module 2 Listening

7 ® 70 Listen to Part 3 of the presentation and say which of the statem ents below is
a quotation from Carl Sagan and which are interpretations by the speaker. How do you
know?
Science is m o r e ...
1 a m eth o d used in research th a n it is a result th a t we get by applying th e m ethod.
2 th a n a body of knowledge. It is a way of th in k in g ...
3 a way to get knowledge, rath er th a n a set of tru th s we already know.

8 Work in groups of three. Sum up the content of Parts 1-3 of the presentation in a
three sentences. Present your summary to the group.

9 @ 7 0 Listen again and check your ideas.

S tr a te g y fo c u s

10 Revise the strategies a listener should use. Match the beginning to the end of each
sentence.
1 Before liste n in g ...
2 If I listen for g is t...
3 W h en I identify key w ords ...
4 If I do n o t know th e w ord ...
5 If I can n o t guess th e m eaning from th e c o n te x t...
6 W h en I listen for specific inform ation ...
a I pay atten tio n to key words.
b I try to guess th e m eaning from the context,
с I try to identify its function (e.g. noun, verb, etc.)
d I m ake predictions ab o u t co n ten t an d language,
e I pay atten tio n to rhythm an d stress,
f I identify w h a t facts are required in th e task.
In this module you will:
meet some common
social situations
develop your
presentation skills

93
 Module 3 Speaking

Unit 1 Socialising 4 W o rk ii
th a n o n e ;
1
By the end of this unit you will be able to

m introduce yourselves and others in formal and informal situations During a

«•> start a conversation and keep it going Olaf: I

«► show interest and react to news
H a r r y :;
I
-* invite people, accept or decline invitations
»• pay and receive compliments

»• thank people, apologise and say goodbye

At the со
at interna
Lesson 1 Greetings and introductions
Val: P(
L e a d - in P eter: a
b
с
Good morning, Ms Brown Oh, Marlene,
glad you're here.

R ob erta г
Nick:
R o b e rta

You are a1
well-know
Good morning, Mr Smirnov, You:
welcome to the conference.
Professo

Sim on anc
an d introd
Sim on: E
Alex: a
1 H ow do you g reet p eo p le in form al a n d in fo rm al situ atio n s in yo u r culture? H ow do b
you usually in tro d u c e you rself a n d o thers? с

2 W ork in pairs. Look at th e pictu res. H ow are th ey different? W hich situ atio n seem s
in a p p ro p ria te ? W hy?

F o rm a l a n d in fo rm a l g re e tin g s

3 ® 71 L isten to six co nversations. They all take place a t a conference. How well do th e
speakers know each oth er?

94
4 W ork in pairs. Tick th e b e st resp o n se (a, b o r c) in each situation. Som etim es, m ore
th a n one an sw er m ay b e correct.
1

During a coffee b reak Olaf S w e n so n s e e s his c o lle ag u e from the P rag u e B u sin e ss Sch ool.
Olaf: Hello, H arry R em em ber me? I’m Olaf Swenson.
H arry: a I am glad to m eet you too.
b Oh! Yes, of course. How are you?
с Hello, Olaf. Pleased to m eet you.

At the con feren ce participan ts' registration table Peter m e e ts Val. Val and Peter h ave m et before
at international co n feren ces. Val w an ts to introduce P eter to his colleag u e Andrew,
Val: Peter, this is A ndrew Painter, a colleague of mine from Ashcroft Business School.
P eter: a How are things?
b Nice to m eet you. I’m Peter,
с Hello, Andrew. Nice to m eet you.

3
R ob erta an d Nick are talking during lunch time. They know e ac h other very well.
Nick: Hey, Roberta, how are things?
R o b erta: a I am pleased to m eet you.
b N ot bad. And you, Nick?
с Fine, thanks.

4
You are at a con feren ce in C am b rid ge an d w ant to introduce yourself to P ro fe sso r C om pton, a
well-known a c a d e m ic in the field of your research .
You: You m ust be Professor Com pton.
P ro fesso r C om p to n : a Pleased to m eet you.
b That’s right! Why?
с Yes, th a t’s me. W h at’s your nam e?

5
Sim on and his R u ssian friend Alex are sitting in the cafe. Sim on s e e s his British colleag u e Mike
an d in troduces him to Alex.
Sim on: Do you know Mike? Mike, this is my friend Alex from Russia.
Alex: a Hello, I’m pleased.
b No, I don’t know M ke. I’m glad to m eet him.
с Hello, M ke. Glad to m eet you.
 Module 3 Speaking

5 © 7 2 Listen to the conversations. Check your answers.

6 Work in pairs. Practise the conversations, changing roles.

R o le -p la y
7 Work in pairs. Role-play som e conversations with a partner.
L earner A: Look at th e role cards on page 123 and follow the instructions.
L earner B: Look at th e role cards on page 126 and follow the instructions.

F o r m a l in tr o d u c t io n s
8 Practise introducing yourself to an audience. Use the phrases from the Language
Support box below.
Good morning/afternoon/evening dear colleagues. M y nam e is Igor Petrov. I ’m an Associate
Professor at Moscow State University, Russia. I ’m honoured to be here.

®. 73 Language Support: in trod u ction s at a conference

Introducing y ou rself Introducing other p eop le
I’m honoured to be here. I am happy to introduce our guest to you.
It’s a pleasure to be here. It is an hon o u r to introduce our colleague from ...
I’m glad to be here again. I’d like to in tro d u ce ... He/She is our guest speaker fro m ...

9 Imagine your partner is a guest speaker at your university. Introduce him /her to the
class. Use phrases from the Language Support box.
I ’d like to welcome Sam Dines, M arketing Director o f ABC Company Some o f you m et him
last yea r a t the autum n conference. He’s a very well-known expert on worldfinancial markets
and the author o f several textbooks we recom m end to our students. I t’s good to have you here
again, Sam.

96
Lesson 2 Starting and keeping a conversation going
L e a d -in

1 W ork in p a irs a n d discuss th is q uestion. W h a t is necessary to keep a conversation

going?

2 R ead th e co n v ersatio n below. Then w rite th e co rrect verb a t th e en d of each line to

explain th e p u rp o se of th e sentence. You will use one verb twice.

A dd A nsw er A sk

A: W ho do you w ork for? 1____________

В: I w ork for A rcada University of Applied S ciences.2____________
I am w ith th e Business, Inform ation Technology and M edia D e p a rtm e n t.3
And w h at about you? W ho do you w ork for? 4.............

3 W ork o u t th e ‘3As’ ru le of successful com m unication.

A_ _ + A________ + A _ _ = s u c c e s s

A s k in g q u e s t io n s

Tip:
The first five m inutes of a conversation w ith som eone you don’t know can be rather
difficult. The b est w ay to get a conversation going is to ask questions. S tart w ith a
question ab o u t th e o th er person rath er th a n a statem en t about yourself. An easy way
to keep th e conversation going is to ask: A n d what about you?

4 C om plete th e se q uestions. You will n eed to use different verb form s (e.g. P resen t
Simple, P ast Simple, etc.).
1 W ho /w o r k for? Who do yo u work for?
2 W hich p a rt / cou n try / com e from?
3 first tim e / in Brazil?
4 know / m any people here?
5 How / enjoying / th e conference?
6 How / get / here?
7 W here / staying?
8 often / go to / international conferences?
 5 Work in pairs. Role-play the questions in Activity 4, using the ‘3As’ rule of successful Lesson
com m unication.
L e a d -in
F o llo w -u p q u e s t io n s 1 Compl
a Is she?
Tip:
b Do the]
We often ask follow-up questions to develop a conversation. M any of these follow-up с Wow, ti
questions begin w ith th e question w ord How. d My d a u
A: How is th e coffee? e Yes, th r
B: Just how I like it - sw eet an d hot.
A: Give a
e .g . l M y
6 M ake q u estio n s from th e se p ro m p ts.
1 How / day?
2 How / flight?
3 How / conference?
4 How / new boss?
5 How / presentation? A: R e sp o r
6 How / audience? e .g .5
7 How / hotel?
8 How / m eeting?
9 H ow / training course? 2 Work in
10 How / th e w eather? responses
11 H o w /d e s s e rt?
1 A: I coul
12 H o w /n e w job?
B: Could
7 W ork in pairs. Follow th e se steps. A: There
2 A: I’ve re
1 L earner A: Ask your p a rtn e r questions 1-6 from Activity 6. B:
2 L earner B: A nsw er th e questions, choosing an appropriate response from th e list on A: To Au
your card page 126. 3 A: We cc
3 L earner B: Ask your p a rtn e r questions 7-12 from Activity 6. B:
4 L earner A: Answer th e questions, choosing an appropriate response from the list on A: He sai
your card page 123. 4 A: It was
B:
R o le-p lay
A: We rei
8 W ork in pairs. Role-play som e conversations. Use th e ‘3As’ rule of co m m u n icatio n 5 A: There’s
a n d //«и'-questions. B:
Learner A: look at page 123 an d follow th e instructions. A: Becau
Learner B: look at page 126 and follow th e instructions.
(?) 74 Lai
R eacting
How nice!
Wow, th at
Lucky you
Congratul
R eacting
How aw fu
W hat a pit

98
Lesson 3 Showing interest and reacting to news
Lead-in
1 Complete the diagram with exam ples a -e. The first has been done for you.
a Is she?
b Do they have a date for it yet?
с Wow, th a t’s fantastic!
d My dau g h ter’s getting m arried ,
e Yes, three weeks from now. Its my birthday!

A: Give a p ie c e of new s. B: E ch o the question,

e . g . 1M y daughter is getting married. e .g . 2

B: R e ac t / Give a perso nal re sp o n se ,

e .g . 3 _______

A: R e sp o n d with m ore information, B: A sk a follow-up question.

e.g . 5 e .g . 4

2 Work in pairs. Read the pieces o f new s below. Think of possible echo-questions,
responses and follow-up questions. Use phrases from the Language Support box.
1 A: I couldn’t sleep last night.
B: Couldn’t you? That’s a pity. Why?
A: There w as a very noisy p arty downstairs.
2 A: I’ve received a scholarship from th e Erasm us Program m e.
B:
A: To Austria.
3 A: We couldn’t find Mike last night.
B:
A: He said he m et his old university friend and they ended up in one of th e cafes.
4 A: It w as th e b est holiday we’ve ever had.
B :_______________________________
A: We ren ted a car and travelled all around the country.
5 A: There's going to be a prize-giving cerem ony at the end of the conference.
B:
A: Because I have a lot of contacts.

> 74 L anguage Support: sh ow ing interest

R eacting to g ood n ew s R eacting w ith surprise
How nice! / Great! You’re joking. / You’re kidding.
Wow, th a t’s fantastic! No! That’s strange!
Lucky you. I wish I w as going! Really?
C ongratulations - you m u st be delighted! W hat? You don’t say!
R eacting to bad n ew s
How awful! / Poor you!
W h at a pity! / That’s too bad.
 Module 3 Speaking

Active listening
3 R ead conv ersatio n s 1 a n d 2 below a n d co m p lete th e sen ten ces w ith p h rases from the
boxes. Som etim es, m ore th a n one an sw er m ay be correct.
Conversation 1: tw o people are w aiting to get on a plane.

Yeah Is it? Yes I see. Really?

W hat a coincidence! Right. That's great! That would be great.

Z bignev: It looks like w ere going to be here a while, huh?

H e lg a :1 I’m getting used to these delays.
Z bignev: Do you travel a lot?
Helga: Quite a lot, yes. It’s p a rt of m y job.
Z b ig n e v :2 And w h at do you do?
Helga: I’m th e A ssistant D irector of th e C enter for International Program m es in New
Mexico State University. Helga Romirez, and you?
Z bignev: I’m Zbignev Kozlovsky, from Gdansk. Nice to m eet you, Helga.
Helga: Nice to m eet you too. Have you ever been to R otterdam ?
Z b ig n e v :3.............................., this is my second visit. I’m staying w ith the Erasm us University
for a m onth to carry ou t som e research.
H elg a:4 I’m going to the University as well. I’ve been invited to participate in
the International Education Exhibition. I have to present our Center.
Z b ig n e v :5 .......... How long are you going to stay?
Helga: A week.
Z bignev: W ould you like to m eet one day? I can show you around the city.
H e lg a :6 Oh, our plane is boarding.

Conversation 2: a t a conference dinner, a w om an is placed next to a m an she doesn’t know.

He is trying to m ake a conversation w ith h er b u t som e of his questions annoy her.

Well By the w ay That's right. Uhm.

That's something I'd love to discuss with you

M an: So, how do you know Justin?

W om an: We w orked on th e project two years ago in Tomsk.
M an: Aha, you m u st be a teach er from Russia.
W o m a n :1
M an: And w h at does your h u sb an d do?
W o m a n :2 , I’m divorced.
M an: Oh, sorry. Anyway, so tell me, why do you, Russians, celebrate two New Years? Does
it have any religious im plications?
W om an: 3 , it’s ju st an excuse to have a longer public holiday.
M an: Hm m , in terestin g .4 , w h at do you think about your n ew prim e
m inister?
W om an: 5 , b u t can we do it at an o ther tim e?

4 W ork in pairs. C om pare y o u r answ ers to Activity 3 w ith a p artn e r. W h a t is th e

p u rp o se of th e p h rases in th e boxes?

5 W ork in pairs. P ractise th e conversations.

100
 “ f c
Module 3 Speaking

1 Fine. A bout w h a t tim e? Lesso

2 I don’t know w h at your plans arc, b u t w ould you like to go out for dirmer-tom of row?
3 Great. I L ea d -i
4 Shall I pick you up a t th e hotel? I 1 Is it ^
5 Don’t m ention it. It w as m y pleasure.
6 Is 7 o’clock OK? H 2 Worl
7 Look, it’s a bit chilly outside. How ab o u t having a cup of te a here?
8 T hat’s a pity. Have a safe flight then.
Compl
9 Thanks. I’d love to. W here shall we m eet?
10 Thank you very m uch for everything. I really appreciate it. A
11 I’d love to, b u t I need an early night. My flight is at 6 tom orrow morning.
12 See you tom orrow a t 7, then.

7 ® 76 Listen to the conversations. Check your answers.

8 Work in pairs. Practise the conversations.

Saying ‘no’

Tip:
If you can n o t accept an invitation, it is polite to apologise an d /o r th a n k the person
an d th e n give reasons.

3 (e)77
9 W ork in p airs. R ead th e reaso n s for declining invitations. Think of possible invitations p hotos. (
a n d ways of saying ‘no’ in each situ atio n . Use p h rase s from th e Language S u p p o rt box.
1 A : How about going to the cinema tonight? Would you like to join us?____________________ Being n
В No, thanks. I’m a bit tired. It has been a long day.
2 A
(• 78 :
В I’ve already m ade plans for tonight.
3 A Paying
В I already have o th er plans. A nother tim e maybe. W h at г
4 A Good/1
В I’m quite busy on Monday. You’ve i
5 A You we
В I still have som e w ork to do. Your sli
6 A I thoug
В ____________ I need an early night. My flight is a t six tom orrow m orning.
R espor
7 A
Do you
В _________ __ .... I w on’t be here at th e weekend.
I’m glac
1 0 W ork in pairs. P ractise th e conversations. Thank)
It w a sh
Role-play How nii
In fact,
11 W ork in pairs. Role-play som e conversations. It was n
L earner A: Look at page 123 an d follow th e instructions.
L earner B: Look at page 126 and follow th e instructions.

102
 Lesson 5

Lesson 5 Paying and receiving compliments

L e a d -in

1 Is it appropriate to pay com plim ents in your culture?

2 Work in groups. Think o f situations in w hich you usually pay com plim ents.

C o m p lim e n tin g

А В С D

3 ® 77 Listen to five speakers giving compliments. Match the com plim ents to the
photos. (One of the com plim ents can be used for two photos, and one for all four photos.)

B e in g n ic e

(®) 78 L anguage Support: co m p lim en tin g

Paying com plim ents

W h at a w onderful picture/house/party!
G ood/N ice job. Congratulations!
You’ve done a really good job. Congratulations! (informal)
You were terrific, (informal)
Your slides/presentation w ere/w as fantastic/terrific! (informal)
I th o u g h t you/your stud en ts were brilliant. Congratulations! (informal)
Responding to com plim ents
Do you really think so? Thanks.
I’m glad you liked it.
Thank you very m uch.
It w asn’t difficult at all.
How nice of you to say so/that!
In fact, th e credit should also go to my colleagues. ( formal)
It w as nothing special, really.
 Module 3 Speaking

4 W ork in pairs. C om plete th e conv ersatio n s below. Use p h rases from th e Language
S u p p o rt box to help you.
1 At your colleague’s birthday party:
A: W h at a delicious cake you’ve made!
B:
A: You’re a w onderful cook! Everything tastes so good.
B:
2 After a presentation:
A:
B: In fact, th e credit should also go to m y assistant. She is so good at preparing
slideshows.
A: D id she use som e special software?
B: I’m n o t sure. You’d b etter ask her.
3 In your friend’s new office:
A: W h at a nice office you have!
B :_______________________________
A: This photo of the sunset looks fantastic!
B: . A friend of m ine sent it to m e from Oregon.
4 After a students’ conference:
A: I th ought your students were brilliant.
B :_______________________________
A: Their English is very good. To talk about finance m u st be very difficult even in your
ow n language.
B: You’re right, b u t they are very m otivated and w ork hard.
5 On th e last day of th e conference:
A: I ju st w anted to say: you have organised an excellent conference.
_______________________________ . Your team w orked so well together.
B:

5 W ork in pairs. P ractise th e conversations.

R o le-p lay
6 W ork in pairs. Role-play som e co nversations w ith a p artn er. Use th e ‘3As’ rule of
successful co m m unication.
Learner A: Look at page 124 and follow the instructions.
Learner B: Look at page 127 and follow th e instructions.

104
Lesson 6 Saying thank you, sorry and goodbye
Lead-in
1 W ork in groups. D iscuss th e q uestions.
1 Is it polite to leave a place w ith out saying goodbye?
2 How do you usually say goodbye in your culture?

2 List som e English p h ra se s you know th a t are u sed at th e end of inform al

co nversations, a t p ublic events (e.g. after conferences) or form al m eetings.

Finishing a conversation
3 R ead th e con v ersatio n s a n d decide w hich is m ore form al. How do you know?
C o n v ersatio n 1
A: M r Borisov, th e d e p a rtm e n t head of my university is starting a new project. I am
w ondering if you are interested in participating.
B: Well, Mr Allan, do you m ean som ething similar to w hat I did for your departm ent last year?
A: No, th e w hole concept is totally different.
B: Oh, it sounds interesting. Do you th in k you can describe the idea behind it briefly?
A: No, I don’t thin k so. I suggest th a t we go to th e conference room and have a look at
som e PDF files.
B: Will you excuse me? I’m afraid I m u st go now as I have tickets for a co ncert tonight.
Could we do it tom orrow ?
A: Oh, yes, I see. I’m sorry. Enjoy the concert, Mr Borisov, and I look forw ard to seeing you
tom orrow .
B: Thank you, M r Allan. It was nice talking to you. Goodbye.
A: Bye.
C o n v ersatio n 2
A: Hi, Bryan. I’ve dow nloaded som e excellent pictures. W ant to have a look?
B: W h at kind of pictures are they?
A: My family holiday in Paphos, Cyprus.
B: Oh, Cyprus. Sounds interesting! I’m thinking about going there, too.
A: It’s a great place! Let’s go to my room , and I’ll show you the photos.
B: Oh, sorry, Andy, b u t I can’t m ake it right now. I have tickets for a concert tonight. Can
we m eet tom orrow ?
A: Sure, how about after lunch?
B: Great.
A: Enjoy th e concert, see you tom orrow .
B: Thanks. See you.

4 R ead th e co n v ersatio n s again a n d find p a irs of form al/in fo rm al p h rases u sed to do

th e following.
a say goodbye
b apologise
с show u n d erstan d in g of w h at has been said
d th a n k som eone.
5 W ork in p a irs a n d co m p are yo u r list of phrases.

6 W ork in pairs. P ractise th e conversations.

 Module 3 Speaking

Role-play
7 Learner A, look at page 124. Learner B, look on page 127. Do the tasks below.

1 Decide w h eth er th e conversation needs to be formal or informal.

2 Role-play th e conversation w ith a partner, using phrases from the Language Support box.

i® 79 Language Support: saying thank you, sorry and goodbye

Formal
I’ve enjoyed talking to you, b u t I’m afraid I m ust go now.
Will you excuse m e? Unfortunately, I have to go now.
It w as really enjoyable.
It’s been nice talking to you.
I look forw ard to seeing you again.
It has been nice m eeting you, Ms Zaretsky. Goodbye.
See you again soon, I hope. Please get in touch.
I’m afraid I really m u st be on m y way.
Informal
Thanks for everything.
It’s a pleasure to m eet/see you.
Sorry, have to leave now.
Sorry, b u t I’d b e tte r get going. I’ll give you a call/em ail you.
Bye, take care.
See you soon.
See you around.
Have a good trip back.

Follow-up
8 You are going to talk to your partner for at least three m inutes. To prepare for the
conversation, do the tasks below.
1 Read th e situation an d th e beginning of a conversation.

Imagine that y ou’re stu ck in a lift with so m e o n e you d o n ’t know. You know that repairs are in
progress, and you have to b e patient. To p a s s the time, you talk to the perso n who is next to you.
A: I hope they repair it soon.
B: Well, th e only thing to do now is to wait. By the way, my nam e is ...

2 D ecide on your nam e, country, occupation, hobby, etc.

3 W ork w ith your p a rtn e r an d plan th e stages of th e conversation (e.g. introducing
yourselves to each other, talking about w here you com e from, your job, etc.).
4 D ecide on th e phrases you need for each stage of the conversation (see the Language
S upport boxes in Lessons 1-6).
5 Make notes, if necessary.
6 Practise th e conversation. D ecide w h at can be improved.
7 Role-play th e conversation.

106
Unit 2 Presentation skills
By the end of this unit you will be able to
identify your strengths and weaknesses as a presenter
«s» use a stock of phrases for presentations
■* use visuals effectively
us plan, structure and give a clear, effective final 10-minute presentation in English

Lesson 1 What makes a good presentation?

Lead-in
1 W ork in pairs. R ead th e q u o ta tio n below a n d discuss th e questions.
1 Do you agree w ith th e quotation? W hy/W hy not?
2 W ho does it seem relevant to?
A m an who cannot speak well will never m ake a career. (Anonymous)

Successful presentations
2 W ork in groups. T hink of a good lectu re o r p re se n ta tio n you have seen. W h a t w as it
ab o u t? W hy w as it successful?

3 W ork in groups. M ake a list of w h a t m akes a successful le c tu re /p resen ta tio n .

The speaker was confident.

4 M ake a sp id erg ram of y our ideas from Activity 3.

5 C om pare yo u r sp id erg ram w ith o th e r groups. Are your ideas sim ilar o r different?

Tip:
You can use online tools for creating a spidergram.
 Lesson 1

Unit 2 Presentation skills

By the end of this unit you will be able to

* identify your strengths and weaknesses as a presenter

*► use a stock of phrases for presentations
use visuals effectively

plan, structure and give a clear, effective final 10-minute presentation in English

Lesson 1 What makes a good presentation?

Lead-in
1 W ork in pairs. R ead th e q u o ta tio n below an d discuss th e questions.
1 Do you agree w ith th e quotation? W hy/W hy not?
2 W ho does it seem relevant to?

A m an who cannot speak well will never m ake a career. (Anonymous)

Successful presentations
2 W ork in groups. Think of a good lectu re or p re se n ta tio n you have seen. W h a t w as it
ab o u t? W hy w as it successful?

3 W ork in groups. M ake a list of w h a t m akes a successful le c tu re /p re sen ta tio n .

The speaker was confident.

4 M ake a sp id erg ram o f y o u r ideas from Activity 3.

5 C om pare your sp id erg ram w ith o th e r groups. Are yo u r ideas sim ilar o r different?

Tip:
You can use online tools for creating a spidergram.

107
 Module 3 Speaking

Questionnaire: reflect on your experience

6 Think of a p re se n ta tio n you have given recently. C om plete th e q u estio n n aire below.
W rite yes o r no n e x t to each q uestion.

7 H ow m an y positive an sw ers have you got? W h at w ould you like to im prove?

M y goal is to get rid o f phrases like ‘well’which I use too often.

The audience

Tip:
W h en we give a p resentation, we speak to th e audience. The presen ter should m ake
th e inform ation interesting an d useful for them .

8 W ork in groups. Think o f conferences w h ere you w ere sitting in th e audience. Say
w h a t you don’t like a b o u t som e p re se n te rs’ behaviour.
W hat I really hate is when a presenterjust reads w hat’s on the slides.

9 W h at sh o u ld a p re se n te r k n o w a b o u t th e audience in o rd er to m e e t th e ir
ex p ectatio n s? M ake a list a n d co m p are it w ith o th e r people in th e group.
The presenter should know what the audience knows.

Presentation criteria
1 0 W ork in groups. M ake a list of c rite ria for evaluating a p rese n tatio n . Take into
a c c o u n t th e ideas you d iscussed in th is lesson. P resen t yo u r crite ria to th e group.

Presentation goal

Tip:
The structure, style, and delivery of a p resen tatio n depend on its goals. There are
norm ally several goals, b u t it is possible to choose a prim ary one.

108
11 M atch events 1-8, w h ich involve speaking in public, to definitions a -h .
1 lecture a a form al talk on a serious subject given to a group of people,
2 briefing especially students
3 dem onstration b an occasion w hen a teach er or expert and a group of people
4 sem inar m eet to study and discuss som ething
5 w orkshop с a m eeting of people to discuss an d /o r perform practical work
6 press conference in a subject or activity
7 conference p resentation d a talk describing a p ro d u ct th a t can be bought
8 com m ercial presentation e a talk to people of the sam e field, usually about your research
f the act of show ing som eone how to do som ething, or how
som ething w orks
g a m eeting w here inform ation is given to som eone ju st before
they do som ething
h a m eeting at w hich a person or organisation m akes a public
statem en t and reporters can ask questions

1 2 W h a t k in d of talk s have you given? W ho w as your audience?

1 3 Read th e p h rases from th e L anguage S u p p o rt box. W ork in groups. D iscuss w hich

goals (from th e box) are suitable for th e p re se n ta tio n types given in Activity 11. There
m ay b e m ore th a n one possible answ er.

L a n g u a g e S u p p o rt: p r e s e n ta tio n goals

to inspire people to act to en tertain
to persuade, to gain agreem ent to report on the results of projects/research
to teach or to pass on inform ation to sell, prom ote som ething
to explore or debate ideas to share ideas

I think [goal] is possible because...

The aim o f [presentation type] is t o ...

P re s e n ta tio n s tru c tu re
1 4 P u t th e stages of a p resen tatio n (a-1) in a logical order. Different answ ers are possible.

a p resen t th e m ain body of th e talk h introduce the presentation topic and

b handle questions objectives
с signal th e beginning of th e talk i outline th e presentation structure
d greet th e audience j th an k the audience
e sum m arise th e m ain points к th an k the organisers
f introduce yourself 1 say w hen you would like to take
g have a strong ending questions

1 5 W ork in p a irs a n d co m p are y o u r order. D iscuss th e reaso n s for any differences. Use
th e p h ra se s from th e Language S u p p o rt box below.

L a n g u a g e S u p p o rt: o p in io n s
In my o p in io n ,... (formal) Personally, I think/believe that...
In m y v iew ,... (formal) I g u e s s ... (informal)
Module 3 Speakin

16 W ork in groups. H ow is th e stru c tu re of a lectu re different from th e stru c tu re of a

conference p re se n ta tio n ?

Starting a presentation
17 Look a t th e p h ra se s below. Do th ey in tro d u c e a topic (T ), in tro d u c e th e p lan of your
p re se n ta tio n (P), set goals (G), o r deal w ith q u estio n s (Q)?
1 W h at I’d like to do is to discuss ...
2 If you have any questions, please feel free to interrupt.
3 The aim of m y presentation is ...
4 I’m going to deal w ith three aspects of th e s u b je c t..., f ir s t...
5 W h at I in ten d to do is to explain ...
6 My topic today is ...
7 Today, I’m going to talk a b o u t...
8 I’ve divided m y presentation into three sections.
9 I’ll be happy to answ er questions at th e end.

18 ® 80 L isten a n d ch eck y our answ ers.

Tip:
M em orise the phrases. This will help you to sound confident.

Follow-up
1 9 You are going to give a short talk to the class about an event in your field. Your goal
is to inform your colleagues about the com ing event and encourage them to take part in
it. Do the tasks below.
1 Search online for an online course/w ebinar in your field of study.
2 Choose an event th a t you w ould like to p articipate in. Make notes, using the questions
below to help you.
a W h at is th e topic?
b W h en is th e course/w ebinar?
с W ho is giving th e course/w ebinar?
d W h at should you do to take p a rt in it?
e W hy should people in your field take this course or join this w ebinar?
3 Use your notes to p lan a three-m inute briefing in English. Use the phrases from
Activities 13 an d 17 to explain th e goal of your talk and w hen you w ould like to take
questions.
4 Choose phrases from th e Language Support box below to make recom m endations.
5 Practise your talk. (If possible, record your voice digitally.)
6 Think of ways to im prove your talk.
7 Take tu rn s to give your three-m inute briefing to the class, using your notes.

Language Support: advice and recom m en d ation s

It m ay be w o rth (+ verb + -ing) You should (+ verb)
How about (+ verb + -ing)? Perhaps you could (+ verb)
 Lesson 2

Lesson 2 Developing presentation skills

Lead-in
1 (® 81 Look at the phrases in the Language Support box and put them in two groups:
Agreeing and Disagreeing. Then listen and check.

@ 8 1 L an g u ag e S u p p o rt: a g r ee m en t an d d isa g r ee m en t
I fully agree w ith you / this statem ent. I don’t see it quite like that.
Absolutely! That’s (very) true.
I’m afraid I can’t agree w ith ..., I’m afraid. I’m n o t sure I quite agree that...
I think so, too.

2 Work in groups. D iscuss w hat makes a stronger im pact on the audience: what the
presenter says or how h e/sh e says it. Use the phrases in Activity 1.

Titles
3 Work in groups. Read these titles for presentations on using technology in teaching.
Choose the one(s) you think is (are) best. Give reasons.
1 How to Teach w ith ICT a t University
2 New Classroom Research Reveals the ICT Teaching Methodology th at Gets the Best Results
3 How to Teach w ith ICT and Make Students Think
4 How to Be an Inspiring ICT Teacher
5 The #1 Strategy for Teaching w ith ICT

Lecture on study skills

4 Look quickly at two parts of a lecture on study skills. Answer the questions.
1 W h at is th e topic of each part?
2 W h at advice does th e lecturer give to students? Do you agree? W hy/W hy not?

Once you have chosen a topic The second step While getting ready
The first point First of all Then At this stage After that

Well, let’s start, shall w e ? 1 _______________I’d like to m ake is that thorough preparation is a
foundation for a su cc e ssfu l presentation or a lectu re.2 , carry out research
into it. Find out a s m uch a s you can ab ou t the topic; u s e in-house material, w eb sites, journals,
and m ake the topic of your presentation m ore specific. My recom m endation is to a d d re ss so m e
significant issu e in the are a you research ed into, The topic should m ake an im pact scientifically,
socially, educationally, and s o on. J u s t a report on your or so m e b o d y e lse's ach ievem ents is not
very interesting. Think ab ou t w hat might b e interesting to your audience. A sk yourself questions:
Why am I giving this presen tation? What d o I w ant the audien ce to gain ? What d o they already
know ab ou t the to p ic? 3 _______________ i_ , gath er a s m any fa c ts a s you can , tak e n otes,
carefully indicating the so u rce and the author in c a s e you d ecid e to borrow so m e b o d y ’s id e as or
q u o te their research results. You will n eed them later to put the references on slides.
4______________________ in preparation is to properly structure the information you have
collected, s o that the au d ien ce can easily follow your id e as. 5 ................................. you
should again narrow the topic dow n to m ake it m a n a g e a b le within the time given.

I ll
Module 3 Speaking

A good s
You cannot'share everything you know about the subject within 15 minutes, can you?
6 .......... , from your notes, choose no more than three major points you’re
going to focus on during the presentation. 7 , think of how you’re going Tip:
to develop these ideas: through examples and explanations, statistics and facts, or/and The firs
referring to an authority or your own research results, etc. 8 , you can attentic
create a spidergram of the ideas you want to express in a note form and/or make a list of the
most important ones and then put them in a logical order. Now with this plan in mind, you’re
ready to write the text itself. My advice is to start with the body, not the introduction. 7 M atch
a perse
an ami
Firstly One more popular method for Secondly Thirdly Another w ay to or stati
As for text organisation For example w e can now move to the last point of a quoti
That is why And the last piece of advice for today involvi
audien
a rhetc
What makes a presentation powerful? Clarity. What makes it clear? Logic and language. A clear questic
text is logically constructed, with all the parts linked together, and with enough signals for the a joke
listeners to follow the ideas of the speaker. The text should be simple enough to understand an ove:
and the language should be expressive enough to impress the audience. If you can keep this in the siti
mind, you’re on the right path to success.
9 , there are several typical ways depending on the purpose of the
presentation and the content you’re going to deliver.10 ............... , you can present
information chronologically if the purpose of the presentation is to show a historical dimension of a
phenomenon or a sequence of steps in a process. 11 _________ ,
your presentation can follow a problem-solution pattern if you are after finding effective ways
to deal with a certain obstacle or hurdle.12 _ , you can compose your
text using a cause-effect relationship between the phenomena or events you’re talking about.
13 organise the text is to adhere to a topical approach, when the
presentation is divided into subtopics relevant to the subject of the talk in order to give a broad
picture of the area.14 organising ideas (especially for presentations that aim
to describe a situation) is the use of Wh-questions: who, what, where, when, how ; which is often
called a journalistic approach. The discourse markers that signpost the progression of your ideas 8 W o rk i
depend on the type of text organisation.15 , the cause-effect relationship is essential,
signalled with the help of such phrases as this leads to, it resulted in/from, this affected, due to.
I think the
Mentioning discourse markers, 16 my lecture today, which is the power
of language. I’d like to quote Ralph Waldo Emerson: ‘Words are also actions, and actions Beginni
are a kind of words.' It is true! The impact of your presentation depends entirely on you, your
text, your content, your words. 17 you should choose the words wisely 9 At th e
and carefully; empowering words lead to powerful results! Create a picture in the mind of the Think of 1
listeners: use comparisons and metaphors, dramatic contrasts and emphasis. Do not overdo
specific terminology or abbreviations - they may be not known to the audience. Use a simple,
Give y<
short sentence structure with active verbs rather than passive. Show who the author is; do not Think (
hide behind passive constructions. Revise
18 ... Make sure you know the meaning, usage and pronunciation of
purpof
every word you use in English. If necessary, consult a monolingual dictionary. You’d better Think (
not heavily rely on electronic translators like Google Translate or Multitran; they are useful for Practif
phrases and expressions, not complete sentences or paragraphs.
1 0 Worb
notes.

5 R ead th e lectu re a n d co m p lete it w ith th e p h rases from th e lists. Som etim es, m ore
th a n o n e an sw er m ay be possible.

6 Give th e lectu re a title. Then co m p are y our ideas in p a irs an d choose th e b e st one.
 Lesson 2

A good start

Tip:
The first three m inutes of a p resen tatio n are key to its success. You need to get the
atten tio n of the audience.

7 M atch th e ways o f sta rtin g a p re se n ta tio n (1 -7 ) to exam ples (a -g ) o f th o se ways.

1 a personal story a Do you know th a t fear of speaking in front of an audience com es second after
2 an am azing fact th e fear of death? That’s why I decided to prepare a presentation aim ing a t ...
or statistic b Before w e start, could you raise your hands if you have to give presentations
3 a quotation quite often? Oh, I see there is a lot of expertise in th e room. L ets share it.
4 involving the с I’d like to begin today’s presentation w ith a quote by W oodrow W ilson ‘If I am
audience to speak te n m inutes, I need a w eek for preparation; if fifteen m inutes, three
5 a rhetorical days; if half an hour, two days; if an hour, I am ready now.’ It took m e years to
question be able to speak well in public and I’d like to share ...
6 ajoke d W hen I sta rte d my teaching career, my first lecture was a real disaster. I
7 an overview of wasn’t able to take off my eyes from th e notes and read the whole lecture
th e situation w ith o u t looking at th e students. They were bored! I decided to im prove my
presentation skills. That’s how I finally cam e to lecturing on speaking in public,
e Nowadays, very m any books on developing presentation skills and courses are
available, b o th for face-to-face and online practice in speaking. They contain
tips an d recom m endations; how ever ....
f Once a teach er asked, W h a t do you call a person w ho keeps on talking w hen
people are no longer interested?’ And th e pupil’s answ er was: A teacher.’ A joke
or th e tru th ? Today we’re going to discuss w h a t m akes the audience engaged,
g W hy do we know b est how to m ake a presentation w hen it concerns others,
b u t w hen it’s about ourselves we som etim es fail to get our m essage across a t a
conference?

8 W ork in groups. D iscuss th e se ways of sta rtin g a p resen tatio n . Say w h e th e r th ey are
essential, helpful or unh elp fu l for yo u r pe rso n al p re se n ta tio n style.
I think that a jo ke is unhelpfulfor m y presentation style as I can’t telljokes.

B eginning your presen tation

9 At th e en d of th is un it, you’re going to deliver a 10-m inute p re se n ta tio n o r lecture.
T hink of th e topic. To p ractise th e beginning, do th e task s below.
1 Give your presentation a nam e.
2 Think of three m ain points to include in your presentation. W rite a plan.
3 Revise th e structure of a p resentation and phrases to introduce yourself, th e topic, ,
purpose, and plan.
4 Think of how to s ta rt your p resentation strongly.
5 Practise a one-m inute beginning for your presentation.

1 0 W ork in groups. P re se n t th e beginning of yo u r p re se n ta tio n to th e group, u sing your

notes.

113
 Module 3 Speaking

Tip:
Do n o t apologise if you thin k th a t you are n o t very good a t presenting. If you decide to
present, th e audience assum es th a t you will be prepared.

11 W ork in groups. L isten to each o th e r’s p re se n ta tio n beginnings. Provide feedback,

u sin g th e follow ing qu estio n s as guidelines.
1 D id th e presenters greet th e audience?
2 D id they introduce them selves, the topic an d the plan?
3 D id they m en tio n th e tim e an d w hen they w anted to take questions?
4 D id they use a technique for starting a presentation?
5 W as th e beginning clear?
6 D id th e presenters look confident?

Supporting your ideas

Tip:
W hile making a presentation, you need to support your ideas. The general rule for idea
development is: statem ent of your idea —►explanation/clarification —►example/illustration.

1 2 R ead th e c a rd th e te a c h e r will give you. There are tw o sta te m e n ts on th e sam e topic.

C hoose one sta te m e n t th a t you’d like to develop.

1 3 Look a t th e L anguage S u p p o rt box below a n d choose p h rases th a t can help you to

su p p o rt th e sta te m e n t o n th e card.

L a n g u a g e S u p p o rt: s u p p o rtin g id e a s ...

... w ith factu al in fo rm a tio n ... w ith evidence
The statistics show t h a t ... A ccording t o ...
It is a well-known fact t h a t ... W ith reference to...
Actually / in f a c t ... X claims t h a t ...
To illustrate th is w ith, I can provide X is in favour o f/a g a in st...
som e num bers/facts.
... w ith a d esc rip tio n
... c o m p a rin g /c o n tra s tin g This process involves such steps as ...
Let’s com pare it w ith ... The conditions in w h ic h ...
In co n trast to X, Y ... X is shaped a s ...
It is th e sam e as ... It is integral to ...

1 4 P rep are a o n e-m in u te p re se n ta tio n to develop th e sta te m e n t you have chosen.

M ake notes.

15 W ork in groups. Take tu rn s to give yo u r o n e-m in u te p resen ta tio n . After each

p re se n ta tio n give feedback to th e presen ter.

114
Your m ini-talk
1 6 You are going to give a th re e -m in u te p resen ta tio n . To get ready, do th e task s below.
1 Choose one of th e following options.
a Im agine th a t you are talking at the m eeting of your research board, m aking a case for
continued funding for your research. Talk about your research,
b Im agine th a t you are talking to foreign guests w ho have com e to visit your university.
You give th em inform ation necessary for a collaborative project betw een the
institutions. Prepare a m ini-presentation about your university,
с Practise a sh o rt p resen tatio n of your own choice or continue the one you started in
Activity 9.
2 Think of w h at you can include in your presentation. W rite a plan.
3 Prepare language you need and m ake notes.
4 W rite th e text of your presentation. To structure your presentation, use phrases from
th e Language S upport box below.

L a n g u a g e S u p p o rt: s ig n p o stin g
O rd erin g p o in ts Giving exam ples
There are tw o kinds of theories / two steps For ex am p le,...
involved. The first is ... The second is ... For in sta n c e ,...
Firstly, / Secondly, / Thirdly,
P u ttin g it in o th e r w o rd s
Next, Then, Lastly, Finally,...
The p o int I’m m aking is ...
M oving o n W h at I’m suggesting is ...
Id like now to m ove on to ...
E m p h asisin g
Turning now to...
F u rth erm o re ,...
The next p o in t is ...
This supports my argum ent t h a t ...
A nother interesting p o in t is ...

5 Practise your presentation. Record yourself digitally if possible.

1 7 Take tu rn s to give yo u r p re se n ta tio n in class. L isten to yo u r colleagues’

p re se n ta tio n s a n d m ake n o te s in th e tab le below. You will n e ed th e se n o tes later.

г
1 P resenter’s nam e_______________ Topic_________________________ Main points

1 8 Ask q u estio n s a fte r each p re se n tatio n . For q u estio n s a n d answ ers, use p h rases from
th e L anguage S u p p o rt box below.

@ 8 2 L a n g u a g e S u p p o rt: Q u e stio n s a n d a n sw e rs - te c h n iq u e s

G etting m o re in fo rm a tio n
Could I ask you a couple of questions, please?
Could you tell m e som e m ore a b o u t...?
Excuse me, do you k n o w ...?

115
 Before answ ering a question
Thank you, th a t’s a very in teresting question.
I’m glad you asked th a t question.
I’m n o t sure, let m e check.
D ealing w ith difficult questions
We don’t have enough evidence to show t h a t ...
I’d prefer to deal w ith th a t p o in t later.
M aybe we could discuss th a t in m ore detail after th e session.
Ending a question and answer session
If there are no (more) questions, w ell finish there.
We only have tim e for one m ore question, please.
I’m afraid, th a t’s all th e tim e we have. Thank you.

Concluding a presen tation

19 Work in groups. You are going to prepare a one-m inute conclusion for one o f your
colleagues’ presentations. Do the tasks below.
1 D ecide w hose presen tatio n you are going to w rite a conclusion for.

Tip:
In a conclusion, th e p resenter usually sum m arises the m ain points of h is/h er
presentation, provides recom m endations, or future directions and steps. It does
n o t contain new inform ation. A nother function of the conclusion is to leave an
im pression, to finish strongly.

2 Look a t th e n o tes you m ade in Activity 17. W rite a sum m ary of th e m ain points.
3 Read th e phrases from th e Language S upport box below. Choose one to use in your
conclusion.

L anguage Support: clo sin g a p resen tation

First we looked a t ... and we saw t h a t ...
Then we c o n sid e re d ... an d I argued t h a t ...
In conclusion, I’d like to em phasise t h a t ...
To sum up, there are two conclusions/recom m endations ...
That com pletes m y p resentation. Thank you.

4 P resent your conclusion to th e group.

2 0 Work in the sam e groups. Listen to all the conclusions. Provide feedback, using the
follow ing questions as guidelines. The author of the presentation should start first.
1 W as it an accurate sum m ary of th e m ain points?
2 W as the conclusion signalled?
3 W as it strong?

116
Lesson 3 Working with visuals
Lead-in
1 Work in groups. Think about presentations you have seen at conferences. Create
a list of dos and don’ts for an effective slide-based presentation. Use phrases from the
Language Support boxes on opinions on page 109 and agreem ent and disagreem ent on
page 111 to help you express opinions and agree or disagree with each other.

Do Don’t
• § ve a title to each slide • use complete sentences

Inform ation exchange

2 W ork in pairs. Exchange in fo rm atio n a b o u t a p re se n ta tio n slide.

1 L earner A, go to page 125. L earner B, go to page 128. Read through the sentences and
underline the verb in each sentence.
2 Think of a question to com plete each gap in your text.
A: W hat does the first slide usually contain?
B: W hat does the second slide show?
3 Take tu rn s to ask each oth er questions and fill in the gaps.
4 In pairs, com pare your texts to check the inform ation you have filled in. W hat
inform ation is new to you?

Im proving slides
3 Go to page 129 an d read th e Slides Checklist. M atch th e w ords an d phrases (1-4) below
from th e checklist to th e ir definitions (a-d).
1 outline slide
2 p ro m p t
3 conclusion slide
4 background
a a p o in t on a slide th a t you use in your presentation - it can be a word, a figure or a
short phrase
b th e p a rt a t the back of a slide, n o t the m ain w ords and pictures the viewer looks at
с a slide containing a general plan of w h at you are going to present
d a slide sum m arising th e key points of your presentation
 Module 3 Speaking

* TLS in figures =
= 3 2 3 7 m lit. U S $ (2 0 1 3 )

' S h ip m e n ts 1 6 0 m iitton p e r y e a r

T L S is th e le a d e r in N o rth A m e ric a n
E x p re s s D e liv e ry m ark et h a vin g
3 7 % m a rk e t sha re

C o u n tr ie s a n d T e r r it o r ie s = 2 2 0 0 00

- a p p . 2 ,6 m illio n

ЙммМНМшм ■явмамн
В

Marketing strategy
Mix: Product Price V Place
Product

DozoR Lite
• • • • •

DozoR Classic
• • • • • •

Cj[o6a[ization fin d Z apf Creation..

TunctionaCdoCCshave broad
internationafrecognition
‘The company has a strategic cooperation
with the 9/lGA ‘Entertainment
The subsidiaries are in
T
< and abroad
These subsidiaries are primarily responsi6fe
fo r the marketing and sates o f product
portfofio
ZapfCreation is fisted on the
Tranhfurt StockjE%change

I
118
 Module 3 Unit 2 Lesson 3

4 W ork in pairs. Look a t slides A-С on page 118. How can th e slides be im proved?
Use th e Slides Checklist to guide you. Use p h ra se s from th e L anguage S u p p o rt boxes
on o pinions o n page 109 a n d ag re em e n t a n d d isa g re em e n t on page 111 to help your
discussion.

In m y opinion, there is too m uch information on one slide. It is worth having three slides.

Tip:
If you have several slides related to th e sam e topic, repeat th e heading on each slide.
You m ay also need to num b er th e slides in case the audience w ould like you to go back
to a certain slide.

Creating slides
5 P lan a five-m inute p re se n ta tio n w ith th e use of slides. C hoose from th e options below.
1 A sh o rt presentation on a subject of your choice.
2 The beginning of your final presentation.

6 M ake a m ax im u m of five slides to su p p o rt yo u r p re se n ta tio n . Include th e n am e of

y o u r p re se n ta tio n , a n overview of th e p re se n ta tio n , a t lea st one m ain-body slide, a n d a
co n clu sio n slide.

Tip:
One of th e m o st typical m istakes m any presenters m ake is to p u t too m any w ords on a
slide. Use keyw ords. Do n o t read the tex t from th e slides, talk to the audience.

7 W ork in pairs. E xchange y o u r slides a n d provide feedback, u sing th e Slides Checklist

from Activity 3.

Presenting statistics
8 W ork in groups. D iscuss th e q uestions.
1 How m uch statistical d a ta do you typically have to present?
2 W h at type of visual su p p o rt do you use if you need to present th e data?
3 W h at difficulties do you experience w hen describing graphs?

9 ® 8 3 L isten a n d re p e a t th e n u m b ers in th e table.

200 100 60,000 20,000

80% 50,000 1,000
17 300,000,000 170 43

119
 Module 3 Speaking

1 0 W ork in p airs. C om plete th e facts below a b o u t th e h u m a n body, using th e nu m b ers

from Activity 9.

Some interesting facts about the human body

1 Nerve im pulses to an d from the brain travel a s fa s t a s _______ m iles per hour.
2 The h um an brain cell can hold five tim es a s m uch inform ation as th e Encyclopedia Britannica. The
sto ra g e cap acity o f th e brain in electronic term s is b e tw e en three or even _ terab y tes.
3 ___ o f th e brain is w ater.
4 The h um an body h as ............ m iles o f b lood vessels.
5 S n e e ze s regularly exceed . ........m iles per hour.
6 Your n o se can r e m e m b e r________ differen t scen ts.
7 It t a k e s _______ m u scles to sm ile a n d ________to frow n.
You u s e _______ m u scles to tak e o n e ste p .
Bone h as b een fo u n d to have a tensile stren gth o f ........... p o u n d s per sq u a re inch (psi) w hile steel is
m uch higher a t 7 0 ,0 0 0 psi.
Ю The fe e t a c c o u n t f o r _______ o f all th e h um an body's b on es.
_______ cells die in th e h um an b ody every m inute.

Follow-up
11 W rite dow n six o r seven exam ples o f n u m e rical d a ta you often use. W ork in pairs
a n d sw ap y our n u m b ers. P ra c tise p ro n o u n c in g your p a rtn e r’s num bers.

12 M ake a slide w ith a d iagram w hich is relevant to your specialism . Show it to th e class.

1 3 W ork in p a irs a n d sw ap y o u r diagram s. Try to describe yo u r p a r tn e r’s visual. Use

p h ra se s from th e L anguage S u p p o rt box below.

(®)84 L a n g u a g e S u p p o rt: re fe rrin g to v isu a ls

If you look a t th e fig u re,...
As you can see, th e figure show s/gives ...
As th e figure/diagram sh o w s,...
As can be s e e n ,...
Look at this flow chart/diagram .
The horizontal axis represents ...
The table/d iag ram sum m arises th e d a t a ...
As th e line g raph/diagram shows, there was an upw ard tren d in ...

1 4 C om m en t o n yo u r p a r tn e r ’s in te rp re ta tio n of yo u r slide. Is it accu rate?

15 Give feedback o n th e quality of your p a rtn e r’s diagram (e.g. size, complexity, layout).
Use p h rases from th e Language S upport boxes on opinions on page 109 an d agreem ent
an d disag reem en t o n page 111 to help y our discussion.

120
 Lesson 4

Lesson 4 Your presentation skills

Lead-in
1 Look again at th e q u estio n n aire in Lesson 1, Activity 6 on page 108 a n d do it again.

2 Are th e answ ers different? Do you have m ore positive answ ers th a n before? W h at do
you n eed to im prove, in y o u r opinion?

A cadem ic culture checklist

3 R ead th e checklist a n d tick th e sta te m e n ts th a t are tru e for p re se n ta tio n s in your
field o f study.

121
 Module 3 Speaking

4 W ork in groups. A nsw er th e q uestions.

1 Have you ever p articip ated in an international conference? W here w as it? Did all
speakers p resen t in English?
2 D id you notice any cultural differences in presenting m aterial? If yes, w h at kind?

5 W ork in groups. D iscuss w h a t b eh av io u r is ap p ro p riate in yo u r culture w h en

p re se n tin g m a te ria l a t in te rn a tio n a l acad em ic conferences. Use th e language of th e
q u estio n n aire in Activity 3.

R evising w hat you have learned

6 T hink a b o u t w h a t you have stu d ied in th is u n it. A nsw er th e questions. Use the
p h ra se s from th e L anguage S u p p o rt box below.
1 W h at inform ation w as new to you?
2 W h at have you learned about yourself as a presenter?
3 W h at skills have you im proved?
4 W h at skills need further im provem ent?

L a n g u a g e S u p p o rt: o n re s u lts a n d g o a l-se ttin g

R esults G oal se ttin g
I have m anaged to ... W hat I need to im prove is ...
I th in k I w as good at (+ verb + -ing) I’d like to develop ... further.
Now I can (+ verb) I think my skill o f ... needs m ore work.
W h at I have really im proved is ... I plan to develop ...
... has becom e m uch better.

Your final presen tation

7 P re p a re a 10-m inute lectu re or p re se n ta tio n w ith visuals to p re se n t to your
colleagues. Do th e task s below.
1 Think of any topic th a t is relevant to you. You can continue w orking on the presentation
you planned in this unit, Lesson 2, Activities 10 and 16 on pages 113 and 115.
2 W rite a p lan of your presentation. Include three m ain points.
3 Make notes an d develop these ideas.
4 W rite th e te x t of your p resen tatio n or lecture. Pay atten tio n to th e structure and phrases
th a t m ake it easier for th e audience to follow you.
5 Check th e te x t for any mistakes.
6 Prepare your slides.
7 Practise th e text, an d m ake sure you don’t speak for m ore th a n 10 m inutes. Get ready to
p resen t it to th e class.
8 Take tu rn s to listen to your colleagues’ p resentations and ask questions if appropriate.
9 Give your colleagues som e feedback using th e feedback form on page 130.

122
Role-play activities
Learner A
Unit 1, Lesson 1, Activity 7
Situation 1 You are a guest at a p arty at the Consulate/Em bassy. G reet the person
(Learner B) standing next to you and introduce yourself.

Situation 2 You are sitting in a hotel lobby w aiting for a to u r bus. A stranger (Learner B)
sits dow n n ext to you. H e/She seem s to be w aiting for the sam e bus. H e/She starts the
conversation by greeting you. Respond to h is/h er greeting and th e n introduce yourself.
Situation 3 You have to go dow n to the welcom e dinner organised by the international
conference com m ittee. The lift has ju st stopped on your floor. You walk into the lift and
see a stranger (Learner B). G reet him /her, respond to h is/h e r greeting and th e n introduce
yourself.
Situation 4 You have com e to a conference and m et your old friend at the reception desk.
You have n o t seen each oth er for two years. G reet h im /h er and ask about h is/h er family.

Unit 1, Lesson 2, Activity 7

a Delicious, b u t too sw eet for me.
b Terrible! It w as raining 24 hours a day.
с Fantastic! Swimming pool, sauna, everything,
d I love it. Now I have a b etter salary and excellent prospects,
e Very productive. We have signed a collaboration agreem ent,
f It w as nice to be out of th e office for a few days. I learned a lot.

Unit 1, Lesson 2, Activity 8

Situation 1 You are a professor from a British university. You have just arrived. Your Italian
colleague is m eeting you at the airport.
Situation 2 You w atched th e film your friend had recom m ended. You liked it very m uch.
Give your reasons.
Situation 3 You have ju st retu rn ed from an international conference in Thailand, w hich
w as a great success. You presen ted your paper there.
Situation 4 You are a Russian university teacher. You are hosting a foreign guest. You
organised an excursion to a Russian m onastery for him /her. You w an t to know if he/sh e
liked th e excursion.
Situation 5 You recom m ended a new mobile application to a tab le t/sm artp h o n e /iP a d to
your friend. You w an t to know if h e /sh e liked th e application.

Unit 1, Lesson 4, Activity 11

Situation 1 Invite a visiting professor from G erm any out for a coffee after the lecture.
Situation 2 You are an A m erican lecturer visiting a foreign university. Your colleague
invites you to a jazz club a t the weekend. Thank h im /h er for the invitation and accept it.
Situation 3 You are a t an international conference in Barcelona. The hotel has very good
sports facilities. Invite one of th e participants from Leeds University to play tennis w ith you.
Module 3 Speaking

Situation 4 You are th e h ead of a group of Indian businessm en visiting a foreign university.
Your h o st invites your group out for a m eal tonight. Thank h im /h er for the invitation and
accept it.
Situation 5 You an d your friend are from Italy. L earner В is your friend and h e /sh e invites
you to h is/h e r co u n try house for the w eekend. Thank h im /h er for the invitation b u t
decline it. Give your reasons.
Situation 6 You are British. Your foreign colleague invites you and your husband/w ife to a
perform ance at th e local opera house tom o rro w evening. Thank h im /h e r for th e invitation
and accept it.
Situation 7 You w an t to show your friend from V ietnam round your city. Invite h im /h er to
a walking tour.

Unit 1, Lesson 5, Activity 6

Situation 1 You are in your Estonian colleague’s country house. Pay com plim ents to h im /
her on h is/h e r house an d especially th e garden full of flowers.
Situation 2 You are attending an intern atio n al conference in the University of Econom ics
in Prague. You like th e way th e conference is organised. Com plim ent your Czech colleague
an d th a n k th e organisers.
Situation 3 You have ju st got your PhD degree. Your friend congratulates you on your
achievem ents. Respond to h is/h e r com plim ents
Situation 4 You are show ing your university facilities to a professor from Denm ark. H e/
She is im pressed by a new w ell-equipped com puter centre and a new library. R espond to
h is/h e r com plim ents.
Situation 5 You like th e design of the sm artphone your friend has ju st bought. Pay
com plim ents and ask ab o u t its options ( features and functionality).
Situation 6 Your so n /d au g h ter has ju st entered Cam bridge University. You are very proud
of h im /h e r an d w an t to share this new s w ith your friend.
Situation 7 You liked your colleague’s presentation. C om m ent on h is/h er interesting
findings and ask ab o u t th e pro sp ect of further research.

Unit 1, Lesson 6, Activity 7

Situation 1 Your friend is inviting you to go o u t for a coffee. You can’t accept h is/h er
invitation as you are m eeting your w ife/husband this evening.
Situation 2 The conference organiser rem inds you about tonight’s dinner for the
conference p articipants. Thank h im /h e r for th e invitation and apologise for n o t coming.
You have a train to catch.
Situation 3 You are on th e p h o n e to your colleague. You w an t to discuss th e details of
your jo in t presentation. H e/She can’t talk right now as h e/sh e has an ap p o in tm en t w ith a
doctor. Agree on a tim e w hen you can discuss th e presentation.
Situation 4 You are having a p arty for international guests at your house. D uring the
party, one of your guests has to leave. Say goodbye and w ish h im /h er a safe trip back home.
Situation 5 You are having lunch w ith your foreign colleague. H e/She has to leave as h e/
she has a class. Agree to go o u t together in th e evening.
Unit 2, Lesson 3, Activity 2
W hen you create slides, you should follow certain requirem ents. The first slide
usually contains 1 . The second slide shows your
p resen tatio n plan and objectives. The presentation follows a 3.3 rule, w hich
m eans 2 . It is also im p o rtan t to have a slide w ith the
sum m ary of your presen tatio n and conclusions or results. The last slide contains
3 if anyone w ould like to co n tact you afterw ards. You
should rem em ber th a t each slide illustrates only one topic.

The titles of th e slides should be short, n o t m ore th a n 4

w ords w ritten in th e sam e style: either all questions or sim ilar phrases. The bulleted
lists in th e body do n o t contain full sentences. Usually there are 5 -6 w ords per line.
The n u m b er of lines on a slide is norm ally 5 to make it easy
for th e listeners to follow your ideas. The font Verdana size 40 is often used for titles.
For th e te x t on slides, suitable fonts are 6 .The tex t can be
accom panied w ith visuals, b u t th e com m on rule for slides is ‘less is m ore’.

You can estim ate th e nu m b er of slides if you use the following m ethod:
7 , w here n is the num ber of slides and t is th e time. The
beginning should n o t take longer th a n 90 seconds. If you w an t to take questions at the
end, you should leave about 25% of your tim e for them .
Learner в
Unit 1, Lesson 1, Activity 7
Situation 1 You are a guest a t a party at th e Consulate/Em bassy. Respond to th e greeting
from th e p erson (Learner A) standing next to you. Then introduce yourself.
Situation 2 You are in a hotel lobby waiting to join a tour. You see Learner A sitting in the
lobby. H e/She seem s to be waiting for the sam e bus. Sit down next to him /her. Start the
conversation by greeting the person, respond to h is/her greeting and th en introduce yourself.
Situation 3 You are in the lift going dow n to the welcome dinner organised by the
international conference com m ittee. The lift stops on the third floor and a stranger
(Learner A) walks in and greets you. Respond to his/her greeting and th en introduce yourself.
Situation 4 You have com e to a conference an d m et your old friend a t th e reception d e sk
You’re very glad to see h im /h e r again. You haven’t seen each other for tw o years. Respond
to h is/h e r greeting. Answer an d ask questions about life.

Unit 1, Lesson 2, Activity 7

g I thin k it was very interesting. I’ve m ade a lot of useful contacts,
h He is nice. Very know ledgeable and helpful,
i Extrem ely friendly. They asked m e a lot of questions,
j Tiring. I had a lot of m eetings an d phone calls,
к Late as usual. Next tim e I’ll go by train.
I N ot bad. But I thin k I could have p resented m uch better.

Unit 1, Lesson 2, Activity 8

Situation 1 You are an Italian professor. You are meeting your British colleague at the airport.
Situation 2 You recom m ended a film to your friend. H e/She w atched it and you w an t to
know w h at h e /sh e thinks ab o u t it.
Situation 3 Your colleague has ju st retu rn ed from an international conference in Thailand
w here h e /sh e p resen ted h is/h e r paper. You w a n t to know about th e conference.
Situation 4 You are a foreign guest at a Russian university. You have ju st returned from an
excursion to a Russian m onastery. You liked / didn’t like it.
Situation 5 You have ju st dow nloaded a new mobile application to your ta b le t/
sm artphone/iP ad, w hich your friend recom m ended to you. You like / don’t like it.

Unit 1, Lesson 4, Activity 11

Situation 1 You are a professor from G erm any visiting a foreign university. Your colleague
invites you for a coffee after th e lecture. Thank h im /h e r for the invitation and accept it.
Situation 2 Invite your A m erican colleagues to a jazz club a t th e weekend.
Situation 3 You are from Leeds University. You attend an international conference in
Barcelona. The hotel has very good sports facilities. One of the participants invites you to play
tennis with him /her. Thank him /her for the invitation but decline it. Give your reasons.
Situation 4 A group of Indian businessm en are visiting your university. On behalf of the
rector invite th em out for a m eal tonight.
Situation 5 You invite your foreign friends from Italy to your country house for the weekend.
Situation 6 You invite th e British professor an d h is/h e r w ife/husband to a perform ance at
th e local opera house tom orrow evening.
Situation 7 You are from V ietnam and you are on a visit to Learners As country. Your
friend invites you to go sightseeing. Thank h im /h er for the invitation and accept it.

Unit 1, Lesson 5, Activity 6

Situation 1 You have invited your British colleague to your country house. You are
show ing h im /h e r around th e house. You are fond of flowers and you are pro u d of your
garden. Respond to h is/h e r com plim ents.
Situation 2 You w ork for th e University of Econom ics in Prague th a t is hosting an
international conference. Your Russian colleague is very pleased w ith the conference
organisation. Respond to h is/h e r com plim ents.
Situation 3 Your friend has ju st got a PhD degree. Congratulate h im /h e r on h is/h er
achievem ents. M ention th e quality of th e research.
Situation 4 You are a D anish professor visiting a Russian university. Your Russian
colleague is show ing you around the university. You are im pressed by th e university
facilities, in particu lar its new, w ell-equipped com puter centre and its new library.
C om m ent on these facilities.
Situation 5 Your have bought a new sm artphone and w an t to know your friend’s opinion.
Tell h im /h e r about th e options ( features and functionality) of the phone.
Situation 6 You have heard th a t your friend’s so n /d au g h ter has just entered Cambridge
University. C ongratulate h im /h e r an d say som ething com plim entary about h is/h e r so n /
daughter.
Situation 7 You have presen ted som e prelim inary findings of your research. After the
presen tatio n your colleague gives som e feedback on your presentation. Tell h im /h er about
your plans.

Unit 1, Lesson 6, Activity 7

Situation 1 You w ould like to talk to your friend about your holiday plans. Suggest going
o u t for a coffee.
Situation 2 You are one of th e conference organisers. Rem ind one of the participants
ab o u t to n ig h t’s d inner an d ask if h e /sh e is coming.
Situation 3 Your colleague has called you. She/he w ants to discuss the details of your
joint presentation. Say sorry and explain th a t you have to go to th e do cto r’s now. Suggest
an o th er tim e.
Situation 4 You are a t a p arty at your colleague’s house. Your taxi has ju st arrived, and you
have to leave th e pa rty to go to th e airport. Thank L earner A for the party. Say sorry and
goodbye.
Situation 5 You are having lunch w ith your foreign colleague. You have a class in fifteen
m inutes. Apologise for leaving him /her. Suggest going o u t in the evening.
 Module 3 Speaking

Unit 2, Lesson 3, Activity 2

W hen you create slides, you should follow certain requirem ents. The first slide usually
contains the title of your presentation, your nam e and the nam e of th e event w ith
date. The second slide show s 1__________________ _____. The presentation follows a
3.3 rule, w hich m eans three p a rts - an introduction, a body w ith three m ain points in it
an d a conclusion. It is also im p o rta n t to have a slide w ith 2________________________ .
The last slide contains 'thank-you and your con tact details if anyone would like
to co ntact you afterwards. You should rem em ber th a t each slide illustrates only
з

The titles of the slides should be short, n o t m ore th a n 2 -5 words w ritten in the sam e
style: either all questions or similar phrases. The bulleted lists in the body do n ot
contain full sentences. Usually there are 4 ............................................ w ords p er line.
The num ber of lines on a slide is norm ally 3 or 4 to make it easy for th e listeners to
follow your ideas. The f o n t5________________________is often used for titles. For the
tex t on slides, suitable fonts are Arial or Tahoma 28-32. The text can be accom panied
w ith visuals, b u t the com m on rule for slides is 6________________________.

You can estim ate th e num ber of slides if you use the following m ethod: n -t/2 , w here
n is the num ber of slides and t is the tim e. The beginning should n o t take longer th an
7 seconds. If you w ant to take questions at the end, you
should leave about 25% of your tim e for them .

128

I
Slides checklist
Slide h e a d in g C o m m en ts

Are th e slide titles sh o rt a n d clear?

D oes each slide have th e title?

Slide stru c tu re

D oes th e o u tlin e slide c o n ta in only m ain p o in ts?

Is th e o rd e r of th e o u tlin e follow ed for th e re st of

th e p re se n ta tio n ?

Are th e p ro m p ts c o n siste n t in style?

Are p ro m p ts w ritte n in p o in t form ?

D o p ro m p ts c o n ta in key w ords?

D oes th e co n clu sio n slide:

• su m m a rise th e m a in p o in ts o f th e p re se n tatio n ?

• suggest futu re research ? (optional)

F o n ts a n d colours

Are fo n ts large e n o u g h for th e a u d ien ce to read?

D o co lo u rs of fo n t a n d b a c k g ro u n d go well
to g eth er?

Spelling a n d g ra m m a r

Are th e re any g ra m m a tic a l errors a n d spelling

m istak es?

C harts, g rap h s a n d ta b le s

D o th e g rap h s have titles?

Are th e y easy to read?

Are th e y n e c e ssa ry /rele v a n t?

G eneral c o m m e n ts

Is th e in fo rm a tio n p re s e n te d clearly?

Is th e re a ba la n c e b e tw e e n good design a n d good

c o n te n t?

© Cambridge University Press and British Council Russia 2014 PHOTOCOPIABLE

 Module 3 Speaking

Feedback form
P resen ter(s)__________

Title of th e p resentation

D a te ___

Criteria Rating C om m ents

O verall im pressio n , p u rp o se
5 4 3 2 1
a c h ie v e m en t

A tte n tio n -g e ttin g o p e n e r 5 4 3 2 1

O utline 5 4 3 2 1

S tru ctu re, o rg an isatio n , tra n sitio n s 5 4 3 2 1

E xam ples, ex p lan atio n s 5 4 3 2 1

V isual aids 5 4 3 2 1

S u m m ary 5 4 3 2 1

C o ncluding rem ark s 5 4 3 2 1

Eye c o n ta c t 5 4 3 2 1

G estures 5 4 3 2 1

V olum e o f voice 5 4 3 2 1

Pace 5 4 3 2 1

E n th u sia sm 5 4 3 2 1

In te ra c tio n w ith th e au d ien ce 5 4 3 2 1

Q&A 5 4 3 2 1

T im e 5 4 3 2 1

O th e r a sp e c ts (specify)

R a tin g k ey

l= p o o r 2=fair 3 = a cc e p ta b le 4=good 5 = e x c e lle n t

130 ©Cambridge University Press and British Council Russia 2014

 Writing о

In this module you will:

write a range of common
academic texts
communicate effectively
with colleagues from
other countries

'IABLE
 Module 4 Writing

Unit 1 Academic correspondence

By the end of this unit you will be able to
■ follow the rules of formal email etiquette
m distinguish between various types of formal letters
» organise and structure different types of letter

Lesson 1 Ready to start

L e a d - in
1 Work in pairs and discuss these questions.
1 W h at rules of etiquette do you know?
2 W hy is it im p o rtan t to follow these rules?
3 W h at is em ail etiquette, in your opinion?

2 Complete the following formal em ail etiquette rules. Use the words in the list. You
can use som e verbs more than once. Add don't where necessary.

write attach address be start answer give

1 th e receiver by nam e or title.

2 ____________ a m eaningful topic in th e subject line.
3 ................... in capitals.
4 _____ your em ail w ith a greeting.
5 u n d erstandable nam es to attachm ents.
6 ___________ clear, sh o rt paragraphs.
7 ____________ friendly an d cordial, b u t ______________familiar.
8 .................files w hich are too large.
9 w ithin a reasonable time.

3 W hich rules are relevant to your professional life? W hat rules can you add from your
own experience?

F o r m a l sty le

4 Work in pairs. Mark expressions a-1 with / i f they are part of an informal letter to a
friend and F if they are from a formal academ ic letter.
a By th e way, are you going to th e Statistics Conference, too? If so, I’ll take th e opportunity
to bring you th e book you asked for in your previous letter. It’s really m ag nificen t.__
b My nam e is Professor Copeland, and I am w riting to you in order to request inform ation
on th e Statistics Conference to be held at your University in November, 2015.___
с Yours faithfully,
Rebecca Copeland
d Dear J a n e ,__
e Firstly, could you provide details of th e accom m odation options? Secondly, I w ould be
grateful if you could provide inform ation on the plenary speakers.

132
f I w onder if you could share th e w orksheets you designed for teaching Probability, too?
It’d be w onderful to use th em as well,
g Finally, could you please clarify the deadline for registration?
h Hope to hear from you soon.
i Thank you for in advance for your help w ith this. I look forw ard to receiving your
reply,
j Best wishes,
Rebecca
к Hi, there. I hope you’re well, and your kids, too. Thanks very m uch for th e teaching
m aterials you sent. I used th e m w ith my students and they th o ught they were great.
1 D ear Sir or M adam ,

5 P u t th e expressions in o rd er to m ake tw o letters. W h a t language features help ed you

co m p lete th e task?

6 Tick th e features of a form al, academ ic letter.

1 Colloquial expressions, th a t is expressions used in speaking, are num erous (W hat’s up?
Cheers!).
2 Full words, n o t contractions, are used {will not instead of won’t).
3 W ords and phrases th a t connect sentences m eaningfully are used.
4 The sentences are rath er complex.
5 Shortened versions of'words are used [u instead of you, r instead of are).
6 Em otional w ords like great, superb, etc. are used.

O rganising an em ail / a letter

7 P u t th e se elem en ts of an em ail in order.

a Give relevant inform ation on the subject (W hat do you w an t to say?)
b State th e aim (W hy are you writing?)
с Describe th e action you expect from the addressee (W hat do you w a n t the addressee to
do?)
d Close your em ail/letter politely,
e O pen your em ail/letter w ith greetings.

8 M atch th e expressions 1 -8 w ith th e ir fu n ctions a -c .

a starting an em ail/letter
b acknowledging receipt of som ething
с inviting a response
1 I refer to your letter d ated ...
2 We appreciate your interest in ...
3 If you have any further questions, do n o t hesitate to co n tact us.
4 Thank you very m uch for sending the inform ation a b o u t...
5 I am w riting on behalf of th e university to invite you ...
6 We look forw ard to hearing from you soon.
7 I am w riting to apply for ...
8 Thank you for your letter o f ...
 Module 4 Writing

9 Cover Activity 8 a n d p u t th e w o rd s below in o rd er to m ake sentences.

1 reply / are / to / your / looking / we / forw ard

2 our / interest / we / your / appreciate / in / project
3 conference / 1 / on / writing / am / of / the / the / invite / university / behalf / to / you / to
4 will / early / appreciated / your / confirm ation / be
5 co n tact / do / h esitate / to / us / not

W riting a form al em ail

1 0 You have com e across a n ad v e rtise m e n t a b o u t a g ra n t for a tte n d in g a w orkshop
for research ers. W rite a sh o rt, form al em ail to th e organising co m m ittee (100-120
w ords). D escribe yo u r ach iev em en ts a n d ask if you fit th e crite ria to be selected. Use th e
expressions you have le a rn e d in th e lesson.

S u b je c t

O p e n in g ,
S ta tin g th e aim 1 a m w ritin g to y o u

G ivin g in fo rm a tio n

D e sc r ib in g th e 1 w o u ld b e g r a te fu l if y o u c o u ld
a c t io n s y o u e x p e c t

C lo s in g

S ig n a tu r e

134
 Lesson 2 A r e f e r e n c e le t t e r

Lead-in
1 Find so m eone w ho m atch es each d escription below. R eport your findings to th e class.
о* SO

know s w h a t a reference is
has w ritten a reference letter
с has asked their colleagues to w rite a reference letter for th em

O rganising a reference letter

2 In C olum n 1 in th e table, tick th e features a good reference le tte r sh o u ld have.

1 E xplanation of how long th e referee has know n the applicant

2 List of th e personal qualities relevant to the specialism
3 Reference to the applicant’s qualifications, experience, and professional skills
4 The applicant’s w eaknesses
5 The applicant’s religion, nationality, age, disability and gender
6 The referee’s co n tact inform ation

3 R ead th e le tte r o f reference. In C olum n 2 in Activity 2, tick th e features th e le tte r has.

a Dear Sir/Madam,
b I am Robert Leeds, Professor at Darwin College, University of Nombridge. I am
writing in support of Ms Hardworking’s application for the MSc in Applied Ecology
and Conservation at the University of South Anglia.
I have known this applicant for nearly 15 years, mostly through our shared work on
an international ecological project in India,
с Ms Hardworking is a leading professional in India, highly respected for her
participation in biodiversity conservation projects. As well as this, she is known as
an innovative thinker in the field. She is intelligent, well-read and articulate, and
has the maturity, self-discipline and independence to be able to cope with study at
postgraduate level. It is typical of her positive attitude and the priority she gives to
her professional development that she has chosen to apply for this programme in the
middle of a very successful career,
d Moreover, her command of English is native-speaker standard. She has been used
to functioning in English since childhood, throughout her education and now in most
aspects of her professional life,
e I am pleased to have this opportunity of recommending Ms Hardworking to you as
a postgraduate student. She will be an asset to the MSc programme,
f If you have any further questions, feel free to contact me.

Yours faithfully,

■Robert Leeds
Professor Robert Leeds
 Module 4 Writing

4 M atch elem en ts o f a reference le tte r 1 -6 w ith its p a rts a-f.

1 describing th e applicant 4 giving m ore inform ation on the applicant
2 conclusion 5 opening
3 sum m ary of w h a t has b een w ritten 6 describing the referee’s position

Language focus
5 Look through the letter of reference again. How do you know it is a positive letter?
Find expressions that are used to do the following:
1 describe th e professional skills of the applicant
2 describe th e applicant’s personal qualities an d character
3 recom m end th e applicant to som eone else
6 Match positive adjectives 1 -4 (with exam ples) to definitions a -d .
1 m ature (This position would suit a mature specialist with strong computer skills.)
2 observant {An observant student noticed the mistake.)
3 efficient {She is very efficient: she does everything quickly and well.)
4 reliable {You can trust her to take on the m ost difficult task: she is a reliable person.)
a able to be tru ste d or believed
b good or quick a t noticing things
с n o t w asting tim e or energy
d com pletely grow n or developed

7 In the Language Support box below, you will find more positive words to describe a
person. Try to guess the m eaning of n ew words.

L a n g u a g e S u p p o rt: d e s c rib in g p e rs o n a l q u a litie s

self-confident com petitive
flexible creative
diplom atic able to show em pathy
im aginative knowledgeable
energetic willing to accept responsibility

8 Use adjectives from Activity 7 to co m p lete th ese sentences.

1 Julia is q u ite -------------------because she feels sure about herself and her abilities.
2 M arek is know n as a v e ry __________ p erso n because he is good a t thinking of new
ideas and m aking new an d unusual things.
3 Olga clearly has a desire to becom e th e b e st and the m o st successful m em ber of staff,
w hich is quite typical for her personality.
4 H erbert has show n the ability to be and w ork in different ways, at different
tim es or in different places w hen it is necessary, to suit new conditions or situations.

W riting a reference letter

9 Im agine one o f y o u r stu d e n ts/c o lle a g u e s asked you to provide a reference for h im /
her. I h in k a b o u t th e ir m ain c h aracteristics. W rite a reference letter.

1 0 W ork in p airs. Take tu rn s to re a d each o th e r’s le tte rs of reference. C heck if all th e

n e c e ssa ry elem en ts from Activity 4 are included.

!
136
Lesson 3 Proposal for partnership
Lead-in
1 W ork in p a irs a n d discuss th e se questions.
1 W h at partn ersh ip s does your departm ent/university have?
2 W h at is th e purpose of a partn ership proposal?

Structuring a proposal for partnership

2 In C olum n 1 in th e table, w rite th e n u m b ers to show th e o rd er in w hich you w ould
w rite th e se elem en ts in a pro p o sal.

a D escribing w h at your institu tion is w orking on.

b Speaking about attach m en ts and contacts.
с Stating th e purpose of your letter. 1
d W riting ab o u t th e p artn ersh ips you already have.
e Explaining why the partn er m ay be interested in establishing a partnership with you.

3 R ead th e p ro p o sa l for p a rtn e rs h ip below. W h at is being pro p o sed ? W ho do th ey w a n t

to estab lish a p a rtn e rs h ip w ith a n d why?

Dear Mr Sanch ez,

I am writing in h ope of establish in g a partnership with your institution. I am Alain Lechevre, the
executive m an ager of Lechevre Education. We provide educational program m es in a w ide ran ge of
su b ject areas. According to a survey con du cted in your region, four colleges have shown interest
in d evelopin g the research skills o f their learners. As we share the sam e interests, w e are honoured
to s u g g e st partnering in our D eveloping Research Skills program m e.
The p ro gram m e is student-frien dly an d interactive, and stu d e n ts greatly benefit from
participatin g in th e project. In addition, w e view teach in g an d research as b ein g not in
op p o sitio n , but rather a s linked with each other.
In the program m e, our trainers help stu d e n ts to collect and record inform ation in an organ ised
and profession al way, to u se data-collection an d analysis softw are com petently, to p rod u ce well
con stru cted, clear p resen tatio n s an d to u se audiovisu al aids w here ap pro priate. Furthermore,
stu d e n ts are m otivated to com m u n icate k n o w led geab ly a b o u t their research area and discu ss
c o n ce p ts in a scholarly way.
I w ould like to provide you with a brief outline o f the p artn ersh ips w e have already establish ed .
We have already p artn ered with tw en ty c o lle g e s in th e last five years an d th e results have b een
very e n co u ragin g an d fruitful. I am en closin g their feed b ack . Also, I attach a stu d en t's an alysis of
pre-training and post-train ing d ev elo p m en t. This will help you to un d erstan d our style o f work
and se e our excellent results.
It w ould b e a p leasu re to b e co m e a sso c iate d with an ed u cation al institution like yours. You can
co n tact m e by p h o n e or by em ail, should you have any q u eries a b o u t this proposal.
I look forw ard to h earin g from you.
Yours sincerely,
Alain Lechevre

4 In Colum n 2 of th e table in Activity 2, n um ber th e elem ents of the letter as they appear in
th e proposal.
Module 4 Writing

Language focus
5 In th e p ro p o sal, find w ords th a t co llocate w ith w ords 1-6 below an d m a tc h th e m to
definitions a-f.
1 to establish a a to attach inform ation about responses
2 to benefit b to becom e partners
3 to enclose с to have the advantage of
4 to share d a short sum m ary
5 to have about e to have questions about
6 a brief f to have com m on interests

6 C orrect th e m istak es in th e sen ten ces below. I h e n say in w hich p a rt of a p ro p o sal

th e se sen ten ces can be used. Use th e guide in Activity 2 to help you.
1 We have already p artn ered by a n u m b er of educational institutions.
2 Id like to inform you to our m ain objectives in the research.
3 I w ould like to give a brief outline on th e advantages of such kind of partnership.
4 I am writing to you because our institution is interested a t establishing a p artnership to
you.
5 I am attaching th e feedback at our previous partners.

7 P u t th e w o rd s in o rd e r to m ake sen ten ces for a pro p o sal for p a rtn e rsh ip . Then p u t
th e sen ten ces in o rd e r in w hich th e y are m o st likely to ap p e ar in a proposal.
1 queries, / by / any / co n tact / have / m e / you / email. / Should
2 to establish / your / willing / a partn ersh ip / are / w ith / We / university.
3 encouraging. / have / The / very / been / results
4 our / 1 / p a rtn e rs’ / enclosing / feedback. / am
5 organisation. / pleasure / w ould / becom e / be / your / It / w ith / a / to / associated
6 provide / already / 1 / like / you / a brief / of / have / partnerships / we / w ith / to / th e /
established. / outline / w ould

8 W ork in p airs. Look a t th e h ig h lig h ted w o rds in th e p ro p o sa l in Activity 3, a n d answ er

th e q u estio n s below.
1 W h at function do these w ords have?
2 W h at is th e nam e of this type of w ord or phrase?

9 W h a t do th e h ig h lig h ted w o rd s in Activity 3 have in com m on?

1 They are used to com pare th e ideas expressed in two sentences.
2 They are used to co n trast th e ideas expressed in tw o sentences.
3 They are used to add inform ation.

1 0 Com plete th e p arag rap h w ith inform ation th a t is tru e for your institu tio n /d ep artm en t.

Our institution provides the opportunity to unite specialists in the field o f 1 . 2..
give(s) the resources to 3.. ....... Scientists are facilitated to share their expertise and
experience in 4 .It enables researchers to implement the innovations in 5 . .

11 R edraft th e p a ra g ra p h u sing th e linking w ords from Activity 3.

W riting a letter o f proposal
1 2 Write a proposal for partnership on behalf o f your institution or department. Use
the sam ple letter and exam ples from the Language focus section.

1 3 Check your work using the questions below.

1 Have you explained th e purpose of your letter?
2 Have you described your in stitu tio n /d ep artm en t?
3 Have you outlined th e benefits of potential partnership?
4 Have you provided inform ation for further contacts?
5 Have you than k ed your poten tial partner?
6 Is th e letter w ritten in a form al style?
Module 4 Writing

Lesson 4 Writing a covering letter for a grant proposal

Lead-in
1 Im agine th a t you have fo u n d so m eone w ho m ight be able to fu n d your research
pro ject. W h at will you w rite in a covering le tte r to m ake a good first im pression? W ork
in p a irs to m ake a list.

2 C om plete th e sen ten ces w ith w ords from th e list. O ne w ord is u se d twice.

goals proposal institution (x2) research

In fo rm a tio n to b e in c lu d e d in a covering le tte r:

1 A description of your
2 A statem en t explaining how you will help accom plish the funder’s
3 An explanation of th e rationale and purpose of your
4 An explanation of why th e grant-aw arding foundation is a fit w ith your
5 A ‘th a n k you for th e opportunity to subm it the

Structuring a covering letter

3 R ead th e em ail a n d an sw er th e questions.
1 W h at do we learn about th e applicant’s organisation?
2 W hat is funding requested for?
3 How do they p lan to achieve their aim?

Dear Mr Peeler,
On behalf of th e D epartm ent of History, C ultural Studies and Ethnology, I am pleased
to p re se n t this g ra n t proposal for our project, titled ‘A rchives of Vologda m onasteries
an d churches of th e XV-XVII c en tu ries’. It aims to com plete our research w ork on
com piling a list of docum ents from church archives in th e Vologda region.
We are re q u estin g financial assistan ce to enable us to organise trips to Saint
P etersb u rg (to th e R ussian N ational Library) and Kiev (to th e U krainian N ational
Library) w h ere w e can g e t access to rare books and m anuscripts about th e history of
our region for th e period m entioned above.
We ap preciate this opportunity to apply, as w e consider this g ra n t an im portant factor
in th e developm ent of th e w hole nation. P lease contact m e if you have any questions
about our w ork or our proposal.
Sincerely,
Dr M arina Okasova, A ssistan t Professor

4 Look again a t th e sen ten ces in Activity 2 a n d check if all th e in fo rm atio n is included
in th e le tte r above.
Language focus
5 U nderline p h rases in th e le tte r w hich m a tc h th ese functions.
1 giving co n tact inform ation
2 introducing th e reasons for funding
3 thanking th e funder
4 introducing your organisation
5 describing the purpose of your project

6 M atch th e p a irs of expressions A -E to fu nctions 1-5 from Activity 5.

A
In our departm en t, we deal w ith ...
A m ong our m ain activities are ....
В ......................... ............................
The lo n g -term /sh o rt-term plan is/w as designed to ...
The p u rpose/goal of th e proposed project is to ...
С
Our organisation receives funding from state, city and federal sources. We need
assistan ce/su p p o rt i n ...
Your assistance will enable us to...
D
Thank you for th e guidance an d help in th e developm ent of our project.
We are grateful for th e opportunity to apply for the grant.
E
Should you have any questions or require further/additional inform ation, please
c o n ta c t...
For answ ers to any questions about our project/application, please feel free to...

7 C om plete th e sen ten ces w ith w ords from Activity 6.

1 If you are asking m oney for a short period of time, you w an t to receive financing.
2 If you need financial help, you require the funder’s financial
3 The funder will co n tact you if they require inform ation (i.e. m ore inform ation on
the project).
4 W hen you are ......... to som eone, you th an k th em for w h at they have done.

W riting a covering letter

8 R ead th e Table o f C o n ten ts of a g ra n t p ro p o sa l (see R eading m odule U nit 4, page 55).
W rite a covering le tte r for th e proposal.

9 Go to Activity 2 to check if all th e elem ents are in clu d ed in yo u r covering letter.

 Module 4 Writing

Unit 2 Writing a summary

By the end of this unit you will be able to
organise a summary state
evaluate a summary sugge:
write a summary of an academic article
6 Say w

Lesson 1 What makes a good summary? 1 intro <

2 provi
Lead-in 3 finish

1 W ork in p a irs a n d discuss th e questions. 7 In ex]

show th
1 Have you ever w ritten a sum m ary?
2 W hy do we w rite them ? a At th
3 How long should a sum m ary be? b Next
с In ad
O rganising a sum m ary d Then
2 In C olum n 1, tic k th e featu res you th in k a su m m ary should have. e The a
f Su m i
g Final
1 The au th o r’s nam e and th e title of th e article h The r

2 G raphs an d tables S M ate

3 D etailed explanations be m o n

4 The au th o r’s m ain idea 9 Read

5 D etails to su p p o rt th e idea educati
6 Your own views on the problem
Jo k u "
7 As m uch of th e original tex t as possible
tkA-t -t
8 Q uotations
-tkA-t,
9 Form al expressions, linking w ords
iK-trcJ

3 R ead th e exam ple su m m ary below a n d say w h a t k in d of m isu n d ersta n d in g takes ke 3a

place in a college classroom . out -t(<

In his article 'Mo Allusions in the Classroom,’Jaim e O’Meill emphasises the existing Ifki a
misunderstanding between students and teachers in a college classroom. He claims that teachers AS pVC
assume their students have basic knowledge they do not really possess. Moreover students do not At
ask questions because they do not want to show their ignorance. O’Weill supports his conclusions i-S RO-t

by the results of the general knowledge test he administered to his students, which they answered con.du
more incorrectly than correctly. The author adds that, according to recent polls, a large portion
of adults in the US are ignorant about the history of the country and the planet they live on. Finally,
O’Meill expresses his opinion that instructors should be responsible for giving general information to
their students.

4 In C olum n 2 in Activity 2, tic k th e featu res w hich are included in th is sum m ary.
142
Language focus
5 The words in the list are often used to report w hat other people say or think. Add at
least three more verbs from the summ ary above.

state inform argue mention point out

suggest demonstrate discuss believe

6 Say which sentences in the sum m ary in Activity 3 are used to:
1 introduce the main ideas of the original
2 provide an author’s point of view
3 finish the summary

7 In expressions a - h underline the reporting verbs. Circle the words and phrases th at
show the order of events.
a At the beginning of the article the author points out/em phasises ...
b Next / Further on, the following problems/issues are raised ...
с In addition, the reader is informed a b o u t...
d Then, the following points are exam ined/studied:...
e The author suggests/assumes/claims t h a t ...
f Summing up the author’s thoughts ...
g Finally, the author concludes/assum es t h a t ...
h The research the author conducted dem onstrated t h a t ...

8 M atch phrases a - h in Activity 7 to functions 1-3 in Activity 6. Sometim es there may

be m ore than one possible answer.

9 Read the sum m ary below. Is the original article positive or negative about the
educational reforms?

(Jokn'JIerne.^, in "Tke Cowing ''Resolution к ''Public £>^ucAtion, xe___________ tke belief

tkAt -tke e^ucAtionAl vefoms in tke ‘1ЛлУЛ. Ave kAvwful. "Ike Autkov 2i___________ us
-tkA-fc, As A m u lt of tke vzfom initiAtiues, stAn/UvMlse^ tests АпД Assessments кдое been,
intvo^uсеД in public spools апД teAckevs keU Accountable fov -tke results. 'Tke, refoms,
ke 3a____________ , Also гесожжепД controlling clAssvoom instruction. -He tken points
out tkAt tke vefovms клие profit wotiues ahA inuolue corporAte interests. "Turtker on tke
гедДег is infome^ About tke ne^Atiue reAction of tke public АпД teAckers to tkese refoms.
"Jke Autkor 4s___________ tkAt teAckers skouU be ^iuen жоге Autonomy апД mpecteA
as professionals. '51erne^ tken 5 a______ _____tkAt stAn^Ar^isAtion leAAs to tke loss of
in^iuUuAlit^ дпД Aioev'sit^. 'TinA(U), tke Autkor 6a___________ tkAt public еДисдtion
is not Aiwe^ At brin^in^ in мопеь), АпД tkAt is business skouU not be inuolue^. A s A
conclusion, "Лете^ 7s............. ....... _ tkAt tkese kinAs of refoms skouU be opposed.
Module 4 Writing

1 0 Complete the sum m ary w ith reporting verbs from Activities 3 ,5 and 7. The first Less<
letter of each verb is given.
Lead-
11 Read the notes about the m ain ideas of an article. Write a summ ary using reporting
verbs and linking words. 1 Wh<

Writii
2 Rea<
■a u t h o r : J a y n e s V ern o n
online.
• t i t l e : \O p e n o n l i n e c o u r s e s - a n a v a la n c h e t h a t m i g h t j u s t g e t

s to p p e d ’

• o n lin e e d u c a tio n th r o u g h m a s s iv e o p e n o n lin e c o u r s e s ( M O O C s ) i s

Dista
n o t a lw a y s a s g o o d a s i t m a g s e e m
helpe
• i f o f f e r e d f r e e , M O O C s b r in g in n o m o n e g a n d c a n e v e n f a i l t v cours
and e
c o v e r th e ir c o s ts
possf
• th e q u a li ty o f e d u c a tio n c a n n o t h e e f f e c tiv e ly m o n ito r e d a n d cam p
repor
c o n tr o lle d
State!
i f b u s in e s s e s s e l l th e M O O C s , to w - a c h ie v in g s tu d e n ts h a v e a c c e s s the fa
t v h ig h e r e d u c a tio n Highe
a c a d e m ic s a r e n o t e n t h u s i a s t i c a b o u t o n lin e h ig h e r e d u c a tio n
had a
and 6
the in
U.S.
where
As a r
viabili

And tl
housei
w ith n
the pe
having
needs,
trem ei
them t

The SL
adults
ones tc
fuel CO;
of total
in 2 0 1 :
person
As adu
contini
Lesson 2 Topic sentences
Lead-in
1 W hat is a topic sentence? W here do you find it in a paragraph?

W riting a sum m ary

2 Read the article by Tonya Troka and say why more people nowadays prefer to study
online.

The future of online education

Distance education h as b een around from the 1800s. C orrespondence courses
helped people le a rn trad es in th eir own free tim e, w hile radio and tap ed television
courses la te r ed ucated students in rem ote areas. Now, w ith the rapid expansion
and evolution of the in tern et, online education has becom e com m onplace. It’s now
possible to e a rn a degree from an accredited college w ithout ever setting foot on
cam pus, and m ore people enroll every year. A ccording to the Sloan C onsortium ’s
re p o rt ‘Changing Course: Ten Years of Tracking Online Education in the United
States,’ m ore th a n 6.7 million students w ere taking at least one online course during
the fall 2011 term , an increase of 570,000 students over the previous year.

Higher education, in general, has grow n significantly. In 1975, 21.9 % of A m ericans

had a B achelor’s degree. In 2011, 38.7 % of A m ericans betw een the ages of 25
and 64 h a d ea rn e d a two- or four-year college degree. The m ain driver behind
the increase in h ig h er education is the huge change in the overall econom y of the
U.S. over th e last fifty years. Most w orkers a re now em ployed by the service sector,
w here m ore specialized skills are often a necessary req u irem e n t for finding a job.
As a result, some post-secondary education is now seen as critical for w orkplace
viability by a m ajority of the population.

And the m ajority of th e population is now online. In 1997, less th a n 20% of U.S.
households h ad in te rn e t access. By 2011, th a t percentage h a d grow n to 71.7 %. As
w ith m usic, television, an d n ew spapers, higher education needs to move to w here
the people are if it w an ts to expand its u ser base. Also, traditional cam puses are
having trouble m aintaining facilities th a t m eet the grow ing college population’s
needs. While the cost savings of ru n n in g an online degree program a re n ’t
trem endous, it’s generally easier for colleges to move program s online th a n it is for
them to build extensions to th e ir cam puses.

The Sloan C onsortium ’s findings reveal th a t m any institutions expect m ore w orking
adults to tu rn to continuing education online to build new skills or enhance existing
ones to b e tte r th eir chances in the job m arketplace, and also to avoid paying higher
fuel costs as com m uter students. Every year has seen an increase in the proportion
of total enrollm ents th a t are online, startin g at 11.7% in 2003 and increasing to 32%
in 2011. The convenience of being able to com plete a degree at a reduced im pact to
perso n al and professional life m akes online education attractive to w orking adults.
As adults strive to continue earning, they’ll w an t to continue learning. And they’ll
continue gravitating to ways th a t fit th eir lifestyle.
 Module 4 Writing

3 U nderline th e to p ic se n ten ce in each p arag rap h . C om pare your ideas in pairs.

4 Look th ro u g h th e te x t again a n d u n d e rlin e ideas, su p p o rtin g d etails a n d facts you

co u ld inclu d e in a su m m ary o f th is text.

5 W ork in pairs. Read th e tw o sum m aries below. W hich sum m ary reflects th e tex t better?
1 | ” " ~
In h er 'The Future o f Online Education' Tonya Troka provides the reasons fo r the
grow ing popularity o flearning via the internet. The author mentions the results o f
surveys that dem onstrate that the num ber o fpeople taking p a rt in on -line courses
is grow ing. She stresses that nowadays there is an increased dem andfor educated
specialists, and on-line education gives an opportunity to receive a diploma without
leaving work. Moreover, the author suggests that this type o feducation is convenient
fo r Universities, as its cost is rather low. Finally, the author states that on-line
education is a good alternative fo r working adults.

2
The text under consideration is written by Tonya Troka. The purpose o f the article is to give
readers information about the growing amount o f online education, based on convincing
data the author proves the idea that online courses are a convenient and attractive wag
to get a degree or to continue education without giving up employwent. The author also
stresses the fact that traditional campuses are having trouble maintaining facilities that
meet the growing college population's needs. Troka finishes her article by stating that as
adults strive to continue earning, they'll want to continue learning.

6 C om pare Sum m aries 1 a n d 2. Tick th e c o rre c t boxes in th e first a n d seco n d colum ns.

1 The sum m ary is short.

2 The sum m ary reflects th e m ain idea of th e author.
3 The title of th e article a n d th e a u th o rs nam e are included.
4 Some exam ples to support th e m ain idea are included.
5 It is w ritten in language different from th e au th o r’s.
6 There are no detailed explanations.
7 Q uotations are n o t included.
8 The sum m ary is w ritten in a formal style.

7 Suggest im p ro v em en ts for th e less successful sum m ary.

8 W rite a su m m ary for an article from th e R eading M odule, U nit 2.

9 W ork in p airs. R ead your p a rtn e r’s su m m ary critically. Tick th e colum n for Sum m ary 3
in th e checklist in Activity 6. Give feedback to yo u r p a rtn er.

146
 u n its Lesson 1

Unit 3 Writing an abstract

By the end of this unit you will be able to
** structure an abstract
m connect parts of an abstract using linking words
notice particular features of abstracts from different fields of study
m write an abstract for an article

Lesson 1 Make your abstract cohesive

Lead-in
1 H ow often do you w rite articles? W h a t else do you have to w rite w h en you subm it an
article?

2 W ork in groups an d com plete th e spidergram ab o u t your experience of w riting

abstracts.

Structure o f an abstract

3 M atch th e p a rts of an a b stra c t (1 -5 ) to th e questio n s th ey answ er (a-e).

1 background a W h at was the purpose of th e research?
2 aims b W h at were the m ain findings?
3 approach с W h at did the research lead to?
4 results d W h at w as the context of the work?
5 conclusion e W h at were the m ethods used in the research?

147
 Module 4 Writing

4 Match sentences a - e to abstract parts 1 -5 in Activity 3. 10 Re,

underli
a The findings of th e research illustrate how / show th e im pact o f W e can pred ict/
foresee t h a t ...
b We co n ducted th e studies of / experim ents on...; We em ployed the following m ethods Lang
...; The research explored ...; We tested this hypothesis u s in g ... W
с This article is m otivated b y ...;... is a fundam ental question in ...; Previous research
indicates / has show n th a t / has focused on ... W
d This article has th e following goals/objectives ...; The article exam ines/studies ...; The W
m ain purpose of th e article is to ... lik
e The findings su p p o rt th e p re d ic tio n /m o d e l...; Theoretical contributions and practical W
im plications are d isc u sse d /p re se n te d ...

5 Read this article abstract and say if the authors agree that having more com puters at 11 Pul
school leads to changes in teaching. in the i

1
Your n0f69
Most policy makers, corporate executives, practitioners, and parents assume that wiring 2
schools, buying hardware and software, and distributing the equipment throughout will 3
lead to abundant classroom use by teachers and students and improved teaching and 4
learning. This article examines these assumptions in two high schools located in the heart
5
of technological progress, Northern California's Silicon Valley. Our qualitative methodology
included, firstly, interviews with teachers, students, and administrators, secondly,
6
classroom observations, review of school documents, and, finally, surveys of both teachers 7
and students in the two high schools. We found that although teachers used computers
12 Res
for classroom work, access to equipment and software seldom led to widespread teacher
influen
and student use and most teachers were occasional users or non-users. As a result, more
often their use sustained rather than altered existing patterns of teaching practice. We
7
offer two interrelated explanations for these challenges to the dominant assumptions
p a st
that guide present technological policy making. In general, traditions in high schools will
class
influence the slow revolution in teaching practices.
wide
of tec
6 Divide the abstract into the five parts listed in Activity 3. Write the nam es of the parts exarr
in the left-hand colum n. stude
admi
Language focus The i
7 Find the follow ing words in the abstract. to ha
2
1 th e w ord th a t is close in m eaning to these verbs: to believe, to imagine, to suppose
to ha
2 th e w ord th a t is opposite in m eaning to these verbs: to collect, to gather
are о
3 th e verb th a t is close in m eaning to these verbs: to investigate, to study
am oi
4 a no u n th a t com es from th e verb to assume
5
5 a pair of verbs, one of w hich m eans continued, and the other m eans changed
in stn
8 Underline the phrases w hich helped you identify the parts o f the abstract. Explain prep;
your answers, e.g.: stude
The phrase ‘M ost policy m akers’shows that the author has read a num ber o f papers an d now an d 8
presents this information as a background o f the research.

9 Work in pairs. Decide w hat functions the highlighted words in the abstract have.
148
 Unit 3 Lesson 1

1 0 R ead th e exam ples of linking w ords in th e Language S u pport box. Say w h a t th e

u n d e rlin e d w ords m ean . Fill in th e gaps w ith th e highlighted w ords from th e ab stract.

L a n g u a g e S u p p o rt: lin k in g w o rd s
W ords used to en u m erate: initially,________ . _____________, third(ly), next,

W ords th a t express cau sation: th u s,______________________, because, therefore.

W ords th a t express contrasts and com parisons: ____________ , however, whereas,
likewise, in contrast.
W ords used to generalise: overall,...................... ,in short, to conclude, generally

11 P u t th e le tte rs in o rd e r to m ake a w ord w ith th e sam e fu n ctio n as th e linking w ords

in th e rig h t-h a n d colum n.

1 (utsh) in this way, hence, so

2 (eeeortfrh)
3 (iiwsklee)
4 (ehewrov)
5 ( frthom ueerr)
6 (iiiytnall)
7 (llrvaoe)
as a result, for th a t reason, consequently
also, similarly, additionally
but, still, nevertheless, nonetheless, although
in addition, moreover, besides
at first, at the beginning
on the whole, generally

1 2 R ead th e a b stra c t below a n d say how th e use of technology in university classes

influences th e w ay stu d e n ts study.

The tre n d tow ard technology e n h a n c e d classroom s h a s escala ted quickly during the
p a s t five years as stu d e n ts h ave becom e increasingly tech savvy.1__________________
classroom s across th e n a tio n have becom e ‘w ired’ an d textbook p u b lish ers now offer a
w ide v ariety of c o m p u terised teach in g su p p lem en ts. In fact, som e m ay argue th a t th e use
of technology is now ex p ected in th e college classroom . The objective of this research is to
exam in e w h e th e r th e u se of technology in university classes im p acts s tu d e n t beh av io u r and
s tu d e n t percep tio n s of in stru c tio n a l quality. This p ap e r su m m arises th e resu lts of a survey
ad m in istered to stu d e n ts enrolled in b u sin e ss courses a t a m id-sized M idw estern university.
The re su lts su ggest th a t adding technology in courses w here it is n o t cu rren tly u se d is likely
to h av e a positive im p a c t on stu d e n t perceptions of th e in stru c to r a n d on s tu d e n t behavior.
2__________________ , rem oving technology from courses th a t already u se it w ould n o t ap p ea r
to have a negative im p a c t on all aspects of stu d e n t behaviour. 3................. ................. th ere
are c e rta in asp ects o f stu d e n t beh av io u r w hich a p p ea r to be technology neu tral: firstly, th e
a m o u n t of tim e th a t s tu d e n ts study, 4 ................... th e q u a n tity of n o tes th e y take,
5 __ th e ir a tten d a n ce, and, 6___................................. , th e ir in te rac tio n w ith the
in stru cto r. 7__________________ , technology te n d s to have a m ean in g fu l im p a c t on stu d e n t
p re p a ra tio n for class, atten tiv en ess, quality of no tes taken, stu d e n t p articip atio n in class,
s tu d e n t learning, desire to tak e additional classes from th e in stru c to r o r in th e su b ject m atter,
and 8 ....................th e overall evaluation of th e course and th e instructor.

149
Module 4 Writing

13 Fill in the gaps in the abstract in Activity 12 with a suitable linking word/phrase Less
from the list. There is one extra word w hich you do not need to use.
Lead
also however as a result secondly initially 1 The
thirdly in contrast finally overall them.

1 4 Match the highlighted words in the abstract to their synonym s 1-10 below. s (£

1 assum ed 6 becam e higher X с

2 influences 7 aim M Е
3 com m unication 8 given to
N А
4 improved, m ade b etter 9 p arts
5 will probably have 10 study R F

H К
15 Complete the sentences below with the highlighted words/phrases from the abstract.
G G
1 The m ain purpose of the article is to describe the enhanced procedure of the research.
2 This article is m otivated by a series of experim ents on t h e ____________ betw een peers С С
in a group.
С О
3 Previous research indicates th a t the tension between the two countries has
4 The article aim s to ....... _ _ som e aspects of th e problem described. К и
5 We conclude th a t a w ider use of th e gadget can b e . ................. .
6 We can foresee th a t th e study to have similar results in other settings. S p o tt
7 The poll has been a group of University teachers.
8 T h e ____ of th e study is to exam ine the reasons for such behaviour. 2 Mati
9 It is dem onstrated how global w arm ing th e environm ent. 1 Pure
10 The paper presents m oral of the biotechnological experim ents. 2 Socii
3 H un
D escribing research
A
1 6 Think about the research you are carrying out or have already com pleted. Finish the In
sentences below to describe it.
to
• We conducted a study o f ______________________________ . po
N um erous research in th e area show па
O ur objective was to exam ine the
Firstly,_______________________________ used. phi
Secondly,_______________________________ was examined.
th e
In a d d itio n ,_______________________________ w as/w ere dem onstrated.
uni
O verall,_______________________________ .
He
Finally, the following conclusion was draw n :_________________________
inq
In t
an t
 ШЛИ L e sso n 2

Lesson 2 Abstracts from different fields of study

Lead-in
1 There are eight w o rd s c o n n e c te d w ith a b stra c ts h id d e n below. W ork in p airs to find
th em . Say w h a t each w o rd m eans.

s СИ Е S и L т) S А С н X

X с О А в S т R А с т О

M в V Р А D в 1 1 J N Q

N А т Р Z Р R Р М н Z М

R F О R м А L К S N G S

H К J О 1 М О L м т R 1

G G в А с К G R О и N D
С О N С L и S 1 О N Н R

С О Z Н В S т R А С Т Е

К и L 1 N к Е R S S С Е

Spot the difference

2 M atch a b stra c ts A-С to fields of study 1-3.
1 Pure Science
2 Social Sciences
3 H um anities

In this article I consider w h e th e r Hegel is a naturalist o r an anti-naturalist with respect

to his philosophy of nature. I adopt a cluster-based approach to naturalism, on which
positions are m ore or less naturalistic depending how many strands of the cluster
naturalism they exemplify. I focus on two strands: belief tha t philosophy is continuous with
the empirical sciences, and disbelief in supernatural entities. I argue th a t Hegel regards
philosophy of nature as distinct, but not wholly discontinuous, from empirical science and
th a t he believes in the reality of formal and final causes insofar as he is a rea list about
universal form s th a t interconnect to com prise a self-organising whole. Nonetheless, for
Hegel, natural particulars never fully realise these universal forms, so th a t empirical
inquiry into these particulars and th e ir efficient-causal interactions is always necessary.
In these two respects, I conclude, Hegel’s position sits in the middle of the n a tu ra lism /
anti-naturalism spectrum.

151
 Module 4 Writing

в 5 Use
This research assessed p h onological an d m orphological aw areness in dyslexic university
students. We tested 44 dyslexic university stu d en ts in phonological a n d m orphological The
han
aw areness tasks an d co m p ared th e ir p erform ances. In th e phonological aw areness tests, the
It’s t
dyslexic university stu d en ts p erfo rm ed at th e sam e level as th e ir reading level controls. In
We
contrast, th ey system atically o u tp erfo rm ed th eir reading level controls in th e m orphological
the
aw areness tasks an d alm o st reach ed th e proficiency level of th e chronological age controls. The We
results show th a t dyslexic university stu d en ts develop th eir m orphological aw areness m ore th a n The
th e ir phonological aw areness. These findings ad d to th e evidence indicating th a t m orphological acac
aw areness is n o t deficient in dyslexia an d could in stead play a beneficial role in th e d evelopm ent The:
of literacy skills in this popu latio n . I an

6 In a i

A process capable of producing large amounts of energy by a nuclear fusion process between nickel 1 to d
and hydrogen, occurring below 1,000 K, is described. Experimental values of the ratios between 2 tow
output and input energies obtained in a certain num ber of experiments are reported. T h e occurrence 3 to d
of the effect is justified on the basis of existing experimental and theoretical results. Measurements
7 Und
performed during the experiments allow for the exclusion of neutron and gamma ray emissions.
8 In A
w hich
3 R ead th e a b stra c ts again a n d m a tc h th e m to sta te m e n ts 1-8.
The a b s tr a c t... 9 U nd
Then n
1 includes th e following parts: Aims, Results.
2 includes th e following parts: Aims, Approach, Conclusion. a We (
3 includes th e following parts: Aims, Approach, Results,Conclusion. b We <
4 discusses th e approach of a well-known theorist. с W ei
5 is w ritten in th e passive voice. d W ej
6 is w ritten in th e first p erson singular. e We]
7 presen ts opinions.
8 describes objective results. 1 0 Ed
1 Con
Language focus
2 Rew
4 In th e ab stra c ts, find w o rd s/p h ra se s sim ilar in m ean in g to definitions 1-7. The letters 3 Add
show you in w h ich a b s tra c t th e w o rd is used.
The e
th in k about, reflect, give atte n tio n (A)
press
in connection w ith som ething (A)
(a)Ih
accept, use (A )__________ betwe
com ponent, aspect, feature (A) Chan i
judge th e im portance or value of som ething (B) degre
reasons for believing th a t som ething is or is n o t tru e (B) of ac£
show th a t som ething is right or reasonable (C) and rr
provic
Acadc
provic
teachi

152
 U nit 3 Le sso n 2

5 Use the words from Activity 4 to complete the gaps in sentences 1-7.
1 There is no scientific th at a person’s character is reflected in their
handwriting.
2 It’s too early to _________ the long-term consequences of the experiment.
3 We two factors which determine the m ost appropriate way of planning
the project.
4 We a well-known model of the economy development.
5 The attem pt is made to the existence of this science to professional and
academic communities.
6 There are a num ber of _ s in feminist thinking.
7 I am w riting................... your letter of 15 June.

6 In abstracts A-С , find words/phrases that are used to do the following.

1 to describe th e research (e.g. Ifocus on, this paper presents)
2 to w rite ab o u t actions (e.g. tested, a comparison is carried out)
3 to describe th e results (e.g. the results show)

7 Underline the passive constructions in the abstracts. W hy is the passive voice used?

8 In Abstract C, in the sentences in the passive voice, find the parts of the sentences
w hich nam e the object of the research. Are they individual words or phrases?

9 Underline the phrases in these sentences w hich describe the object of the research.
Then rewrite the sentences in the passive voice.
a We exam ine th e im p act of social netw orks on society,
b We consider th e ways of in teraction in the m odern academ ic environm ent,
с We focus on th e process capable of producing large am ounts of energy,
d We justify th e use of th e approach described,
e We perform th e m easurem ents of o u tp u t and in p u t energies.

10 Edit the following abstract.

1 Com plete gaps 1-5 w ith th e correct w ords from Activity 4.

2 Rewrite underlined sentences a - d using the passive voice.
3 Add linking w ords w here appropriate.

The exp an sio n of higher education sy ste m s, new d e m a n d s on institutions an d grow ing
p r e ssu r e s on re so u rc e s h ave b e c o m e com m on tren ds a c r o s s m o st d evelop ed countries.
(a) This p a p e r explores the earlv care er p a th s of a c a d e m ic s , (b) It m a k e s initial co m p a riso n s
betw een different higher education sy ste m s, (c) W e have written this p a p e r with 1________ to the
Changing Academic Profession study. This stu d y 2 . _ s the following fa c ts: re sp o n d en ts'
d e g r e e s, a g e at which they qualified, disciplines they stud ied an d now teach . The conditions
of a c a d e m ic work are 3 ..... ed. The collected d a ta 4 ______ various d e g r e e s of flexibility
an d mobility required of a c a d e m ic s in the early an d later s t a g e s of their c are ers. The study
provides 5_______ that a c a d e m ic s are beco m in g m ore m obile dom estically an d internationally.
A c a d e m ic s from the 17 countries in the stu d y are quite satisfied with the technical re so u rce s
provided by their institutions, (d) They criticise the personnel an d fu n d s available to su pp ort
teach in g an d research.
 Module 4 Writing

11 In a b stra c ts A-С , find sen ten ces w ritte n in th e first perso n . W hy is th e first p erso n
u se d in th e se cases? Finish th e sen ten ces below to express yo u r ow n opinions an d
d escrib e y our research.
1 I/W e consider to be
2 I/W e adopt a approach to _______________________
3 In m y p ap er I/w e focus o n .........
4 I/W e argue th a t
5 I/W e conclude t h a t _____

W r itin g a n a b s t r a c t
1 2 P u t th ese steps for w ritin g an a b stra c t in order.

a __L Read through th e p ap er an d choose sentences w ith key ideas.

b ______ Give th e ab stract to a colleague an d ask h im /h e r w hether it m akes sense
с Check th a t your ab stract conveys only the essential inform ation.
d ..... Read your rough draft an d delete extra w ords and phrases (examples, jargon,
opinions an d detailed descriptions).
e ...... .....Organise th e inform ation you have gathered into an initial rough draft.
f Check to see if it m eets th e guidelines of the targeted journal. C ount th e words,
g Read th e ab stract as if you were an o th er researcher deciding w hether to read
your paper.
h W rite th e final version of the abstract.

13 W rite an a b stra c t for o n e of th e following.

1 an article you have w ritten (the article m ay be w ritten in your native language)
2 an article you studied in th e Reading module, Unit 3

1 4 W ork in p airs. R ead y o u r p a r tn e r ’s ab stra c t. Think a b o u t th e q u estio n s below. Then

give feedback.
1 W hy did h e /sh e do this study or project?
2 W h at did h e /sh e do and how?
3 W h a t did h e /sh e find?
4 W h a t do h is/h e r findings m ean?
5 If h e /sh e suggested a new m ethod, how well did it work?
6 D id h e /sh e use form al vocabulary?
7 D id h e /sh e use linking w ords to co nnect ideas?
15 R ew rite y our ab stra c t, u sin g y o u r p a r tn e r ’s suggestions.

154
Unit 4 Writing an executive summary of a
grant proposal
By the end of this unit you will be able to
recognise characteristics of a grant proposal
■
>structure an executive summary of a grant proposal
recognise features of formal and informal writing

analyse and use appropriate language for writing an executive summary of a grant proposal
■* write essential parts of an executive summary of a grant proposal

Lesson 1 A grant proposal

L e a d - in
1 Work in pairs and answer the questions below.

1 Have you ever applied for a grant? If yes, was it an international or an internal grant? If
it was an intern atio n al grant, did you need any help to fill in th e application forms?
2 Have you ever had to w rite a grant application or proposal in English?
3 W h at do you thin k helps to get funding for an academ ic project?

2 Read w hat funders som etim es say w hen refusing grant proposals (1 -3 ) and choose
one recom m endation from statem ents a - f to avoid each reason for refusal.

* Sorry, but w e don't think the problem raised in your p roposal is serious.

| W e dou b t w hether it is p o ssib le to im plem ent your project within the p ro p o se d period of time.

3
Sorry, but our fund is trying to ach ieve slightly different g o a ls.

a You should provide a clear proposal w ith an exact tim e-fram e and the expected results
of th e research.
b You should presen t clear objectives of your research project,
с Your research purposes should correspond w ith th e aims of a grant funder,
d You should propose a solution to an im p o rtan t and critical problem ,
e You should find additional funding to your project.
f Your proposal should contain detailed inform ation about how you intend to conduct it.

E x e c u tiv e s u m m a r y
3 R ead th e c h a ra c teristic s of an executive su m m ary an d tic k th e ones th a t m ake it
attractiv e to funders. C om pare y our answ ers w ith a p artn er.
1 It provides a description of th e project and expected results.
2 It gives th e correct co n tact inform ation.
3 It is very detailed and backed up by statistics.
4 It co n cen trates on th e m ain p o in t of your project, n o t all th e side issues.
5 It m ay include a tim e ch art and project organisation ch art if there is space.
6 It clearly states w h at is expected from the funder.
7 It includes th e one, best, m o st creative aspect (the ‘hook’) of th e project.
8 It clearly states w h at your organisation and other partn ers are investing in th e project.
 Module 4 Writing

4 R ead th is executive su m m ary an d say w h a t th ey w a n t funding for. Forms

6 Reat

Step to Success form al

Marie Crump, Special Educational Needs Coordinator Our ic

lookir
a Mission statement S o , hi
devel<
The m ission o f the ‘Step to Success’ project is to im prove students’ academ ic the la
perform ance in L ightw ood H igh School. We are seeking a grant to help students with
special educational needs to stim ulate their autonom ous learning. The objective is that
by the end o f the year they w ill have developed their cognitive skills up to the level 7 Reac
o f their peers. The project is based on the latest research on how to create an effective certain
inclusive educational environment.
1 Avoi'
b
2 Avoi'
Lightw ood H igh School faces problem s caused by the grow ing num ber o f students kids)
having learning difficulties. O ur study shows that 78 students out o f 342 suffer from 3 Avoii
attention deficit disorder and m ental deficiency, leading to low academ ic achievement. syno
'A lso / A dditionally, if these students 2are not given / aren ’t given an opportunity to 4 Avoii
im prove their cognitive skills, they are m ore likely to m iss classes or com m it offences. 5 Avoii

8 In th

O ur school will provide students w ith access to com puters equipped with special
educational software. Students will be able to im plem ent various tasks presented in A m iss
com puter gam es. Standardised tests will be conducted at the beginning o f the project 9 P u tt
to 3identify / fin d out the students’ cognitive level. Finally, at the end o f the school year,
they w ill be assessed to determ ine their level o f im provem ent. 1 is / h
2 in th
d
3 the d
The ‘Step to Success’ project hopes to enable students with special needs 4to make 4 safeb
b e tte r /to enhance their cognitive skills in order to prepare them for further education. 5 is t o ,
The project aim s to help these students access the general curriculum and attend 6 an in
regular classes w ith their peers, so they can 5go on / continue learning in an inclusive respc
environm ent.
10 W h
ones us
Funding of €10,300 is requested 6to im plem ent this program m e / to p u t this 11 Ihii
program m e into action and for the purchase o f special educational software and m odel t
hardw are for the school’s classroom . The budget includes funds for ten com puters
and program m es. This w ill enable ten independent desks, w hich w ill give students The mis
flexibility in w orking hours Our obj<
We are i
Our prir
5 M atch h ead in gs 1 -4 to sectio n s b - e of th e executive sum m ary.
We will
1 Budget
2 Problem statem en t / S tatem en t of need
3 Expected results
4 Project sum m ary / P roject description

156
Formal style
6 Read this text and compare it with part (a) of the text in Activity 4. W hich one is more
formal? How do you know?

Our id ea is to im prove stu d e n ts ’ a c a d e m ic perform an ce in Lightw ood High Sch o o l. W e’re

looking for a grant to help w eak stu d e n ts to d o well an d stim ulate their au to n o m o u s learning.
S o , how d o w e form ulate our ob jectiv e? By the en d of the y ear w e w ant them to have
d evelop ed their cognitive skills up to the level of their fellows. Luckily, the project is b a s e d on
the latest research on how to c re a te g o o d inclusive educational environment.

7 Read th e general guidelines for w riting in a form al style. Use th em to explain why
c e rta in w o rd s/p h ra se s in th e te x t in Activity 6 are in a p p ro p riate .
1 Avoid adverbs th a t show personal attitude (e.g. unfortunately, surprisingly).
2 Avoid too inform al vocabulary (idiom atic or colloquial expressions, e.g. thank goodness,
kids).
3 Avoid an inform al use of m ulti-w ord verbs (phrasal verbs) w hen there is a suitable
synonym (e.g. set up = install).
4 Avoid co n tracted form s (e.g. can’t, won’t).
5 Avoid rhetorical questions (e.g. A n d why does it happen?).

8 In th e te x t in Activity 4, choose th e m ore form al op tio n s (1-6).

A m ission statem ent

9 P u t th e w o rd s in o rd e r to m ake sen ten ces a b o u t th e m ission of an organisation.
1 is / high quality care an d services / Our m ission / to our m em bers / to provide
2 in th e city / to reduce / is / air pollution / O ur goal
3 th e developm ent / O ur p rim ary focus / distance-learning courses / on / of / online / is
4 safely / electricity / The purpose / to deliver / is
5 is to serve / higher learning / O ur aim / society / as a centre of
6 an increase of access to / program m es / Our institution / higher education / is
responsible for

1 0 W hich sen ten ces from Activity 9 use th e to-infm itive to sta te th e m ission? W hich
ones u se a n o u n p h rase?

11 T hink ab o u t a g ra n t p ro p o sa l you o r yo u r in stitu tio n could m ake. C om plete th e

m o d el below in a form al style.
The m ission o f _________________________is t o _________________________ .
O ur objective is t o ... _........................................ .
We are responsible f o r ............................................. .
Our prim ary focus in on .. .... ....._ ....... ........._. .... .
We will
 Stating a problem Les!
1 2 R ead a p ro b lem sta te m e n t from an executive su m m a ry for a g ra n t proposal. Answer
Leac
th e questions.
1 Wc
1 W h at is th e m ain problem ?
2 W ho is affected by this problem ? If)
3 How was th e problem discovered? If}
4 W h at can help to solve th e problem ? Yoi
Th
Wl
T h e re is a t r e m e n d o u s n e e d , e s p e c ia lly fo r h igh-risk youth in low -incom e
In i
n e ig h b o u r h o o d s , fo r p r o g r a m s t h a t 1 ________ (p ro v id e) a c t iv itie s a n d s u p p o r t
Wl
fo r ch ild ren d u rin g th e a f t e r s c h o o l h o u r s . In 1 9 9 8 , th e C h ild re n 's D e fe n c e Fund
2 (re p o rt) t h a t v io le n t c rim e by y o u n g p e o p le a g e d 1 0 - 1 7 p e a k s Projt
b e tw e e n 3 a n d 7 p .m . P re v io u s r e s e a r c h h a s sh o w n t h a t ch ild ren a n d t e e n s in p o o r
2 Res
n e ig h b o u r h o o d s a r e s tr u g g lin g fo r d ire c tio n a n d p o sitiv e o p p o r tu n itie s 3
projei
(n e e d ) to k e e p th e m s a f e . In a d d itio n , a s tu d y p u b lis h e d in Pediatrics m a g a z in e
4 (find) t h a t e ig h th g r a d e r s w ho 5 (le a v e ) a lo n e a f t e r A De'
s c h o o l re p o rte d g r e a t e r u s e o f c i g a r e t t e s , m a riju a n a , a n d a lc o h o l th a n t h o s e in adult- В Eve
s u p e r v is e d s e t t in g s . С Ma
C u rren t r e s e a r c h 6 (in d ic a te ) th a t s u p e r v is e d a fte r - sc h o o l p r o g r a m s
k e e p ch ild ren s a f e a n d o u t o f tro u b le . By im p le m e n tin g o u r p ro je c t, w e in ten d to
e n h a n c e th e ir a c a d e m i c a c h ie v e m e n t sign ifican tly.
amc
thes
1 3 C om plete th e sen ten ces w ith th e c o rre c t form of th e verbs in brackets: active or gree
passive. anal
syst<
1 4 U nderline th e p h rases in th e te x t w hich have a sim ilar m ean in g to th e p h rases
char
below.
evol
1 Studies indicated t h a t ... teste
2 A survey/A n experim ent show ed t h a t ... d
3 We plan to im prove ...
scier
4 P resent research states t h a t ...
b ig i
5 Prior research has reported t h a t ...
6 There is a huge dem an d for projects w hich ... well
resul
1 5 W rite th e p ro b lem sta te m e n t for y our g ra n t p ro posal. Answ er th e questio n s below. prog

1 W hy is your project w o rth doing? enda

2 H ow did you decide th a t th e problem exists? inter
3 W h o /W h a t does th e problem affect?
4 W h at have o th er researchers done in this field? lemurs at
and are a
5 W h at will your new w ork add to th e field of knowledge? How is it innovative?
reproduc
incorpon
endangei

158
Lesson 2 Polishing an executive summary
Lead-in
1 Work in pairs. Complete the sentences.
1 If you w a n t to get funding for your research project, you s h o u ld ...
2 If you w an t to w rite a successful grant proposal, you should ...
3 Your execurive sum m ary of a grant proposal should consist o f ...
4 The style you w rite your proposal in is ...
5 W h en w riting a gran t proposal, you should a v o id ...
6 In order to p resen t your organisation, you should ...
7 W h en stating a problem , it is recom m ended to ...

Project sum m ary

2 Read the following project summary and choose the best title for the proposed
project.

A D evelopm ent of relationships betw een A m erica and M adagascar.

В Evolution of the reproductive system in prim ates.
С M ajor differences betw een lem urs and lorises.

aW e w ill analyse th e anatom ical, behavioural, and physiological differences

a m o n g lemurs and lorises and th e social and ecological 1th in gs / traits th a t influence
these differences. bT h e proposed research w ill 2address / lo o k in to th re e topics of
g re a t significance to u ndersta nd ing prim ate b io lo g y and e vo lu tio n : (1) com parative
a n a to m y of th e rep rod uctive system, (2) e vo lu tio n a ry changes in th e reproductive
system, and (3) rates of e volu tio n. cT h e anatom ical, behavioural, and ecological
characters ge ne ra ted 3here / in this s tu d y w ill be used to test functional and
e vo lu tio n a ry hypotheses a b o u t th e rep rod uctive system th a t 4c o u ld n o t / c o u ld n 't be
tested w ith existing data.
dT h e proposed research involves inte rnational, collaborative research be tw ee n
scientists fro m th e US and Madagascar. eT h e results of this study w ill be of 5m a jo r /
b ig im portance both fo r the conservation o f e nd a n g e re d species in th e w ild as
w ell as th e m aintenance of captive colonies involved in biom edical re s e a rch .f Th e
results of this study w ill be incorpo rated 6a t once / im m e d ia te ly into educational
p rog ram m es in both countries. SBecause this research involves attractive and
end a n g e re d species, th e results of this w o rk are likely to be of considerable public
interest and w ill reach a broad public audience.

lemurs and lorises = small animals similar to monkeys (primates) with thick fur and a long tail, which live in trees
and are active at night
reproductive = relating to the process of having babies or producing plants
incorporate = to include something as part of something larger
endangered = animals or plants that may soon not exist because there are very few left alive
 Module 4 Writing

3 In th e te x t in Activity 2, choose th e m o re form al w ords or p h rases in o p tio n s l-6 . 9 Rea

C om pare y our an sw ers w ith a p a rtn e r. fill in t

4 R ead th e te x t again an d m a tc h sen ten ces a - g w ith th e questio n s below.

will с
1 W ho will carry out th e p ro je c t? ....
2 W h at is th e significance of th e p ro je c t? ___
3 H ow will th e results of th e research be app lied ?___ The
4 W h at is the specific objective of th e project? spac
5 W h at m ethods will be used to prove research hypotheses? of ti­
6 W h at is the m ain purpose of th e research? th e
7 W ho m ight be in terested in th e research re s u lts? __ th e ]
offic:
5 P a ra p h ra se th e p ro je c t su m m ary in Activity 2, using p h rases from th e Language
F ink
S u p p o rt box.
extej

L a n g u a g e S u p p o rt: p ro je c t s u m m a rie s
1 0 StL
... will p ro v id e ...
The project starts w ith ... The next step is ... Finally,...
E xtra effort will be m ade to ... Lang
Special atten tio n will be p aid to ... We e:
The plan will include ... The r
This project will be com pleted w ith in /in /o v er ... (period of time) The r
The r
of(su
6 W rite th e p ro je c t su m m ary for a g ra n t pro p o sal. Use th e L anguage S u p p o rt box to ... wil
help you.

7 W ork in p airs. R ead y our p a r tn e r ’s p ro je c t sum m ary. Does it co n ta in th e follow ing

info rm atio n ?

a brief background of th e project

2
specific aims, objectives or hypotheses
significance of th e proposed research
unique features and innovation of th e project
m eth o d s (action steps) to be used
a description of how results will influence oth er research areas

E x p e c te d re s u lts

8 R ead th e te x t in Activity 2 again an d find sen ten ces a b o u t th e results of th e project.

A nsw er th e q u estio n s below.
1 W h at ten ses are u sed in these sentences?
2 W hich tense expresses a prom ise?
3 W hich structure indicates th a t th e au th o r is n o t sure about the results?
4 W hich structure w ould you choose to p resen t your expected results?

11 Thin
th e Lan§

160
 Module '1 Unit 4

9 Read the text below and say w hat the outcom es o f the proposed research are. Then
fill in the gaps with a suitable verb.

will offer will have will promote will provide

T he re s e a rc h 1 in terd iscip lin a ry u n d e rsta n d in g of u rb a n green

sp a c e s from th e ecological a n d sociological view points. In addition, th e outcom es
of th e re s e a rc h 2 im p o rta n t a n d applicable know ledge a n d tools for
th e p la n n e rs a n d decision m a k e rs of u r b a n lan d u s e p lanning. F u rth e rm o re,
th e re s e a rc h p ro c e ss 3 collaboration betw een re se a rc h ers, la n d -u se
officials, re s id e n ts a n d o th e r stak e h o ld ers. A lthough th e re se a rc h ta k e s place in
F inland, it 4 in te rn a tio n a l relevance, especially a s th e project h a s
extensive in te rn a tio n a l collaboration.

1 0 Study the Language Support box and find words to com plete the crossword.

L anguage Support: exp ected results

We expect to achieve ...
The main expectation of the project / research is ...
The results of the research will be published in academic journals (e.g....).
The results of the project might be recommended to (scientists, students) in the field
of (subject).
... will benefit from ...

Down
1 to make research findings available
to people, especially in a book or
magazine (verb)
2 to suggest using research findings for
5 further studies (verb)
3 to be in a better position because you
can use the research results (verb)
— 4 a serious magazine th at is published
-------- regularly about a particular subject
_____ (noun)
5 an area of activity or interest (noun)
Across
6 to succeed in finishing something or
reaching an aim (verb)
7 product, outcome, effect of the
research (noun)
8 assumption, belief, prediction (noun)
11 Think about your research project and present its expected results in writing. Use
the Language Support box in Activity 10 to help you.

161
Module 4 Writing

Budgets
12 Read Texts A and В and answer the questions.
1 W hich budget description asks for m ore m oney th a n th ey already have?
2 In w hich exam ple is the way of spending m oney expressed m ore clearly?
3 W hich is m ore likely to influence a positive decision about funding a project? Why?
A

We s e e k £ 5 0 ,0 0 0 a s fu n d s to su p p o rt the E ducation for the D isabled Youth Program m e. With

your a s s is ta n c e , w e will b e ab le to help 2 5 d isab le d stu d e n ts to atten d А-level c la s s e s an d to
se n d 2 5 m ore to college. We believe that providing educational p ro g ram m e s to all qualified
d isab led stu d e n ts will help in the eco n o m ic grow th of our county.

В
Our institution is requestin g $ 1 8 ,0 0 0 from the Help Fund to su p p ort this program that m a k e s
a meaningful difference in the lives of our youth. A contribution from our partn ers a c c o u n ts for
$ 1 0 ,0 0 0 that will give u s initial su p p o rt an d cover salary e x p e n se s.

1 3 In Texts A and B, underline w ords/phrases which help to describe the budget for an
intended project. Why do you think the active voice is used here?

1 4 Study the Language Support box below. Substitute the words/phrases you
underlined in Texts A and В with those from the Language Support box.

L anguage Support: bud gets

We seek / are se e k in g ... (sum of money) to ... (to s u p p o rt...).
We request / are re q u e stin g ... (sum of m oney) from ...
... is in ten d ed to fund ... (the staff positions) and provide ... ( facilities).
The grant request is for funding for ... (a period of time).
P artners contribute ... to th e project.
The applicant is covering (salary / travelling) costs.

15 Suggest im provem ents for the less successful budget description from Activity 12.

1 6 Add inform ation about the budget to the executive sum mary of your project. Use
the Language Support box in Activity 14 to help you.

17 Combine all the parts of the executive sum mary you have written and finalise it,
paying attention to its structure and style.
Have y o u ...
used form al language? described your project in brief?
given your project a title? included expected results?
given co n tact p erso n inform ation? stated the budget needed for your project?
presen ted th e m ission of your organisation? checked th e gram m ar, spelling and punctuation?
identified th e m ain problem an d your needs?

1 8 Work in groups. Think about your joint research project and write an executive
sum m ary of a grant proposal in order to get funding.
 unit 5 Lesson

Unit 5 Describing visual data

By the end of this unit you will be able to

identify the features of descriptions of visual information

refer to visuals
■ interpret visuals
: write a short description of trends

Lesson 1 Visual information

Lead-in
1 Work in pairs and discuss the questions.
1 What visuals are usually used by scientists in your field to present data?
2 If you use visuals in research papers, do you use them extensively or only for certain
aspects? Why? / Why not?

Types o f visual
2 Match visuals 1-6 with illustrations a-f.
1 a histogram 3 a line graph 5 a scatter plot
2 a bar chart 4 a table 6 a pie chart

Tasks Before After Level of development of subject position

am ong orphans
completed experiment (%) experiment (%)
Bachelor’s 13.6 43.4
students
Master’s 15.7 87.6
students

Intrinsic motivation towards learning English as L2 at University

I I Physical Education
■ Physics
Ш Phychology and Pedagogy
■ Natural Sciences and Geography
Я History
H Philology

Commuting time

7 . 00 - 9 . 00 - 10 . 00 - 11 . 00 - 14 . 00 - 16 . 00 - 19 . 00 -
9.00 10.00 11.00 14.00 16.00 19.00 21.00

163
 Module 4 Writing

3 M atch th e types of visuals a - f w ith th e pu rp o se th ey are used for in academ ic texts. 6 Co

infori
a a histogram d a table
b a b ar chart e a scatter plot
с a line graph f a pie chart
The i
1 A . is used to show exact num bers.
2 A . is used to display relations betw een item s.
3 A o r ............ are used to show trends.
4 A. . is used to show proportions of a whole. 7 Re;
5 A . is used to investigate th e possible relationship betw een two variables As
th a t b o th relate to th e sam e event’. Th
Th
Features o f description s o f visual inform ation
Th
4 W ork in pairs. Look a t th e h isto g ram below a n d describe it. Do you know the Th
perc e n ta g e of w o m en re search ers in your country?
8 Lo'
Women researchers as a percentage of total researchers couni

1 In
2 In
35^
3
ap]
4 Thi
5 Th.
the
6 Thi
pul
7
2004 2006 2008 2010
apj
■ Korea ■ Slovak Republic ■ Austria В Turkey Ш G reece
9 Ad
Figure 1. Women researchers as a percentage o f total researchers. phase

5 R ead th e d escrip tio n below of th e histo g ram . W hich se n ten ce (1-6):

a refers to specific inform ation in th e d iag ram ?___
b adds som e details?
с sum m arises th e m ain findings?
d m akes a reference to th e histogram ?
e m akes a p re d ic tio n ? ....
f introduces th e m ain findings?

xT h e chart in Figure 1 sh o w s the num ber of w om en re se arc h e rs in five O ECD countries. 2The
vertical Y-axis illustrates a p e rce n tag e of fem ale re se arch e rs; the horizontal X -axis p re se n ts
a tim e period from 2 0 0 4 to 2 0 1 0 . 3lt can b e clearly se e n that the figures for all coun tries h as
rem ained relatively sta b le with s o m e fluctuations betw een approxim ately 11 % in K orea in 2 0 0 4
an d 4 2 % in the Slo v ak Republic in 2 0 1 0 . 4lt a lso d e m o n strate s that in tw o of the countries, the
n um ber of fem ale re se arch e rs h a s not c h a n g e d . 5ln general, countries experien ced no dram atic
c h a n g e s in the ra te s of w om en research ers. 6lf the trend continues, w e m ay e x p e c t an overall
in crease in the n um ber of w om en involved in research .

164
6 Complete the table w ith phrases from the description which are used to refer to visual
inform ation and to interpret it.

referring to a visual interpreting a visual

The chart in Figure 1 shows... ... remained stable

7 Read the phrases below. Say what they are used for in a description of visual information.
As show n in (Figure 1, Table 2, e tc .)...
The diagram o u tlin e s ...
The figure above/below illustrates ...
The pie ch art represents ...
The line graph d ep icts/in d icates ...

8 Look again at Figure 1 in Activity 4. Complete each sentence below with the nam e of the
country.

1 In .......... ..., figures continued to rise slowly and reached alm ost 20% in 2010.
2 In an d ............the tre n d rem ained alm ost unchanged at over 40% and
35% respectively.
3 proved to be the country w ith the highest rate of w om en researchers, a t
approxim ately 41% in 2004 and 42% in 2010.
4 The rates i n _____ w ere consistently th e lowest, w hich is half of th a t o f_____________ .
5 The figures for w om en researchers in ...... .............. grew slowly from about 23% in 2004 and
they stabilised a t around 28% in 2008 and 2010.
6 T hroughout th e w hole period, rates i n ____________ rem ained stable at around 25%, w hich
p u t th e country in a m id-position betw een Korea and the Slovak Republic and ...............__ .
7 ...... ............ , however, appeared to be the only country w ith a steady dow nw ard trend, from
approxim ately 35% of w om en researchers in 2004 to slightly less th a n 30% in 2010.

9 Add phrases to the description in Activity 8 which help to refer to visuals. Then underline
phases which interpret visual information from the histogram.
 Module 4 Writing

Lesson 2 Writing about trends

L an
Lead-in
1 W ork in p a irs a n d discuss th e se q uestions.
1 In w hich fields of study do researchers n eed to describe trends or changes?
2 W h at type of visual w ould you choose if you had to describe trends and changes in your
Tht
field?

Basic trends
2 Study Figure 2 a n d say w h ich type of visit to th e UK is th e m o st popular.

Overseas residents visits to the UK by purpose, 1991 to 2011

Res
nui

5 Rev
Langu
Figure 2. Overseas residents visits to the UK by purpose, 1991 to 2011
1 As 5
2 Ho\
3 R ead th e d escrip tio n below a n d m a tc h sen ten ces 1 -4 to p a rts a - d in Figure 2. 3 In 2
the
This line grap h in Figure 2 sh o w s the num ber of o v e r se a s residen ts visits to the UK betw een 4 Bet1
1991 an d 2 0 1 1 . *A s show n in the graph, there h a s b een a gradual in crease in visits. 2However, visil
there w a s a slight decline in 2 0 0 1 . It is ob vious that visits for e a c h of the main p u r p o s e s of
visit (holiday, b u sin e ss an d to visit friends or relatives) all ro se in 2 0 1 1 . 3ln 2 0 1 1 , the num ber Writii
o f holiday visits grew by 2 .9 % to 12 million. 4T h e n um ber of visits to the UK for b u sin e ss and
visiting friends or relatives fell betw een 2 0 0 6 an d 2 0 1 0 . T h e se ty p e s of visit sh o w e d an in crease 6 Loo
in 2 0 1 1 . one ar

160-r
4 In th e tex t in Activity 3, underline w ords an d p h rases w hich describe trends. Find w ords 140-
an d expressions w ith th e sam e idea in th e Language Support box.
120 -
100 —
80-
60 —
40-
20-
0-

Figure

166
 Language Support: describ ing trends

slight increase
gradual growth
steady rise
considerable decrease
There was a (very) sharp decline
dram atic drop
with a definite p eriod o f time-.
rapid fall
noticeable from (July) to (Septem ber).
fluctuation
considerable
increased insignificantly during (March).
grew slightly
rose gradually betw een (2005) and (2012).
Results, prices, decreased steadily
num bers, etc. declined sharply
dropped dramatically
fell rapidly
fluctuated considerably

5 Rewrite sentences 1 -4 from the text in Activity 3, using w ords/phrases from the
Language Support box and the prompts below.
1 As show n in th e graph, th e n u m ber of visits h a s . ............. ...... ................................ .
2 However, they ... ........................... ....... in 2001.
3 In 2011, a 2.9% to 12.0 million in
th e n u m b er of holiday visits.
4 Between 2006 and 2010 a in the
visits to th e UK for business an d visiting friends or relatives.

W riting a short description o f trends

6 Look at the graph below, then com plete the sentences. In som e sentences, more than
one answer is possible.

Figure 3. Articles subm itted to internationaljournals

 Module 4 Writing

The line grap h in sh o w s the n um ber o f ; subm itted to

A<
different international journals by re se arc h e rs from our institution 3 .............. 2 0 0 5
an d 4 First, the n um ber of articles 5 sharply from 2 0 0 5
6 At
2 0 0 6 . Then, a s you can s e e , it in creased 7 betw een 2 0 0 6 and vi
2 0 0 7 . Clearly, the num ber of articles reach ed its p e a k in 8.... ........... .. There w a s a sh arp ac
9................. ... .........in 2 0 0 8 . After this, w e experien ced gradu al 10„ ______ . From the middle pl­
of 2 0 1 1 , the num ber of articles rem ained 11..... ....................... .
at

7 Make a diagram show ing trends or changes, and describe it in 100-120 words.
A
8 Work in pairs. Take turns to listen to each other’s description and draw it. Then abst
compare your diagram with the original. Less'
etc.,
9 Read your partner’s original description. W hich of the following did they do?
aero
referred to relevant visual information in the diagram all di
• drew the reader’s attention to the im portant features ackr
• summarised the m ost im portant trends or changes adm:
• used linking words to make the description coherent of so
• wrote the description in a formal style addi
to or
adva
movi
som<
appl
a sut
pract
appl
some
appl
some
sendi
appr
less; i
asses
the a:
assoi
conn
assui
that 6
no pr
assui
th at)
atten
some
axis i
to she

168

Academic vocabulary
Abbreviations: n = noun / pi n = plural noun;
vi = intransitive verb; vt = transitive verb
adj = adjective; adv = adverb; conj = conjunction;
phr = phrase; phr v = phrasal verb;
abb = abbreviation.
A
abstract n (Reading, Unit 3, Lesson 1; Writing, Unit 3,
Lesson 1) a shortened form of a speech, article, book,
etc., giving only the most important facts or ideas
across disciplines p h r (Listening, Unit 4, Lesson 2) in
all disciplines
acknowledge vt (Reading, Unit 3, Lesson 3) to accept,
admit or recognise something, or the truth or existence
of something
address vt (Reading, Unit 2, Lesson 3) to give attention
to or deal with a matter or problem
advance vt (Reading, Unit 2, Lesson 3) to go or
move something forward, or to develop or improve
something
applied adj (Reading, Unit 2, Lesson 3) relating to
a subject of study, especially a science, that has a
practical use, e.g. pure and applied mathematics/science
apply p h r v (Listening, Unit 4, Lesson 4) to use
something, for example, a law in a particular situation
apply for vt (Writing, Unit 1, Lesson 1) to request
something, usually officially, especially in writing or
sending a form
approximately adv (Writing, Unit 5, Lesson 1) more or
less; not exactly
assess vt (Reading, Unit 3, Lesson 2) to judge or decide
the amount, value, quality or importance of something
associated (with) adj (Writing, Unit 1, Lesson 3) be
connected to
assum e vi (Writing, Unit 2, Unit 3, Lesson 2) to think
that something is likely to be true, although you have
no proof
assum ption n (Writing, Unit 3, Lesson 1) something
that you think is true without having any proof
attem pt vi (Listening, Unit 4, Lesson 1) to try to do
something, especially something difficult
axis n (Writing, Unit 5, Lesson 1) a line or a graph used
to show a position of a point
Academic vocabulary
В
background n (Writing, Unit 3, Lesson 1) the situation
that an event happens in, or things which have
happened in the past which affect it
bar chart n (Writing, Unit 5, Lesson 1) a mathematical
picture in which different amounts are represented by
thin vertical or horizontal rectangles which have the
same width but different heights or lengths
body n (Listening, Unit 4, Lesson 4) a large amount of
something
С
call for papers p h r (Reading, Unit 1, Lesson 2) a
formal invitation to give a lecture or present new
research at a conference
case study n (Listening, Unit 3, Lesson 2) a detailed
account giving information about the development of
a person, group, or thing, especially in order to show
general principles
claim vi (Reading, Unit 3, Lesson 3; Writing, Unit 2,
Lesson 1) 1. to say that something is true, although
you have not proved it; 2. to say that you have done or
achieved something
clarification n (Listening, Unit 3, Lesson 3) an
explanation or more details that makes something
clear or easier to understand
collaborate vi (Reading, Unit 2, Lesson 2) to work with
someone else for a special purpose
com bine (with) vt (Writing, Unit 4, Lesson 2) 1. to
exist together, or to join together to make a single thing
or group; 2. to do two activities at the same time
concise adj (Reading, Unit 1, Lesson 2) giving a lot of
information clearly in a few words
conclusion n (Writing, Unit 1, Lesson 2; Unit 3,
Lesson 1) the opinion you have after considering all the
information about something
conduct vt (Reading, Unit 3, Lesson 3; Writing, Unit 1,
Lesson 3; Unit 2, Lesson 1) to organise and perform a
particular activity, e.g. an experiment
consistent adj (Reading, Unit 3, Lesson 3) always
behaving or happening in a similar, especially positive,
way
contribute vt (Writing, Unit 4, Lesson 2) to give
something in order to provide or achieve something
together with other people
correlation (between) n (Reading, Unit 3, Lesson 2)
a connection or relationship between two or more
facts, numbers, etc.
169
correspond vi (Writing, Unit 4, Lesson 1) to match or E F
be similar or equal e-conference n (Reading, Unit 1, Lesson 3) a fac
credibility n (Reading, Unit 4, Lesson 2) the fact that conference held online Les
something can be believed or trusted educational platform n (Reading, Unit 2, Lesson 2) 1, L
criterion n often p i criteria (Reading, Unit 2, Lesson 2) web-based software designed to manage the pro
a standard by which you judge, decide about or deal organisation of a course of study fea
with something e-learning n (Reading, Unit 1, Lesson 1; Unit 2, son
critical adj (Reading, Unit 1, Lesson 3) of the greatest Lesson 2; Listening, Unit 3, Lesson 2) learning done rea;
importance to the way things might happen by studying at home, using computers and courses feei
delivered via the Internet Les,
crucial adj (Reading, Unit 4, Lesson 1) extremely
important or necessary emphasise vt (Reading, Unit 2, Lesson 3; Writing, son
Unit 2, Lesson 1; Speaking, Unit 2, Lesson 1) to make is si
cutting edge adj (Reading, Unit 1, Lesson 1; Unit 2,
something clearer fine
Lesson 1) very modern and with all the newest features
empirical adj (Reading, Unit 3, Lesson 1) based on 1) a
D what is experienced or seen, rather than on theory duri
data p i n (Writing, Unit 5, Lesson 1; Listening, Unit 4, or о
enhance vt (Writing, Unit 4, Lesson 1 ) to improve the
Lesson 2) information from research or a survey quality, amount or strength of something foru
deadline n (Reading, Unit 1, Lesson 1) a time or day situs
enrol vi (Reading, Unit 2, Lesson 2) to put yourself
by which something must be done, e.g. an abstract prot
or someone else onto the official list of members of a
submission deadline acao
course, college or group
decline vi (Writing Unit 5, Lesson 2) to become less, fost<
equal opportunity n often p i opportunities (Reading,
worse or lower to er
Unit 4, Lesson 1) the principle of treating all people the
feelir
define vt (Listening, Unit 4, Lesson 1) to explain and same, and not being influenced by a persons sex, race,
describe the meaning and exact limits of something religion, etc. fund
moni
degree n (Reading, Unit 1, Lesson 3; Unit 2, Lesson 1) escalate vi (Writing, Unit 3, Lesson 1) to become
event
a course of study at a college or university, or the greater or more serious
qualification given to a student who has done this ethics usually p i (Reading, Unit 4, Lesson 2) a system
G
course, e.g. BA, MA, PhD, etc. of accepted beliefs that control behaviour, e.g. research grani
dem onstrate vt/vi (Writing, Unit 2, Lesson 1) to show ethics
mom
or prove that something exists or is true evidence n (Listening, Unit 4, Lesson 2) one or more or ОГ£
digital pointer n (Listening, Unit 2, Lesson 2) an object reasons for believing that something is or is not true reseai
you use to point at something that is using an electronic executive sum m ary n (Writing, Unit 4, Lesson 1) a
system that changes images into signals in the form of document that gives the main points of a detailed H
numbers before it stores them or sends them report, usually provided at the beginning of the report histoi
dimension n (Listening, Unit 4, Lesson 1) a explore vt (Writing, Unit 3, Lesson 1; Unit 3, Lesson 2) host t
measurement of something in a particular direction, to search and discover about something institi
especially its height, length, or width Hum£
express (vt) an opinion (Listening, Unit 3, Lesson 3)
discipline n (Reading, Unit 2, Lesson 1) a particular give one’s opinion on something such a
area of study, especially a subject studied at a college or hypot
extension lead n (Listening, Unit 2, Lesson 1)
university Listen
an extra wire used to take electricity to a piece of
dissemination n (Reading, Unit 4, Lesson 2) spreading electrical equipment when it is an extra distance from somet
or giving out to a lot of people, e.g. dissemination o f the nearest socket
research results
extensive adj (Writing, Unit 4, Lesson 1) covering a
large area, having a great range

facilities p i n (Listening, Unit 1, Lesson 2, Unit 1,
Lesson 3; Writing, Unit 4, Lesson 2; Reading, Unit
1, Lesson 2) the buildings, equipment and services
provided for a particular purpose
feasibility n (Reading, Unit 4, Lesson 2) whether
something can be made, done, or achieved, or is
reasonable
feedback n (Listening, Unit 3, Lesson 4; Writing, Unit 1,
Lesson 3) information or statements of opinion about
something, such as a new product, that can tell you if it
is successful or liked
finding n often p i findings (Reading, Unit 3, Lesson
1) a piece (or pieces) of information that is discovered
during an official examination of a problem, situation
or object
the
forum n (Reading, Unit 1, Lesson 1; Unit 1, Lesson 3) a
situation or meeting in which people can talk about a
problem or matter especially of public interest, e.g. an
academic forum
foster vi (Reading, Unit 1, Lesson 1; Unit 4, Lesson 1)
mg,
to encourage the development or growth of ideas or
the
feelings
funding n (Writing, Unit 4, Lesson 1; Unit 4, Lesson 2)
money given by a government or an organisation for an
event or activity
n G
rcli grant n (Reading, Unit 4, Lesson 1) an amount of
money given especially by the government to a person
or organisation for a special purpose, e.g. a student/
research grant
H magazine which is published regularly, usually about a
>rt histogram n (Writing, Unit 5) a bar chart/graph
2) host organisation n (Reading, Unit 4, Lesson 2)
institution that holds an event
Humanities n p i (Reading, Unit 2, Lesson 1) subjects
such as literature, language, history and philosophy
hypothesis n p l hypotheses (Writing, Unit 3, Lesson 1;
Listening, Unit 4, Lesson 2) a suggested explanation for
something which has not yet been proved to be true
Academic vocabulary
identify vt (Writing, Unit 4, Lesson 1) to recognise a
problem, need or fact
illustrate vi (Writing, Unit 3, Lesson 1) to give more
information or examples to explain or prove something
im pact vt (Writing, Unit 3, Lesson 1) to have an effect
on
implication n (Writing, Unit 3, Lesson 1) the effect
that an action or a decision will have on something else
in the future
implement vt (Writing, Unit 1, Lesson 3; Unit 4, Lesson
1) to start using a plan or system
increase vi (Writing, Unit 4, Lesson 1; Unit 5, Lesson
1) to become greater in size or larger in amount
indicate vt/vi (Writing, Unit 3, Lesson 1) to show,
point, make clear
interaction n (Reading, Unit 1, Lesson 3; Unit 2,
Lesson 1) when two or more people or things
communicate with or react to each other, e.g.
interaction between students and the teacher
interdisciplinary adj (Reading, Unit 1, Lesson 1)
involving two or more different subjects or areas of
knowledge, e.g. interdisciplinary research
interrelated adj (Writing, Unit 3, Lesson 1) connected
in such a way that each thing has an effect on or
depends on the other
invest vt (Writing, Unit 4, Lesson 1) to put money,
effort, time, etc. into something to make a profit or get
an advantage
J
journal n (Reading, Unit 3, Lesson 1) a serious
specialist subject
К
keynote speaker n (Reading, Unit 1, Lesson 2)
the person who gives the main presentation at a
conference
launch n (Reading, Unit 2, Lesson 1) to begin
something such as a plan or introduce something new
such as a product
learning perform ance n (Listening, Unit 3, Lesson 2)
how well a person learns
line graph n (Writing, Unit 5, Lesson 1) a drawing that
uses lines to show how different pieces of information
are related to each other
171
м plug in p h r v (Listening, Unit 2, Lesson 1) to attach S
make an im pact on/in p h r (Reading, Unit 2, Lesson 2) electrical equipment to a supply of electricity with a scat
have a powerful effect on a situation or person plug repri
make predictions p h r (Writing, Unit 4, Lesson 2; predict vt/vi (Writing, Unit 3, Lesson 1) to say what the i
Listening, Unit 1, Lesson 1) to make a statement about you think will happen in the future sciei
what you think will happen in the future prediction n (Writing, Unit 3, Lesson 1) when you say an e;
m eet expectations p h r (Reading, Unit 2, Lesson 1) what you think will happen in the future scier
satisfy standards or hopes p roject development n (Listening, Unit 3, Lesson 2) schc
multidisciplinary adj (Reading, Unit 2, Lesson 3) the process of creating a project Less'
relating to or involving people from different types of apai
proposal n (Writing, Unit 1, Lesson 3; Unit 1, Lesson 4;
work or who have different types of knowledge Reading, Unit 1, Lesson 2) a suggestion, often a written schc
one, e.g. conference proposal who
N propose vt/vi (Writing, Unit 4, Lesson 1) to offer or
univi
Natural Sciences n (Reading, Unit 2, Lesson 1) pure scho
suggest a possible plan or action for other people to
sciences such as biology, physics and chemistry Lessi
consider
colie
О studi
objective n (Writing, Unit 3, Lesson 1) something that
Q
qualitative adj (of research) (Writing, Unit 3, Lesson 1) sessi
you plan to do or achieve
relating to how good something is, usually based on orm
object (of research) n (Listening, Unit 4, Lesson 2) a empirical data conft
thing or a phenomenon that is researched
query n (Writing, Unit 1, Lesson 3) a question about a shor
OSS abb (Reading, Unit 2, Lesson 2) open source situation or fact, often to someone in authority shorl
software
questionnaire n (Reading, Unit 3, Lesson 2) a list Soci,
outcom e n (Writing, Unit 2, Lesson 2) a result or effect of questions that several people are asked so that stud}
of an action, situation information can be collected about something
stalt
overview n (Listening, Unit 4, Lesson 1) a short quote vt (Listening, Unit 4, Lesson 4) to repeat the offici
description of something that provides general words that someone else has said or written
state
information about it, but no details
Lesst
R offici
P reboot vt (Listening, Unit 2, Lesson 1) if you reboot
thou;
panel n (Reading, Unitl, Lesson 2) a small group of a computer, or if a computer reboots, you switch
people chosen to give advice, make a decision, or state
it off and then switch it on again a short time later,
publicly discuss their opinions as entertainment, e.g. a modi
especially in order to get rid of a problem or after you
panel session have put new software onto the computer strar
peer review n (Reading, Unit 3, Lesson 1) a system elem
reliable adj (Reading, Unit 3, Lesson 3) something
in which people you work with report on your or someone that is reliable can be trusted or believed subn
performance so that you and your managers know because they work or behave well in the way you some
areas that you need to improve, or an occasion when expect sumi
this happens educi
respondent n (Reading, Unit 2, Lesson 3; Unit 3,
persistent adj (Listening, Unit 3, Lesson 4) lasting for a Lesson 3) a person who answers a request for wher
long time or difficult to get rid of information surv<
pie ch art n (Writing, Unit 5, Lesson 1) a circle divided review n (Reading, Unit 3, Lesson 1) the act of of op;
into several parts to represent how the total amount of considering something again in order to make changes quest
something is divided up to it, give an opinion on it or study it susta
plenary adj (Reading, Unit 1, Lesson 3) describes round table n (Reading, Unit 1, Lesson 3) a round-table for a]
a meeting at which all the members of a group or discussion/meeting is one where people meet and talk
organisation are present, especially at a conference in conditions of equality
 Academic vor i h a li ij

S T
scatter plot n (Writing, Unit 5, Lesson 1) a graph technique n (Reading, Unit 2, Lesson 3) a way of doing
representing amounts on it, often with a line joining an activity which needs skill
the points to show the pattern of the data trait n (Writing, Unit 4, Lesson 2) a characteristic
scientist n (Reading, Unit 2, Lesson 1; Unit 3, Lesson 2) trend n (Writing, Unit 3, Lesson 1; Unit 5, Lesson 1) a
an expert who studies or works in one of the natural general development in a situation or in the way that
sciences people behave
school n (in higher education) (Reading, Unit 2,
Lesson 1) a part of a college or university specialising in U
a particular subject or group of subjects utterance n (Listening, Unit 2, Lesson 1) something
scholar n (Reading, Unit 1, Lesson 1) a person that someone says
who studies a subject in great detail, especially at a
university V
variable n (Writing, Unit 5, Lesson 1) a number,
scholarship n (Reading, Unit 2, Lesson 1; Unit 2,
amount, or situation that can change and affect
Lesson 3) an amount of money given by a school,
something in different ways
college, university or other organisation to pay for the
studies of a person with great ability but little money variation n (Listening, Unit 3, Lesson 3) a change in
amount or level
session n (Reading, Unit 1, Lesson 1) a period of time
or meeting arranged for a particular activity, e.g. a venue n (Reading, Unit 1, Lesson 2; Listening, Unit 2,
conference session Lesson 4) the place where a public event or meeting
happens, e.g. a conference venue
short-term adj (Writing, Unit 1, Lesson 4) relating to a
short period of time virtual learning environment n (often abbreviated
to VLE) (Reading, Unit 2, Lesson 2) see educational
Social Sciences n p i (Reading, Unit 2, Lesson 3) the
platform
study of society and the way people live
visual n (Reading, Unit 1, Lesson 3) something that
state vi (Writing, Unit 1, Lesson 1; Unit 2, Lesson 1) to
you are shown, such as a picture, film or map, in order
officially say or write something
to help you understand or remember information
statem ent n (Listening, Unit 1, Lesson 1; Unit 3,
visual adj (Writing, Unit 5, Lesson 1) related to seeing
Lesson 2) something that someone says or writes
officially, or an action done to express an opinion a
thought or belief about something or someone
w
webinar n (Reading, Unit 1, Lesson 3) an occasion
state-of-the-art adj (Reading, Unit 2, Lesson 3) very
when a group of people go online at the same time to
modern and using the most recent ideas and methods
study and discuss something
strand n (Writing, Unit 3, Lesson 2) a continuous
workshop n (Reading, Unit 1, Lesson 3) a meeting of
element, e.g. in a project
people to discuss and/or perform practical work in a
submit vt (Reading, Unit 1, Lesson 1) to give or offer subject or activity
something for a decision to be made by others
sum m er school vt (Reading, Unit 1, Lesson 3) an
educational course that happens during the summer
when other courses have finished
survey n (Reading, Unit 2, Lesson 3) an examination
of opinions, behaviour, etc., made by asking people
questions
sustained adj (Writing, Unit 3, Lesson 1)1. continuing
for a long time; 2. determined

173

Acknowledgements
The British Council would like to express its sincere
gratitude to the authors of the book for their
dedication and professionalism:
Olga Bezzabotnova, Siberian Federal University, Krasnoyarsk
Svetlana Bogolepova, NRU Higher School of Economics,
Moscow
Vasiliy Gorbachev, British Higher School of Art and
Design, Moscow
Olga Groza, Siberian Federal University, Krasnoyarsk
Anisya Ivanova, Siberian Federal University, Krasnoyarsk
Tatiana Kuzmina, NRU Higher School of Economics,
Moscow
Lyudmila Kuznetsova, St Petersburg State University
Tamara Oschepkova, Omsk State Pedagogical University
Irina Pervukhina, Ural State University of Economics
Ekaterina Shadrova, Vologda State University
Irina Shelenkova, Tambov State Technical University
Svetlana Suchkova, Samara State Aerospace University
The British Council would also like to extend its
gratitude to the project consultant, Rod Bolitho,
without whose unfailing support, commitment and
expertise this book would not be possible.
The British Council would also like to thank all
the Cambridge University Press editors and other
staff who were involved in the process of the book’s
production.
The authors and publishers are grateful to the
following contributors:
Kamae Design: text design and page make-up
Hart McLeod: audio recordings
Helen Forrest, Andrew Reid and Nicholas White: Freelance
editorial services
Beth Burr: Cover illustration
The authors and publishers acknowledge the
following sources of copyright material and are
grateful for the permissions granted. While every
effort has been made, it has not always been possible
to identify the sources of all the material used, or
to trace all copyright holders. If any omissions are
brought to our notice, we will be happy to include the
appropriate acknowledgements on reprinting.
Northern Association for Teachers of English to Speakers of
Other Languages for text A on p. 20 from Guidance Notes
for Speakers’, NATESOL. Reproduced with permission;
Royal Geographical Society with IBG for text В on p. 20
adapted from ‘Suggested conference session formats -
Roundtables’ by Stephanie Wyse, Royal Geographical
Society with IBG. Copyright © RGS-IBG/Stephanie Wyse.
Reproduced with permission;
174
British Council for the text on pp. 23-24 adapted from
Printed Prospectus Undergraduate UK 2012, published by
British Council, 2012. Reproduced with permission;
Taylor and Francis Ltd for the text on p. 25 adapted from
A generic model for guiding the integration of ICT into
teaching and learning’ by Qiyun Wang from Innovations
in Education and Teaching International, Volume 45,
Issue 4, published by Taylor and Francis Ltd, 2008, www.
tandfonline.com. Reprinted by permission of the publisher
and the author;
Reed Business Information Ltd for the text on pp. 28-29
from ‘Open source e-learning: In the moodle’ by Sue Weekes,
Personnel Today, 02.07.08. Reproduced with permission;
Moodle for the text on p. 31 adapted from 'Moodle site -
basic structure’, moodle.org. Reproduced with permission;
The Career Development Organisation for the text and
diagrams on pp. 36-37 from ‘The UK Grad Programme:
A survey into the career motivations and expectations
of doctoral researchers’, The Career Development
Organisation, 2006, http://www.vitae.ac.uk/CMS/files/
upload/career%20expectations%20survey%20(pdf).pdf,
https://www.vitae.ac.uk/policy-practice/513201/What-
do-researchers-do.html. Reproduced with permission;
Taylor and Francis Ltd for text A on p. 38 from ‘Oxford
Review of Education: Aims & Scope’, published by Taylor
and Francis Ltd, 2012, www.tandfonline.com. Reprinted by
permission of the publisher;
Taylor and Francis Ltd for text В on p. 39 from ‘Effect
of low light and high noise on behavioural activity,
physiological indicators of stress and production in laying
hens’ by EA. O’Connor, M.O. Parker, E.L. Davey, H. Grist,
R.C. Owen, B. Szladovits, T.G.M. Demmers, C.M. Wathes &
S.M. Abeyesinghe from British Poultry Science, Volume 52,
Issue 6, published by Taylor and Francis Ltd, 2011, www.
tandfonline.com. Reprinted by permission of the publisher
and the authors;
Elsevier for text С on p. 39 adapted from ‘Reviewer
Guidelines’, Elsevier, www.elsevier.com/reviewers/
reviewer-guidelines, http://www.elsevier.com/reviewers/
reviewer-guidelines#conducting-a-review. Copyright ©
Elsevier 2014. Reproduced with permission;
Taylor and Francis Ltd for text E on p. 41 from
‘Professional identity development: a review of the higher
education literature’ by Franziska Trede, Rob Macklin and
Donna Bridges from Studies in Higher Education, Volume
37, Issue 3, published by Taylor and Francis Ltd, 2012,
www.tandfonline.com. Reprinted by permission of the
publisher and the authors;
Tribune Media Services for the text on pp. 43-44 adapted
from Atheists turn to science during times of stress’ by
Mchael Bond, New Scientist, 07.06.13. Copyright © 2013
Reed Business Information - UK. All rights reserved.
Distributed by Tribune Content Agency;

от Tribune Media Services for the text on pp. 43-44 adapted
hedby from ‘Take a peek inside the brains filing cabinet’ by
Sara Reardon, New Scientist, 04.01.13. Copyright © 2013
1from Reed Business Information - UK. All rights reserved.
into Distributed by Tribune Content Agency;
tions Tribune Media Services for the text on p. 45 from
5, ‘Research agenda set for curbing US gun violence by
/VWW. Peter Aldhous, New Scientist, 05.06.13. Copyright © 2013
iblisher Reed Business Information - UK. All rights reserved.
Distributed by Tribune Content Agency;
-29 RMIT University for the text on pp. 47-48 from ‘Sample
Veekes, research report’, developed by the Study and Learning
on; Centre, RMIT University, 2014. Copyright © 2014 RMIT
site - University. Reproduced with permission;
lission; Text on p. 49 from ‘Writing a Conclusion Tip Sheet 18’
by Holly Samuels, Cambridge Rindge and Latin School,
and
2004, http://www.crlsresearchguide.org/18_Writing_
me:
Conclusion.asp;
3ns
European Union for the text on p. 51 adapted from
les/ ‘Tempus IV (2007-2013): Overview of the Programme’,
.pdf, copyright © European Union, 1995-2013, http://eacea.
hat- ec.europa.eu. Reproduced with permission;
эп;
European Union for the text on p. 52 adapted from
3rd ‘Seventh Framework Programme (FP7)’, copyright ©
Taylor European Union, 1994-2013, http://cordis.europa.eu.
nted by Reproduced with permission;
European Union for text A on p. 54 adapted from ‘Intra-
European Fellowships for career development (IEF) -
Marie Curie Actions’, copyright © European Union, 1995-
laying 2014, http://ec.europa.eu. Reproduced with permission;
irist,
Text В and D on p. 54 adapted from ‘Microsoft Innovative
ithes &
Teachers Programme Grant Applications Pack’, Microsoft.
ime 52,
Used with permission from Microsoft;
vww.
European Union for text С on p. 54 adapted from ‘Getting
iblisher
rid of weeds: flies or pesticides?’, copyright © European
Union, 1995-2014, http://ec.europa.eu. Reproduced with
permission;
European Union for the text on pp. 55-58 adapted from
wers/
‘The 2013 People Programme, Guide for Applicants’,
it©
copyright © European Union, 1995-2013, http://ec.europa.
eu. Reproduced with permission;
Colorado Technical University for the text on p. 145
ligher
adapted from ‘Why Online Education Is Growing’ by
in and
Mchael Lenzen, Education Articles, 28.03.11. Reproduced
blume
with permission from Colorado Technical University;
- 2,
;he SAGE Publications for the text on p. 148 adapted from
‘High Access and Low Use of Technologies in High
School Classrooms: Explaining an Apparent Paradox’ by
iapted
Larry Cuban, Heather Kirkpatrick and Craig Peck from
' by
American Educational Research Journal, Volume 38, Issue
2013
4, published by SAGE Publications. Copyright © 2001.
1.
Reprinted by Permission of SAGE Publications;
Acknowledgements
University of South Dakota, Beacom School of Business
for the text on p. 149 adapted from ‘The impact of
classroom technology on student behavior’ by Angeline
M. Lavin, Leon Korte and Thomas L. Davies, Academic
and Business Research Institute, http://www.aabri.com,
manuscripts/10472.pdf. Reproduced with permission;
Cambridge University Press for text A on p. 151 from
‘Hegel, Naturalism and the Philosophy of Nature’ by Alison
Stone from Hegel Bulletin, Volume 34, Issue 1, pages
59-78, published by Cambridge University Press, 2013.
Copyright © Hegel Society of Great Britain. Reproduced
with permission;
Cambridge University Press for text В on p. 152 from
‘Morphological awareness in dyslexic university students’
by Jennifer Martin, Uli H. Frauenfelder and Pascale Cole
from Applied Psycholinguistics, FirstView Articles, pages
1-21, published by Cambridge University Press, 2013.
Copyright © Cambridge University Press. Reproduced
with permission;
Cambridge University Press for the text on p. 153 adapted
from ‘The Early Career Paths and Employment Conditions
of the Academic Profession in 17 Countries’ by Alice
Bennion and William Locke from European Review,
Volume 18, Supplement SI, pages S7-S33, published by
Cambridge University Press, 2010. Copyright © Academia
Europaea. Reproduced with permission;
Text on p. 158 adapted from ‘Sample Cover Letter &
Sample Proposal for Funding Support’, United States
Tennis Association, http://assets.usta.com/assets/651/
USTA_Import/Florida/dps/doc_19_2429.pdf;
Stony Brook University for the text on p. 159 adapted
from ‘Project Summary: Evolution of the Reproductive
System in Strepsirrhines’ by Patricia Wright and Kate
Clark-Schmidt, Department of Anatomical Sciences, Stony
Brook University. Reproduced with permission;
University of Helsinki for the text on p. 161 adapted from
‘Greenhance - Expected research results’ by Jari Niemela,
University of Helsinki. Reproduced with permission;
OECD for the graph on p. 164 adapted from ‘Women
researchers’ from Science and Technology: Key
Tables from OECD, No. 3, OECD, 2010, http://dx.doi.
org/10.1787/2075843x-2010-table3. Reproduced with
permission;
Graph on p. 166 adapted from ‘Travel Trends, 2011’, Office
for National Statistics, 26.07.12. Adapted from data from
the Office for National Statistics licensed under the Open
Government Licence v.2.0, http://www.nationalarchives.
gov.uk/ doc/open-government-licence/version/2/.
The publishers would like to thank the following
illustrators:
Kamae Design: pp. 36,163,164,166,167
Tom Croft: pp. 72,94
175