мар Speaking

Module з Speaюng 93

Unit 1 Socialising 94
Lesson 1 Greetings and introductions 94
Lesson 2 starting and keeping а conversation going 97
Lesson з Showing interest and reacting to news 99
Lesson 4 lnviting 101
Lesson s Paying and receiving compliments 103
Lesson 6 saying thank you, sorry and goodbye 105

Unit 2 Presentation skills 107

Lesson 1 What makes а good presentation 107

Lesson 2 oeveloping presentation skills 111
Lesson з working with visuals 117
Lesson 4 Your presentation skills 121

Role-play activities 123

Learner А 123

Learner в 126

Forms 129

Slides checklist 129

Feedback form 130

6
 h 4 Quickly read the extracts (A-D) below from four different articles in the prospectus.
Match titles 1-4 to the correct extract.
1 Distance-learning health courses make a world of difference
2 Education for the real world
3 Arts and minds
4 In deep water

Many of us are often forced to choose between arts and science during
our education, 1 whlch can frustrate those who are fascinated with both
disciplines. Happily, the crossover between the two subject areas is
becoming more widely recognised. So, if you have an artistic talent as well
as an interest in science, there are plenty of postgraduate degrees that
combine both. 'A basic knowledge about science would help many artists
creatively,' says Mariano Molina, an Argentinian artist who is collaborating
IOOk
with scientists at the University of Leicester on a project about how people
perceive art. 'Science and art have very different environments with regards
to study and work, but my advice is to be as open as you can, as 2 both can
be really enjoyable.'
There is no doubt that this collaborative mentality is spreading. Central Saint
Martins College of Art and Design has become the first art school in the UK
to launch an MA in Art and Science. The course, which started in September
2013, encourages students to collaborate with scientists on an in-depth
project of their choice. Suggestions have so far covered everything from
anatomy and neuroscience to gender and identity.

Autumn 2013 saw the launch of several distance-learning MScs, increasing

the range of online health-related courses taught by more than 50 UK
universities and medical schools. At the University of Edinburgh, the new
online MSc in Non-Communicable Diseases takes the number of online
courses offered by the College of Medicine to 15.
Dr Liz Grant, Programme Manager at the university's Global Health Academy,
explained that the decision to develop the courses came out of a recognition
that taking time out to travel to the UK for a year or two is not practical for
many health practitioners in developing countries.
•3Thls was a way of enabling people who are still at the coalface* to study
but continue to work,' she said. 'When someone's based in-country, it means
that they're able to be in touch with local data and apply 4 thelr learning
directly, and to learn through their work.'

"who are still at the coalface= who are still working

23
 ModuleJ Reading

5 Wor
Engineers, traditionally seen as experts in the built environment, are now
influea
turning their attention to the issue of water shortages. And there is no single
cause of water scarcity, the whole water cycle - and the way we make use of how
it - has to be managed as sensitively and innovatively as possible. This area of�
of engineering, known as water management, is set to become one of the ho,
coming decade's greatest challenges. the 1
so°'
The effect of water shortages means that ongoing work can be found - and
will be needed - all over the world. Peter Duffy, head of civil engineering
at United Utilities, explains how water companies are experiencing a
revolution. '5 We have been transformed in recent years in terms of ensuring
sustainability.' he says, adding that trained water professionals and
academics will be essential assets to the water business, both now and in
the future. 'They will play a key role in advising governments about the risk
that future challenges pose, and providing solutions to 6these'.
In the UK, universities have already been gearing up to meet the demand for
a new generation of water experts. Postgraduates choosing 7this path tend
to have already studied in a related field, such as engineering, geography,
biology or mathematics, but consideration is often given to those educated
in unrelated subjects who can demonstrate their enthusiasm and knowledge.
What is needed, universities argue, is innovative thinking and committed
individuals who are prepared to join forces with the water companies, charities
and organisations that are embracing the need for change.

Our goal in Bath is to equip students with the education and skills necessary
to develop a successful career in a competitive world. We have very close
relationships with industry and the public sector, 8 which means what we
teach you and the research you undertake has relevance to the real world.
Our students are motivated and career--0rientated. They understand that
entry to the University of Bath is highly competitive, but they also know that
as high-<:alibre students they are themselves in demand. We therefore strive
to offer programmes that satisfy their needs and facilities that meet their
expectations.
Academic life in Bath is centred on the Faculties of Engineering and Design,
Humanities and Social Science; Science; and the School of Management.
All our academic departments are highly active in research. 9 Thls not
only benefits students undertaking research degrees, but also fosters an
environment of discovery and innovation that is of benefit to all students.
Learning in faculties at the cutting edge of their disciplines makes for a
challenging and rewarding educational experience for students.

24
5 Work in pairs. Were your predictions in Activities 2 and 3 correct? Decide what
influenced your interpretation of the titles.
how carefully you read each title (e.g. 'Distance-learning health courses make a world
of difference')
how many meanings for the same words you knew (e.g. art)
the use of metaphors in the title (e.g. 'In deep water')
something else?

6 Read the article extracts again and answer the questions.

1 What do you think is the purpose of the extracts? Who are the readers?
2 Which extracts contain references to specific universities? What are their names?
3 Which extract describes a problem that reqwres the attention of both practitioners and
universities? What is the problem?
4 Which extracts mention a variety of subjects that can be studied at that university?
5 Which extract focuses on the needs of a specific group of people? Who are they?

7 Look at words 1-9 in bold in the extracts. What does each one refer to?
1 'which' refers to 'choose between arts and science'

8 Complete the teA1: with the following linking words.

However for example they These therefore this

Facilitation of online discussions

Learning through online discussions is an important instructional strategy (Hung, Tan, & Chen,
2005). Research indicates that 1 have numerous advantages - such as promoting
students' critical thinking and knowledge construction and improving students' relationships.
2 , participants often do not value online discussion as an effective means of knowledge
construction. Online discussion 3 needs facilitation to make it more effective (Salmon,
2004). In order to achieve 4 __ online tutors and moderators need to have appropriate
skills. T he literature has reported a number of specific facilitation skills that a moderator should
possess, such as providing information, inviting missing students, monitoring regularly, or
acknowledging contributions (see 5 Barker, 2002). 6 facilitation skills can be
divided into four broad categories.

Vocabulary focus
9 Look at Texts A-Din Activity 4 and underline words which you can understand without
a dictionary (perhaps because they also exist in your native language, e.g. expert).

Tip:
Some words that exist both in the English language and your mother tongue can
be 'false friends'. They may sound the same, but they have different meanings
(e.g. the German word gi.ft means 'poison' but the English word gift means 'a present').

25
 :t\,lodule 1 Reading

10 Complete the sentences with prepositions. Check your answers in Texts A-D. C
I It is important to point out that now we can make use text books that were not

'
available before.
2 The author concludes that there is continual demand from the global community
internet-based instruction.
3 Experts the field of economics seem to have found a satisfactory solution
the difficulties internet start-ups face.
4 Chapter 1 introduces the topic and briefly discusses the need continued
research in the area of classroom interaction.
5 One of the things that students can learn group work is how to interact with
those who have different backgrounds and experiences.
Reading focus 2
11 Match functions 1-5 with Texts A-E. (You can match a text with more than one
function.) Then explain what helped you to identify the function of the texts.
I informing 4 giving instructions
2 inviting 5 warning
3 requesting information
A
It is important that students are respectful towards lecturers and fellow classmates, and that
their behaviours do not interfere with class activities. Therefore, students are expected to
adhere to the following rules when attending Marketing classes.
Plan to arrive on time and stay for the entire class period because random arrivals and exits
are disrespectful and distracting.
All mobile phones and other electronic devices must be turned off (or set to vibrate) and
hidden from view during class time.
Laptops are allowed for note taking only (other activities such as checking emails or
browsing the internet are prohibited).
Food and beverages are NOT permitted in classrooms. Food can be consumed in
designated areas only.

B
Dear Sir/Madam,
I am very interested in entering Pomona College and would appreciate you sending me the
following information:
Course Catalog
Scholarship Information
Financial Aid Application
Residency Information, On-Campus and Off-Campus
Briefly, my academic career has been focused on Natural Sciences and I have consistently
maintained a GPA* of 3.5. I have also successfully balanced my academic interests with
athletics and work in volunteer organisations.
I look forward to hearing from you.
Faithfully,
Sam Smith

* GPA = Grade Point Average, quantitative measure of undergraduate academic

achievement in the US, usually on a scale from 1 to 4.
26
C
The Higher Education Achievement Report (HEAR) is an electronic document issued by higher
education institutions to students on graduation. It provides a detailed record of a student's
academic and extra-curricular achievements to supplement the traditional degree classification.
The document contains information:
1 identifying the holder of the qualification;
2 identifying the qualification;
3 on the level of qualification;
4 on the contents and results gained;
5 on the function of the qualification.

D
You are strongly recommended not to bring bags with you to examinations. If you do, you will
not be permitted to bring them into the exam room. Also you must not leave bags outside exam
rooms where they may cause any kind of obstruction.
There is some limited and mostly unsecured space in the vicinity of exam rooms where if you
have to you may leave bags, AT YOUR OWN RISK.

E
On both Open Days, our department sessions will take place at 10 a.m., 12.30 p.m. and 3 p.m.
Each session will last around 90 minutes and you can book up to three sessions per day. You
must book in advance to secure your place. Our booking system is now open. We already have
some sessions full! Don't miss out on your chance to attend one of our departmental talks.
Book your place today. If you would like to be added to a waiting list for a fully booked session
please contact us at ... .

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 academic course which
matches your teaching or research interests. Share the results with the class.

27
 ModuJe 1 Reading

Lesson 2 Virtual learning environments

'
Lead-in
1 Search online for definitions of a 'virtual learning environment'. Look through the
search results and choose the best one.

Reading focus
2 Read the title and introduction to an article. Underline the key words that will help
you understand the main topic. What do you think the article is about?

Open source e-learning: In t !H, \I oo d I c

Open- ource software (OSS) has made a huge unpact on the software
m�r Pt One uch ·oduct could ..,f> 'tbout to re rolut!-n: e e learning.
To quote a well-worn adage: if it looks too good to be true, it probably is. There are
some exceptions though, and the free-to-download course-management software,
Moodle, that also allows users to build e-learning courses and communities, could
be one of them.
In the learning sector, Moodie, developed in Australia by the educator and computer
scientist Martin Dougiamas, is probably the most high-profile piece of free open­
source software (OSS). In simple terms, OSS is software that is developed through
public collaboration because anyone can have access to the source code and
therefore modify or extend it to suit I their needs.

3 Answer the questions.

l Do we have any evidence that the author is impressed with the potential ofMoodle?
2 Which specific expressions prove this?
4 Skim read the whole article in two minutes. What is its tone?
impartial
critical
complimentary

5 Read the article again and follow these instructions.

l How does each heading prepare the reader for what comes next?
2 Identify one sentence that best describes the main idea ofeach section.

Pedigree
Ray Lawrence, managing director of Telford-based HowToMoodle, which provides
training, consultancy and development services to help users get the most from
the software, says the 'free' tag may be what attracts people initially, but it is the
product's 'pedigree' that is also fuelling its take-up.
'Moodie was developed for educators, not just people with software skills; he says.
'People in learning and development quickly see that it works: Those who want to

28
find out more about the pedagogical principles behind the software can do so at
www.moodle.org. Partner companies such as HowToMoodle give the 'top slice' of
their revenue from Moodie projects back into the software's development. 'It's a
virtuous circle and it is what keeps Moodie alive and sustainable; explains Lawrence.
'It's also what sets it apart from some other open-source software because it means
it has a steady flow of income: Lawrence adds that while it is easy to get carried away
with the idea that Moodie is free, part of his company's role is to ensure the software
is right for 2 their requirements.
Similarly, while Moodie makes it easy to upload content, it is also important to
structure the learning activities so they are appropriate for the learner. 'The platform
can support communication and reduce administration,' says Dick Moore, director
of technology at Ufi and a trustee for The Associaton for Learning Technology. 'But
the most critical factor is the quality of the content and course design - that's the
differentiator: Moore adds that to get the most out of it, it is also necessary to have
staff who understand the platform at a technical level.

istance leaning
Among HowToMoodle's clients is the Chartered Institute of Housing (CIH), which
wanted to run distance-learning courses on an e-learning platform and develop its
own e-learning material, as well as drive down costs.
CIH believed an open-source solution would suit their needs, and discovered
Moodie. It has since built a Masters degree-level e-learning course to be launched
this autumn. It is also looking at how Moodie could be used in other ways, such as
using 3 its e-portfolio space for members to provide evidence of their competence
for chartered status. 'Our aim is to raise the bar on assessment criteria through
the use of Moodle; says Mary James, IT manager at CIH. 'We're investigating how
using electronic methods of learning can raise standards of learning compared to
classroom environments.' Currently, Moodie has around 40 ,000 registered sites
worldwide, many of 4 them private-sector companies. Lawrence says Moodle has
given e-learning a welcome shot in the arm. 'A lot of organisations tried e-learning
and went through the mill; he says. 'This time, they want to get it right: And what
better way to dip their toe back in the water than via a piece of free software?

ase s udy Customer 1st Tnternatl nal

Customer 1st International in Wiltshire produces learning materials and resources to
help businesses improve their standards of customer service. It needed a learning­
management system for overseas and UK clients, as well as a tutor-led interactive
programme that could accommodate learning logs, action plans and assessments.
It was aware of Moodie and worked with HowToMoodle to create an online version
of the Best Practice Guide for Customer Service Professionals. HowToMoodle built
the course and provided training so Customer 1st could maintain the course and
site after the handover. 5 It is now being sold to major blue-chip companies in the
UK and abroad. 'Moodle delivered exactly what we wanted,' says Customer 1st
managing director Stephanie Edwards. 'It means we have raised the game and can
talk about customer service at a higher level:

29
 Module I Reading

6 Scan the article and match the people mentioned in the text (1-5) with their role in
regard toMoodie (a-e).
1 MaryJames a manages aMoodie consultancy
2 Stephanie Edwards b created the most well-known OSS
3 Martin Dougiamas c uses the platform to prove the advantages of e-learning over
4 Ray Lawrence traditional face-to-face methods
5 DickMoore d points out the features that distinguishMoodle from other
platforms
e runs the business that usesMoodle to deliver a very specific
course for their customers
7 Read the text again and make a list of all the benefits ofMoodie. Add to the list if you
know of any others.

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

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

I self-enrol

� /
iiffli:j\j
"'
-----"---,::5

30
 Moodle's basic structure is organised around courses. These are basically pages
or areas within Moodie where teachers can present their learning resources and
activities to students. They can have different layouts, but they usually include a
number of central sections where materials are displayed and have side blocks
offering extra features or information.
Courses can contain content for a year's studies, a single session or any other
variants (depending on the teacher or establishment). They can be used by one
teacher or shared by a group of teachers.
How students enrol on courses depends on the establishment; for example they
can self-enrol, be enrolled manually by their teacher or automatically by the admin.
An Activity in Moodie is a feature where students learn by interacting with each
other or with their teacher. They might, for instance, contribute in a forum, upload
an assignment, answer questions in a quiz or collaborate together in a wiki.
Activities can be graded.
A Resource in Moodie is an item that a teacher can add to a Moodie course to
support learning, such as a file, a video or link to a website. A resource differs from
an activity in that it is static (i.e. the student can merely look at or read it, rather
than participate).
A course in Moodie is an area where a teacher will add resources and activities
for their students to complete. It might be a simple page with downloadable
documents or it might be a complex set of activities where learning progresses
through interaction. Progress can be tracked in a number of ways.

follow-up
:> Look on the internet for articles describing possible disadvantages of platforms like
:\loodle. Write them down and compare your lists in class.

31
 Module 1 Reading

6 Answer the following questions about the Whitborn University online prospectus.
1 Which characteristic is common to all the research areas described?
2 Which groups of people (researchers, etc.) are mentioned in the text?
3 What specific places where research is carried out are mentioned in the text?
4 What is the role of practice in some of the studies described?
5 What, according to the text, helps the University to identify and study the newest and
most urgent problems?
Vocabulary focus
7 Scan the extract from the prospectus in Activity 2 and underline the phrases that
include an evaluation of the university and its work, rather than expressing facts. Why
do you think they are used here?
8 Look at these sentences from the prospectus in Activities 2 and 5, and identify the
function of the phrases in bold.
1 It has 14 discipline-specific faculties as well as four cross-disciplinary research
institutes ...
2 ... The University has been host to some of the world's most distinguished scientists,
including recipients of the obel Prize ...
3 ... computational tools which can be used both in science and engineering
4 ... some of the projects underway are grounded in new social technologies, in
particular, the internet and social software, ...
5 In addition to engaging with the big issues facing national and global societies, the
Institute...
9 Complete the sentence with the phrases in bold from Activity 8.
1 taking 'core' courses, which are essentially taught in the first two years of study,
and the final-year project, students may 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 information, demonstration and the
transfer of knowledge and skills licensing agreements.
4 Efforts will also be made to increase participation by women researchers, by
designing the actions in a way that allows researchers to achieve an appropriate work­
life balance and by facilitating resuming a research career after a break.
5 The study describes British American history teacher training systems.

34
 Lesson 3

"lO Look at the prospectus in Activities 2 and 5 again.

l Find and underline the following words in the text
a field f furthering
b develop g examination
c scholarship h allow
d address perspectives
e issues j tools
2 Now scan the text again to find words with a similar meaning to a-j. Note that the part
of speech may be different, e.g. develop - evolving.
1 Match the words (1-8) with the meaning the word has in the prospectus.
l inform a to tell someone about particular facts
b to influence someone's attitude or opinion
2 condition a the physical situation that someone or something is in and affected by
b an arrangement that must exist before something else can happen
c the particular state that something or someone is in
3 scholarship a an amount of money given by a school, college, university or other
organisation to pay for the studies of a person
b serious, detailed study
4 focus a to try to look directly at an object so that you can see it more clearly
b to move a device on the lens of a camera or microscope so that you
can see a clear picture
c the main or central point of something, especially of attention or interest
.5 discipline a training which produces obedience (= willingness to obey) or self-control
b ability to control yourself or other people
c a particular area of study, especially a subject studied at a university
d to teach someone to behave in a controlled way
6 critical a saying that someone or something is bad or wrong
b of the greatest importance to the way things might happen in the
future
c extremely serious or dangerous
d giving opinions or judgments on books, plays, films, etc.
- fellow a someone who has the same job or interests as you
b a member of a group of teachers of high rank at a college or university
c a member of an official organisation for a particular subject or job
advance a to go, or move forward
b to develop or improve something
c the forward movement of something
d development or improvement

35
 Module l Reading

Reading focus 2

'
12 You are going to read about the results of a survey. Before reading, study the
diagrams. Predict what the survey is about.
Respondents: 647

350 315
Humanities 300 292
10% 260
250 223
Sciences 200
Physical Sciences 13%
150
and Engineering
100
45%
so 50

Biological and
0
Biomedical Sciences To pursue a To enhance To enhance To research Other
32% cafttfin my career my career my field In
,-arch prospect> prospect> greater depth
outside inside
academia academia

Figure 1 Figure2

13 Read about the survey and answer the que tions.

I Were your predictions correct?
2 Can you think of a title for the text?
3 What is the purpose of the text?

The UK GRAD Programme works with employers, universities, researchers and other
stakeholders to embed personal and professional development for postgraduate researchers.
We conducted this survey to better understand postgraduate researchers' motivations for
undertaking a PhD and to gain an insight into their career expectations. We hope that this
data may be useful to recruiters and potential recruiters targeting the PhD sector and in
developing resource plans. Additionally, we hope that the data may be useful to anyone
interested in the career motivations and expectations of UK doctoral researchers.
In order to gain a better understanding of the views of the PhD researchers themselves,
we have conducted a survey that asks about their career expectations. This research was
conducted during October 2005, via an online survey, which was distributed through the
UK GRAD Hub and the National Postgraduate Committee networks.
It was apparent from those surveyed that their reasons for undertaking a PhD are
complex, diverse and wide-ranging. We asked respondents to indicate their core reasons
for undertaking a PhD (see Figure 2). Respondents could select more than one reason.
The data shows that 34% of respondents were undertaking a PhD to enhance their career
prospects inside academia and that 49% wanted to pursue a career in research. 45% of
respondents indicated that the chance to research their field in greater depth was a core
reason for further study. It is interesting that 40% considered that undertaking a PhD
would enhance their career prospects outside the academic sphere.

36
 Lenon 3

-he themes emerging from the survey are as follows.

Motivations
nere are a wide variety and breadth of reasons why individuals undertake a PhD. The
complex interplay of motivations and reasons that underpin career choice thus far is a key
�ctor in understanding how best to support our research students in thinking about careers.

Career expectations
.:.tthough the survey group seem to have considered the benefits to their career of
_ndertaking a PhD, they are not clear about what that career actually looks like or about
:ne career opportunities available to them.

L, Bridging the knowledge gap

e responses to the survey highlight that there is still some distance to travel before
researchers feel aware of the information and the opportunities available to them - both
·, terms of future career options and their approach to career choices and decision making.
-o best support our researchers, we need to be able to understand their career intentions
;, the longer term. Researchers need information, advice and guidance to help them think
aoout both academic and non-academic career opportunities. They also need to be able to
_nderstand their own preferences about style of workplace, management, culture, etc. and
:J1ose of potential employers, in order to make decisions based on values and motivations.

tudy the information in Activity 12 and answer the following questions.

1 ludging by the breakdown of the respondents by subject, in which research areas is
more progress likely to be made?
_ How many PhD students took part in the survey? What is the total number of responses
m Figure 2? Why is there a difference between the numbers?
3 To which group of responses in Figure 2 do all of the following reasons belong?
'To further myself intellectually'
'To put off thinking about a career'
'To stand out from the crowd'

ollow-up
5 earch online for descriptions of research programmes at your faculty/university
oc any other university in your country with an English website) and any university
..broad. Then compare the texts.
l Do the texts contain similar information (or emphasise the same points)?
- What other differences (or similarities) did you find?

6 Work in pairs or small groups to compare your findings. Then report to the class.

37
 Module I 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
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 What types of published materials do you find most helpful in your teaching or
research?

Reading focus
2 Are you familiar with these international magazines and journals? What is their
target readership?
Scientfic
i American Cosmopolitan
The Economist Journal of Conflict Resolution
Teaching Sociology Business & Management Review

3 The texts below are all intended for different categories of reader. Read them quickly
and identify their target readership. What helps you to decide?

The Oeford Review of Education 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 Review since Its foundation. The Review seeks to
preserve the highest standards of professional scholarship In education, while also seeking
to publlsh articles which will be of Interest and utility to a wider public. Including pollcy
makers. Papers submitted to the Oeford Review of Education are read by two referees
whose comments guide the Editors towards their final decision. The editorial board meets
twice a year and takes responslblllty 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.

38
 Lesson 1

Effect of low light and high noise on behavioural activity,

physiological indicators of stress and production in laying hens
O'Connor EA, Parker MO, Davey EL, Grist H, Owen RC, Szladovits B, Demmers TG,
Wathes CM, Abeyesinghe SM.

Abstract
I. Commercial laying hens are commonly housed in noisy and dim environments,
yet relatively little is known about whether these conditions, particularly in
combination, have any effect on welfare or egg production.
2. The study was designed to investigate whether chronic exposure to continuous
noise (60dB(A) vs. 80dB(A)) and/or light intensity (1 50lux vs. 5 lux) during the
critical period of coming into lay (16-24 weeks of age) influenced behaviour,
physiological stress (heterophil to lymphocyte ratio) and production (number and
weight of eggs laid) in laying hens.
3. Hens in the low light pens were less active and preened and dust-bathed more
than those housed in I 50 lux; hens in the high noise pens rested more frequently
than those in quieter pens.
4. There was no evidence that chronic exposure to low light or high noise caused
appreciable physiological stress but egg production was affected by these
conditions. Hens kept in pens with low light or high noise laid fewer eggs per day
than those kept in high light or low noise pens.
5. These results show that low light intensity and continual high background noise
have a detrimental effect on egg production in the early laying phase, as well
as influencing the time allocated to different behaviours. However, there was no
strong evidence for a physiological stress response to either of these conditions or
their combination.

The Editor who has approached you may not know your work intimately, and may only
be aware of your work in a broader context. Only accept an invitation if the article is
within your area of expertise.
Depending upon the journal, you will be asked to evaluate the article on a number
of criteria. Some journals provide detailed guidance others do not, but normally
you would be expected to evaluate the article according to the following: originality,
structure, previous research, ethical issues.

Originality
Is the article sufficiently novel and interesting to warrant publication? Does it add
to the canon of knowledge? Does the article adhere to the journal's standards? Is
the research question an important one? In order to determine its originality and
appropriateness for the journal, it might be helpful to think of the research in terms of
what percentile it is in. Is it in the top 25% of papers in this field? You might wish to do
a quick literature search using tools such as Scopus to see if there are any reviews of
the area.

39
 Nlodule 1 Reading

A journal with an interdisciplinary approach to problems and research in the

field of interaction between ICT and humans, Computer Monthly is a publishing
platform for theoretical and methodological papers in computer science and
related disciplines. CM accepts articles, whose research scale, scope and
novelty may lead to new perspectives and, eventually, major breakthroughs
across the spectrum of disciplines.

Humans in the Computer World

CM strives to highlight the set of complex relationships between human beings
and ICT, putting special emphasis on analysing the cognitive components,
organisational and societal factors of ICT. T heoretical articles should seek to
tackle a range of learning or performance-related issues whereas empirical
papers are supposed to cover more hands-on studies, from laboratory
experiments to surveys. Methodological articles submitted to the journal should
deal specifically with study of research methods.

User Interfaces
One of the disciplines closely related to ICT. ubiquitous, and, therefore, appealing
to the journal's readership is system design. CM welcomes contributions from
scientists and scholars reporting on their research efforts in creating novel
interfaces, analysing the existing models and discussing design techniques.
Theoretical papers on this topic should cover the underlying principles of
user interfaces, their classification guidelines and their impact on ICT-human
interaction. Empirical articles may deal with issues ranging from the process of
new interface development to laboratory tests on its efficiency

4 Answer the questions below about Texts A-D.

1 Which of the texts contains information given in brackets? Why are they used?
2 Which information is given in bold? Why?
3 What is written in italics in the texts?
4 Explain the logic behind the sections in each text.

5 Read Texts A and C and find pronouns which are used as subjects.
1 What do they refer to?
2 Is the style of texts the same or different? Why?

6 An abstract usually has a standard structure. Put the elements of an abstract below in
order. Does the abstract in Text B have all these elements?
a Findings
b Reason for writing
c Conclusions
d Methodology/Process
e Problem

40
 Lesson 1

·ow read the abstract below (E) and answer the questions.
ll ::>oes this abstract have the same structure as the abstract in Text B? Does it contain all
· .e elements listed in Activity 6?
'hat are the major differences between the two abstracts (and the articles they present)?
3 ruch types of article mentioned in Text D would they belong to?

Professional identity development: a review of the higher

education literature
Franziska Trede, Rob Macklin & Donna Bridges

nis study examined the extant higher education literature on the development
of professional identities. Through a systematic review approach 20 articles were
dentified that discussed in some way professional identity development in higher
education journals. These articles drew on varied theories, pedagogies and learning
strategies; however, most did not make a strong connection to professional identities.
Further research is needed to better understand the tensions between personal
and professional values, structural and power influences, discipline versus generic
education, and the impact of workplace learning on professional identities.

Text E contains some words or expressions that you may not know. Without consulting
6ct:ionary, try to guess what the following words mean. What helps you decide?

:: 'tant drew on generic

..\n abstract helps readers find materials relevant to their research. What other parts
a journal article can you consult to decide if you need to read all of it?

ocabulary focus

Tip:
• 'oun + noun combinations (e.g. computer systems) are often used in academic texts,
3S they allow authors to express information in a concise way.

J Work in pairs and follow the instructions.

Individually, scan the texts in this lesson for three minutes to find as many noun + noun
combinations as possible. Write them down.
In - Compare your list with your partner's. Combine your lists.
3 Work with other pairs and take turns to show your combined lists. Whose list is longer?
Share your results with the class.

Work in pairs. Put the noun + noun combinations from Activity 10 in groups. Decide
n your criteria for grouping. Compare your results with other pairs.

2 Which text in this lesson contains the least number of noun + noun combinations,
.i.nd which contains the most? W hy do you think that is?

41
 Module 1 Reading

13 The word novel can refer to a long story about imaginary characters and events.
What is the meaning of novel in Texts C and D?

Tip:
Many words (e.g. subject, review, novel) can have more than one meaning, depending
on whether 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 something official (verb)
b a subject or problem which people are thinking and talking about (noun)
c a single copy ofa newspaper, magazine or journal (noun)
d a set ofarticles in a magazine or journal published at the same time (noun)
2 a to consider something in order to make changes to it. give an opinion on it (verb)
b the process of carefully examining a situation or somebody's work to find out
whether changes or improvements need to be made (noun)
c a report in a newspaper, magazine, or programme that gives an opinion about a
new book, film, etc. (noun)
d a newspaper, magazine or journal that has articles on films, books, travel,
research, etc. (noun)
3 a existing as an idea, feeling or quality, not as a material object (adjective)
b a shortened form ofa speech, article, book, etc., giving only the most important
facts or ideas (noun)
c a type ofpainting which represents the qualities ofsomething, not its outer
appearance (adjective)
4 a an area ofland in the country where crops are grown (noun)
b an area ofactivity or interest (noun)
c place outside an office or laboratory where practical work and research is done
(noun)

Follow-up
15 Search online for 2-3 abstracts of articles in your field of study.
1 Compare the abstracts you found with the samples in this lesson.
2 Which ofthe samples do they most look like?
3 ls there anything missing from the sample abstracts in this lesson?
16 Make lists of key words from the abstracts you found. (U they already contain key
terms, add some 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 main contents.

42
 esson 2 Popular science articles
ad-in
Do you read popular science articles? Why? On what occasions?

ding focus 1
The reading material below contains eight passages from two popular science
·c1es. Read passages a-h quickly and match them to article titles 1 and 2.
-illleists turn to science during times ofstress
!noun) - :-ake a peek inside the brain's filing cabinet
e (noun) �radually, a map emerged showing which neurons each noun and verb activates. The
n on it (verb) "eural activity seems to occur in logical groups. Voxels active for animals such as dogs
to find out ...nd fish tend to cluster close to one another, for instance. Other links are less easy to
mterpret: vehicles and animals are grouped together, perhaps because both are capable
m.ion about a "movement.
'=arias speculates that a rationalist outlook would provide similar relief. 'Any kind of
travel, � liefsystem helps you structure your perception ofreality; he says. 'It allows you
:> think ofthe universe in a particular meaningful way'. The researchers have begun
ctive) .. similar study using scientists who are religious to see how the two beliefsystems
t important .::.teract in response to stress.
c Our brains are master organisers, able to make sense ofthe constant stream ofvisual
· its outer
clormation we encounter every day. A new map of the brain gives some insight into
how it does this.
team ofpsychologists led by Miguel Farias at the University of Oxford asked 52 rowers
�arch is done to fill in a 'beliefin science' questionnaire just before taking part in a competitive
regatta. They gave the same test - in which participants had to score statements such
..s ·science is the most valuable part ofhuman culture' - to a similar number ofrowers
..: a training session. The questionnaire also assessed self-reported stress levels and
degree of religious belief
e, Recent studies have suggested that the brain organises the things we see into
a
ctegories, such as animals or faces. To determine how this categorisation works, Jack
Gallant at the University ofCalifornia, Berkeley, and colleagues identified the 1,705 most
commonly used nouns and verbs in the English language. They then showed video clips
of these objects and actions to four people as each lay in an !MRI scanner, and recorded
die brain responses. The team divided the fMRI images up into tiny squares, or voxels.
\nen a video clip ofan object such as a butterfly was played, the !MRI recorded which
;if ·roxels - and hence which groups ofneurons - were active.
f Farias and colleagues discovered that those about to race were both more stressed,
and rated their beliefin science 14% higher than those who were simply training. Some
caveats: the effect was modest, the team didn't measure whether the rowers' stress
�evels went down, and the subjects - competitive athletes who follow a rational training
regime - are probably already scientifically minded. However, the findings reflect a
growing body ofpsychological evidence that people find comfort in times ofthreat
by moving closer to certain aspects oftheir world view - conservatives become more
conservative, for example, liberals more liberal, religious believers more devout.

43
 Module 1 Reading

g It's well known that religious faith can help believers cope with stress and anxiety, by
providing them with a sense of meaning and control at times of uncertainty. It now
seems that a 'belief' in science and a rationalistic outlook might do the same for the
non-religious.
h Gallant says the results suggest that the brain organises visual information by its
relationship to other information. Each neuron appears to act as a 'filter' for placing
data into multiple categories. The method opens a new door to looking at brain data,
says John-Dylan Haynes of the Bernstein Center for Computational Neuroscience in
Berlin, Germany.

3 Read passages a-h again and match them to these sections of an article. What helps
you decide?
1 introduction/general information
2 description of the experiment
3 findings
4 researchers' comments and prospects of future research
4 Work in pairs. Note down the main points of each text from Activity 2 on the
following spidergram. Student A: work with Text 1. Student B: work with Text 2.

---
Who? What? Who? What?
---,-J

­
r-
How? Where? How? Where?
/
"----,
Why? When? Why? When?

5 Ask your partner questions based on your spidergram. Check what they remember
from your text.

Vocabulary focus I
6 Research can be divided into three stages: planning, process and analysing results.
Read Texts 1-2 again and complete the table with expressions describing these stages.
Example: gave the same test (process) ...

Planning Process Results

Results . __ -;�·

44
 Lesson 2

Allil the article below and summarise it in one or two sentences.

2search agenda set for curbing US gun violence

Banek Obama asked for a new agenda for research into curbing gun violence, and now
bas one.
· one problem: getting a Congress that rejected his plans for tighter gun laws in the wake of
'\ewtown massacre to provide the necessary cash.
J..:iuary, Obama directed the Centers for Disease Control and Prevention (CDC)
identify pressing questions about reducing deaths and injurie caused by guns.
Then Congres ional allies of the National Rifle Association
-..'>cd the agency's annual budget by $2.6 million - the exact sum it had been spending on
iolence research.
an Institute of Medicine panel headed by Alan Leshner, CEO of the American
"Ciation for the Advancement of Science, has given the CDC a list of priorities for
c--tigation, ranging from the potential of ·smart guns' that only their registered user can
_ to the effectiveness of childhood education programme in reducing violence in later life.
Many previous studies have simply looked for correlations
een policies across different coumrie or US states and their rates of gun violence, and so
c not been able to demonstrate cau ation.
" don ·1 just need more research but more rigorou research,' agrees Garen Wintemute, who
Vhere? the Violence Prevention Re earch Program at the University of California. Davis.
:s Any addition to the CDC's budget would require
;re sional approval, and that will be hard to obtain, given the gun lobby's powerful
..ence. ·Everything on thi list has been controversial all along,' says Wintemute. 'That
troversy will remain.'

C mplete the article with sentences a-c. What elements of the text help you to decide?
-r e panel also wants future research to be more rigorous, based on controlled trials or
;ore-and-after studies that can show cause and effect for specific interventions.
Toe big question, however, is where the money is going to come from.
c 11ut ended a de facto freeze on such research that had been in place since the mid-l 990s.

:be article consists of six parts. For each part, write down the key words expressing
::iain idea, e.g. paragraph !:problem, Congress,gun laws.

Ck:abulary focus 2
Read the text again. Find expressions describing the stages of research and add
to the table in Activity 6.

llow-up

arch online for a recent popular science article. Summarise its contents.

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

45
 Module l Reading

Lesson 3 Research reports

Lead-in
1 Work in pairs. Read the following definitions of research and report. Then, work in
pairs and give your own definition of a research rep ort. Compare your definition with
other pairs and choose the best one. Explain your choice.

• research - a detailed study of a subject, especially in order to discover (new) information

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

Reading focus
2 Complete the table with the research report elements.
,---
Abstract/Synopsis Appendices Conclusion Discussion
Literature Review (sometimes included in the Introduction)
References or Bibliography Results Title of report _J

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

4
Body of report Introduction
5

6
Methodology
7

10
Recommendations (sometimes included in the Conclusion)
II
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.
c 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 similar/different are your stages and the ones in Activity 3? Why do you think this
might be?
46
 latch sections 1-12 from Activity 2 with the information below they should include.
ate references used in your report or referred to for background information
z:i:· additional material which will add to your report
concise heading indicating what the report is about
concise summary of main findings
- of major sections and headings with page numbers
er relevant research in this area
'allce of your results, how it fits with other research in the area
"".lmary of results/findings
_t needs to be done as a result of your findings
you did and how you did it
t you found
and what you researched

the summary of the following research report. What is the topic of the report?

..it1ve summary (Summary or abstract)

- .-: a m of this report was to investigate Uni Lab staff attitudes to personal mobile phone use in
s:.a- and team meetings. A staff survey on attitudes towards the use of mobile phones in the
·- �earn meetings was conducted_ The results indicate that the majority of staff find mobile
use a major issue in staff meetings. The report concludes that personal mobile phones
c crsruptive and should be turned off in meetings. It is recommended that Unilab develops
a �c-npany policy banning the use of mobile phones except in exceptional circumstances.

the whole report. Which of the sections mentioned in Activity 2 are missing or
ma different order?

"-'..iction
"l?.'E rias been a massive increase in the use of personal mobile phones over the past five years and
is f!',/ery indication that this will continue. According to Black (2002), by 2008, almost 100%
1ng people in Australia will carry personal mobile phones. Black describes this phenomenon
!.e!lOUS in the extreme, potentially undermining the foundations of communication in our
So:lCF.!"' 2002). Currently at Unilab, 89% of staff have personal mobile phones_
=--::.2"':,'/, a number of staff have complained about the use of personal mobile phones in
�· ngs and asked what the official company policy is. At present there is no official company
regarding phone use. This report examines the issue of mobile phone usage in staff
""E:: ngs and small team meetings_ It does not seek to examine the use of mobile phones in
orkplace at other times, although some concerns were raised.
� ·rie purposes of this report a personal mobile phone is a personally funded phone for private
as opposed to an employer funded phone that directly relates to carrying out a particular job_

� ads
- -esearch was conducted by questionnaire and investigated Unilab staff members' attitudes
• e use of mobile phones in staff/team meetings. A total of 412 questionnaires were distributed
employees' fortnightly pay slips (see Appendix 1). The questionnaire used Likert scales to
c5.'ScS.S social attitudes (Smith 2002) to mobile phone usage and provided open-ended responses
ttt- addmonal comments_ Survey collection boxes were located in every branch for a four week
pe!lOd No personal information was collected; the survey was voluntary and anonymous.

47
 Module l Reading

Results
There was an 85% response rate to the questionnaire. A breakdown of the responses is listed
below in Table 1. It can be clearly seen from the results that mobile phones are considered to
be disruptive and should be turned off in meetings.

Table 1

not a problem 5 7 65 23
an issue 40 45 10 5
disruptive 80 10 7 3
phones should be permissible 6 16 56 22
phones should be turned off 85 10 3 2
allowed in some circumstances 10 52 24 14

The survey also allowed participants to identify any circumstances where mobile phones should
be allowed in meetings and also assessed staff attitudes towards receiving personal phone
calls in staff meetings in open-ended questions. These results showed that staff thought that
in some circumstances (e.g. medical or emergencies), receiving personal phone calls was
acceptable, but generally receiving personal phone calls was not necessary.

Discussion/Interpretation of results
It can be seen from the results in Table 1 that personal mobile phone use is considered to a
problem. However, it was acknowledged that in some situations it should be permissible: 80%
of recipients considered mobile phones to be highly disruptive and there was strong support
for phones being turned off in meetings (85%). Only 12% thought that mobile phone usage
in staff and team meetings was not a problem, whereas 85% felt it was an issue. The results
are consistent throughout the survey. Many of the respondents (62%) felt that in exceptional
circumstances mobile phones should be allowed (e.g. medical) but there should be protocols
regarding this.
These findings are consistent with other studies. According to Smith (2005), many companies
have identified mobile phones as disruptive and have banned the use of mobile phones in
meetings. Havir (2004) claims that 29% of staff-meeting time is wasted through unnecessary
mobile phone interruptions. This affects time management, productivity and team focus.

Conclusion
The use of mobile phones in staff meetings is clearly disruptive and they should be switched
off. Most staff felt it is not necessary to receive personal phone calls in staff meetings except
under certain circumstances, but permission should first be sought from the team leader,
manager or chair.

Recommendations
It is recommended that Unilab develops an official policy regarding the use of mobile phones
in staff meetings. The policy should recommend:
• mobile phones are banned in staff meetings
• mobiles phone may be used in exceptional circumstances but only with the permission of the
appropriate manager or chair
Finally, the policy needs to apply to all staff in the company.

48
 Lesson 3

Read the report again and decide if the following statements are true or false. Correct
false ones.
I tlle goal of this report was to study company staff attitudes to personal mobile phone
ll.5e in meetings.
- � 1s recommended that the company develops a policy completely banning the use of
mobile phones.
3 �ere was an immense increase in the use of mobile phones seven years ago.
"T'S
research was conducted using a questionnaire.
�rsonal information of respondents was collected to make the survey more reliable.
�- 6% of respondents strongly agree that mobile phones should be allowed in
�tings.
Read conclusions A-C to different research reports. Fill in the gaps with the words

analysis hypothesis opportunities

programmes similar standards
__J

--e s:omach contents of the red eft, red-backed salamander, and dusky salamander living in
_: same area were identified. An I of the food eaten shows that the feeding habits of
red eft and the red-backed salamander were different. These two salamanders showed
.-.:re segregation'. These two salamanders ate 2 food when living in different areas but
:r different food when the two species lived in the same area. Our 3 was valid.

- 4 of teen gang violence can be eliminated. It will, however, take time, money, and
:xr-oned effort on the part of many people. Organised, free, after-school programmes
as: sports teams and games; art, music, and drama activities; internships in local area
;c--esses and professional organisations; and interesting volunteer activities in the community
"lEllp engage teens in worthwhile pursuits outside of school hours. More job 5 for
especially those funded by state and local programmes, would offer income for teens as
as productive work for the community. Outreach to families through schools, community
�bons, and places of worship would help promote inter-generational activities that could
1l family closeness, helping teens to work on their problems at the family level, instead of
� .hem to the streets. If these 6 can be implemented, we will surely see a decrease
gang activity and safer streets and neighbourhoods for us all.

designs for an emission-free fuel cell powered car have been presented: Car A,
sedan which runs on hydrogen, and Car 8, a medium-sized family hatch which uses
� and oxygen. Each car features recyclable materials and conforms to Australian design
'fl terms of performance and safety features. However, Car B is recommended as it
«as bro to be more economical in terms of both manufacturing and running costs.

\·ork in pairs. Read conclusions A-C again and answer the questions.
:bat fields of research do these reports refer to?
· 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 phenomenon
2 response
3 finrungs
4 questionnaire
5 purpose
6 survey
7 method
a a set of questions people are asked to gather information or find out their opinions
b a way of doing something, often one that involves a system or plan
c why you do something or why something exists
d a written list of questions that people are asked so that information can be collected
e something that exists or happens, usually something unusual
f something said or done as a reaction to something that has been said or done
g information that has been ruscovered

13 Complete the sentences with the nouns from Activity 12.

1 Visitors to the country have been asked to fill in a detailed
2 A recent revealed that 58% of people rud not know where their heart is.
3 The report's _ on the decrease in violent crime support the police chief's
claims.
4 The new teaching encourages children to think for themselves.
5 The of the research is to try and find out more about the causes of the
rusease.
6 Her proposals met with an enthusiastic

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 c evaluate
4 allow d think
5 consider e investigate
6 acknowledge f admit
7 affect g advise

Follow-up
15 Search online for tips and recommendations on writing a research report. Do you
agree with them? Can you add more? Choose the best ones and share them with the
class.

50
 Lesson 1

it 4 International cooperation
t:'E end of this unit you will be able to
'D'lSO date the skills developed in the Reading module
"a':Ogll1se a writer's intention and attitude
�-Jy the functions of different types of text
_ , and present information from different texts in the form of a table
:::e.,e!Op awareness of linguistic features of different genre texts on international cooperation
�nd relations between parts of a text describing grant programmes

ill!sson 1 nternat,onal cooperation programmes

.n pairs and answer the questions below.

• u ever worked on an international project? (When? Who with? What was the
?

ther forms of international academic cooperation do you know?

7e.u A about a European programme of international cooperation.

pus programme, which is the longest-standing successful transition to a knowledge-based economy

me in the educational sector and which has and society and they provide the training for a new
.,, focus on cooperation between higher education generation of leaders. They are the pools of expertise
::::::=:ioos, has entered a new phase running from and centres for the development of human resources.
- to 2013. Since its inception in 1990, university Higher education institutions are also important factors
:.....,;;;z=•ion under the Tempus programme has in growth and competitiveness, and play a crucial role
-��...,_•,ed successfully to institution building in higher in the reform agenda of both EU Member States and the
n the Partner Countries and to sustainable Tempus Partner Countries. The overall aim of Tempus is
partnerships, as well as to enhancing mutual to contribute to the creation of an area of cooperation
==eri.arlding between the academic worlds of the in the field of higher education between the European
b,:Q,ea.n Union and the Partner Countries. Particularly Union and the Tempus Partner Countries. The specific
?vtner Countries, higher education institutions objectives of Tempus are as follows: to promote the
,itly facing major challenges linked to dramatic reform and modernisation of higher education in the
01!:::!!0cr.,Dh1c changes (number of people potentially Partner Countries; to enhance the quality and relevance
.iccess to higher education, age structure, of higher education to the world of work and society in
=:n::)01' flows), Increasing global competition, leading the Partner Countries; to increase the capacity of higher
a considerable shift in the distribution of the economic education institutions in the Partner Countries and the EU,
a.· ""or1d level, changes in science and technology in particular their capacity to cooperate internationally
IX!Qbry the growing importance of organisational and to continually modernise; to assist them in opening
sooew nnovation rather than purely technological up to the world of work and the society at large; to foster
isma=,OJJl(J and, last but not least, challenges of societies the reciprocal development of human resources; and to
t-:it�:it>n social cohesion, human rights, etc.). Higher enhance mutual understanding between the peoples and
11st1tuuons are therefore key players in the 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 of the text formal or informal? What 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 of emphasising 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.
1 In a number ofEuropean states, however, England and Holland, the
freedom with which researchers could defend the Copernican system stands in
surprising contrast with the criticism faced by Galileo.
2 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.
3 The applications referred to in Section A are as follows : a) an application for
the renewal of a licence; b) an application for a new licence; c) an application for a
permanent transfer of a licence.
4 The course offers comprehensive training in communication theory, ___ in
the academic context.

Reading focus 2

8 Read Text B quickly and say: a) what it focuses on; b) what features of the text help
you answer. Encouraging european researches to stay in Europe and attracting researchers from another
B countries to Europe.

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.

52
 Texts A and Bagain and complete the table below.

.md of the programme

EU and partner countries Europe
.mts students European and world researchers
aim conformity Encouraging EU researchers to stay in EU
f existing problems unconformity human resourses

the second sentence in Text B. How do the two parts of the sentence relate to
er?

��-... g the same idea

� and means to the end +

rt thefurther development and consolidation of the European Research Area,

'ic Programme's overall strategic objective is to make Europe more attractive for the
::.rchers. 2-make Europe more attractive for the best researchers
3-stimulating people to enter into the profession of
Text Bagain.
researcher,encouraging European researchers to stay in
-_. two sentences which express an aim. 2, 3 Europe, and attracting to Europe researchers from the
sentence, identify the three means of achieving the aim.
entire world
· language structures are used to perform the functions?
the end of Text Band say what the phrases a) an appropriate work/life balance
resuming a career after a break imply in this context.

-up

On the internet, find information about an international project/initiative/

:e and i;:z:::-,nranrune that you might be interested in. Make notes about it in the form of a table
nt and Activity 9 but you can add more parts to it). Report to the group.
e is to make

,tential
earcher,
n the entire
p the 'Marie
a coherent
s of their
ges of their
>r young
cipation
gning
illtating

53
 Module l Reading

Lesson 2 G ·ants

Lead-in
1 Which of the following activities may be supported by a grant of some kind?
a research project
a visit to a university abroad to meet fellow researchers
writing a textbook in your subject
organising an international seminar

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

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 informing C 4 warning
2 inviting A 5 giving instructions B
3 telling a success story D

A
Are you an experienced researcher looking for a postdoctoral fellowship?
Submit your grant application for the IEF scheme and gain the opportunity to acquire
new research skills or to work in other sectors.

B
- Fill out the Software Grant application Form - we encourage you to develop this
with a project team and recommend that you keep a copy for your records.
- Sign the Programme Authorisation Form. The Grant Application ID..Y.tt be endorsed
by both the Lead Institute Director/Principal as well as Director/Principal of any
participating organisation.
- Submit the Application and Authorisation forms to: Innovative Teachers Programme
Manager.

Peter Toth is a Marie Curie IEF fellow. Through his BIO BROOM project, he has
developed a biological control method against 'broomrapes', parasitic weeds that
would be eliminated by flies, making the use of herbicides unnecessary.

Period 2 will be open from 15 September to 31 October. Grant recipients will be

notified by 1 December and will be awarded grants for two years, beginning on 1
January and ending 31 December. Projects may commence in the spring term.
Grant recipients will be eligible to apply for subsequent grants after the initial two
year period.

54
 Lesson 2

contents and language features of Texts A-D helped you decide on their
'm:C:xr.?.S?

D, what words can be used instead of the words in bold?

as quickly as possible. Scan Text E to find answers to the following questions.

:=any sections are there in the Table of Contents? 21
parts of the proposal have no page limit? B5 ETHICAL ISSUES/B 2.5 Experts will disregard any
happens if some parts of the proposal are longer than the instruction requires? excess pages
section mentions the need for the proposed project to be up to date? B2.2
.s are the guiding document(s) for evaluation criteria? 'European Charter for Researchers'
'Code of Conduct for the Recruitment of Researchers'

� draft PART 8 of proposals, applicants should take into account the following structure.
required for an adequate description of their project, applicants can add further
s...t>headings.Applicants must ensure that sections 8I, 82 (except the CV), 83 and 84 do
t exceed the given page limits.Experts will be instructed to disregard any excess pages.

-an e of Contents
SCIENTIFIC A NDTECHNOLOGICAL QUALITY (MAXIMUM 7 PAGES)
81.1 Research and technological quality, including any interdisciplinary and
multidisciplinary aspects of the proposal
81.2 Appropriateness of research methodology and approach
81.3 Originality and innovative nature of the project, and relationship to the 'state of the
art' of research in the field
8I A Timeliness and relevance of the project

B::? QUALITY OF THE RESEA RCHER (SECTIONS 82.1-82.4: MAXIMUM

S PAGES)
82.1 Research career potential
B2.2 Research and technological quality of previous research*
82.3 Independent thinking and leadership qualities
82.4 Match between the fellow's profile and project
B2.5 Curriculum Vitae - NO PAGE LIMIT

83 IMPLEMENTATION (MAXIMUM 4 PAGES)

83.1 Quality of host organisation, including adequacy of infrastructures/facilities
83.2 Feasibility and credibility of the project, including work plan
83.3 Management Practical arrangements for the implementation and management of the
research project**

55
 ivlodule 1 Reading

B4 IMPACT (MAXIMUM S PAGES)

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

BS ETHICAL ISSUES - (NO PAGE LIMIT )

BIBLIOGRAPHY

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. What language feature do all the items have in
common?

8 What might the ethical issues section be about? ote down your predictions. (You
will need them later.) bout mentioning some politic situations etc.

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

1 Why do you think there are so many abstract nouns in this text?
2 Many abstract nouns are formed by adding a suffix to a noun, verb or adjective.
Complete the table below with nouns from the text. (Check the meaning of unknown
words in the dictionary.)
3 Which are formed from nouns, which from verbs, and which from adjectives?
4 In pairs, compare your tables.

-ness appropriateness, ...

-ity quality, originality, feasibility, credibility
-ology metodology
-ship relationship, leadership
-ence exellence
-ance relevance
-lion description,organisation,contribution,integration,operation,collaboration,dissemination,exploitation
-ment mannagement, arrangement

56
 Lesson 2

· in pairs or small groups. Imagine that you are going to submit a proposal.
, which section would seem most challenging to write up. Explain why you think so.

le:JC:n!::, focus 3

· in pairs. Read the first paragraph of Text F.

se the best word/expression in options 1-9.
n your choice.
the whole of Text F to check the predictions you made in Activity 8. Say if they
�et

ETHICAL ISSUES
cs is (1) very important/central to scientific integrity, honesty and clarity
;.cience. It is (2) considered/seen as essential by the REA and the European
CDmm.ission in the research activities that it (3) paysfor/funds or carries out
l.f. This means that in any proposal (4) sent/submitted to the 7th Framework
p.ogramme, ethics issues must be identified and addressed. Proposals that
� put/pose ethics (6) concerns/worries will be flagged. If some aspects are
- unfinished/incomplete, clarification may be (8) sought/asked for, but this will
cause/bring about delays in the application process.
Considering ethics issues from the concept stage of a proposal enhances the
· ty of research.
plicants should take time to consider the benefit/burden balance of the
research activities; consider the impact of the research, not only in terms of
ntific advancement, but also in terms of human dignity and social and
ru.ruraJ impact; consider elements such as the ethics and social impact of the
research and whether there is a balance between the objectives and the means.

ork in pairs on Text F.

-:::ify and write down the key words that can help you summarise the text. Ethic, scientific integrity
· work on your own to explain the gist of the text in one or two sentences. Importance of ethic in scientific researches
Canpare sentences with your partner. Choose the one which expresses the main idea
er. lf necessary, improve it.

57
 Module I Reading

Reading focus 4
14 Read Text G and make a flow chart showing the sequence of negotiation. Compare
your charts in pairs or small groups.
G
The Project Phase
Successful proposals will be invited to enter into negotiation. On the basis of
the information provided, a 'grant agreement' is prepared and sent to the host
organisation ('beneficiary'). The grant agreement should be signed in duplicate
and returned to the Research Executive Agency for signature. Before the project
starts, the host organisation signs an employment contract ('agreement') with the
selected fellow in line with the provisions of the grant agreement. The start of the
project will normally take place after the grant agreement enters into force, i.e.
after its signature by the Research Executive Agency. Exceptionally, the start date
of the project can be fixed retroactively (a date prior to the signature of the grant
agreement) at the request of the host organisation and the researcher, but at their
own nsk in case the negotiations Jail.

15 What is the function of italics in this text? Paying attention

Follow-up
16 Reading texts about grants on the internet.
l Search the internet and find a grant-giving scheme/programme that you would be
interested in participating in.
2 Which criteria did you use to make your choice? Write them down.
3 Analyse the information and structure your notes according to the criteria.
4 Give a brief report to the group on your chosen programme and your reasons for
choosing it

58
 Module 2 Listening

Unit 1 Attending a conference

By the end of this unit you will be able to
use a variety of clues to predict the language and the content of listening
extract specific information from short conversations at an arrivals hall and at a hotel
reception desk

Lesson 1 Arrival

--·--·- ......--- -.... •.."' •••. ...-•-

---·-.... -----......... • • -
Lead-in

----. ...
•• - -
--
........ ••... •••• •-
.,--
...-
..-
------- ---
...-- --.. • • .,•- ....-
,

-- ..- .,_,
'II
,.
..
...
•
• --•'- ... --
�

�·½
... �-�-

%,\
: .,
,
,;;.

1 Look at the picture. What problem do you think the travelJer has? Have you ever had
this problem at an international airport?nobody have come to meet the traveller

2 Work in pairs. Why might nobody have come to meet the travelJer? Make a list ofideas.
The car is stuck in a trafficjam. somebody overslept, car accident.

Language focus
3 Look at the list oflanguage functions a-f. What phrases can you use to greet,
introduce yourself, etc.?
a greeting and introducing Hello, my name is ... d asking for instructions What, I should to do
b asking for information Hello, can i ask you? e giving polite instructions
c giving information listen to me f making a request

60
 Lesson1_____.....,,_,

_ Complete these sentences from six conversations. Then listen and check.
that 's Kate Cornfield here. a
....!>L ask how to get to the conference. b
= to Terminal 1 and wait there, shall I?f
wondering what I should do. d
- Catld you please give me a minute? f
to be anyone here to pick me up. c
st wondering where I will go. d
could you lend me where the taxi rank is? f
can help you? a
to meet me at the bus station. c
wait for me , I'll find out what the problem
is c
could you wait a little bit longer? f
suggested that the taxi broke down on the motorway. c
entences 1-13 in Activity 4 with functions a-fin Activity 3.

;)' focus
-er the questions. Then identify the type ofprediction in the conclusion about
...,,._==- strategies.
did you predict in Activities 1 and 2?
· did you predict in Activity 3? How accurate was your prediction in terms of
ent and in terms oflanguage?
• helped you to complete the gaps in Activity 4?
• IS the purpose ofActivity 5?
..bese activities help you Listen? Why/ Why not?

-e .istening we normally make predictions. We usually predict content and language.

language
prediction: we guess the possible content of listening based on our background/
KnOwledge of the world, knowledge of the culture or some subject knowledge.
contextpredictions: we guess the possible words, phrases that we might hear, based on the
ex".:srtuation.

development focus
Li ten to six conversations at an arrivals hall and tick the problem each person
-,ive evidence.

- The car is delayed because ofa road

dent.
.S The car has broken down.
The driver is at a different terminal.
i Toe traveller is in the wrong place.
6 The driver is late as he got the time wrong.
61
 ..Hodule 2 Listening

4 Ifthe business centre is available at night

5 Ifhe will have to pay for using the business facilities.
6 How he can pay for extra services.
7 Ifthere is a vegetarian restaurant.
8 How to find the meeting room.

Strategy focus
5 · 7 Read the extracts and say which are requests for information. Then listen and
check.
1 There are a few things you should know about the hotel.
2 I'm wondering if there is wi-fi in my room.
3 Do you have an ironing room?
4 Ifyou call Housekeeping, they'll do it for you.
5 There is a cafe in the hotel, isn't there?
6 I saw the sign for the gym.

6 Answer the questions.

1 What are the different ways of asking for information?
2 How do you know that it is a request in each case?
3 Complete the information below about strategies for listening for detail. Use the words
from the list below. There is one word you do not need.

who question context rising wondering falling requested language

Before listening for detail we first make 1 contextand 2 language predictions.

Then we pay attention to 3 who is speaking and how information is 4 requested
A request can be in the form of a 5 question • a statement with a 6 rising tone or it can start with
a phrase signalling a request (e.g. I'm 7 wondering
__ ).

Follow-up
7 · 7 Listen to the conversation in Activity 5 again and write down three more
requests.
8 · 6 Listen to the conversation in Activity 4 again and write down the exact phrases
for the requests.
Follow the steps below.
1 Think of possible phrases before you listen.
2 Listen to the whole conversation and make a note of the phrases while listening. Do not
stop listening even if you miss something.
3 When the recording is over, write down the words which you didn't write while listening.
4 Then, listen to the conversation with a pause after the missing phrases.
5 Check, add to and correct your notes.

64