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CO 1 (Listening): Listen actively and empathetically, and paraphrase

discussions and presentations on complex and abstract themes and topics

LO 1.1: Listen actively on complex and abstract themes and topics.

LO 1.2: Listen empathetically on complex and abstract themes and topics

LO1.3 :Listen actively and empathetically, and paraphrase discussions and

presentations on complex and abstract themes and topics.


SO 1.1.1: Follow a listening task attentively and ask relevant questions
SO 1.1.2: Follow different accents while listening
SO 1.1.3: Choose appropriate body language during presentation
SO 1.1.4: Listen actively on complex and abstract themes and topics
SO 1.2.1: Relate past information related to the listening input
SO 1.2.2: Differentiate the emotional element from the listening input.
SO 1.2.3:Listen empathetically on complex and abstract themes and topics
SO 1.3.1:Select main ideas from the listening input.
SO 1.3.2: Develop the ideas for paraphrasing.
SO 1.3.3: Choose relevant vocabulary
SO 1.3.4: Use compound and complex sentences while paraphrasing and presenting
SO 1.3.5: Listen actively and empathetically, and paraphrase discussions and presentations on
complex and abstract themes and topics
1.1.1: Follow a listening task attentively and ask relevant
questions
Pre -task

• Sit in a groups of four

• Close their eyes

• Listen to the newspaper advertisement.

• Don’t talk while you listen

• Share their views individually.

1.1.1 Lecture Activity Workbook Pg. No. 2


Task

• Listen to the advertisement again

• Frame (open-ended / close- ended) five questions related to the advertisement

• Exchange your questions with your pair.

• Answer all the five questions and give it back.

1.1.1 Lecture Activity Workbook Pg. No. 2


Find out the labels express barriers to attentive listening.

Impatient Focused Voluntary

Disrespectful Inattentive

Judgmental
Intentional Pompous

Defensive Arrogant

Self-righteous
Distrustful Detached

1.1.1 Lecture Teaching Workbook Pg. No. 2


Skills for attentive listening

1. Be motivated.

2. Stay Focused

3. Make notes and ask questions.

4. Look for nonverbal cues.

5. Listen without interrupting.

6. Overcome prejudice

1.1.1 Lecture Teaching Workbook Pg. No. 2


Post Task:

• Listen to the video for 5 minutes

• Do it individually

• Take notes

• Share your inputs to the class

1.1.1 Lecture Activity Workbook Pg. No. 2


1.1.2 Follow different accents while listening
Task Instructions
Pre-task
- Watch the three videos individually

Task
Video 1
- Sit in pairs
Video 2 - One of you ask question and the other one answer
- You have 2 minutes
Video 3

Post-Task
- Check the answer on the screen

1.1.2 Lecture Activity Workbook Pg. No. 2


Questions Answers

• Q1: • Q1:

• Q2: • Q2:

• Q3: • Q3:

• Q4: • Q4:

• Q5: • Q5:

1.1.2 Lecture Activity Workbook Pg. No. 2


Importance of Intensive Listening

Different specific
voices/ items of
accents language

stress, intonation
and pauses

1.1.2 Lecture Teaching Workbook Pg. No. 2


Prediction paraphrasing

Skills learnt with


Pronunciation Guessing
Intensive Listening

Skimming
& remembering
Scanning
1.1.2 Lecture Teaching Workbook Pg. No. 2
Task

• Sit in a groups of four

• Imagine yourself as a weatherman

• Prepare a weather forecast for a region

• Use one of the accents you heard in the pre-task (UK, US & INDIA)

• You have ten minutes

Post – Task

- One from each team present your weather report


- You have one minute
1.1.2 Lecture Activity Workbook Pg. No. 2
CO 2 - Express one's views coherently, fluently and confidently
highlighting the significant points with supporting details

LO1 Express one's views coherently.

LO2 Express one's views fluently and confidently.

LO3 Express one's views by highlighting the significant points

LO4 Express one's views coherently, fluently and confidently highlighting the
significant points with supporting details
SO 2.1.1: Write the ideas collected from listening.

SO 2.1.2: Organize the listed ideas.

SO 2.1.3: Express one's views coherently.

SO 2.2.1: Make use of necessary grammatical elements.

SO 2.2.2: Express ideas assertively with different types of vocabulary.

SO 2.2.3: Produce qualities of voice in speech.


SO 2.2.4: Explain doubts from the audience during discussions/ presentations

SO 2.2.5: Express one's views fluently and confidently


SO 2.3.1: Use appropriate discourse markers in presentation

SO 2.3.2: Apply word stress and sentence stress appropriately during presentation

SO 2.3.3: Produce speech with voice modulation and necessary pauses

SO 2.3.4: Express one's views by highlighting the significant points

SO 2.4.1: Present the information gained from visual references (MMS)


SO 2.4.2: Use verbal references during the speech
SO 2.4.3: Use simple hand-outs during the presentations

SO 2.4.4: Express one's views coherently, fluently and confidently highlighting the significant
points with supporting details
2. 2.2 Express ideas assertively with different
types of vocabulary
Pre – reading
• http://www.copypress.com/blog/the-pros-and-cons-of-using-jargon/
• http://www.thereluctantspeakersclub.com/blog/2012/08/why-speakers-
should-say-no-to-jargon/
• http://examples.yourdictionary.com/examples-of-jargon.html
• Look at the words Elucidate

• Think and share your opinions on not using Streamline

Demystify
jargons or slangs

• If you use, what should you do

2.2.2 Lecture QBD Workbook Pg. No. 2


What is it?

- Characteristic language of a particular group

- Outside of a certain context.

- Obscures meaning

Examples Jargons

- Helicopter view

- Plug and play

- Hammer it out

- Ahead in the count

2.2.2 Lecture Teaching Workbook Pg. No. 2


Guidelines
- Pay attention

- Use simple language

- Stop using words fancy words that are not real


(“bouncebackability”)

2.2.2 Lecture Teaching Workbook Pg. No. 2


Column A Column B Task
• Match column A with B.
Heavy lifting Extremely happy
• Do it individually
Win-win Situation Low priority given • You have five minutes.
Post task
Think outside the box Most difficult aspect
• Check the answers with

On cloud nine Detective your pair.


• You have one minute.
Back burner solution where all parties are
• Get to know the
satisfied with the results
alternative words
Private eye Not to limit your thinking

2.2.2 Lecture Teaching Workbook Pg. No. 2


Task

- Sit in teams of four.


Post - Task
- Discuss on the given passage for
- One from each team imagine
5 minutes.
yourself in the place of John
- Identify and underline the lines
- Give a speech for one minute.
which portray the assertiveness

in the character of John.

2.2.2 Lecture Teaching Workbook Pg. No. 2


• John is an incredibly accomplished and successful businessman. As such, he is quite popular as a mentor. He enjoys showing young
professionals the ropes. The first thing he says is that his career has certainly not always been smooth sailing. In fact, he learned a number of
lessons along the way. "First and foremost," John said "don't believe that success is ever mana from heaven." He said that everyone he had
met had a similar rags to riches story, and that a lot of hard work had gone into the success.

• John believes in hard work, but also in recognizing the right opportunities. "It's absolutely essential to never spread yourself too thin" John
advised. "If you have too many irons in the fire, you'll certainly miss out on real opportunity" he continued. "I've seen people as busy as a
bee who never really seem to do anything" he pointed out. The more I thought about this advice, the more I understood what he was saying.

• If you put on your thinking cap, you'll realize that it's impossible to really concentrate if you have to worry about fifty different things.
Another important lesson was that it's important to know which side your bread is buttered on and make sure to give that activity your full
attention. In other words, you need to ride the gravy train.

• Don't start looking for new challenges if everything is working out for the best! John stressed that the most important ability of any
successful entrepreneur was to have the presence of mind to not only take advantage of an opportunity, but also to keep your eye on the
ball. Some people are quick on the uptake, but then they get bored. It's important to be consistent, but not spread yourself too thin. Finally,
make sure to never show your hand to your opponents. In any case, that's how to be successful according to John.

2.2.2 Lecture Teaching Workbook Pg. No. 2


2. 3.1 - Use appropriate discourse markers in presentation
Pre - Reading

https://www.englishgrammar.org › Exercises

w.englishpractice.com/quiz/discourse-markers-exercise/

Let’s Check Your Understanding

• Share the types of discourse markers.


• Explain the usage of discourse markers.
• Explain linking paragraphs using discourse markers.

2.3.1 Lecture Self-study Workbook Pg. No. 2


Now a days, more people are deciding to live by themselves. Some people

advantage of living alone is that there is nobody to tell you what to do, so you can

live your life your own way. What is more, you can organize or decorate your

house as you want. There is no one else to disagree with.


• Read the given passage
On the other hand it can be quite lonely for some people. Secondly, it is more
• Identify the discourse markers
expensive because you have to pay all the rent and bills yourself. As a result, you
in the given passage.
have less money to enjoy yourself. Last but not least, it can be hard to find a nice
• Do it individually.
flat for one person. Consequently, you might not be able to live in the best area.
• You have five minutes
To sum up, there are strong arguments on both sides. In conclusion, I believe that

living alone is better for older people who have more money and like privacy, butt

not for young people, who need to share the costs.

2.3.1 Lecture Activity Workbook Pg. No. 2


Discourse markers

• Linking word/ linking phrases/ transitions

• Acts as a glue

• Connects ideas logically

• used in spoken and written

2.3.1 Lecture Teaching Workbook Pg. No. 2


Acquire natural
English
communication

Express the
Organize the Importance relation or
ideas logically of Discourse relevance
Markers

Make succinct Give guidance


and easier for organizing

2.3.1 Lecture Teaching Workbook Pg. No. 2


Types Examples Meaning
Comparing Whereas, but, on the other hand, by comparing, in the Identifies similarities
& same way, when compared to, similarly, However, even between ideas
Contrasting though, on the contrary, although, in contrast, otherwise,
on the contrary
Addition Moreover, further, in addition to , furthermore, as well as Adds ideas in support
of the main idea
Sequence First, second, next, after, subsequently, eventually, at this Shows the importance
point of listing ideas
Example For instance, to illustrate, in this case, for example, such Introduce illustrations
as, in another case to support main idea
time Meanwhile, at the same time, immediately, after that, Indicates time and
frequency
Summary To sum, thus, to conclude, on the whole, to brief Summarize the ideas

2.3.1 Lecture Teaching Workbook Pg. No. 2


Column A Column B
1. As soon as I don’t use trains. They are too expensive. Task

2. On the other It is very hot today. There is a power outage. • Match column A with
hand column B.
3. As a result We enjoyed our holiday. It rained.
• Rearrange the sentences
4. Because I caught the earlier train not to be late for my with linkers.
interview.
• Do it individually
5. Even though There was a hurricane. 80 percent of the city was
flooded. • You have five minutes.

6. In addition He is clever, but he often makes common Post task


mistakes. • Check your answers with
7. In order to We knew the storm was coming, we closed the your pair.
shitters.
• You have one minute.
2.3.1 Lecture Activity Workbook Pg. No. 2
Column A Column B

1. As soon as As soon as We knew the storm was coming,


we closed the shitters.

2. On the other hand He is clever, but on the other hand, he


often makes common mistakes.
3. As a result There was a hurricane. As a result, 80
percent of the city was flooded.
4. Because I don’t use trains because they are too
expensive.

5. Even though We enjoyed our holiday even though it


rained.

6. In addition It is very hot today. In addition to, there is a


power outage.
7. In order to I caught the earlier train in order not to be
late for my interview.

2.3.1 Lecture Answers Workbook Pg. No. 2


- Sit in teams of four.
- Discuss on the given scenario
for 10 minutes.
-Write a paragraph individually
(100 words) using discourse
markers.
- One from each team, present
the write–up for two minutes.

2.3.1 Lecture Activity Workbook Pg. No. 2


Scenario

You have attended a presentation at your college entitled ‘ Online shopping and
the end of the high street shop’. The presenter included some comments she
received during interviews with consumers. You have made the notes below.
Areas that the presenter focused on:

• Convenience

• Cost

• Enjoyment

2.3.1 Lecture Activity Workbook Pg. No. 2


CO 3 - Read and comprehend with speed, different texts and their context

LO 3.1 Read different texts and their context with speed.

LO 3.2 Read and comprehend with speed, different texts and their context.
SO 3.1.1 Apply different strategies for reading

SO 3.1.2 Identify the barriers to speed reading

SO 3.1.3 Select various types of texts as relevant reading material

SO 3.1.4 Read different texts and their context with speed

SO 3.2.1 Develop useful notes from the reading material for comprehension

SO 3.2.2 Relate background details to a reading text while comprehending

SO 3.2.3 Write reviews on the reading materials

SO 3.2.4 Present the ideas collected from the reading material

SO 3.2.5 Read and comprehend with speed , different texts and their context
3.1.1 - Apply different strategies for reading
Pre-task

• Work individually

• Look at the two pictures

• Choose the apt reading strategy for the two pictures

• Decide why you chose that strategy

• You have 2 minutes

3.1.1 Lecture Activity Workbook Pg. No. 2


Travel Brochure Newspaper Reports

3.1.1 Lecture Activity Workbook Pg. No. 2


Task

• Sit in teams of four

• Discuss on the commonly used reading strategies

• Discuss the strategies that you chose for the two reading materials

• You have 5 minutes

Post-Task

• Ask one from each team to summarize their team’s discussion in one minute.

3.1.1 Lecture Activity Workbook Pg. No. 2


Different types of Reading materials

MAGAZINES JOURNALS
JOURNALS DATABASE

NEWSPAPERS BOOKS WEBSITES


3.1.1 Lecture Teaching Workbook Pg. No. 2
Refresh your understanding
Strategy Meaning
Linguistic Read for the main points Instructions

Content Infer your opinions - Discuss in pairs about your understanding

on the given reading strategies


Skimming Read for specific information
- Match them with their meaning
Scanning Read to learn the language
- You have 5 minutes
Global Read to learn the subject matter

3.1.1 Lecture Activity Workbook Pg. No. 2


Techniques to comprehend different texts

Strategy Meaning

Linguistic Read to learn the language

Content
Read to learn the subject matter

Skimming
Read for the main points

Scanning
Read for specific information

Global
Infer your opinions

3.1.1 Lecture Teaching Workbook Pg. No. 2


3.1.2 - Identify the barriers to speed reading
Pre-Task

• Read the story

• Read it individually

• You have 7 minutes to read the story

3.1.2 Lecture Activity Workbook Pg. No. 2


Task

• Sit in teams of 4

• Discuss about the barriers for reading

• You have 5 minutes

• Note down the barriers in your learner book.

Post – Task

• One from Each team share your team’s finding

• Each team has 1 minute

3.1.2 Lecture Activity Workbook Pg. No. 2


Lack of
• Motivation

• Grammatical and linguistic competency

• Concentration

• Proper light and ventilation

• Size of the book or article

• Narrow eye span

3.1.2 Lecture Teaching Workbook Pg. No. 2


Barriers to speed Reading

• Reading it aloud
• Reading it in mind – Sub-vocalization
• Re-reading
• Noise
• Eye Fixation
• Regression – Loosing concentration

3.1.2 Lecture Teaching Workbook Pg. No. 2


Techniques to Improve Speed Reading
• Read more

• Build you Vocabulary

• Make it a habit

• Choose a better environment

• Read what you like

3.1.2 Lecture Teaching Workbook Pg. No. 2


3.1.3 - Select various types of texts as relevant reading material
Task Post-Task

• Sit in teams of 4 • One from each team summarize

• Read the given passage the discussion and the techniques

you employed for speed reading.


• Take notes while reading
• Each team has 1 minutes to share
• You have 7 minutes

3.1.3 Lecture Activity Workbook Pg. No. 2


Different types of Reading materials

MAGAZINES JOURNALS
JOURNALS DATABASE

NEWSPAPERS BOOKS WEBSITES

3.1.3 Lecture Teaching Workbook Pg. No. 2


Magazines – Political, Sports, General Knowledge, Science, Engineering etc.

Journals – Academic, Scientific, Medicinal etc.

Database – National, International, Statutory body etc.

Newspaper – Language wise, Regional, state, national etc.

Books – Text books, novels, Motivational Books etc.

Websites – Blogs, e-books etc.

3.1.3 Lecture Teaching Workbook Pg. No. 2


3.2.2 - RELATE BACKGROUND DETAILS TO A READING TEXT

WHILE COMPREHENDING
- Look at the picture

- Spend 1 minute

- Share your thoughts

- Do it individually

Background information matters

3.2.2 Lecture QBD Workbook Pg. No. 2


IMPORTANCE OF RELATING BACKGROUND DETAILS WHILE

COMPREHENDING.

 Connects to prior knowledge


 Provides multiple information

 Helps in following the text

Improves recalling and linking ability

3.2.2 Lecture Teaching Workbook Pg. No. 2


Task

• Look at the picture cues

• Sit in teams of four

• Choose one picture and apply background information

• You have 5 minutes

Post-Task

• One from each team share your points for 1 minute

3.2.2 Lecture Activity Workbook Pg. No. 2


JALLIKATTU BAN

MERSAL Vs GST

HIROSHIMA & NAGASAKI

3.2.2 Lecture Activity Workbook Pg. No. 2


CO 4 - Write detailed reports on variety of subjects synthesizing information
gathered during listening & reading citing appropriate references

LO 4.1 Write detailed reports using the required format

LO 4.2 Write detailed reports synthesizing information gathered during listening &
reading

LO 4.3 Write detailed reports on variety of subjects synthesizing information gathered


during listening & reading citing appropriate references
SO 4.1.1 Construct sentences using reported speech

SO 4.1.2 Use appropriate registers in writing

SO 4.1.3 Construct appropriate structure of a report sequencing the paragraphs.

SO 4.1.4 Write different types of report

SO 4.1.5 Write detailed reports using the required format

SO 4.2.1 Write the main points from listening and reading

SO 4.2.2 Select relevant points from the collected notes.

SO 4.2.3 Organize the selected points.

SO 4.2.4 Construct a draft report sequencing the paragraphs.


SO 4.2.4 Construct a fair copy of the report

SO 4.2.4 Write detailed reports synthesizing information gathered during listening & reading

SO 4.3.1 Present original reports by avoiding plagiarism

SO 4.3.2 Use references in reports

SO 4.3.3 Use appendices in reports

SO 4.3.4 Write detailed reports on variety of subjects synthesizing information gathered during
listening & reading citing appropriate references
4.1.1.Reported Speech
• Watch the mime and complete a 15 sentence write-
up in your own words.

• Do it individually

• You have 3 minutes

3.2.2 Lecture Activity Workbook Pg. No. 2


Importance of Reported Speech

• Makes writing sound more mature

• Keeps the content moving quickly and smoothly

• Helps you in technical writing

• Shows a writing skill that is the next level ​up

4.1.1 Lecture Teaching Workbook Pg. No. 2


Rules
 Introductory verb (say, tell,  Introductory verb - Past Tense --
inform….) – present or present change of tense and adverbs of time
perfect -- no change in tense. and place.

Direct speech:
Direct speech:
He says: “I don’t understand this
question”. He said: “I don’t understand this
question”.
Reported speech:
He says that he doesn’t understand this Reported speech:
question. He said that he didn’t understand that
question.

4.1.1 Lecture Teaching Workbook Pg. No. 2


Match the following (Change of Tenses and Adverbs of Time and Place)

• Present - That day

• Yesterday - There

• Tomorrow - The day before

• Next day/week - Past

• Today - Past perfect

• Here - The next/following day

• Past - The following day/week

4.1.1 Lecture Activity Workbook Pg. No. 2


Answers
DIRECT SPEECH REPORTED SPEECH

• Present  Past

• Past  Past perfect

• Yesterday  The day before

• Tomorrow  The next/following day

• Next day/week  The following day/week

• Today  That day

• Here  There

4.1.1 Lecture Answer Workbook Pg. No. 2


CHANGE OF IMPERATIVE
(COMMANDS, WARNINGS, REQUESTS)

Direct speech:

He said: “Go home.”

Reported speech:

He told me to go home. (Infinitive)

“Don’t shout”, I said to Jim

I told Jim not to shout.

4.1.1 Lecture Teaching Workbook Pg. No. 2


a) WH-questions - WH-word stays as conjunction

He asked me: “Do you find law interesting?” (D.S)

He asked me if I found law interesting. (R.S)

• b) YES-NO-questions - we introduce conjunction if or whether

• D.S. The police officer said to us: “Where are you going?”

• R.S. The police officer asked us where we were going.

4.1.1 Lecture Teaching Workbook Pg. No. 2


SAY and TELL 4.1.1

If you say who you are talking to, use tell:


Sonia told me that you were ill. (not “Sonia said me”)
What did you tell the teacher? (not “say the teacher”)
Otherwise use say:
Sonia said that you were ill. (not “Sonia told that..”)
What did you say?
But you can “say something to somebody”:
Ann said goodbye to me and left. (not “Ann said me goodbye.”)

4.1.1 Lecture Teaching Workbook Pg. No. 2


Activity

• Recall the mime and complete a 15 sentence write-


up in your own words using reported speech

• Do it individually

• You have 3 minutes

4.1.1 Lecture Activity Workbook Pg. No. 2


4.1.2 Formal Registers
How do you speak at home? Around friends and family?

• Does not follow grammatical rules

• Relaxed, comfortable

• Informal language

• Varies depending on our audience and purpose.

4.1.2 Lecture Activity Workbook Pg. No. 2


- Look at the words
Activity - Group them into formal and informal words
- Do it individually
- You have 2 minutes

*lack *Cute *Fellow *Gonna *Wanna *Buy *How come * Get *Check *Wrong *Ask

*Help *Repair *begin *commence *Can’t *Residence *Need *Tell *Verify * Enquire

* Assist *Inform *Request * Receive *deficiency * incorrect *Mend * House

4.1.2 Lecture Activity Workbook Pg. No. 2


Formal language

• Need to be serious

• Subject is important

• When the audience is unknown

• Official set-up.

4.1.2 Lecture Teaching Workbook Pg. No. 2


Each language style has its own conventions

INFORMAL FORMAL

- colloquial language - standard English

- friendly tone - reserved/polite tone

- jokes, gossip, cartoons - longer sentences

4.1.2 Lecture Teaching Workbook Pg. No. 2


4.1.3 Structure of a Report
Task

• Discuss with your pair on what you know about reports

• List all your findings together

• You have three minutes

Post-Task

• One from each team share your finding

4.1.3 Lecture Teaching Workbook Pg. No. 2


Sections of a Report

Title Conclusion
Abstract Recommendations
Introduction Appendices

Methodology
Main Body
Findings & discussion
Tips to Improve Report Writing

• Make headings consistent

• Number the pages

• Provide references & Label images

• Include your own opinion

• Proof read & Check for typo errors and formatting errors

• Get someone else to read it

4.1.3 Lecture Teaching Workbook Pg. No. 2


Activity

• Sit in teams of four

• Choose an event that you attended

• Construct a report

• You have 15 minutes for the task

4.1.3 Lecture Activity Workbook Pg. No. 2


4.1.4 Types of Reports
- Match the following

- Do It individually

- You have 2 minutes


A. Academic Report - Advocate a particular course of action

B. Professional Report - Decision-makers

C. Informational Reports - Analyze results and draw conclusions

D. Analytical reports - Targeting academicians

E. Recommendation Reports - Understand a particular problem

4.1.4 Lecture Activity Workbook Pg. No. 2


Answers
A. Academic Report - Targeting academicians

B. Professional Report - Decision-makers

C. Informational Reports - Understand a particular problem

D. Analytical reports - Analyze results and draw conclusions

E. Recommendation Reports - Advocate a particular course of action

4.1.4 Lecture Answers Workbook Pg. No. 2


Formal Report – Plan it

• Identify the readers

• Determine your purpose

• Formulate specific questions

• Conduct research to answer the questions

• Draw valid conclusions (for analytical or recommendation reports)

• Decide on recommendations (for recommendations)

• Write the report

4.1.4 Lecture Teaching Workbook Pg. No. 2


Formal Report

• State the subject and the purpose of the report, clearly.

• Identify how the report affects or relates to the readers.

• Present the background information that the readers need to understand your report

• Present an overview of the report.

4.1.4 Lecture Teaching Workbook Pg. No. 2


Methods, Results, Conclusions & Recommendations

Methods - Tell the readers how you did the research or conducted the study and use

clear, specific language

Results - What did you find out and how are you reporting it?

Conclusions - What do the results mean?

Recommendations - Given the results and the conclusions, what should occur?

4.1.4 Lecture Teaching Workbook Pg. No. 2


Task

• Sit in groups of 4.

• Write 25 sentences on the reading passage (A newspaper report, college magazine,


describing a process).

• You have 10 minutes.

Post-Task

• One from each group read your write-up.

4.1.4 Lecture Activity Workbook Pg. No. 2


4.3.1 Present original reports, avoiding plagiarism
Pre-Task

1. Look at the following essays.

2. Identify the plagiarised and original version.

3. Work in pairs

4. You have 5 minutes

4.3.1 Lecture Activity Workbook Pg. No. 2


The legal system is made up of civil courts, criminal The legal system is comprised of criminal and civil courts
courts and specialty courts such as family law courts and and specialty courts like bankruptcy and family law
bankruptcy court. According to Lawrence an advocate, courts. Every one of the courts is vested with its own
each court has its own jurisdiction, which refers to the jurisdiction. Jurisdiction means the types of cases each
cases that the court is allowed to hear (Lawrence 2011). court is permitted to rule on. Sometimes, only one type
In some instances, a case can only be heard in one type of court can hear a particular case. For instance,
of court. For example, a bankruptcy case must be heard bankruptcy cases an be ruled on only in bankruptcy
in a bankruptcy court. In other instances, there may be court. In other situations, it is possible for more than one
several potential courts with jurisdiction. Mr. Fredrick in court to have jurisdiction. For instance, both a state and
his research has proved that a federal criminal court and federal criminal court could have authority over a
a state criminal court would each have jurisdiction over a criminal case that is illegal under federal and state drug
crime that is a federal drug offense but that is also an laws.
offense on the state level (Fredrick 2015).

4.3.1 Lecture Activity Workbook Pg. No. 2


Original Plagiarist version

The legal system is made up of civil courts, criminal courts The legal system is comprised of criminal and civil courts and
and specialty courts such as family law courts and specialty courts like bankruptcy and family law courts. Every
bankruptcy court. According to Lawrence an advocate, each one of the courts is vested with its own jurisdiction.
court has its own jurisdiction, which refers to the cases that Jurisdiction means the types of cases each court is permitted
the court is allowed to hear (Lawrence 2011). In some to rule on. Sometimes, only one type of court can hear a
instances, a case can only be heard in one type of court. For particular case. For instance, bankruptcy cases an be ruled
example, a bankruptcy case must be heard in a bankruptcy on only in bankruptcy court. In other situations, it is possible
court. In other instances, there may be several potential for more than one court to have jurisdiction. For instance,
courts with jurisdiction. Mr. Fredrick in his research has both a state and federal criminal court could have authority
proved that a federal criminal court and a state criminal over a criminal case that is illegal under federal and state
court would each have jurisdiction over a crime that is a drug laws.
federal drug offense but that is also an offense on the state
level (Fredrick 2015).

4.3.1 Lecture Activity Workbook Pg. No. 2


Plagiarism comes from the Latin language, meaning “to kidnap” or “copying
expression of others as your own”.

Examples

• Copying and pasting text from online

• Using photographs, video or audio without permission or acknowledgement

• Using other’s works without giving credit

• Using your own work without properly citing it

4.3.1 Lecture Teaching Workbook Pg. No. 2


Ways to avoid plagiarism

Provide

• References - At the end

• Work cited - Inside the report

• Bibliography – End of the report

• Appendices - At the end

• Annexure - At the end

4.3.1 Lecture Teaching Workbook Pg. No. 2


4.3.2 Use references in reports
Task

1. Match the references with the names from the article.

2. Do it individually.

3. You have 5 minutes.

4.3.2 Lecture Activity Workbook Pg. No. 2


1. Fisher et al. (2003)

2. Meenakshi (2016)

3. Prabhu (1987)

4. Nunan (1989)

5. Cummins (1998)

6. Riemer (2002)

7. Kirkwood, (2005)

8. Haddad et al., (2002)

9. Gregor (2000)

10. Muyskens, 1998

4.3.2 Lecture Activity Workbook Pg. No. 2


1. Fisher et al. (2003)

2. Meenakshi (2016)

3. Prabhu (1987)

4. Nunan (1989)

5. Cummins (1998)

6. Riemer (2002)

7. Kirkwood, (2005)

8. Haddad et al, (2002)

9. Gregor (2000)

10. Muyskens, 1998


4.3.2 Lecture Answers Workbook Pg. No. 2
There is much anecdotal evidence from academic staff,
learning support staff and students that mature age students
study differently compared with younger students (Jenkins,
1989). Student age has been found to be a factor in study
References success. Comparing older and younger students, Hong (1982)
reported a higher level of study habits and skills and
motivation amongst older students. In a similar comparison,
Owens (1989) reported that …

Source: Devlin, M 1996, Higher Education Research and


Development, vol.15, No.1, pp.51-60.
4.3.2 Lecture Teaching Workbook Pg. No. 2
Give reference to Importance of reference

 Theories • Acknowledging the

 Facts contribution of other authors.

 Direct quotes • Providing evidence to support

 Pictures / figures the assertions and claims in

your own assignments.


 Online data

4.3.2 Lecture Teaching Workbook Pg. No. 2


4.3.3 Use appendices in reports
Pre Task

1. Look at the displayed images.

2. Identify the difference between citations, references and appendices.

3. Do it individually.

4. You have 5 minutes

4.3.3 Lecture Activity Workbook Pg. No. 2


4.3.3 Lecture Activity Workbook Pg. No. 2
4.3.3 Lecture Activity Workbook Pg. No. 2
Appendices are always supplementary to any work Such as
tables, diagrams and other information.

• It is used when the information is too lengthy and detailed to

be easily summarized

• Helpful, supporting and useful

• supplementary document

• Appears at the end of the report

4.3.2 Lecture Teaching Workbook Pg. No. 2