English For University Life - Coursebook


Asst. Prof. Korapin Paranapiti, Ph.D.

Faculty of Humanities, Kasetsart University
It’s only U
who can answer these questions.
It’s only U
who can complete the puzzle.
It’s only U.
Believe in U.
Who are U? Why are U here?
Where do U
What do U see
want yourself
to in five
achieve? years?
How will U When will U

make today start
different from taking
yesterday? action?
Asst. Prof. Korapin Paranapiti, Ph.D.

Faculty of Humanities, Kasetsart University
01355102 English for University Life
First edition July 2020 (for the Academic Year 2020, First Semester)
Second edition November 2020 (for the Academic Year 2020, Second Semester)
Third edition June 2021 (for the Academic Year 2021, First Semester)
© 2020 Korapin Paranapiti
ALL RIGHT RESERVED. No part of this coursebook may be reproduced, stored in a retrieval
system, transmitted in any form, or by any means, graphic, electronic, mechanical,
photocopying, recording, digitizing, or otherwise, without the prior written permission of the
author.
This coursebook makes use of online authentic materials whose data may be modified to fit
the educational purposes. Therefore, some names have been changed as the data may not
accurately represent the lives or experiences of specific individuals. Moreover, some names
are based on either public figures’ names or fictional pieces of arts but do not reflect their
actual characters of individuals and/or places in the original work.
All trade names and trademarks recited, referenced, or reflected herein are the property of
their respective owners who retain all rights thereto.
Inner Cover Illustration

Beehive: https://img.favpng.com/19/8/7/beehive-honey-bee-clip-art-png-favpng-
fDtUi1W5YE4Q2K0qBnmdUYikn.jpg
Puzzle Template: https://www.presentationmagazine.com/editable-jigsaw-pieces-
template-7271.htm
This coursebook contains links to third party websites and video clips. The author has no
control over nor is she responsible for the contents of such third-party websites and video
clips. Please be careful when accessing them.
Acknowledgements
The author would like to acknowledge Kasetsart University personnel from all campuses who
took part in brainstorming and contributing the beginning ideas for this coursebook.
The author would like to express her deepest gratitude to Serendipity and Ajarn Natnan
Tabpech for their invaluable constructive feedback and to express her appreciation to
Asst. Prof. Dr. Mingkwan Wongsantativanich for her morale support throughout the
development process.
The author would also like to thank the Department of Foreign Languages, Dr. Suparee
Impithuksa, Dr. Chayata Viriya, Dr. Intira Bumrungsalee, and Mr. David Jerrell who also took
part in supporting the development process.
Author
Korapin Paranapiti holds a B.A. in English and an M.A. and a Ph.D. in English as an
International Language from Chulalongkorn University where she also taught for several
years. She is currently a lecturer in the Department of Foreign Languages, Faculty of
Humanities, Kasetsart University.
PREFACE
This coursebook is designed in correspond to Kasetsart University (KU)’s policy
regarding its undergraduate students’ English language. The policy mandates that all KU
undergraduate students should be able to use English to communicate in daily and
professional life in various cultural contexts effectively.
This coursebook is designed for students at level B1 (Intermediate) of the Common

European Framework of Reference for Languages (CEFR) who will be enrolling in the
01355102 English for University Life course. The course focuses on the use of English and
essential study skills in the academic context such as in discussions and presentations. The
course also encourages independent learning and collaborative work.
Due to the limited time allowed for the coursebook development process, some
transitions may not be perfectly seamless or some minor language issues may unintentionally
exist for which the author would like to apologize. Still, the author hopes that this coursebook
will not only assist students in reaching the learning objectives but also impart to them the
sense of autonomous and life-long learning as well as the ability to work collaboratively to
bring about positive changes in their lives.
A good movie is the one in which at the end the main characters grow.
I hope this book can be like a “good movie” the one you read, and you gradually grow.
Korapin Paranapiti
July 2020
C O N T
Page
Preface i
Scope & Sequence iv
Introduction vii
Chapter ONE: Time 1

1. What did they say? 2
2. What do you think? 7
3. What about you? 12
4. Speaking 14
5. Reading & Writing 15
6. Continuing Reading 19
7. Chapter ONE Project 20
Chapter TWO: Learning 21

4. Speaking 30
7. Chapter TWO Project 38
Chapter THREE: Language Learning 41

4. Speaking 54
7. Chapter THREE Project 60
Chapter FOUR: Collaboration 61

4. Speaking 72
7. Chapter FOUR Project (See Page 77 Exercise 4) -
ii
E N T S
Page
Chapter FIVE: Extracurricular Activities 81

4. Speaking 93
7. Chapter FIVE Project 100
Video Scripts 101

Vocabulary Index 108
Grammar Index 110
References 111
iii
S C O P E &
1. 2. 3.
CHAPTER
WHAT DID THEY SAY? WHAT DO YOU THINK? WHAT ABOUT YOU?
Text: Text: Task:

Manage your time and Day study plan Make a day study plan
study effectively
CHAPTER
ONE Skill: Task:
Predicting, listening, note Match information
taking, and connecting Express opinions
ideas
Text: Text: Task:

Making the most of the Online forum rules and Describe rule-violation
virtual classroom guidelines experiences
CHAPTER
TWO Skill: Task:
ideas
Text: Text: Task:

How digital tools saved Notes on language apps Talk about pros and cons
Sian’s English
CHAPTER
THREE Skill: Task:
Predicting, listening, note Classify information
taking, and connecting Make suggestions
ideas
Text: Text: Task:

How to deal with difficult Basic roles and functions Describe your strength
group project members of group members when working in groups
CHAPTER Consider ways to improve
FOUR Skill: Task: when working in groups
ideas
Text: Text: Task:

Extracurricular activities University clubs Describe a dream club
CHAPTER Skill: Task:

FIVE Predicting, listening, note Classify information
taking, and connecting Make suggestions
ideas
iv
S E Q U E N C E
4. 5. 6. CHAPTER
SPEAKING READING & WRITING CONTINUING READING PROJECT
Task: Text: Text:

Express opinions Resolutions Repercussions of being
Make suggestions late (S’poreans &
punctuality Pt 3) Midterm
Task: resolutions
Identify specific details
Write resolutions
Task: Text: Text:

Ask for clarification Online forum rules and Cultures of learning - vital
Express guidelines feature of international Experiences
understanding education in moderating
Task: an online
Make connections forum
Write forum rules
Task: Text: Text:

Introduce a Similarities and differences Robot teachers
topic/purpose between two apps
Get yourself heard The most
Express agreement Task: suitable
and disagreement Link similarities and language app
Settle disagreement differences
Write compare-contrast
paragraphs
Task: Text: Text:

Ask for suggestions Group contract Why I assign the group
Introduce work that I hated as a Group
suggestions student contract for
Respond to Task: Chapter FIVE
suggestions Identify specific details Project
Write a group contract
Task: Text: Text:

Invite questions Meeting report University clubs preparing
Deal with students for jobs trending
unanswerable Task: in Korea Brand new
questions Identify main concepts and club
specific details
Write a meeting report
v
    
This is not just a coursebook.

This is a simulation to something called
“a life-long-learning LIFE”.
In life, learning does not end just when we leave university.

In life, learning CONTINUES until our last breathing breath.
Learning begins when we take “things” in by listening, by reading, etc.

However, it cannot be called “LEARNING” unless we think critically about it.
Moreover, it cannot be considered “MEANINGFUL”

unless we make connections to our lives.
What we learned can be shared,

and what we share can make a DIFFERENCE.
Nevertheless, there will always be more

to “take in,” to think about, and to share.
Learning NEVER ends.
    
vi
INTRODUCTION
This coursebook consists of five thematic chapters.
Focus
primarily on
 YOURSELF,
Learning making the
most of your
time to learn to
improve
YOURSELF
Focus on learning
to work with
 OTHERS to
Extra- improve the
curricular WORLD, and
Activities
hopefully to make
a difference
Each chapter consists of six sections. The six sections are organized to simulate the
cycle of a “MEANINGFUL LEARNING” as illustrated as follows:
 Continuing
Reading
 Speaking
 Reading & • Remind
 WHAT Writing students that
ABOUT YOU? there will
 WHAT DO • Allow students always be more
YOU THINK? • Allow students to share what to “take in,”
 WHAT DID to connect the they have to think about,
THEY SAY? • Allow students “things” to “meaningfully
to continue and to share
themselves, learned
• Allow students "taking things making the
to “take things in" by reading "things"
in” by and encourage meaningful
watching students to
a video think critically
about the
“things taken
in” or read
vii
How to use this coursebook
Section 1. WHAT DID THEY SAY?
This section consists of six sub-sections which are organized to simulate the cycle of
the initial stage of learning which, in the context of this coursebook, is attending a lecture (or
a talk). That is, we should first predict what will be discussed in the lecture to make it easier to
listen to or follow the lecture. We should then check if what we have noted down is consistent
with the lecture, the original source. Finally, we should try to link the pieces of information we
have noted down to see the big picture.
1.1 Pre-Listening
 Lead-in questions draw students’ attention to the theme of each chapter. By
answering the questions, students are encouraged to get in touch with their own
behaviors, feelings, and thoughts enriching intrapersonal intelligence. Likewise, by
sharing their answers to the class, an opportunity to understand each other is
provided enriching interpersonal intelligence which is an important asset to working
effectively with others.
 TEACHERS may simplify the questions or make them more thought provoking
depending on the background of students. However, regardless of the background
of students, teachers should always encourage an open-minded atmosphere.
 STUDENTS should feel free to give honest answers to let themselves arrive at
their true self-awareness and give other people a chance to understand more about
them.
1.2 Predicting
 A short text called “Video Introduction” prompts students to predict topics that might
be discussed in the video so that students have something to anticipate and later
on verify.
 TEACHERS may allow students to write their possible topics in a form of single
words or short phrases depending on the background of students. Teachers may
also provide a scaffold through questioning techniques to facilitate students’
prediction process.
 STUDENTS should also try to think beyond the possible topics written. For
example, don’t stop at writing the possible topic “time management trouble”.
Continue thinking about “What causes the trouble?” or “What can be possible
solutions to that trouble?”
1.3 Listening & Note Taking

 A series of exercises equips students with the necessary study skills of listening
and note taking.
 While the videos in Chapters ONE to THREE were targeted at language learners,
the videos in Chapters FOUR and FIVE are not. The latter are truly authentic.
Therefore, TEACHERS may adjust the playback speed depending on the
background of students.
 STUDENTS should consider this series of exercises as a simulation of attending a
lecture in real life. To start with, students should prepare themselves before
attending a lecture by predicting topics of a lecture (like in Sub-Section 1.2
Predicting). Then, when listening to a lecture where it might not be possible to ask
a lecturer to repeat or slow down, students should pay selective attention to
information relevant to the predicted topics rather than noting everything down.
Students are encouraged to use abbreviations and symbols that are commonly
used as well as personally created as abbreviations and symbols can help students
to take notes faster. Finally, after the lecture, students should organize their notes
so they can be useful for later revision. The diagram in Exercise 2 is an example
viii
of how to organize lecture notes. Students are not obligated to limit their organizing
style to the example provided. Finally, Exercise 3 allows students another
opportunity to confirm or seek for the missing pieces of information. This process
is similar to watching a recorded lecture or checking information with classmates
after attending a lecture.
1.4 Post-Listening
 A matching or categorizing activity allows students to assess their understanding
of the main concepts or general messages discussed in the video.
 While the activity in Chapters ONE to THREE can be completed directly based on
the information in the videos, the completion of the activity in Chapters FOUR and
FIVE also depends on students’ experiences and interpretation. Therefore,
TEACHERS are encouraged to extend this activity into a discussion activity not
only to increase students’ interests and engagement but also to let students learn
about/from each other.
 Although this activity primarily aims at assessing students’ understanding of the
main concepts discussed in the video, STUDENTS should also consider this
activity as an opportunity to share their thoughts and learn about/from each other.
    
LEARNING begins with listening.
Listen not just through your ears.
Listen with your OPEN HEART.
    
1.5 Checking the Details

 A series of questions or statements allows students to focus on specific information
or details while having another chance to watch the video.
 STUDENTS should first read through the questions or statements to identify key
words that they should pay attention to while having another chance to watch the
video again. They may also try to respond to the questions or statements by using
the notes taken earlier (in Sub-Section 1.3 Listening & Note Taking) and their
understanding of the main concepts or general messages discussed in the video.
Students who may still have difficulty in responding to the questions or statements
after watching the video again should NEVER give up. Rather, students should
exercise independent learning and resort to other strategies available such as
setting the playback speed and/or reading subtitles or video scripts.
    
Of course, by resorting to other strategies,
you’ll not get the same practice as other students.
But it doesn’t matter.
What MATTERS is you choose NOT TO GIVE UP.
You choose to try again at the “place” that is RIGHT for you.
    
1.6 Connecting Ideas

 A fill-in-the-blank activity facilitates students in connecting ideas discussed in the
video. Types of words to fill the blanks range from connecting words (e.g. ‘First’
and ‘Second’) to details (e.g. ‘you should take a look’ and ‘you should note down’).
As the course progresses, the activity also raises students’ awareness of key
ix
components of paragraph writing such as writing a topic sentence and a concluding
sentence. Toward the last chapter, more challenging tasks are added. For
example, students will need to identify information irrelevant to the paragraph and
to pay attention to grammatical structure.
 A framed paragraph or paragraph outline provides a scaffold for students to
develop their ability to write a paragraph. With more advanced students,
TEACHERS may allow them to write independently without using the framed
paragraph or paragraph outline to summarize what has been discussed in the
video.
 In addition to connecting ideas discussed in the video, STUDENTS should consider
this activity as a means to develop paragraph writing skills. The framed paragraph
or paragraph outline provided is an example of how to write a paragraph. Students
are not obligated to limit their writing style to the example provided. Furthermore,
students should consider this activity as a means to develop good study habits. To
elaborate, after attending a lecture and taking notes (as in Section 1.3 Listening &
Note Taking), checking understanding of the main concepts or general messages
and accuracy of specific information or details (as in Sub-Section 1.4 Post-Listening
and Sub-Section 1.5 Checking the Details), students may organize the information
and their understanding into a paragraph which can provide a clearer connection of
the information than the notes. Therefore, the “paragraphed notes” can still be useful
when students come back for revision.
Section 2. WHAT DO YOU THINK?
    
“Thinking is where intelligent actions begin. We pause long enough
to look more carefully at a situation, to see more of its character,
to think about why it’s happening, to notice how it’s affecting us and others.”
—Margaret Wheatley as quoted in Knight (2013)
    
 A thinking prompt accompanied by a series of exercises provides students with

opportunities to practice expressing opinions and making suggestions. To provide
students with a scaffold to do so, students are directed to read for main concepts or
general messages and/or specific information or details beforehand.
 Depending on the background of students, TEACHERS may opt out of some
language-focus exercises and extend this activity into a discussion activity. This
gives teachers a chance to guide students’ thinking process through questioning
techniques, for instance.
 As previously mentioned, “learning” cannot be called “learning” unless we think
critically about it. Therefore, STUDENTS should go beyond reading for
understanding to thinking critically. As a result, students should focus less on the
“right” or “wrong” answers and more on explanations and/or examples to support
their opinions and/or suggestions.
    
The world is not black and white.
There are millions shades of grey.
    
x
Section 3. WHAT ABOUT YOU?
 A series of questions stimulates students to think about their experiences, self-

perceptions, opinions, hopes, or dreams.
 Depending on the background of students, TEACHERS may provide further
support guiding students’ thinking process such as through questioning
techniques. This activity not only helps students to prepare for the activity in
Section 4. Speaking but it also helps students to connect the theme in each chapter
to their lives, making learning “meaningful” as well as enhancing students’
intrapersonal intelligence. Teachers may also allow students to work in pairs or
small groups as appropriate.
 As previously mentioned, “learning” cannot be considered “meaningful” unless we
make connections to our lives. STUDENTS should consider this activity as an
opportunity to think deeply about their experiences in the past as well as their self-
perceptions, opinions, hopes, or dreams at the present. This activity also prepares
students for the activity in Section 4. Speaking. Students are encouraged to think
beyond the past and the present to think about what to do in the future to build a
meaningful future, to build a meaningful life.
Section 4. SPEAKING
 A skeleton dialogue provides students with an idea or a topic for a conversation

where the target language structure is already specified, but the content is to be
decided by students. This activity provides students with freedom to choose their
own content while, at the same time, provides them with support in terms of
language to be used.
 Depending on the background of students, TEACHERS may provide further
support such as by reminding students of the student-made “cues” (in Section 3.
What about You?) or through questioning techniques. Alternatively, teachers may
adjust this semi-controlled activity into a free activity allowing students to add more
speaking turns, etc. However, regardless of the background of students, teachers
should always encourage an open-minded atmosphere allowing students to
personalize the target language and draw on their experiences, self-perceptions,
opinions, hopes, or dreams.
 STUDENTS should consider this activity as a chance to learn from each other who
may have similar or different points of view. Students should also pay attention to
feedback from their classmates so as to plan for further self-development. This
activity might be challenging for some students. However, students should be
proud of themselves for stepping out of their comfort zone, sharing their
experiences, self-perceptions, opinions, hopes, or dreams in English, which is not
their first language.
Section 5. READING & WRITING
 A reading text accompanied by a series of exercises provides students with

opportunities to practice reading, learn vocabulary in context, and practice writing.
The last exercise in this section, in particular, also helps students to prepare for
each chapter’s project.
 Depending on the background of students, TEACHERS may allow students to
work in pairs or small groups as appropriate allowing students to improve their
language skills collaboratively and implicitly. Teachers may also provide further
support such as reminding students to go back to the model reading text, applying
questioning techniques, or providing explicit instruction. Alternatively, teachers
may adjust certain exercises that are controlled or semi-controlled in nature
(Exercises 3-4 in Chapters ONE, TWO, FOUR, and FIVE; and Exercises 2-3 in
xi
Chapter THREE) into a free activity, allowing students to write independently
without using the framed text.
 STUDENTS should pay attention to the reading text not only to practice reading
and learn vocabulary in context but also to use the reading text as a model to
practice writing. The exercises in this section allow students to “learn” from the
reading text and make what they learn “meaningful” by making connections to their
lives, personalizing the issue. When done in pairs or groups, the last exercise in
this section, in particular, also allows students to learn about each other, enriching
interpersonal intelligence which is an important asset to working effectively with
others.
Section 6. CONTINUING READING
 A reading text accompanied by a series of exercises provides students with

opportunities to continue “learning” about the theme in each chapter as well as to
assess their knowledge of grammar and learn vocabulary in context.
 Depending on the background of students, TEACHERS may provide explicit
grammar explanation. Alternatively, teachers may simply point out the grammar
point(s) students should further study or direct students to useful resources, raising
students’ awareness that knowledge is at their fingertips that they can just click and
search the internet. Teachers should also guide students on how to choose
credible resources and verify accuracy of the information so that students can use
the “technology” properly. Teachers may extend the activity to include discussion
to further enhance students’ critical thinking.
 STUDENTS should consider this activity as an opportunity to “learn” more about
the theme in each chapter as well as to assess their knowledge of grammar and
learn vocabulary in context. Students are encouraged to personalize the issue by
making connections to their lives. For example, students may ask themselves
whether they have experienced the situation in the reading text, how they might
feel, or what they might do if they experience it in the future.
This coursebook also contains the following features:
Word Search Puzzle

 On the first page of each chapter, there is a word search puzzle for students to find
out a hidden word. Students can simply draw a line through letters or color the
bubbles to highlight the word.
 Remark: There are two words in the word search puzzle in Chapters THREE and
FIVE.
Online Videos & Materials

 This coursebook makes use of online videos whose URLs or web addresses are
provided. Simply click the hyperlinked icon  (in blue with an underline) or the link
provided at the footnote. This enhances the accessibility to the videos even before
or after the class time.
 The URLs or web addresses of other online materials (e.g. reading texts and
expressions) are provided not only to acknowledge the sources but also to raise
awareness that knowledge is at students’ fingertips: just click and learn more
autonomously.
xii
Vocabulary in Context
 Throughout the chapters including the Video Scripts, there are hyperlinked words
(in blue with underlines). These words have been carefully chosen, by using Text
Inspector1 and CEFR Checker2, as they are classified as B1 vocabulary according
to the Common European Framework of Reference for Languages (CEFR).
 Although this coursebook includes Vocabulary Index, it is recommended that
students study these words in context. That is, students should first guess the
meaning from context (e.g. the reading text). Then, students can click the
hyperlinked words to see the definitions provided by Cambridge Dictionary3. There,
students should look for the definitions tagged with “B1” label and check with what
they guess earlier.
Thinking Critically & Personalizing the Issue

 This coursebook not only focuses on students’ ability to discuss expressing
opinions and making suggestions but also aims at developing students’ ability to
give well-informed opinions which is far from possible without the ability to think
critically. In addition, it is hoped that by developing critical thinking, students will
become more open to unconventional thinking and able to create something
extraordinary to make a difference to the world or, at least, to themselves. It is also
hoped that students will become more open to different points of view and try to
see them critically without immediately judging based on cultural norms which is
“crucial to effective teamwork and leadership” (Regan, 2015).
 As mentioned earlier, “learning” cannot be “meaningful” unless we make
connections to our lives. Therefore, the embedded “Personalizing the Issue”
section aims at encouraging students’ self-reflection to make what they learn
“meaningful”. Together with critical thinking, students’ self-reflection should shine
some light on not just what students want but what is RIGHT for students to pursue.
Grammar
 Adopting Communicative Language Teaching approach (CLT), grammar (as
embedded in Section 6. Continuing Reading) is not meant to be taught. Rather, it
is designed as an informal self-assessment tool to raise students’ awareness in
their knowledge of grammar or to trigger students to review what they have learned
in their previous years but may have forgotten.
 Grammar Index (in this coursebook) displays a list of grammar points4 and starting
learning resources so students can independently start to review or study more.
1
Text Inspector is available at https://languageresearch.cambridge.org/wordlists/text-inspector.
2
CEFR Checker is available at https://cefr.duolingo.com/.
3
Cambridge Dictionary is available at https://dictionary.cambridge.org/.
4
The grammar points have been chosen from the Intermediate Grammar Reference list available at https://www.bbc.co.uk/learningenglish/english/intermediate-grammar-
guide.
xiii
That’s it!
Let’s press

START
xiv
xv
xvi
CHAPTER ONE
e T y
j i m
n o e
Chapter ONE: Time

1
1. WHAT DID THEY SAY?
1.1 PRE-LISTENING
Read the questions5 below and share your answers with the class.
1. What is your busiest day of the week?

e.g. Wednesday
2. What takes up most of your time?
e.g. Netflix and ROV
3. Do you make a plan on what you have to do and when to do it?
e.g. Yes, a little.
4. Do you think you spend your time wisely?
e.g. Not sure...
5. Do you wish you could study more effectively?
e.g. Definitely! I want to graduate in one year!
1.2 PREDICTING
Read the Video Introduction below and write down the topics that might be discussed in the
video.
Video Introduction6
Say goodbye to time management trouble. Do you wish you could study more effectively?
Of course, you do – but there are so many things that demand our attention. These can
really damage any chance of studying effectively. Dealing with distractions – like phone calls
from your friends and family – is just one thing we need to do. If you want to study well, you
need to manage your time. How to do that? First, ask yourself three questions: what your
commitments are; what your study goals are; and how you work best. Watch the video and
pick up the tips to become a master at managing your time.
Possible
Topics
5
The content in this part is adapted from http://iteslj.org/questions/time.html.
6
The content in this part is adapted from http://www.bbc.co.uk/learningenglish/english/course/go-the-distance/unit-6/session-3.
Chapter ONE: Time

2
1.3 LISTENING & NOTE TAKING
Watch the video7 on the advice about how to deal with your commitments, how to set your study goals, and find out how you work best. Then
complete Exercises 1-3 in this section.
Exercise 1
Watch the video8 . Use the free space below to take notes.
7
The video is available at http://www.bbc.co.uk/learningenglish/english/course/go-the-distance/unit-6/session-3 and https://youtu.be/JGr46kYMEQQ.
8
The video is available at http://www.bbc.co.uk/learningenglish/english/course/go-the-distance/unit-6/session-3 and https://youtu.be/JGr46kYMEQQ.
Chapter ONE: Time

3
Exercise 2
Use your notes from Exercise 1 to complete the diagram below with as much information as you can.
Goals
e.g. Advice
• [3] ______ the course •look at the syllabus, How [5] ______________________
[1] ___________ outside your
study •To get a specific grade [4] _______________
__________________
e.g.
e.g. Advice timetables, old exam
•look at short-term •when:
•work •write 'when'
goals - in the morning / at night
• [2] _________ •write 'how long'
• [6] __________:
•childcare - in the library / at home
•travel Managing your time •how:
effectively
- [7] ________________ / in silence
- with [8] ____________ / chocolate
[9] __________ Distractions &

Procrastination Advice
•phone call
•switch [10] _______ your phone / internet connection
•work in [11] __________ bursts
•do a deal with [12] ______________________

Chapter ONE: Time
4
Exercise 3
Watch the video9  again to fill in the remaining blanks in Exercise 2.
1.4 POST-LISTENING10
Based on the information in the video11, match the information on the left (1-3) with the
information on the right (a-c).
a. Think about what you have to do for work,

1. Consider your commitments
family and childcare
_____
b. Think about where is the best place and when
2. Assess your goals _____
is the best time to study
3. Work out how you work best
c. Plan what you want to achieve in the next hour,
_____
day and week of your studies
1.5 CHECKING THE DETAILS

Watch the video12  again and answer the questions.
1. How do you know if your study time is enough?
2. Why should you take a good look at the syllabus, exam and assignment timetables,
and old exam papers?
3. When should you do the most difficult task?
4. Why should you switch off your phone or internet connection?
5. What is an example of a desperate measure given in the video?
9
The video is available at http://www.bbc.co.uk/learningenglish/english/course/go-the-distance/unit-6/session-3.
10
The content in this section is adapted from http://www.bbc.co.uk/learningenglish/english/course/go-the-distance/unit-6/session-3.
11
12
Chapter ONE: Time

5
THINKING CRITICALLY
Read the statements and question below and share your answers with the class.
1. “Hi Mum. Yes, just filming a video. Can I call you in an hour? OK. Sorry. Bye!” can
be an example of _____.
a. commitments b. goals c. distractions d. advice
Explain your answer:
2. “I can eat this lovely chocolate, but only after I finish reading this paper” can be an
example of _____.
a. a condition b. a deal c. a disagreement d. a reward
3. The video suggests that you need to be flexible when managing time. Do you
agree with the suggestion?
a. agree b. disagree
1.6 CONNECTING IDEAS

Complete the paragraph below by filling in the blanks (1-9) with the most appropriate options
(a-j). Then compare the answers with your friends.
a. First f. To illustrate
b. In conclusion g. you can think about your
c. Second h. you may expect to
d. Such as i. You should take a look
e. Third j. You should note down
There are three things to think about when managing your time. [1] _____, you have
to think about your commitments outside your study. For example, [2] _____ work, family
events, childcare, or travel. [3] _____ when and how long. [4] _____, you have to think about
your goals. For instance, [5] _____ pass the course or to get a specific grade. [6] _____ at
the syllabus, exam and assignment timetables, and old exam papers. [7] _____, you have
to think about how you work best. [8] _____, you can think about when such as in the
morning or at night, where such as in a library or at home, and how such as with music or
in silence, or with coffee or chocolate. You should also deal with distractions and
procrastination. [9] _____, if you want to manage your time effectively, you have to think
about your commitments outside your study, your goals, and how you work best.
Chapter ONE: Time

6
2. WHAT DO YOU THINK?13
Read the three day study plans14 below. Then complete Exercises 1-2 in this section15.
SUN-HO JOJO HYE-YOUNG

7:30 - 8:00 9:30 - 10:30 8:00 - 12:00
= Get up, shower, breakfast = Wake up & breakfast = Attend lectures: 8:00 - 9:10,
8:00 - 11:50 10:30 - 12:30 9:20 - 10:30, 10:40 - 12:00
= Study (at library) = Study CH7 P263 - 497 12:00 - 14:30
= Chapter 2 Page 41 - 74 12:30 - 13:00 = Break
11:50 - 13:00 = Buffer time 14:30 - 16:15
= Lunch 13:00 - 16:00 = Attend lectures: 14:30 - 15:30,
13:00 - 17:00 = Lecture 15:45 - 16:15
= Study (10 min break every 50 mins) == 13:00 - 14:45 16:15 - 16:50
= Chapter 2 Page 79 - 113 == 15:00 - 16:00 = Break
17:00 - 18:50 16:00 - 17:00 16:50 - 17:00
= Revise Chapter 2 = Fitness = Travel to lab
18:50 - 21:00 17:00 - 18:00 17:00 - 18:00
= Dinner + spare time = Study CH8 P498 - 624 = Lab experiments
21:00 - 22:55 18:00 - 24:00 18:00 - 23:30
= Study Chapter 2 Page 114 - 135 = Movies & going out = Dinner n relaxation
23:00 24:00 23:30 - 0:00
= Sleep = To bed = Do 5 homework exercises
13
The images in this section are adopted from http://kdramadaily.com/wp-content/uploads/After-Kingdom-Netflix-Produces-Two-More-K-dramas-Love-Alarm-and-Because-It%E2%80%99s-My-First-Love.jpg.
14
The content in this part is adapted from https://www.futurelearn.com/courses/improving-study-techniques/1/steps/520734.
15
This section consists of Exercises 1-5. However, the answers for Exercises 3-5 are not based on the information in the three day study plan.
Chapter ONE: Time

7
Exercise 1
Read the feedback16 to the day study plans below. Fill in the blanks with the planner’s initial:
“S” for Sun-ho, “J” for Jojo, or “H” for Hye-young.
1. I like _____’s idea of building in some buffer time.

2. I like _____’s idea of dividing the chapter into three sessions.
3. I like that _____ also plans for travelling time.
4. _____ doesn’t have enough breaks and tries to do too much studying.
5. _____ has too little time to cover all the pages.
6. _____ has too many lectures but not enough personal study time for active learning.
Exercise 217
List what you like, what you don’t like, and questions you want to ask Sun-ho, Jojo, and Hye-
young in case you are not sure if it is a good plan. Then compare the answers with your friends.
Guide: 1. You may think about the following:

break study time buffer time
relaxation activities travel time time for health
2. You may use the following words:

enough lots of plenty of
not enough too / too little too much / too many
Planner Like Dislike / Not sure
• Enough... • Enough... ?
• • ?
Sun-ho • • ?
• • ?
• Lots of... • Too little... ?
Jojo • • ?
• • ?
• • ?
Hye-young • Plenty of... • Too... ?
16
17
The images in this exercise are adopted from http://kdramadaily.com/wp-content/uploads/After-Kingdom-Netflix-Produces-Two-More-K-dramas-Love-Alarm-and-
Because-It%E2%80%99s-My-First-Love.jpg.
Chapter ONE: Time

8
Exercise 3
Read the feedback18 to the day study plans below. Write “Q” if it seems like a question.
Write “S” if it seems like a suggestion. Write “B” if it can be both a question and a suggestion.
Then compare the answers with your friends.
1. Has this planner studied this much before? _____
2. Are there ways to speed up on the reading? _____
3. Why doesn’t this planner plan to study more? _____
4. Does the planner have other days that are easier? _____
5. How about adding some time for health like doing yoga? _____
6. This planner should not spend too much time hanging out with friends. _____
7. Could some of the reading be done on other days, or are the other days full as well?
_____
8. What about reviewing class notes for a few minutes at 12:00 and again at 16:15 while
information is fresh? _____
18
Chapter ONE: Time

9
Exercise 419
Read the statements below and write the words in bold in the correct boxes. The first one is
done for you.
 Let’s plan for travelling time.

 You should divide the chapter into three sessions.
 You could include more relaxation activities.
 I think you have too many lectures.
 How about working in short bursts?
 I suggest including some buffer time.
 In my opinion, there’s too little time for health.
 What about reviewing class notes more often?
 As far as I know, you don’t have enough breaks.
 I believe you have too little time to cover all the pages.
 As far as I’m concerned, you include too much study time.
 In my view, you don’t have enough personal study time for active learning.
Expressing opinions
Expressing Expressing
WEAK suggestions STRONG suggestions
Let’s
19
The content in this exercise is adapted from https://www.englisch-hilfen.de/en/words/discussions.htm and https://www.espressoenglish.net/english-phrases-for-
meetings/.
Chapter ONE: Time

 10 
Exercise 5
Read the statements in Exercise 4 and write the words in bold in the correct boxes. The first
one is done for you.
statement
e.g.
• you have enough time for
breakfast.
• there are plenty of relaxation
activities to relieve stress.
Let’s
infinitive
e.g.
• plan for travelling time.
• work in short bursts.
gerund
e.g.
• including some buffer time.
• spending less time hanging out
with friends.
Chapter ONE: Time

 11 
3. WHAT ABOUT YOU?
First, answer the questions in Exercise 1 below. Then make a day study plan that you will do
every week in Exercise 2 on the following page.
Exercise 1
Answer the questions below.
1. What are your midterm goals?

 Academic Goal
To achieve __________ % of the total score for 01355102 course
 Other Goal(s)
(Choose at least one option below or use your own idea.)
 To have a better skill at:
❑ using technology
(e.g. video conferencing tools and video editing
software)
❑ working with others
❑ dancing
❑ ____________________________________________
2. What day are you making a day study plan?

❑ Monday ❑ Tuesday ❑ Wednesday
❑ Thursday ❑ Friday ❑ Saturday ❑ Sunday
3. What do you need to do to achieve your goals? When and how long?
Sample Activities
•Study one grammar point on the bus (6-7 a.m.)

•Have breakfast while walking to class (7:55-8 a.m.)
•Practice a dance move while walking to another class
(5 mins after each class)
•Play basketball on a team (5-6 p.m.)
•Practice using Google Hangouts to talk to classmates
(8:40-9 p.m.)
•Sleep (10 p.m. – 5 a.m.)
YOUR Activities
Chapter ONE: Time

 12 
Exercise 2
Based on your answers in Exercise 1, make a day study plan that you will do on your chosen
day every week.
Midterm Goals
 Academic Goal:
 Other Goal:
❑ Monday ❑ Tuesday ❑ Wednesday

Day
❑ Thursday ❑ Friday ❑ Saturday ❑ Sunday
Time Activity
- Wake up
- Set my alarm clock & go to bed (with my phone off)
Chapter ONE: Time

 13 
4. SPEAKING
Share and discuss a day study plan.
In groups of four, take turns sharing and discussing a day study plan. Then switch roles.
STEP 1: Student A shares TWO goals to the group and shows the day study plan
(as made in Section 3. WHAT ABOUT YOU? Exercise 2).
e.g. I expect to achieve 40-50 % of the total score for 01355102 course and to
have a better skill at dancing.
STEP 2: Student B gives an opinion about a positive thing in Student A’s day study
plan.
e.g. As far as I’m concerned, you have plenty of self-study time for your English
course.
Expressions about giving opinions20

❑ I believe you have plenty of _____.
❑ I think _____.
❑ As far as I know, there is/are (not) enough _____.
❑ As far as I’m concerned, _____.
❑ In my opinion, there is too little _____.
❑ In my view, _____.
STEP 3: Student C gives an opinion about what might be a negative thing in Student A’s
day study plan.
e.g. In my opinion, there’s too little time for health. (Five minutes is not enough
to have a proper breakfast.)
STEP 4: Student D gives a suggestion to make Student A’s day study plan better.
e.g. I suggest having more time for breakfast. How about waking up earlier?
Expressions about giving suggestions21

❑ You could reduce _____.
❑ What about including _____?
❑ How about _____?
❑ I suggest _____.
❑ You should _____.
❑ Let’s _____.
STEP 5: Student A thanks Students B, C, and D for their opinions and suggestions.
e.g. Thanks for your opinions and suggestions.
STEP 6: Students A, B, C, and D switch roles.
20
The content in this part is adapted from https://www.englisch-hilfen.de/en/words/discussions.htm.
21
The content in this part is adapted from https://www.espressoenglish.net/english-phrases-for-meetings/.
Chapter ONE: Time

 14 
5. READING & WRITING
Read an example of New Year’s resolutions22 below. Then complete Exercises 1-4 in this
section.
Darren’s New Year’s Resolutions
I like to start every year with my New Year’s resolutions. Then I read them next 1 January
and see how well I did! Here are my resolutions this year.
1. To have better health and lose two kilos

I say this every year but I hope writing it in public will make it more real. I’m aiming to run
three times a week. I think I can do it! I think a fitness tracking app might help me achieve
it. Or I could find a running partner. If anyone who’s reading this wants to be my partner, let
me know! If I can do it this time, I’ll let myself buy the $120 jacket of my favorite music band.
2. To have a better financial life

Having no savings is starting to worry me so I plan to save 10 percent of my salary a month.
I think it’s realistic. It’s not too much, but it’s not too little that I won’t see it add up. I’ll put the
money into a special bank account that will make it grow … Actually, I don’t know much
about that so maybe I should read about how to invest money, maybe ... twice a month.
3. To have a better skill at cooking

I’d like to practice cooking regularly. I think inviting friends over for dinner might help me
achieve it. I think once a month is a good plan. By the end of the year I want to have five
dishes I can cook really well so people will say: ‘Have you ever had Darren’s delicious
cooking?’ Who wants to be my first guest?
Exercise 1
Answer the questions and complete the table on the following page.
1. When will Darren read his resolutions?
2. Why does Darren aim to save only 10 percent of his salary?
3. How often will Darren invite his friends for a meal?
22
The content in this part is adapted from https://learnenglish.britishcouncil.org/intermediate-b1-writing/new-years-resolutions.
Chapter ONE: Time

 15 
4. Complete the table below using the information from Darren’s New Year’s Resolutions.
Goal Specific plan or action Reward
❑
Buy the $120 jacket
 ❑ of his favorite music
band
❑
❑ Save 10 percent of his salary a month
 ❑ No info.
❑
 To have a better
❑ No info.
skill at cooking
THINKING CRITICALLY
Read the question below and share your answer with the class.
Darren said, “I hope writing it in public will make it more real”. Do you agree that
writing your resolutions in public is a good idea?
a. agree b. disagree
Chapter ONE: Time

 16 
Exercise 2
Match the vocabulary on the left (1-2) with the definitions on the right (a-e).
Vocabulary Definition
a. a fixed amount of money agreed every month or year as

pay for an employee
1. salary _____ b. a pleasant activity that makes you become calm and less
worried
2. bank account c. a vegetable with long, thin, whitish or pale green stems
_____ d. an arrangement with a bank in which the customer puts in
and takes out money and the bank keeps a record of it
e. any of the separate parts into which a book or other piece
of text is divided, usually given a number or title
Exercise 323
Complete the sentences below with the most appropriate options (a-f).
a. a b. by c. every day d. often e. once f. twice
1. I want to be able to run 10 kilometers _____ the end of the year.

2. I’m planning to go running three times _____ week.
3. I want to cook food at home more _____.
4. I’m going to cook for my friends _____ (one time) a month.
5. I’m aiming to revise my English notes for ten minutes _____.
6. I’m going to watch a film in English _____ (two times) a week.
Exercise 4
Read the tips on how to write resolutions. Then write your own resolution including ONE of
your midterm goals (e.g. to achieve __________ % of the total score for 01355102 course),
how to achieve the goal (e.g. study one grammar point everyday), and what you want as a
reward (e.g. eat chocolate five days in a row).
Tips24
1. Before you start a writing task, make a plan. First, write down lots of ideas you could
include. (You may also go back to your day study plan made in Section 3. WHAT
ABOUT YOU?) Then choose the most important one.
2. Write a heading to show the readers what it is about (e.g. To Have better health).
3. Think about your audience (people who are reading the text) and choose the style
accordingly. For your classmates, use an informal and clear style.
4. Keep your readers interested by talking directly to them (e.g. by asking a question).
5. When you have finished your writing, read it and check it for mistakes.
23
The content in this exercise is adapted from https://learnenglish.britishcouncil.org/intermediate-b1-writing/new-years-resolutions.
24
The content in this part is adapted from https://learnenglish.britishcouncil.org/intermediate-b1-writing/new-years-resolutions.
Chapter ONE: Time

 17 
Guide: Use Darren’s New Year’s resolutions as a model. Choose ONE of the three boxes
below to complete your midterm resolution. Make any changes where necessary.
My Midterm Resolution
I like to start every semester with my midterm resolution. Then I read it after the midterm
examination week to see if I achieve my goal or if I have to change my plan for the future. Here
is my midterm resolution this semester.
______________________________
I say this every semester, but I hope writing it in public will make it more real. I’m aiming to
______________________________________________ a week. I think I can do it! I think
________________________________________ might help me achieve it. Or I could find
a _______________________ partner. If anyone who’s reading this wants to be my partner,
let me know! If I can do it this time, I will let myself buy ___________________________.
______________________________
___________________________________________________ is starting to worry me so
I plan to _________________________________________________________________
_______________________________________________________________________.
Actually, I don’t know much about that so maybe I should read about how to
_______________________________________________________________________.
But if I achieve this goal, I will let myself ________________________________________.
______________________________
I’d like to _________________________________. I think _________________________
might help me achieve it. I think ____________________________ a month is a good plan.
By the end of my midterm exam week, I want to ___________________________ so people
will say: ______________________________. And if I achieve this goal, I will let myself
_________________________________________________________________.
Chapter ONE: Time

 18 
6. CONTINUING READING
Read the excerpt from Youtube25 below. Then complete Exercises 1-2 in this section.
Exercise 1
Circle the correct alternative.
Lateness, of course, is not a problem unique to Singaporeans, and it is a common problem

in various parts of the world. A closer look at the social issue of being late
1 revealed / was revealing that sometimes being late for even five minutes can have dire
consequences. For instance, being late for an important meeting, a first date, or even a
flight. Jennie has paid a high price for being late.
Interviewer: So, what exactly happened on the day that you were late?
Jennie: OK, I was supposed to take an exam, right? I 2 lingered / was lingering
around. I 3 watched / was watching a really terrible movie.
Interviewer: What was your reaction when it 4 said / was saying it was eight and the
exam was like in five minutes time?
Jennie: Mad dash. I called the TaxiBot and I changed. I didn’t take a shower. I didn’t
use my contact lenses. Just ran out. No makeup. Nothing. I was about 15-
20 minutes late. But I think the door 5 closed / was closing at about 15
minutes. Consequently, I was not allowed in.
Interviewer: Just because you were five minutes late for the exam, and then what
happened?
Jennie: I 6 had / was having to retake the whole module and my mom doesn’t know
to this day. She doesn’t know. And I hope she doesn’t watch RazorTV
because she’s gonna kill me.
Interviewer: So how long did it take you to like redo just because you were late for five
minutes?
Jennie: I think it’s about a semester.
Exercise 2
a. a formal, prepared talk given to a group of people, especially

1. issue _____ students
b. a subject or problem that people are thinking and talking
2. for instance about
_____ c. for example
d. happening immediately, without any delay
e. light, thin paper used for wrapping things
25
The content in this part is transcribed and adapted from https://www.youtube.com/watch?v=ZrLZzKa7cMc.
Chapter ONE: Time

 19 
 CHAPTER ONE PROJECT 
Prepare a talk (maximum length of 3 minutes) to share your midterm resolution.
The requirements are as follows:
REQUIREMENTS
Content
You are required to include the following information in your talk:
1. ONE specific academic or other goal of yours

e.g.  To pass this course’s midterm exam
 To have better health and lose two kilos
2. Your specific plan or action to achieve the goal

e.g.  Review one word from the lesson everyday
 Run three times a week with a running partner
3. Your reward if you achieve the goal

e.g.  Eat chocolate five days in a row
 Buy the $120 jacket of my favorite music band
Presentation26
You are required to include the following steps in your talk:
1. Greeting
e.g. Hi. I’m Darren Anderson. You can call me Dee. I’m from the Faculty of Forestry.
2. Topic Introduction
e.g. ❑ Today I’m here to share my midterm resolution.
❑ Today I’m going to talk about my midterm resolution.
3. Main Point 1: Goal

e.g. For my midterm goal, I expect to / I want to / I’d like to / I hope to _____.
4. Main Point 2: Plan or Action

e.g. That’s why I intend to / I plan to _____.
5. Main Point 3: Reward

e.g. If I achieve my goal, I will let myself _____.
6. Ending
e.g. Well, that’s it from me. Thanks.
26
The content in this part is adapted from https://www.futurelearn.com/courses/workplace-english/9/steps/631093, https://www.corplearning.com/two-minute-reads/key-
phrases-collaboration/, https://www.tolingo.com/en/guide/business-english/presentation-tips/ and https://www.futurelearn.com/courses/what-makes-an-effective-
presentation.
Chapter ONE: Time

 20 
CHAPTER TWO
b L d f
a e h j
r n k m
p i n g
Chapter TWO: Learning

 21 
1.1 PRE-LISTENING
1. How do you normally travel to your class?
2. Are you allowed to eat in your classroom?
3. What do you like about your classroom?
4. What don’t you like about your classroom?
5. Do you normally have easy access to your teachers outside of class?
1.2 PREDICTING
video.
Video Introduction28
Learning isn’t the same as it used to be. Webinars, streaming, digital communication tools–
it can be intimidating when you’re faced with new technology, but really there is nothing to
fear! You just have to make sure you know what you can actually do online. This time we
take a look at how learning has changed in the virtual classroom and explain how you can
make the most of digital tools available online. Join Tim to upgrade your digital skills!
Possible
Topics
27
The content in this part is adapted from http://iteslj.org/questions/classrooms.html, http://iteslj.org/questions/school.html, and http://iteslj.org/questions/university.html.
28

 22 
Watch the video29 on learning in a virtual classroom. Then complete Exercises 1-3 in this section.
Exercise 1
29
The video is available at http://www.bbc.co.uk/learningenglish/english/course/go-the-distance/unit-3/session-5 and https://youtu.be/vYgzcEJmkEs.
30
The video is available at http://www.bbc.co.uk/learningenglish/english/course/go-the-distance/unit-3/session-5 and https://youtu.be/vYgzcEJmkEs.

 23 
Exercise 2
LEARNING IN A VIRTUAL CLASSROOM
What
• Students and tutors meet [1] _______________ at [2] ____________________ time to have a live lesson (webinar)
• They attend from [3] ______________________________
Why
• [4] _________________________ of your home or [5] _________________________
• [6] _________________________: you don’t need to be physically in class
How
• have access to a device with [7] _________________________________________ to stream video and audio
• [8] _____________________________ using your password
• plug in [9] _______________________ or turn up [10] _______________________ to hear what is going on
• type or use a microphone to [11] ______________________________

 24 
Exercise 3
1.4 POST-LISTENING
Based on the information in the video32, write L (lecture theatres), W (webinars), or B (both
lecture theatres and webinars) after the corresponding statements below.
1. You can attend classes at your academic institution’s website. _____

2. You can enjoy comfort and flexibility. _____
3. You can participate at your academic institution. _____
4. You can see your teacher, hear what is going on, and ask questions. _____

Watch the video33  again and write T (true) or F (false) after the following statements.
1. Students no longer go to lecture theatres. _____

2. You can attend a webinar any time if you have a device connected with an internet
connection. _____
3. Students may be able to join a webinar even though they do not have a computer.
_____
4. Both webinars and YouTube stream video and audio to your device. _____
5. While attending a webinar, you cannot ask questions if you do not have a microphone.
_____
THINKING CRITICALLY
Read the statements below and share your answers with the class.
1. The sentence: “So, what do I mean by a virtual classroom?” shows that Tim ____.
a. does not know what a virtual classroom is
b. is going to give a definition
c. is questioning his knowledge
d. wants to pay for a virtual classroom
2. The sentence: “So, why is this such a great innovation?” shows that Tim _____.
a. does not believe in the convenience of a virtual classroom
b. is asking for the purpose of a virtual classroom
c. is going to explain some advantages of a virtual classroom
d. wants to give a different opinion about a virtual classroom
3. The sentence: “So, how does this work?” shows that Tim _____.
a. does not want to learn in a virtual classroom
b. is going to list what is needed to learn in a virtual classroom
c. is interested in learning in a virtual classroom
d. wonders if a virtual classroom can be useful to office workers
31
32
33

 25 
4. The sentence: “Now we know how you can see and hear the lesson, but what about
asking questions?” shows that Tim _____.
a. does not know what to ask
b. is suggesting what to do when you don’t understand
c. is still not clear how to learn in a virtual classroom
d. suggests that students should ask questions

Complete the paragraph outline below by filling in the blanks (1-5) on the left with the most
appropriate options (a-d) on the right. Then compare the answers with your friends.
Blank 1
Topic Sentence: a. Basic things you need to attend a

 [1] _____. webinar
b. There are three basic things you need
to attend a webinar
Body:
Main Point 1
 First, [2] _____ with a good internet
connection so that you can stream video
and audio. Blanks 2-4
Main Point 2 a. you need your headphones

 Second, [3] _____ to log in to your b. you need a device
academic institution’s website. c. you need a microphone
d. you need your password
Main Point 3
 Third, [4] _____ in order to hear what is
going on.
Blank 5
a. for these reasons, lots of students have

Concluding Sentence:
chosen to join a webinar instead of
 To conclude, [5] _____.
going to a lecture theatre
b. if you attend a webinar, you will need an
internet-connected device, your
password, and your headphones

 26 
2. WHAT DO YOU THINK?
Read the rules and guidelines34 of an online forum below. Then complete Exercises 1-3 in this
section.
International Education Forum
1. ____________________ 6. ____________________
You must read all the relevant documents Posts in this forum must be either questions
and posts carefully and thoroughly before or answers about education. Also, images or
asking anything. Most of the times, the other media such as a screenshot of your
answer you need is already there. computer screen added must help explain a
problem or a solution about education.
2. ____________________
You should not simply post “I agree with 7. ____________________
you.” Instead, you must also give You must allow readers to know where the
explanations to support your point. information comes from. For instance, you
can include links when you use information
3. ____________________ from websites.
You should run a spelling and grammar
check before posting anything. Also, you 8. ____________________
should read them aloud before you post You should not send private or direct
them. messages to any users asking for help.
Instead, you should create a new post in an
4. ____________________ appropriate forum or channel so that the
You must not correct others who may see whole community can help and benefit.
things differently. Instead, you should offer a
different point of view to encourage further 9. ____________________
discussion. Post subjects such as “Help” or “Question”
should not be used because they do not
5. ____________________ explain anything. Instead, make your post
You should quote or summarize the content subject more descriptive such as “Need help
to which you are responding. For instance, with NeoZone Reading Center” or “Question
“When Hye-young posted the topic he about NeoZone Reading Center”.
wanted to work on, I began to think ...” is
much easier to follow than “Yep, me too,
that’s why I ...”
Exercise 1
Fill in the blanks (1-9) in the forum rules and guidelines above with the following options:
Be Provide the Check Previous Double/ No PMing/

Explanatory Source Postings Triple Check DMing
Post Good Respect Stay on

Refer
Descriptions Diversity Topic
34
The content in this part is adapted from https://cgsnet.org/discussion-forum-rules-and-guidelines, https://ctl.learninghouse.com/sample-discussion-board-ground-rules/,
https://elearningindustry.com/10-netiquette-tips-online-discussions, https://opentuition.com/ forums/forum-rules/, https://prince.org/msg/rules.html,
https://support.mozilla.org/en-US/kb/forum-rules-and-guidelines, https://www2.uwstout.edu/content/profdev/rubrics/discuss_etiquette.html.

 27 
Exercise 2
Write the numbers (1-9) of the online forum rules and guidelines in front of the following
reasons or consequences35 (a-e). Some rules and guidelines can be used more than once,
and some reasons or consequences can be matched with more than one rule and guideline.
_____ ⇒ a. Irrelevant and/or inappropriate media will be removed.

_____ ⇒ b. Just because you do not agree with anyone does not mean that the
person is wrong.
_____ ⇒ c. Others will not have to go back and figure out which message you are
replying to.
_____ ⇒ d. Posts about subjects that are not about education will be directed to
an alternative discussion forum or channel and will be tagged “off-
topic”.
_____ ⇒ e. This way, you will be able to see if your message makes sense or is
still confusing to your readers.
Exercise 336
Read the questions below and share your answers with the class. Tick the boxes to show
the strength of your opinion.
a. Which rule or guideline do you think is the most important? Why?
❑ I strongly believe that is the most important because...

❑ I’m positive that Rule
Number
_____
❑ It’s possible that
b. Which rule or guideline do you think is the least important? Why?
❑ I have no doubt that is the least important because...

❑ There’s no question that
Rule
Number
_____
❑ It seems to me that
35
The content in this part is adapted from https://support.mozilla.org/en-US/kb/forum-rules-and-guidelines, https://ctl.learninghouse.com/sample-discussion-board-ground-
rules/, https://elearningindustry.com/10-netiquette-tips-online-discussions, and https://cgsnet.org/discussion-forum-rules-and-guidelines.
36
The content in this exercise is adapted from https://www.espressoenglish.net/english-phrases-for-meetings/.

 28 
3. WHAT ABOUT YOU?
Answer the questions below to prepare for the activity in the next section.
1. Which rule or guideline have you / has anyone you know ever broken?
e.g.  1 Check Previous Postings
•❑ 1 Check Previous Postings ❑ 2 Be Explanatory

•❑ 3 Double/Triple Check ❑ 4 Respect Diversity ❑ 5 Refer
•❑ 6 Stay on Topic ❑ 7 Provide the Source
•❑ 8 No PMing/DMing ❑ 9 Post Good Descriptions
2. What did you / that person do?

e.g.  He created a new post to ask about an assignment due date.
• ❑ I / ❑ He / ❑ She...
3. Why did you / that person do it?

e.g.  He did it because he couldn't remember the due date.
• ❑ I / ❑ He / ❑ She did it because...
4. What was the consequence?

e.g.  He did it so he lost some participation points.
• ❑ I / ❑ He / ❑ She did it so...

 29 
4. SPEAKING
Share and ask for clarification about experiences on rule violation.
In pairs, take turns sharing experiences on rule violation. Then switch roles.
STEP 1: Student A shares the experience on rule violation (as written in Section 3. WHAT
ABOUT YOU?)
e.g. My friend broke Rule Number 1 which is “Check Previous Postings”. He created
a new post to ask about an assignment due date because he couldn’t
remember the due date, so he lost some participation points.
STEP 2: Student B expresses lack of understanding and asks for clarification.

e.g. I beg your pardon, but I don’t quite understand. Could you explain what
you mean by due date?
Expressions about Expressions about

expressing lack of understanding37 asking for clarification38
❑ Sorry, I didn’t quite hear what you said. ❑ Could you say that again, please?
❑ I beg your pardon, but I don’t quite ❑ Could you repeat that, please?
understand. ❑ Could you clarify that, please?
❑ I don’t quite see what you mean. ❑ Could you give me an example?
❑ I’m not quite sure I know what you ❑ Could you explain what you mean
mean. by ____?
❑ I’m not quite sure I follow you. ❑ Do you mean ____?
STEP 3: Student A clarifies his/her point.

e.g. It means the date to hand in the assignment.
(Steps 2-3 can be repeated until Student B understands Student A better.)
STEP 4: Student B shows that he/she has understood and thanks Student A for the
clarification.
e.g. OK. Thank you for the clarification.
Expressions about showing understanding39

❑ OK. ❑ I get it now.
❑ Alright. ❑ That’s clear.
❑ Right. ❑ Now it makes more sense.
STEP 5: Students A and B switch roles.
37
The content in this part is adapted from https://www.myenglishpages.com/site_php_files/communication-lesson-lack-of-understanding-clarification.php.
38
The content in this part is adapted from https://www.myenglishpages.com/site_php_files/communication-lesson-lack-of-understanding-clarification.php.
39
The content in this part is adapted from https://www.eurocentres.com/blog/ways-say-understand.

 30 
Read an example of forum rules and guidelines40 below. Then complete Exercises 1-4 in this
section.
ARD DISCUSSION FORUM
The ARD Discussion Forum is an electronic forum where undergraduates and staff
exchange questions and ideas. Common topics include financial aid, admissions, joint and
dual degree programs, among many others.
Users are required to follow certain rules and guidelines.
Sensitive Information
You must not post any sensitive information such as private messages or personal
information about other users in public forums. If you do, our moderator team will remove
the information from the post because we want to protect everyone’s privacy. Also, you will
be either warned or banned temporarily.
Appropriate Information
You may use a separate forum called ARD Newsletter to place advertisements for
grant/scholarship opportunities, conferences, or other items that are relevant to the
education community. Our forum allows you to share links to helpful websites that are
relevant to education. However, our forum does not allow you to share links promoting
fundraising, etc. Our moderator team will decide if your post is appropriate. If not, your post
will be deleted because we want to keep our forum clean with no off-topic information. Also,
you will be banned permanently.
Information Management
If you create a new post, you should use the tagging functionality so your post will be
included in the relevant topic. If possible, you should reuse an existing tag because it can
help keep our forum organized. If you use the functionality appropriately, you will be
rewarded with some brownie points sent by our moderator team.
The rules and guidelines are there for the protection of the community, to prevent conflict
within the forums and to ensure a pleasant experience for all users. Please contact
olaf@arendelle.edu if you have any comments or suggestions regarding these rules and
guidelines.
41
“In the name of the moon, I will punish you!”
40
The content in this part is adapted from http://www.planningplanet.com/content/discussion-forum-rules, https://cgsnet.org/discussion-forum-rules-and-guidelines,
https://ctl.learninghouse.com/sample-discussion-board-ground-rules/, https://elearningindustry.com/10-netiquette-tips-online-discussions,
https://open.sap.com/pages/forum_rules, https://opentuition.com/ forums/forum-rules/, https://prince.org/msg/rules.html, https://support.mozilla.org/en-US/kb/forum-rules-
and-guidelines, https://www.theatlantic.com/past/docs/pr/policy.htm.
41
The image is adopted from https://media.altpress.com/uploads/2018/06/SailorMoon-2-696x449.jpg.

 31 
Exercise 142
Answer the questions and complete the table that follows.
1. Is the ARD Discussion Forum only for students?
2. What are examples of common topics discussed in the ARD Discussion Forum?
3. Complete the table below using the information from the ARD Discussion Forum’s
rules and guidelines.
Reason for Action Consequence

Rule
having the rule to be taken or reward
to protect everyone’s
privacy
You must not share

The moderator team
inappropriate /
will delete your post.
irrelevant information.
You will be rewarded

N/A with some brownie
points.
42
Because-It%E2%80%99s-My-First-Love.jpg and https://data.whicdn.com/images/181529380/ original.png.

 32 
THINKING CRITICALLY
Read the forum conversation below and answer the questions that follow. Then share your
answers with the class.
I think we should start a club promoting digital skills among university students.
Guys! It’s the concert of my favorite bands.

https://www.youtube.com/watch?v=3H_MiOghwJw. Let’s support.
Me too.
I agree.
1. Refer to the rules and guidelines of the ARD Discussion Forum. Which rule or
guideline might be violated in the conversation?
❑ a. Sensitive Information
❑ b. Appropriate Information
❑ c. Information Management
Do you agree that the action to be taken and the consequence for violating the rule
or guideline above are reasonable? Why/Why not?
2. Refer to the rules and guidelines of International Education Forum in Section 2.

WHAT DO YOU THINK? Which rule or guideline might be violated in the
conversation? Why?
❑ a. Be Explanatory
❑ b. Double/Triple Check
❑ c. Stay on Topic

 33 
Exercise 2
Match the vocabulary on the left (1-8) with the definitions on the right (a-h).
1. electronic _____
a. a sum of money given by an organization to another
2. exchange _____
organization or person for a special purpose
3. require _____ b. an idea, possible plan, or action that is mentioned for other
people to consider
4. grant _____
c. relating to computers
5. helpful _____ d. something that you say or write to express your opinion
e. to communicate with someone who then replies
6. warn _____
f. to make someone realize a possible danger in the future
7. comment _____ g. to order someone to do something because of a rule or law
h. useful or willing to help
8. suggestion _____
Exercise 3
1. Posting sensitive information in public forums is not allowed / not required.

2. We want to protect everyone’s privacy because / so we decided to delete your post.
3. You do not have to / must not share promotional links if you do not want to be
banned.
4. We removed the links because / so they are off-topic.
5. Tagging is not required. However, / Therefore, it is highly recommended.
6. Our users always use the tagging functionality appropriately. However, / Therefore, our
forum remains organized.
Exercise 4
Read the tips on how to write online forum rules below. Then write a rule for your own real or
imaginary online forum including forum introduction, ONE rule, an action to be taken and/or a
consequence.
Tips
1. Before you start a writing task, make a plan. First, decide what kind of forum you are
writing about. Then write an introduction paragraph to describe who will be using the
forum and what kind of topic will be included.
2. Second, write down as many rules as you can think of. (You may also go back to
online forum rules and guidelines in Section 2. WHAT DO YOU THINK?) Then
choose the most important and useful one.
3. Write a heading to show the readers what the rule is about (e.g. Sensitive
Information).
4. Include an action to be taken and/or a consequence in case users do not follow the
rule.
5. Give reasons for having the rule and provide contact information.
6. When you have finished your writing, read it and check it for mistakes.

 34 
Guide: Use the ARD Discussion Forum’s rules and guidelines as a model. Choose ONE of
the two templates (either on this page or on the following page) to complete your own real or
imaginary online forum rule. Make any changes where necessary.
TEMPLATE 1
________________________________________
The ________________________________ Discussion Forum is an electronic forum
where __________________________ exchange ________________________. Common
topics include ___________________________________________, among many others.
Users are required to follow a certain rule.
_________________________
You must not ____________________________________________________________
_______________________________________________________________________.
If you do, our moderator team will _____________________________________________
_________________________________ because _______________________________
_______________________________________________________________________.
Also, ___________________________________________________________________.
The rule is there __________________________________________________________.
Please contact ________________________________________________ if you have any
comments or any suggestions regarding the rule.

 35 
TEMPLATE 2
________________________________________
The ________________________________ Discussion Forum is an electronic forum
where __________________________ exchange _______________________. Common
topics include ___________________________________________, among many others.
Users are required to follow a certain rule.
_________________________
You may use _____________________________________________________________.
Our forum allows you to ____________________________________________________.
However, our forum does not allow you to ______________________________________.
Our moderator team will decide if _____________________________________________.
If not, ____________________________ will ___________________________________.
The rule is there __________________________________________________________.
Please contact ________________________________________________ if you have
any comments or any suggestions regarding the rule.

 36 
Exercise 1
It is easy to take learning style for granted. We do it all the time through our experiences at
school. We all have expectations of how students should learn, and how teachers should
teach. 1 However, / To illustrate, in a different learning culture, the approaches of students
and teachers to learning can be surprisingly different.
People will usually be more comfortable with their familiar ways of learning than the alien
ones which may cause a negative effect on learning. A greater awareness of cultures of
learning by both students and teachers can produce positive outcome for everybody
2 because / because of it helps us to create new ways of teaching and learning.
Let’s explore three steps to achieve this.
The first step is to be aware of different expectations of learning. For instance, an

international student in a class in another country can observe some unexpected behavior,
but we need to be careful about how we interpret these differences. She may think: “These
students are just talking and the teacher is not even teaching. I came here to learn from an
expert not from my classmates. They don’t know any more than I do.
3 However, / Therefore, I will sit quietly and try to listen to the teacher like a good student.
Whatever we students say won’t be as good as what my teacher says. Can this really be a
good teacher?”
4 Secondly, / However, a Western teacher may be concerned: “This student is very quiet.
She isn’t participating with others and doesn’t seem to be interested in learning. Perhaps,
she can’t follow the discussion 5 because of / even though the fact that her English is poor or
maybe she has nothing to say. Is this a good student?” Both are rushing to conclusions in
making wrong judgments 6 due to / in spite of their different cultural expectations of good
teaching and good learning.
Exercise 2
1. culture _____ a. a person with a high level of knowledge or skill

b. the activity in which people talk about something and tell
2. create _____
each other their ideas or opinions
3. expert _____ c. the way of life of particular people as shown in their ordinary
behavior, habits, and attitudes toward each other
4. quietly _____
d. to make something new or invent something
5. discussion _____ e. without making much noise
43
The content in this part is transcribed and adapted from https://www.youtube.com/watch?v=6LsZ_-wp0nA.

 37 
 CHAPTER TWO PROJECT 
Prepare a talk (maximum length of 5 minutes) to share your experience
moderating an online forum. (The experience can be real or imaginary.)
The requirements are as follows:
REQUIREMENTS
Content
1. Forum introduction including the type of users (e.g. undergraduates)

and common topics (e.g. financial aid)
2. ONE forum rule (e.g. no sensitive information) and the reason for having
the rule (e.g. to protect everyone’s privacy)
3. ONE example of the rule violation (e.g. User A posts User B’s Line
ID in a public forum) and an action to be taken (e.g. Our moderator team
will remove the Line ID) AND/OR a consequence (e.g. User A will be warned
because it is the user’s first violation).
Presentation44
1. Greeting
e.g. Hello. My name is Jojo Kim from the Faculty of Humanities. With me I have
Hye-young Lee from the Faculty of Agriculture, _____ from _____, … We’re
moderators of ARD Forum.
2. Topic Introduction
e.g. ❑ Today we’re here to share our experience moderating our online forum.
❑ The purpose / aim of our talk today is to share our experience moderating
our online forum.
3. Outline
e.g. ❑ Our talk is divided into three parts. …
❑ We’ve organized our talk into three parts. …
… Firstly, we’ll talk about our forum. Then we’ll share one of our forum
rules. Finally, we’ll look at an example of the rule violation. Now, I’ll pass
you over to Sun-ho who will be talking about our forum.
44
The content in this part is adapted from https://www.corplearning.com/two-minute-reads/key-phrases-collaboration/, https://www.topcorrect.com/blog/useful-english-
phrases-for-a-presentation/, https://www.tolingo.com/en/guide/business-english/presentation-tips/, and https://www.futurelearn.com/courses/what-makes-an-effective-
presentation.

 38 
4. Main Point 1: Forum Introduction
e.g. Thank you Hye-young. Now, …
❑ … let me begin by introducing our forum. …
❑ … I’d like to give you some background information about our forum. …
… It is for undergraduates to discuss financial aid because a lot of students
don’t have enough money for the tuition fee. Next, Usagi will be sharing one of our
forum rules.
5. Main Point 2: Forum Rule

e.g. Thank you, Sun-ho. I’d now like to look at one of our forum rules.
Members mustn’t post sensitive information such as private messages and personal
information. We have this rule because we want to protect everyone’s privacy.
Finally, Jaehyun, the floor is yours.
6. Main Point 3: Example of the Rule Violation

e.g. Right, let’s move on to an example of the rule violation, the action to be
taken, and the consequence to the violator. I’d like to illustrate this point by
showing you this picture*. As you can see, User A posts User B’s Line ID
in the public forum. So, we’ve decided that we will remove the Line ID
to protect User B’s privacy. As for the violator, User A will be warned because
it is the user’s first violation.
7. Ending
e.g. ❑ That brings us to the end of our talk. Thank you very much.
❑ That completes our talk. Thank you very much.
* Students are advised to consult their instructor about the appropriateness of the visuals used
in their presentation.
** When presenting online and the presenters presenting the same main point are not
together, it is advised that the presenters use their name instead of “we”.
e.g. Now, Jaehyun and I would like to share an example of the rule violation.

 39 
 40 
CHAPTER THREE
q s L a n
e g a u g
v w n i
L e a r n
x b h m g
Chapter THREE: Language Learning

 41 
1.1 PRE-LISTENING
1. Which country is the best place to study English?

2. How did the internet change the way people learn a foreign language?
3. What tools do you use to learn a foreign language?
4. Do you use your cellphone dictionary to find the meaning of a word?
5. Do you use free language-learning exercises on the internet?
1.2 PREDICTING
video.
Are digital tools and devices just for fun? Or can you use them to improve your English?
Have you ever wondered how you can use digital devices to improve your English? Sian
from BBC Learning English is going to explain how to use digital tools to make the most of
your English – from checking your grammar and spelling to using office software.
Possible
Topics
45
The content in this part is adapted from http://iteslj.org/questions/englishstudy.html, http://iteslj.org/questions/inventions.html,
http://iteslj.org/questions/learninglanguage.html, and http://iteslj.org/questions/school.html.
46

 42 
Watch the video47 on digital tools to help you with your English and online software for distance
learners. Then complete Exercises 1-3 in this section.
Exercise 1
47
The video is available at https://youtu.be/eciHuLO8kD4.
48

 43 
Exercise 2
Use your notes from Exercise 1 to complete the diagram below with as much information as
you can.
DIGITAL TOOLS TO HELP YOU WITH YOUR ENGLISH
Spell Checker
•  [1] _______________ a misspelled word

•  See [2] ____________________
•  [3] _______________ suggestions
•  Select / Accept
•  [4] _______________
•  Add to the dictionary
•  Tip: [5] _______________ British / American first
[6] ______________________________
•  Enter an incorrect version

•  [7] _______________ indication / suggestions
•  [8] _______________
•  Ignore
•  Tip: Check in a grammar book or on a website
ONLINE SOFTWARE FOR DISTANCE LEARNERS
• ☺ Easy to use
• ☺ [9] ____________________
• ☺ Documents are saved online
• ☺ [10] ______________________________
• ☺ Work with others
• ☺ Plan
• ☺ [11] _______________
• ☺ [12] _______________
[13] __________________________________
• ☺ Find out the meaning
Online Thesaurus
• ☺ Find alternative words with [14] ______________________________

 44 
Exercise 3
1.4 POST-LISTENING50
Based on the information in the video51, match the mistakes on the left (1-2) with the types of
mistakes on the right (a-c).
1. Students will follow the subjects outlined in a. Grammar mistake

the course kurriculum. _____ b. Spelling mistake
2. The company increased it’s profits. _____ c. Punctuation mistake

Watch the video52  again and answer the questions or complete the sentence below.
1. What might be Sian’s job? How do you know?
2. Did Sian send an email with a misspelled word in it?
3. According to Sian, what is a benefit of living in a digital society?
4. Did Sian say “bingo” because she was playing a game?
5. When using grammar checkers, why do you also have to check in a grammar book
or on a grammar website?
6. Do you always have to accept what the grammar checker says?
7. What are the two main reasons why you should save your document online?
8. How can you make your online documents safe?
9. Why should you use a thesaurus?
10. “Farewell,” “so long,” “see you later,” and “adios” can be examples of ____________
____________________________________.
49
50
The content in this section is adapted from http://www.bbc.co.uk/learningenglish/english/course/go-the-distance/unit-4/session-5.
51
52

 45 
THINKING CRITICALLY
Read the questions below and share your answers with the class.
1. Sian said, “Remember spellcheckers usually have dictionaries for British and
American English so make sure you have the right one selected!” Why do we need
to do that? What will happen if we don’t? Give an example.
2. Is it important to check each other’s work before submitting? Explain your answer.
3. Among the digital tools mentioned in the video, which one might be most beneficial
to you? Explain your answer.

Complete the paragraph outline below by filling in the blanks (1-5) on the left with the most
appropriate options (a-d) on the right. Then compare the answers with your friends.
Blank 1
Topic Sentence: a. Similarities between spell checkers and
 [1] _____. grammar checkers
b. Spell checkers and grammar checkers
are similar in three ways
Body:
Main Point 1
 First, both spell checkers and grammar
Blanks 2-4
checkers start to work when you
a. allow you to see an
[2] _____.
indication and suggestions
b. permit adding to the
Main Point 2
dictionary
 Second, both spell checkers and
c. require you to select or
grammar checkers [3] _____.
accept any suggestions
d. type something incorrectly
Main Point 3
 Third, neither spell checkers nor
grammar checkers [4] _____.
Concluding Sentence: Blank 5

 In conclusion, these three a. an online dictionary and an online
things are what [5] _____ thesaurus
have in common. b. spell checkers and grammar checkers

 46 
Read the notes53 on six language apps taken by different group members below. Then complete Exercises 1-4 in this section.
Memrise Drops Duolingo

by Sun-ho & Hye-young by Sun-ho by Hye-young
a) A highly customizable format lets you decide a) It places an emphasis on a) If your focus is on speaking, you’ll find
how many words you can learn in each lesson. building vocabulary the spelling exercises boring. And for
b) It is your go to place for vocabulary practice through 120-word travelers, vocabulary isn’t practical
with a focus on practical words and phrases. buckets covering food, enough—you’re likely to learn
c) It offers a free version with basic features, and drinks, numbers, and “I read, you read, she reads” before
it also offers a premium version with more bells hotel terms. learning to say “please” and “thank
and whistles like a chat system and unlimited b) The free option allows you.”
access to every mode. you to learn five minutes b) It is ad-supported and free. You can
d) It offers too little opportunity to check your a day, but you can buy pay to remove ads, but none of the
pronunciation. unlimited time, which also learning content is gated behind a
e) Its video clips allow you to hear different voices gives you more topics of paywall.
from native speakers and adjust your ears to vocabulary. c) It lets you learn vocabulary, grammar,
the way real people (not overly articulate c) You won’t get to learn and usage all together.
teachers) speak on a day-to-day basis. much about grammar, d) You can slow down the audio if you’re
usage, and conjugations. having trouble understanding it.
Sources: You won’t be quizzed on
• https://mashable.com speaking or Sources:
• www.bloomberg.com pronunciation, either. • https://mashable.com
• www.lingualift.com • www.bloomberg.com
• www.techadvisor.co.uk Source: • www.digitaltrends.com
• www.bloomberg.com • www.techadvisor.co.uk
53
The content in this part is adapted from https://forum.duolingo.com/comment/1364450/Readlang-Review, https://frenchalone.wordpress.com/tag/readlang-review/, https://mashable.com/roundup/language-learning-apps,
https://polipapers.upv.es/index.php/eurocall/article/view/9792/9726, https://www.bloomberg.com/news/articles/2017-07-21/five-language-learning-apps-tested-and-reviewed, https://www.digitaltrends.com/mobile/best-language-learning-apps,
https://www.germanwithantrim.com/post/learn-with-oliver-review, https://www.lingualift.com/blog/best-language-learning-apps, https://www.lingualift.com/blog/read-more-languages-with-readlang-review, and https://www.techadvisor.co.uk/feature/software/best-
language-learning-apps-3655778.

 47 
Readlang Tandem HelloTalk
by Jojo & Usagi by Usagi by Jojo
a) It can be used for free, or you do have a) It is geared toward conversations a) It allows you to learn to speak a
the premium option for $3/month or with native speakers. new language directly with a native
$24/year. b) You can either set the app to only of that location.
b) Its focus is on reading. suggest people who are native in b) You can arrange language
c) The system prioritizes the words based the language you hope to learn, or exchanges with lengths defined by
on their frequency in the language. This to let you match with other people time, number of exchanged
helps the users optimize their time by trying to learn the same language. messages or characters.
reviewing only the most useful words in c) You can pay for a lesson with a
their limited practice time. professional tutor, but if you just Sources:
d) You can set search parameters that will want to chat with other users, it’s • https://mashable.com
display only the texts of chosen length, totally free. • www.lingualift.com
from genres you like and on your level.
e) You cannot directly upload PDF and Sources:
ePub files. They must be converted to • www.digitaltrends.com
plain text format first. • www.techadvisor.co.uk
Sources:
• https://forum.duolingo.com
• https://frenchalone.wordpress.com
• https://polipapers.upv.es
• https://www.germanwithantrim.com
• https://www.lingualift.com

 48 
Exercise 1
Complete Part 1 of the comparison table below using the information in the notes in Section 2. WHAT DO YOU THINK? Write only the letters a-e.
COMPARISON TABLE: SIX LANGUAGE APPS54
Memrise Drops Duolingo Readlang Tandem HelloTalk
PART
1
Learning
Focus
No info.
Pricing Need more research!
Customizability No info. No info.

/ Preference Need more research! Need more research!
No info. No info. No info.

Pro Need more research! Need more research! Need more research!
No info. No info.
Con Need more research! Need more research!
54
The images in this part are adopted from https://res-5.cloudinary.com/crunchbase-production/image/upload/c_lpad,h_120,w_120,f_auto,b_white,q_auto:eco/sg73 px9rclwmorrw8qru, https://is1-ssl.mzstatic.com/image/thumb/Purple113/v4/24/1c/79/241c79d6-
b93a-f605-58a0-a27e5f7b9694/AppIconInternational-0-1x_U007emarketing-0-0-85-220-0-10.png/246x0w.jpg, https://avatars3.githubusercontent.com/u/908687?s=280&v=4, https://pbs.twimg.com/profile_images/800287495581732864/XYDdGCj__400x400.jpg,
https://static-s.aa-cdn.net/img/ios/959001619/ 23b769cf87f8d33fcd18a520c54ede64, and https://res-5.cloudinary.com/crunchbase-production/image/upload/ c_lpad,h_256, w_256,f_auto,q_auto:eco/v1443689456/antzyxlblvv8wh2wtuqq.png.

 49 
Exercise 2
Fill in the blanks (1-5) in Part 2 of the comparison table below with the following headings (a-d). Not all the options will be used.
a. Feature b. Learning Feedback c. Lesson Length d. What to do
COMPARISON TABLE: SIX LANGUAGE APPS55
PART Drops Duolingo Tandem HelloTalk

2
1. _____ 2. _____ 4. _____ 5. _____
You’re matching The app’s answering structure The app has some inbuilt Learners can talk with native speakers
pictures to their includes a wide range of tools for translation, for through voice and text messages while
translations, activities. For instance, you will correcting each other’s they can correct each other’s messages
Other Information
unscrambling letters to be required to type answers, messages, and for with a built-in correction tool. The app has
practice spelling, but speak aloud, or choose from a sending audio messages an integrated translation system as well
you won’t need to do set of multiple choice answers. to help with pronunciation. as allows you to exchange doodles. So, if
any typing. There’s also an you really run out of vocab, you can
3. _____ icebreaker game to help unleash your inner artist.
you get past the initial You can also save your favorite phrases
You lose points for wrong hurdle of starting so they will not get lost, and the text-to-
answers. And sliding scales conversations with voice option will make sure you always
indicate whether you’ve fully strangers. know how to pronounce those messages.
mastered a lesson or are due for
a refresh.
55
The content in this part is adapted from https://www.bloomberg.com/news/articles/2017-07-21/five-language-learning-apps-tested-and-reviewed, https://www.digitaltrends.com/mobile/best-language-learning-apps/, https://www.lingualift.com/blog/best-language-
learning-apps, and https://www.techadvisor.co.uk/feature/software/best-language-learning-apps-3655778/.

 50 
Exercise 3
Based on the information both in the notes on the six language apps taken by the group
members (in Section 2. WHAT DO YOU THINK?) and in Parts 1-2 of the comparison table (in
Exercises 1-2), fill in the blanks below with the following apps (a-d):
a. Drops b. Duolingo c. Tandem d. HelloTalk
1. Communication is not limited to only words. _____ allows you to draw to communicate
your thought.
2. If you are a shy person but want to practice making a conversation, _____ has a way
to help you.
3. If you can’t manage listening to people talk at a normal pace, you might want to practice
with _____.
4. If you hate typing, _____ might be perfect for you.
5. The members do not know if _____ can be used for free or not.
6. While other apps allow you to make decisions on content, _____ allows you to make
decisions on people.
Exercise 456
Read the following SNS posts. Then recommend ONE app and provide an explanation.
Hye-yeong
Just now
Since the beginning of the semester, I’ve been reviewing vocabulary every day. My memory
is great. I can remember all the words and meanings perfectly. I’ve never made any mistake
when spelling. I’ve even won the first prize for a spelling bee contest. Somehow, I just can’t
understand a passage or even a paragraph.
How about trying …
56
Because-It%E2%80%99s-My-First-Love.jpg, https://data.whicdn.com/images/181529380/ original.png, and https://themighty.com/wp-content/uploads/2016/12/xelsami-
640x213.jpg,qv=1481075513.pagespeed.ic.i_B_y_kZMt.jpg.

 51 
Jojo
Just now
I didn’t pay much attention when I studied English in high school because all we did was
memorizing grammar rules every day, again and again. So I thought the teacher would just
teach us grammar rules again like back then. Unfortunately, now the teacher focuses on us
making a conversation instead. I know people can understand even though my grammar
isn’t perfect. But I think it will be way cooler to speak correctly using correct verb forms for
certain subjects, for instance. I wanna be cool!!! What should I do?
What about starting with …
Usagi
Just now
We always learn new vocabulary and do grammar exercises in class. We also do some
reading and listening. So when it comes to exams, I absolutely have no problem, whether it
be vocabulary, structure, or reading. I don’t know about the listening though. I haven’t taken
any listening test. But I think I can do it just fine like when I went on my Canada trip. The
problem, though, is I always got frozen not knowing what to say back.
I suggest using …
Sun-ho
Just now
I know I’m a college student now. But when it comes to English, I don’t want to even compare
myself to a primary school student. What we learn in class is too advanced, too difficult for
me. I think it might help to start from basic vocabulary, the words that talk about things
around me, not complicated vocabulary like in a textbook. But I don’t know who can help
me with this.
You should try …

 52 
3. WHAT ABOUT YOU?
1. Which app do you think suits KU students the most? Tick the box in the middle column
to choose the app. Then, fill in the blanks to complete expressions about giving
opinions57 in the left column. Finally, tick the box in front of the expression to show the
strength of your opinion.
❑ I str_ngly believe that

❑ I’m p_s_t_v_ that
❑ I have no d_ _bt that
❑ There’s no q_ _st_ _n that
❑ Memrise
❑ I th_nk
❑ Drops
❑ I b_l_ _v_
❑ Duolingo
❑ In my _p_n_ _n, suits KU students the most.
❑ Readlang
❑ In my v_ _w,
❑ Tandem
❑ As far as I kn_w,
❑ HelloTalk
❑ As far as I’m c_nc_rn_d,
❑ It’s p_ss_bl_ that

❑ It s_ _ms to me that
2. What are the pros of the app?
3. What are the cons of the other apps? List at least one
con for each app.
57
The content in this part is adapted from https://www.englisch-hilfen.de/en/words/discussions.htm and https://www.espressoenglish.net/english-phrases-for-meetings/.

 53 
4. SPEAKING
Share and discuss the most suitable language app for KU students.
In groups of four, take turns sharing and discussing the most suitable language app for KU
students. Then switch roles.
STEP 1: As a moderator, Student A begins by introducing the topic or goal of the

meeting which is about the most suitable language app for KU students.
e.g. I’ve called this meeting in order to discuss the most suitable language app
for KU students.
Expressions about introducing

the topic or goal of the meeting58
❑ Now that everyone’s here, let’s get started. First, let’s talk
about _____.
❑ I’ve called this meeting in order to _____.
❑ Our main goal today is to _____.
STEP 2: Student B gets himself/herself heard and gives an opinion about the most
suitable language app for KU students (as written in Section 3. WHAT ABOUT
YOU?)
e.g. Would you mind if I start? I think HelloTalk suits KU students the most.
Expressions about getting yourself heard59

❑ Would you mind if I start?
❑ Would you mind if I speak first?
❑ I would like to say something (if you don’t mind).
❑ I’d like to share my thoughts on the topic.
STEP 3: Student C agrees with Student B and adds a reason.

e.g. I couldn’t agree more. It allows you to converse with native speakers.
Expressions about showing an agreement60

❑ I completely agree. ❑ That’s how I see it too.
❑ I couldn’t agree more. ❑ I’m with you on this.
58
59
The content in this part is adapted from http://www.bbc.co.uk/learningenglish/english/features/english-at-university/ep-161024.
60

 54 
STEP 4: Student D disagrees with Students B and C and adds a reason.
e.g. I’m not so sure about that. It is possible that it does not allow you to talk to
people who might understand your learning problems better than the natives.
Expressions about showing a disagreement61

❑ (I’m sorry, but) I completely disagree. ❑ I’m not so sure about that.
❑ (I’m sorry, but) I don’t agree with that at all. ❑ I see it differently.
STEP 5: As a moderator, Student A settles the disagreement.

e.g. Let’s move on. I think we’re going to have to agree to disagree.
Expressions about settling a disagreement62

❑ We don’t seem to be getting anywhere with this. So maybe we could discuss
it further at another time.
❑ Let’s move on. I think we’re going to have to agree to disagree.
63
61
The content in this part is adapted from https://www.espressoenglish.net/english-phrases-for-meetings/ and https://www.corp learning.com/two-minute-reads/key-
phrases-collaboration/.
62
The content in this part is adopted from https://www.espressoenglish.net/english-phrases-for-meetings/.
63
The image is adopted from https://themighty.com/wp-content/uploads/2016/12/xelsami-640x213.jpg,qv=1481075513.pagespeed.ic.i_B_y_kZMt.jpg.

 55 
Read an example of compare-contrast paragraphs64 below. Then complete Exercises 1-3 in
this section.
What similarities and differences are there between Duolingo and Drops?
Duolingo and Drops are similar in three ways. First, both Duolingo and Drops focus on
spelling. Second, Duolingo is similar to Drops regarding the platform. That is, both are
smartphone apps. Third, neither Duolingo nor Drops tests your speaking and pronunciation.
Despite the similarities mentioned above, Duolingo and Drops are different in three ways.
First, although both Doulingo and Drops focus on spelling, Duolingo also focuses on
grammar and usage. Second, Duolingo is different from Drops regarding lesson length. That
is, Duolingo allows unlimited study time for free. In contrast, Drops permits users to study
only five minutes a day unless you are willing to pay. Third, Duolingo is totally free whereas
Drops has both free and paid options to cover more content.
Between Duolingo and Drops, which is a better language learning app?
Everyone has their own preferences. One app might be someone’s cup of tea, but it might
be just a no-no for you. Let’s not just listen to me. How about finding out more? Or better
yet, why don’t you give the apps a try? Then decide for yourself if the apps can change your
world.
Exercise 1
1. pronunciation _____ a. how words are said or pronounced

b. in a voice loud enough to be heard
2. despite _____ c. in relation to; about
3. option _____ d. one of a number of choices or decisions you can make
e. without taking any notice of
Exercise 2
Complete the sentences below with the most appropriate options (a-j).
a. Although b. between c. differs d. Either e. In contrast

f. Like g. Neither h. regarding i. Unlike j. whereas
1. _____ Duolingo, Drops is a smartphone app.

2. Duolingo is similar to Drops _____ testing.
3. _____ Drops, Duolingo also focuses on grammar and usage.
4. Duolingo _____ from Drops in three ways.
5. _____ Doulingo nor Drops requires users to study longer than five minutes.
6. _____ both Doulingo and Drops have a free option, Drops also has a paid option to
cover more content.
64
The content in this part is adapted from https://www.bloomberg.com/news/articles/2017-07-21/five-language-learning-apps-tested-and-reviewed.

 56 
Exercise 3
Read the tips on how to write compare-contrast paragraphs below. Then write your own
compare-contrast paragraph outlines including three similarities and three differences
between two language apps.
Tips65
1. Before you start a writing task, make a plan. First, find information about the apps.
2. Make a table to help you quickly compare and contrast the apps. Then complete the
table with the information you have found.
3. Decide which information is important and interesting to be included in your
paragraphs.
4. Discuss only the similarities in the first paragraph and only the differences in the
second paragraph.
5. Use words such as “both ... (and),” “like,” and “similar to” when discussing
similarities. Use words such as “whereas,” “unlike,” and “different from” when
discussing differences.
Guide: Use the paragraphs comparing and contrasting Duolingo with Drops as a model. Then
complete the paragraph outlines on the following page to compare and contrast another two
language apps (Readlang and Lingua.ly) using the information in the table66 below. Make any
changes where necessary.
Difference
Similarity
App 1: Readlang App 2: Lingua.ly
Learning focus: ✓ web pages ✓ web pages

Source of text:
reading ✓ personal files uploaded
Feature: defined by number of defined by minute:

Review session:
review reminder words: 8, 15, 25 5, 10, 15
Feature:
Order of words
translation & word frequency No info.
to review:
pronunciation
Pretest: No info. ✓
Customizability
text length & genre text topic
/ Preference:
65
The content in this part is adapted from https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/ and https://www.thoughtco.com/organizing-compare-
contrast-paragraphs-6877.
66
The content in this part is adapted from https://www.lingualift.com/blog/best-language-learning-apps/ and https://www.lingualift.com/blog/read-more-languages-with-
readlang-review/.

 57 
COMPARE PARAGRAPH OUTLINE
Topic Sentence: ________________ and __________________ are similar in three
ways.
Body:
Main Point 1: First, both __________________ and ____________________ focus
on ______________.
Main Point 2: Second, __________________ is similar to _____________________
regarding ______________. That is, both have ____________________
____________________.
Main Point 3: Third, like ________________, Lingua.ly also allows you to see ______
________________________ and hear ________________________.
Concluding Sentence: In summary, these three things are what ________________

and __________________ have in common.
CONTRAST PARAGRAPH OUTLINE

Topic Sentence: Despite the similarities mentioned above, ________________ and
__________________ are different in three ways.
Body:
Main Point 1: First, although both _________________ and ___________________
allow you to read from __________________, _________________ also
allows you to read from your __________________________________.
Main Point 2: Second, ________________ is different from ___________________
regarding _________________________________. That is, Readlang’s
________________________________ length is defined ___________
_________________________. In contrast, Lingua.ly’s ____________
__________________________________ is _____________________
_____________.
Main Point 3: Third, ______________ allows you to choose text based on your preferred
______________________________________ whereas ___________
_________________________________________________________
_____________________________________________________ topic.
Concluding Sentence: To summarize, these three things are what make

________________ and __________________ different from each other.

 58 
Read the passage67 below. Then complete Exercises 1-2 in this section.
Exercise 1
If you think of the jobs robots could never do, you would probably put doctors and teachers
at the top of the list. It’s easy to imagine robot cleaners and factory workers.
1 Consequently, / However, some jobs need human connection and creativity. But are we
underestimating what robots can do? In some cases, they already perform 2 as good as /
better than doctors at diagnosing illnesses. Also, some patients might feel 3 too / more
comfortable sharing personal information with a machine than a person. Could there be a
place for robots in education after all?
British education expert Anthony Seldon thinks so. And he even has a date for the robot
takeover of the classroom: 2027. He predicts robots will do the main job of transferring
information and teachers will be like assistants. Intelligent robots will read students’ faces,
movements and maybe even brain signals. Then they will adapt the information to each
student. It’s not a popular opinion and it’s unlikely robots will ever have empathy and the
ability to really connect with humans like another human can.
One thing is certain, 4 however / thus. A robot teacher is 5 better / the best than no teacher at
all. In some parts of the world, there aren’t enough teachers and 9-16 percent of children
under the age of 14 don’t go to school. That problem could partly be solved by robots
because they can teach anywhere and won’t get stressed, or tired, or move somewhere for
an 6 easier / easiest job.
Those negative aspects of teaching are something everyone agrees on. Teachers all over
the world are leaving because it is a difficult job, and they feel overworked. Perhaps the
question is not ‘will robots replace teachers?’ but ‘How can robots help teachers?’ Office
workers can use software to do things like organize and answer emails, arrange meetings
and update calendars. Teachers waste a lot of time doing non-teaching work, including
more than 11 hours a week marking homework. If robots could cut the time teachers spend
marking homework and writing reports, teachers would have more time and energy for the
parts of the job humans do best.
Exercise 2
Match the vocabulary on the left (1-7) with the definitions on the right (a-g).
1. patient _____ a. a person who is cared for by a doctor or dentist

2. opinion _____ b. a thought or belief about something or someone
c. the physical or mental skill needed to do something
3. ability _____ d. the power to be physically and mentally active
4. replace _____ e. to make something more accurate and suitable for use now by
showing new facts or conditions
5. update _____ f. to put something or someone in the place of something or
6. waste _____ someone else
7. energy _____ g. to use more money, time, resources, etc. than is needed
67
The content in this part is adapted from https://learnenglish.britishcouncil.org/intermediate-b1-reading/robot-teachers.

 59 
 CHAPTER THREE PROJECT 
Prepare a talk (maximum length of 7 minutes) to share the most suitable language app
for KU students. (The app can be real or imaginary.) The requirements are as follows:
REQUIREMENTS
Content
1. The app’s learning focus (e.g. vocabulary building or vocabulary practice,

conversation, speaking, or reading)
2. What to do / How the app works (e.g. match pictures to translations

and type answers)
3. THREE differences from other apps (e.g. source of text and customizability)
and the reasons why each difference makes the app most suitable for KU students
Presentation68
1. Changing of Speaker
e.g. ❑ Now I will pass you over to Sun-ho who will be talking about _____.
❑ Next, Usagi will be sharing _____.
❑ Now I’d like to hand over to _____ who will speak about _____.
❑ The next teammate will continue.
❑ Finally, Jaehyun, the floor is yours.
2. Introducing Visuals*
e.g. ❑ I’d like to illustrate this point by showing you this picture.
❑ As you can see from this graph, _____.
❑ This image shows _____.
❑ I’d like to draw your attention to this diagram.
* Students are advised to consult their instructor about the appropriateness of the visuals used
in their presentation.
68
The content in this part is adapted from https://www.topcorrect.com/blog/useful-english-phrases-for-a-presentation/, https://www.tolingo.com/en/guide/business-
english/presentation-tips/, https://thinkscience.co.jp/en/articles/how-to-handle-difficult-QandA-moments, and https://www.futurelearn.com/courses/what-makes-an-
effective-presentation.

 60 
Chapter FOUR
z f k C
i o n o
t o b l
a r a l
Chapter FOUR: Collaboration

 61 
1.1 PRE-LISTENING
1. During classes, do you like working alone or working in groups?
2. What are some advantages of working alone?
3. What are some advantages of working in groups?
4. What is the most important thing that affects a group project?
5. What tools do you use to talk to your group members?
1.2 PREDICTING
video.
Are you sick and tired of doing all the work in your group projects? We feel your pain.
We’ve all had bad group project experiences where we had to deal with lazy group members
and difficult people. Unfortunately, we can’t escape group projects in high school, in
university or in the workplace.
In this video, SFU Beedie BBA student Tom shares his top tips for dealing with difficult
people in group projects. He also describes the different types of people you’ll meet in
school projects. We hope you’ll find this video relatable and helpful.
Possible
Topics
69
The content in this part is adapted from http://iteslj.org/questions/education.html, http://iteslj.org/questions/business.html, and http://iteslj.org/questions/university.html.
70
The content in this part is adopted from https://youtu.be/e2dcCtjfD80.

 62 
Watch the video71 on the types of group members and the advice on how to work with different types of members. Then complete Exercises 1-3
in this section.
Exercise 1
Guide: Set the playback speed to 0.75 if the normal speed is too fast.
71
The video is available at https://youtu.be/e2dcCtjfD80.
72

 63 
Exercise 2
GROUP MEMBER TYPES TIPS FOR DEALING WITH GROUP MEMBERS
Self-Appointed Boss 1. Hangout 7. Mini Groups

•always tell [1] ____________
•WHEN: [7] __________ starting a project •HOW: some meet for specific tasks
•never do things
•WHY: to build trust and respect •WHY: [11] ________________________
Bad Vibe more efficiently / get more out of everyone
2. Group Contract
• [2] _____ disagree 8. Document
•WHAT: rules, response/meeting time,
•never suggest any solutions expectations •WHAT: [12] __________ and contribution
•WHY: to plan the schedule around it •HOW: assign a color
Deadweight
3. Snacks •WHY: to see who [13] ______________
• [3] _____ attend meetings
•HOW: take turns 9. Root
Procrasinator
•WHY: to boost [8] _____________ / •HOW: ask what cause the problem
•can do [4] _______________ reduce tardiness
•WHY: to solve the problem
•never plan ahead 4. Divide
Rambler •HOW: based on [9] __________________ 10. Speak to the Issue
_______________________ and reliability
• [5] _____ talk about •HOW: use "we language" / don’t talk about
something else 5. Mini Goals [14] ____________________
•never talk about the project
•WHY: to keep motivated and on track
Poor Soul 11. [15] ____________________________
6. [10] _____________________________
•can [6] _________________ •HOW: with documented communication
•can’t do/delivery good work •WHY: to have everyone more included and contribution

 64 
Exercise 3
1.4 POST-LISTENING
Based on the information in the video74, complete Exercises 1-2 in this section.
Exercise 175
Read what other people think about each group member76 below. What type of member might
they be? Fill in the blanks (1-4) with the following member types. Some comments can be
matched with more than one type.
Self-Appointed Boss Bad Vibe Deadweight

Procrastinator Rambler Poor Soul
“Sun-ho’s done his bit, but it’s just not very

good.” [1] __________________
“Jojo, cute, but so lazy. She just hasn’t

done the work she’s supposed to. She
claims she’s got other assignments to do
[2] __________________
first. Yeah right. Haven’t we all?”
“Hye-young, cute, but so bossy. He’s

arranged about 15 meetings now.”
[3] __________________
“Usagi was fun joking about this and that.

Don’t know what happened. Haven’t seen
her for a while. No one can reach her
either.” [4] __________________
73
74
75
The images in this exercise are adopted from https://www.savannahcomics.com/product/5732721/Pop-Gossip-Girl-Dan-Humphrey-V/,
https://www.savannahcomics.com/product/5732720/Pop-Gossip-Girl-Nate-Archibald/, https://www.savannahcomics.com/product/5670051/Pop-Gossip-Girl-Jenny-
Humphrey/, and https://www.savannahcomics.com/product/5670047/Pop-Gossip-Girl-Serena-Van-Der-Woodsen-Vinyl-Figure/.
76
The content in this part is adapted from https://www.futurelearn.com/courses/academic-integrity/20/steps/586504.

 65 
Exercise 277
Read how each group member feels about his/her group work experience78 below. Which tip
might the group have forgotten to follow that caused them to feel this way? Fill in the blanks
(1-4) with the following tips. Some feelings can be matched with more than one tip.
Group Contract Divide Give Space Document
This happened because the

I did the best I could, but it’s still not good.
group might have forgotten
I don’t want to let anyone down. I wish to follow the tip:
they had given me something else to do,
[1] __________________
something I’m good at, not something
I had to learn from scratch.
I don’t get it. Why does he keep calling

and asking for this and that?!? Can’t he
just say when to meet or what part of the This happened because the
assignment to submit from the start?!?
to follow the tip:
Stop blaming me for not making it to the
meetings and for missing the due dates!!! [2] __________________
Urrrrgh!!!
I’ve got this group project I’m doing with

This happened because the
three other people, but their ideas are, group might have forgotten
well, far from getting us an A. So I have no to follow the tip:
choice but to do everything myself.
[3] __________________
I’ve finally managed to blend in and feel

less lonely, but I’m still not comfortable
working with others. It feels easier to just This happened because the
skip the meetings. No one seems to to follow the tip:
remember what I’ve contributed. No one
[4] __________________
seems to appreciate me.
77
Because-It%E2%80%99s-My-First-Love.jpg and https://data.whicdn.com/images/181529380/ original.png
78
The content in this part is adapted from https://www.futurelearn.com/courses/academic-integrity/20/steps/586504.

 66 
Watch the video79  again and write T (true) or F (false) after the following statements.
1. Tom believes that many people have painful group work experiences. _____
2. It is most difficult to deal with the bad vibes. _____
3. Ramblers always tell people what to do. _____
4. Tom suggests setting up more than one meeting for each project. _____
5. Members are required to attend every meeting. _____
PERSONALIZING THE ISSUE

Read the questions below and share your answers with your group.
1. Where would you like to go for a casual hangout? Why?
2. What snacks would you like to bring to the meeting? Why?
3. What rewards would you like to set for your group mini milestones? Why?
4. How will you document all the communications and contributions?
5. What color would you like to assign to yourself? Why?
79

 67 
Complete the paragraph below by filling in the blanks (1-5) with the most appropriate options
(a-d). Then compare the answers with your friends.
[1] _____ The first strategy is to create a group contract. [2] _____, you could write
rules, response time, and expectations. The second strategy is to set mini goals and
rewards. [3] _____ it can help keep everyone motivated and on track. The third strategy is
to use “we language”. In other words, you [4] _____ instead of talking about the members.
[5] _____
1. a. How can you create a group contract?

b. How many types of group members are there?
c. How much must a reward cost to achieve the goal?
d. How should you deal with group members?
2. a. For instance
b. However
c. In contrast
d. Thus
3. a. Even though
b. Since
c. This is because
d. To illustrate
4. a. must enter their names as members

b. must not tell others what to do
c. should not talk about something else
d. should talk about the issue
5. a. Also, breaking into smaller groups can make the meeting experience better.
b. Hopefully, the tips mentioned above can help with your future group project.
c. In conclusion, you should have a casual hangout and bring snacks there.
d. To conclude, we should agree on the same things so that we can do great work.

 68 
Read the basic roles and functions of group members80 below. Then complete Exercise 1 in
this section81.
BASIC ROLES AND FUNCTIONS OF GROUP MEMBERS
1. _____ 2. _____
•Organize group meetings and take notes

•Organize tasks into sub-tasks
•Make sure the members have equal •Keep a record of the work each member
does or has done
opportunities to participate
•Make sure the members know the timeline
•Make sure the project meets the
standards
3. _____ 4. _____
•Take everyone’s content, put it in a •Make sure there is no error in the

simple way, and create professional language used (e.g. spelling and
presentation slides grammar)
•Make sure each member is given credit •Make sure the content is well organized
for his/her work
5. _____ 6. _____
•Gather and record information •Report the group’s ideas to the rest of the
•Work with other members to help them class
use the information effectively •Prepare to answer questions
Exercise 1
Fill in the blanks (1-6) in the basic roles and functions of group members above with the
following group roles (a-f). Each role can be used only ONCE.
e.
a. b. c. d. f.
PowerPoint
Editor Explorer Leader Organizer Presenter
Specialist
80
The content in this part is adapted from https://edutechwiki.unige.ch/en/Group_work_roles, https://www.humber.ca/centrefor teachingandlearning/instructional-
strategies/teaching-methods/classroom-strategies-designing-instruction/collaborative-learning/roles-and-responsibilities-for-group-members.html, and
https://teachingcenter.wustl.edu/resources/active-learning/ group-work-in-class/using-roles-in-group-work/.
81
This section consists of Exercises 1-2. However, the answers for Exercise 2 are not based on the information in the basic roles and functions of group members in this
section. Rather, the answers are based on students’ opinions.

 69 
Exercise 2
Read the statements about group roles and functions below. Do you agree or disagree?
Explain your answers. Then share your answers with your group.
1. An editor mustn’t report to the teacher how the members have worked.
2. An explorer must raise questions when the group comes to an agreement too quickly,
without considering other options or points of view.
3. A leader must make sure that each member understands the task and what they have
to do.
4. An organizer shouldn’t summarize the discussion for other members to approve or correct.
5. A PowerPoint specialist should make sure that the members feel ‘safe’ to give
opinions.
6. A presenter should look out for those who have too much to do and offer help.

 70 
3. WHAT ABOUT YOU?
1. How efficient can you be taking the following roles? How many stars do you think you
can give yourself for each role?
1. Editor  4. Organizer 

2. Explorer  5. PowerPoint Specialist 
3. Leader  6. Presenter 
2. Based on the self-rated stars, choose ONE role that might be your strength or that you
might be interested to take. Give explanations and/or examples.
Strength / Interest Explanation / Example
❑ Editor
❑ Explorer
❑ Leader
❑ Organizer
❑ PowerPoint
Specialist
❑ Presenter
3. List two to three things you need to know to become more efficient when taking the
role chosen above.
e.g. - How to organize tasks into sub-tasks
- When to organize group meetings
- What program to create presentation slides
- How to check spelling and grammar
- Where to gather information
- How to prepare to answer questions
1.
2.
3.

 71 
4. SPEAKING
Share ways to become more efficient when taking a role in group work.
In groups of four people who chose the same role in Section 3. WHAT ABOUT YOU?
Questions 2, take turns sharing ways to become more efficient when taking the role in group
work.
STEP 1: Student A asks for suggestions about ways to become more efficient when taking
the role (as written in Section 3. WHAT ABOUT YOU? Questions 3).
e.g. - Could you tell me how to organize tasks into sub-tasks?
- I wonder if you could help me with when to organize group meetings.
Expressions about asking for suggestions 82

❑ Could you tell me _____?
❑ Do you know where I could find _____?
❑ I don’t suppose you could show me _____, could you?
❑ I wonder if you could help me with _____.
❑ Could you give me directions about _____?
STEP 2: Students B, C, and D take turns sharing suggestions.

e.g. - From what I understand, you should first study the assignment’s
requirements.
- What works for me is to ask group members when they will be available.
Expressions about introducing suggestions83

❑ From what I understand, _____.
❑ What works for me is _____.
STEP 3: Student A responds to the suggestions and thanks Students B, C, and D for
their suggestions.
e.g. I’ll give it a try. Thanks for your suggestions.
Expressions about responding to suggestions84

❑ That sounds great!
❑ That’s a good idea.
❑ That’s a great advice.
❑ I’ll give it a try.
❑ That might work.
❑ That’s not a bad idea.
❑ I’m not sure about that but ...

82
The content in this part is adapted from http://www.bbc.co.uk/learningenglish/english/features/english-at-university/ep-160926 and
http://www.bbc.co.uk/learningenglish/english/features/english-at-university/ep-161010.
83
The content in this part is adopted from http://www.bbc.co.uk/learningenglish/english/features/english-at-university/ep-161121.
84
The content in this part is adapted from https://englishstudyonline.org/making-suggestions/ and https://learnenglishteens.britishcouncil.org/exams/speaking-
exams/suggestions.

 72 
Read an example of a group contract85 below. Then complete Exercises 1-4 in this section.
GROUP CONTRACT
Project: The Most Suitable Language App for Jeguk University Students
Goal(s)
• To get 80%-90% of the total scores
Timeline
What (Tasks & Sub-Tasks) When Who Where/How
1. Find information about the nature of JU students
• List questionnaire items 0901

Everyone
MS Teams’
@7-8 p.m. meeting
• Create the questionnaire 0901

Sun-ho Forms
@7-8 p.m.
• Review the questionnaire 0901 MS Teams’

Everyone
@7-8 p.m. meeting
• Revise the questionnaire (if Sun-ho

Forms,
needed) and send out the link By 0902 JU Discussion
&
to JU students @7 a.m. Forum, and
Hye-young
other SNS
2. Find information about language apps
• List important information of

language apps: Memrise (by
S & H), Drops (by S), By 0902
As assigned MS Word
Duolingo (by H), Readlang @7 p.m.
(by J & U), Tandem (by U),
and HelloTalk (by J)
3. Choose the most suitable language app
• Share the questionnaire

0902 MS Teams’
results about the nature of Sun-ho
@7-8 p.m. meeting
JU students
• Discuss similarities and

differences among the
language apps and the 0902 MS Teams’
Everyone
nature of JU students to @7-8 p.m. meeting
choose the most suitable
language app
1/3
85
The content in this part is adapted from https://www.georgebrown.ca/peerconnect/team-contract.pdf.

 73 
4. Prepare the presentation
• Prepare slides and scripts By 0904

Sun-ho & Jojo MS PowerPoint
@7 p.m.
• Review the slides and scripts By 0905

Everyone MS PowerPoint
@7 p.m.
• Review the slides and scripts 0905 MS Teams’

Everyone
together (if needed) @7-8 p.m. meeting
• Revise the slides and scripts By 0906

Sun-ho & Jojo MS PowerPoint
(if needed) @7 p.m.
• Rehearse together 0907

Everyone
MS Teams’
@7-8 p.m. meeting
5. Present to the class 0908

Everyone In class
@8 a.m.
Members & Contact Information

Name Email Address Other (e.g. Line ID) Role
Hye- *Leader*
LeeHYShi@aigoo.kr NauriHY
young Explorer, Editor, Presenter
*Presenter*
Jojo EonniJJ@daebak.kr AgassiJJ
Explorer
*Organizer*
Usagi kawaiino@sugoi.jp SailorxxMamoru
Explorer, Presenter
*PowerPoint Specialist*
Sun-ho SunOppa@saranghae.kr SuntaHohoho
Explorer, Presenter
Communication Methods & Purposes

• Line: To be used for sending messages to all group members
(No one is permitted to post information irrelevant to the group project such as
pictures about personal life.)
• MS Teams’ meeting: To be used for virtual group project meetings
• Telephone: To be used for informing emergencies
Communication Frequency & Record

• Everyone is expected to check his/her Line every four hours from 6 a.m. to midnight.
• Communication in Line and MS Teams’ meeting will be summarized by Usagi and
recorded in OneNote at 9 p.m. every day.
• Communication in mini group meetings will be reported by the group members
involved in Line and will also be recorded in OneNote by Usagi.
• Everyone is expected to join the group meetings organized by Usagi.
2/3

 74 
Expectations
• Everyone must prepare information and have ideas relevant to the task and show
up at meetings on time. (Meetings will start five minutes after the agreed start time.)
• Everyone is expected to participate fully, provide feedback, and build on each other’s
ideas.
• All the decisions will be made based on data and opinions from the entire team. If
the time is pressed, the winner of the Paper Rock Scissors Game will have the final
say.
• Everyone must complete the assigned tasks by the agreed deadline to the best of
their ability and with integrity.
• Everyone will discuss concerns with other group members rather than with non-
group members in an inappropriate way.
• Everyone must not put the needs of the individual before the needs of the team.
• All the important information regarding the group including this contract must not be
shared to non-members except the instructor.
Consequences
• The first violation will result in a group discussion where the violator can explain
himself/herself and action will be taken accordingly.
• The second violation will lead to an informal meeting with the instructor.
• The third violation will cause the member to be removed from the group.
Acknowledgements
I have participated in forming this group contract. I understand the contract and will
follow what has been outlined above. I will accept the consequences if I violate any
of what is stated in the contract.
___Hye-young___ _______Jojo________ _________Usagi_________ ______Sun-ho_____

(Hye-young Lee) (Jojo Kim) (Usagi Tsukino) (Sun-ho Hwang)
3/3
Exercise 1
Write T (true) or F (false) after the following statements.
1. Information on language apps and on the university’s environment is used to decide

the most suitable language app for Jeguk University students. _____
2. Some roles were assigned to more than one member. _____
3. The consequences for violating the group contract for the first time might not be the
same for every member. _____
4. The leader took responsibility in creating the group contract for everyone. _____

 75 
THINKING CRITICALLY
Read the questions below and share your answers with your group.
1. Besides scores, what else do you think can be listed as goals?
2. Is the timeline appropriate to achieve the goal? Why/Why not?
3. What are the two most important dates to think about when planning for your
project? Why?
4. Is it necessary to list more than one means of communication? Why/Why not?
5. Is the Paper Rock Scissors Game suitable for making the final decision? Why/why
not?
6. What is an example of discussing concerns with non-members in an inappropriate

way?
Exercise 2
a. acceptable or right for someone or something

1. suitable _____
b. completely
2. permit _____
c. to allow something
3. organize _____
d. to make arrangements for something to happen
4. fully _____
e. to take something or someone away from somewhere or
5. remove _____
off something

 76 
Exercise 3
Complete the sentences below with the most appropriate options (a-l).
a. although b. example c. explanation d. must

e. regarding f. required g. cause h. expected
i. instead j. permitted k. relevant l. result
1. Please use other SNS to post pictures _____ to your personal life.
2. Usagi will organize meetings, and every member _____ attend.
3. The Paper Rock Scissors Game is a/an _____ of how to deal with disagreement.
4. Please talk to each other and find solutions _____ of complaining to your online friends.
5. You are not _____ to share the group contract to other people.
6. Violating the contract for the third time will _____ in the member’s removal from the
group.
Exercise 4
Read the tips on how to write a group contract below. Then write your own group contract with
your group members.
Tips
1. Before you start writing a group contract, study the assignment such as the
requirements, submission methods, due dates, and scoring criteria.
2. Keep in mind the group goal(s) while listing tasks and when to do them.
3. Include five to seven expectations that are crucial to the group’s effectiveness.
4. Include a section for members to show their agreement to the contract.
5. Throughout the whole writing process, give every member equal opportunity to
participate.
Guide: Use the group contract for “The Most Suitable Language App for Jeguk University
Students” project as a model. Then complete your own group contract for “KU’s Brand New
Club” project86 on the following pages or on an online private platform. Make any changes
where necessary.
86
Study the assignment’s requirements from Chapter FIVE Project.

 77 
GROUP CONTRACT
Project: KU’s Brand New Club
Goal(s)
• To get __________% of the total scores
• To _______________________________________________________________
Timeline
What (Tasks & Sub-Tasks) When Who Where/How
Members & Contact Information

Name Email Address Other (___________) Role
1/2

 78 
Communication Methods & Purposes
• _______________: To be used for ______________________________________
• _______________: To be used for ______________________________________
• __________________________________________________________________
Communication Frequency & Record

• Everyone is expected to ______________________________________________
_________________________________________________________________.
• Communication in ___________________________________ will be summarized
by __________ and recorded __________________________________________.
• __________________________________________________________________
__________________________________________________________________
Expectations
• __________ must __________________________________________________.
• __________ is/are expected to __________________________________________.
• All the decisions will be made _________________________________________.

• __________ will ___________________________________________________.
• __________ must not _______________________________________________.
• _________________________________________________________________
Consequences
• First violation will result in _____________________________________________.
• Second violation will lead to ____________________________________________.
• Third violation will cause ______________________________________________.
Acknowledgements
I have participated in forming this group contract. I understand the contract and will
follow what has been outlined above. I will accept the consequences if I violate any
of what is stated in the contract.
____________________ ____________________ ____________________ ____________________

( ) ( ) ( ) ( )
2/2

 79 
Read the excerpt from a blog post87 below. Then complete Exercises 1-2 in this section.
Exercise 1
I hated group work for two reasons. First, I had high grades and was unhealthily obsessed
with them. And because of the fact that an average GPA of my group members was lower
than mine, it was highly likely that the group project would bring my grade down. Second, I
was (and am) an introvert 1 who / whom much preferred solo work to the discussion and
negotiation needed for group work.
My first objection to group work regarding grades was not hard to understand at that
moment. However, it was longer-term foolish. Yes, adding a do-nothing, care-nothing
student to a group can reduce the overall quality of the work 2 although / if the rest of the
group members don’t know how to deal with that. But 3 when / whose groups work well, they
harness complementary strengths. Therefore, the result can be better than any group
member could have produced alone.
My second objection regarding introversion was also understandable, but badly

misguided. Yes, as an introvert I had very strong preferences for the situations in 4 which /
who I learned. That is I preferred solo work over group work, written over oral reports, and
lecture over discussion. I’m not alone there – a point 5 that / when was recently brought to
mind when I read Susan Cain’s book Quiet: The Power of Introverts in a World That Can’t
Stop Talking. The book argues that modern society has an “extrovert ideal” and is set up
not only to favor extroverts, but to encourage introverts to adopt extrovert behavior and
even to try somehow to transform themselves into extroverts.
As a student, I might actually have been right that being forced into group work was hurting
my performance, reducing both my grades and the amount of subject matter I learned in
each course. But that wasn’t the point. Group work was building my capability to manage
heterogeneous groups of people with 6 who / whom I needed to work and discuss ideas.
More broadly, it was teaching me to harness the strengths of groups even though that
wasn’t my preferred way to work.
Exercise 2
1. likely _____ a. a quantity of something

2. society _____ b. in a way or by some means that is not known or not
stated
3. encourage _____ c. probably
4. somehow _____ d. the people who live in a particular country or area and
their way of life and customs
5. amount _____ e. to make someone more likely to do something
87
The content in this part is adapted from https://scientistseessquirrel.wordpress.com/2016/10/18/ why-i-assign-the-group-work-that-i-hated-as-a-student/.

 80 
Chapter FIVE
A r d E f
c h a j x t
t i l u c r
k v p r i a
q i w r u c
y t i e s y
Chapter FIVE: Extracurricular Activities

 81 
1.1 PRE-LISTENING
1. What do you do on campus when you’re not studying?
2. Have you ever felt that you wasted your free time? Why/Why not?
3. Are there any hobbies you would like to try? Which ones?
4. Are you a member of any student groups? Which ones?
5. What is the most important thing your student group has given to your community or
to the world?
1.2 PREDICTING
video.
Colleges define extracurricular activities broadly. Students need to be smart about how
many things they do outside the classroom and to what extent they commit themselves to
each activity. One single activity can make the biggest statement.
Possible
Topics
88
The content in this part is adapted from http://iteslj.org/questions/college.html, http://iteslj.org/questions/cultureshockcanada.html,
http://iteslj.org/questions/freetime.html, and http://iteslj.org/questions/university.html.
89
The content in this part is adopted from https://youtu.be/x-WREblyERc.
 82 
Watch the video90 on extracurricular activities and the advice on how to choose them. Then
complete Exercises 1-3 in this section.
Exercise 1
90
The video is available at https://youtu.be/x-WREblyERc.
91
 83 
Exercise 2
Use your notes from Exercise 1 to complete the diagram below with as much information as
you can.
EXTRACURRICULAR ACTIVITIES
WHAT
•anything you do with your free time ... important [1] _______________ (e.g. sports,
performing arts, [2] _______________, hobbies) ... outside [3] _______________
HOW
1. Quality [4] __________ Quantity
•Quality of commitment
•Don’t be well- [5] ___________: join [6] _______________ but aren't committed to any
•Be [7] ________-intentioned: do things [8] _____________________
2. Wise Time Investment
•Invest [9] _______________ time in [10] __________ activities
•Indicate [11] _________________________________ spent on each
3. [12] ______________________________
•Create a legacy for themselves and [13] _________________________
•Pick [14] ____________________ that are really important to you
•Make an impact, [15] __________, solve, [16] __________, improve

 84 
Exercise 3
1.4 POST-LISTENING
Based on the information in the video93, tick the box in front of each activity that can be called
an extracurricular activity.
❑ a. Cleaning the beach as part of the Man and Sea Course

❑ b. Competing in regional championships of Pokemon and Ragnarok online games
❑ c. Discussing what to wear to the next group project meeting
❑ d. Joining Ruam Dao Kra Jui Music Club
❑ e. Posting in the discussion forum of the Knowledge of the Land Course
❑ f. Starting a club improving KU students’ time management
❑ g. Subscribing to a YouTube channel “01355102: English for University Life”

Watch the video94  again and answer the questions below.
1. Why are your extracurricular activities important to your college application?
2. What kind of students used to attract the attention of the colleges?
3. Why should you prioritize how you spend your free time?
4. According to Sara, which one is more important: getting accepted into college or
improving your community?
5. At the end, Sara said “Get informed, get empowered, get in”. In your own words, what
do you think Sara mean?
PERSONALIZING THE ISSUE

1. Which one do you prefer: to be a well-rounded person or to be a well-intentioned

person? Why?
2. Which one is more important to you: getting accepted into college or improving your
community? Why?
92
93
94
 85 
Read the paragraph below. Then complete Exercises 1-2 in this section.
[1] _____ First, you have to think about quality, not quantity. To be exact, think about
how much commitment you put into each activity instead of how many activities you can list.
As a result, you can be considered a well-rounded student. Second, you have to think
about how to [2] _____. To be specific, [3] _____. To illustrate, join two or three activities
rather than ten or twelve activities. Third, you have to think about [4] _____. To be
precise, think about how [5] _____ problems, improve lives, create something, and lead
someone. Hopefully, this will make an impact and create a legacy for yourself and
community. [6] _____
Exercise 1
Complete the paragraph above by filling in the blanks (1-6) with the most appropriate options
(a-d).
1. a. How can extracurricular activities be defined?

b. What should you consider when choosing extracurricular activities?
c. Where are the best three places to do extracurricular activities?
d. Why must you do extracurricular activities outside of school time?
2. a. wise time investing b. wise time investment

c. invest your time wisely d. invest wisely your time
3. a. join a lot of different clubs

b. spend lots of time on only few activities
c. indicate how much time spent on each activity
d. invest not too much time in each of the activities
4. a. how to make a difference b. when to make an impact

c. where to decide d. who to suggest
5. a. solved b. solving
c. to solve d. were solved
6. a. In summary, these are the reasons extracurricular activities benefit your application.
b. Therefore, do extracurricular activities so that you will also get life experiences.
c. To conclude, you should carefully study the requirements of the university you are
applying for.
d. To summarize, look for ways to invest your commitment and time wisely and
make a difference.
Exercise 2
The following sentences appear in the paragraph above. Tick the box in front of the sentence
that does NOT belong to the paragraph.
❑ As a result, you can be considered a well-rounded student.

❑ To illustrate, join two or three activities rather than ten or twelve activities.
❑ Hopefully, this will make an impact and create a legacy for yourself and community.

 86 
Read what students talk about their clubs95 below. Then complete Exercises 1-3 in this section.
Netball Club
Netball Club is a casual club for all abilities - great for me because even though I love netball
I’m not a star player! [A] I found out about it at Freshers’ Fair and signed up. I found it
really daunting at first to go along to a club where a lot of the members in the older years
already knew each other, but they were so friendly and welcoming. [B] Post-Game
Hangouts (dinners joint with another sports team) are so much fun as we all get along
so well! [C] It’s a fun way to make some new friends and stay fit. [D] All abilities are
welcome so there’s no feeling as if you might not be good enough! – Belle
OWSC
I had a really tough Easter vacation last year, and was surfing a Cambridge-based self-care
group, and came up with the idea of creating an Oxford-based one: OWSC (Oxford Women
Self Care). I think there have been so many positive consequences such as the anonymous
pidge present scheme that saw women in Oxford [E] sending each other encouraging
cards and gifts. It is the little things, however, that affected me the most: a girl I didn’t know
approached me and thanked me for the group, hugging me. I was really moved by this. The
biggest pride is seeing a conversation which is more and more frank about the difficulties
that inevitably come whilst at university, and that to me is more important than anything
else. – Yeri
Oxford Imps
I’m one of the Oxford Imps (Improvisational Comedy Group). I had no clue what that meant
at first. It was only after seeing their free show in Freshers’ Week that I thought “that looks
like fun” and [F] signed up for auditions the very next day. We make things up – be it
jokey one-liners or entire Shakespeare-styled tragedies, but make it crazily fun.
[G] Performing every week and receiving that grin-inducing sensation that only an
audience’s applause can give you [H] provide me with a well needed space to get rid
of all the stress of the week. All I have to do is to be silly for a couple hours! But the
greatest thing of all is the people. They are my best friends, my confidants, my clowns, and
a little island of security when everything else seems like too vast an ocean to tackle.
– Chenle
95
The content in this part is adapted from http://apply.oxfordsu.org/student-life/societies/.
 87 
HUMSoc
I’m the current President of HUMSoc (Oxford University Hindu Society). Being Hindu
myself, I was keen to get involved in something that reminded me of home. [I] We run two
major cultural events - OxHoli (the festival of colors: featuring three hours of music, water
guns, colored powder and general amazingness) and Diwali Ball (an Oxford ball with a
cultural twist – Indian food, dancing, henna, entertainment, the works). We also run a weekly
aarti (prayer service) at the Oxford Centre. [J] This is not only for people who are
identified as Hindu but also for anybody who wants to find out more about Hinduism.
We also run small socials (Bollywood movie nights, for example) throughout the term,
dependent on popular demand. – Mira
Schools Plus
Schools Plus is an Oxford-based charity where students can sign up to [K] teach young
kids lots of different subjects at different levels. You can decide on how many hours a
week you can do it so it is easy to balance it with your workload at school. The best thing
about joining this club is probably when you meet kids who really struggle and suddenly
make a breakthrough. It’s inspiring seeing how hard they work and knowing that you played
a role in getting them to understand their work. [L] I would recommend joining this club
definitely because of the feel- and do-good aspect of the volunteering. It’s also very
rewarding to see the kids progress with your help. – Belle
The OxStu
I wrote my first article for The OxStu (The Oxford Student) having pondered over it for
absolutely ages, and always a bit worried it wouldn’t be good enough before I finally decided
to submit it. Luckily, [M] my editors at the time loved it so I got in. After that, I decided to
apply to be a deputy editor for the comment section which was a really fun experience. I
have been having my heart set on this kind of career most of my life so [N] it obviously
eased me into understanding how a newspaper worked. [O] It also helped me with
time management because I needed to make sure I finished writing my articles and got
them on the website on time! But more importantly, it forced me not to simply rely on my
feelings. I needed to deeply research for facts and information before writing whether it be
just to inform readers of new facts or to convince them to make changes to make the world
a better place. – Yeri
OOTB
I’ve loved performing with OOTB (Out of The Blue). Our singing gig in Edinburgh to over
3,000 people is something I will never forget. [P] Singing with students at unis like Stanford
and Yale and being part of a six million-viewed viral video were totally sick! If entertainment
is something that you want to do in the future, [Q] the contacts made through this group
are invaluable. But on top of all that, there are skills that I can take away for life.
[R] Managing a team, dealing with finances, organizing tours, designing artwork,
and managing a YouTube channel are just some of the skills that are taken away by
members, depending on the roles they have, that set us up well for lots of careers. – Lucas

 88 
Exercise 1
Fill in the column “Example” on the right with the following club names.
Netball Club OWSC Oxford Imps HUMSoc
Schools Plus The OxStu OOTB
Club Type Club Objective Example
• To offer an opportunity to pursue interest or

Arts passion in various kinds of arts such as visual [1]
arts, fine arts, and performing arts
Community • To offer an opportunity to volunteer and to

[2]
Development support or improve a community or the world
• To offer an opportunity to network with people

Culture from the same background and for others to [3]
learn about cultures different from their own
Media & • To offer an opportunity to exercise skills in

[4]
Publications writing, advertising, or radio presentation
• To offer an opportunity to maintain physical

Sports [5]
fitness
Exercise 2
Read the bold phases/sentences (A-R) in the text in Section 2. WHAT DO YOU THINK?
Write the letters A-R in the categories below.
1. Application: ___ ___ ___ ___ ___
2. Club Activity: ___ ___ ___ ___ ___ ___
3. Benefit: ___ ___ ___ ___ ___ ___ ___

 89 
THINKING CRITICALLY
1. Do you agree that there should be some kind of audition for joining a club? Why/Why
not?
2. Do you agree that a study plan (e.g. the one you made in Chapter ONE) should also
be considered when choosing a club? Why/Why not?
3. Based on Sara’s concept of “well-rounded,” do you agree that Belle is more well-
rounded than other students in the text? Why/Why not?
4. Do you agree that Yeri is more committed than other students in the text? Why/Why
not?
Exercise 396
Read the following SNS posts. Then recommend at least one club and provide an explanation.
Hye-yeong
Just now
Lecture, lab, meeting, homework...

When will I ever get to unleash the joker inside?!?
#imactuallyafunnynamja
Maybe I could offer some suggestions? You could join …
96
The images in this exercise are adopted from http://kdramadaily.com/wp-content/uploads/After-Kingdom-Netflix-Produces-Two-More- K-dramas-Love-Alarm-and-
Because-It%E2%80%99s-My-First-Love.jpg, https://data.whicdn.com/images/181529380/original.png, and https://themighty.com/wp-content/uploads/2016/12/xelsami-
 90 
Jojo
Just now
Yah! Yah! Yah! Yah!

Just because you have social media accounts doesn’t mean you can just post those
hurtful words and hate comments about others!!
As if words could not kill!!!
#RIP #LetsChange #SayNOtoCyberBully #MyVoiceMatters
Let me give you a bit of advice. What about joining …
Usagi
Just now
“Just because you’re not crying doesn’t mean you’re not sad.
Just because you’re smiling doesn’t mean you’re happy.”
#SongGeuRim #RadioRomance
From what I understand, I suggest …
Sun-ho
Just now
Dumb, dumb, dumb...

Everybody thinks I’m dumb, dumb, dumb...
You know what! I’m kick-ass at drawing.
But who’s gonna believe me?
I wish there were some young kids whom I could pass on such coolness!
You should …

 91 
3. WHAT ABOUT YOU?
1. What type of club are you starting at KU?

e.g.  Sports
•❑ Arts ❑ Community Development ❑ Culture

•❑ Media & Publications ❑ Sports ❑ Other
2. What activities will you have in your club? How often? Where?
e.g. Post-Game Hangouts, after each game
3. What benefits will members receive from joining your club?

e.g. Make new friends and stay fit
4. Who can join your club? Can anyone just sign up? Will there be an audition?
e.g. All abilities are welcome, just sign up / no audition
5. What is the name of your club?

e.g. Netball Club

 92 
4. SPEAKING
Share and ask about a club.
In groups of four, take turns sharing and asking about a club.
STEP 1: Student A shares his/her club and invites questions.

e.g. I’d like to talk about my club called “Netball Club”. We’ll have post-game
hangouts so members will have a chance to make new friends and stay fit.
If you want to join my club, you can just sign up. That’s it.
Is there any questions?
Expressions about inviting questions97

❑ Is there any questions?
❑ Anything else you’d like to know?
❑ Now, please feel free to ask any questions you might have.
❑ I will be happy to answer your questions now.
STEP 2: Students B, C, and D take turns asking questions to find out more about
Student A’s club.
e.g. - Could you explain what you mean by “post-game hangouts”?
- Could you explain what you mean by “members will have a chance to stay
fit”?
- Where will you have post-game hangouts?
STEP 3: Student A answers the questions or deal with the unanswerable questions.
e.g. - It means dinners joint with another sports team.
- Members will have a chance to stay fit because we also play netball every
day.
- That’s an interesting question. I’ll need to think more about it.
Expressions about dealing with unanswerable questions 98

❑ Good question. I’ll have to find that out.
❑ That’s an interesting question. I’ll need to think more about it.
❑ I’m afraid I can’t answer that at the moment. I’ll try to get back to
you later.
STEP 4: Student A ends his/her talk and invites Students B, C, and D to join his/her
club.
e.g. Looking at the time, I must wrap up my talk now. Thank you for your
questions and I hope you will join my club.
97
The content in this part is adapted from https://www.tolingo.com/en/guide/business-english/presentation-tips/.
98
The content in this part is adapted from https://www.topcorrect.com/blog/useful-english-phrases-for-a-presentation/.
 93 
Read an example of a meeting report99 below. Then complete Exercises 1-4 in this section.
MEETING REPORT
Improvements to Jeguk University
Introduction
This report aims to describe problems in Jeguk University and discuss possible solutions.
The two biggest issues were discussed at the meeting on September 1, which was attended
by the representatives from Jeguk University Student Council.
Issue 1: Wi-Fi signal

It was complained that Wi-Fi can be accessed only on the lower floors but not on the upper
floors. This makes it difficult for students to access online materials and participate when
instructors use online applications in their lessons. The university is looking to improve its
wireless access point by installing a new Wi-Fi router. However, there is no budget left for
that this academic year.
Issue 2: Stress among students

A number of students reported that they experienced high level of stress. Concerns were
raised about coursework deadlines and exams, and students found it hard to have
assignments done on time and to a high standard. Providing a training and consultancy on
time management was suggested as a possible solution. However, concerns were raised
about the solution that time management skills cannot be improved instantly within a short
period of time.
Recommendations
Taking the factors mentioned into account, doing fundraising events is recommended. For
instance, a student club might provide greeting card and gift delivery service to people in
the university on special occasions such as New Year’s Day and Valentine’s Day for a small
fee until there is enough budget for a new Wi-Fi router.
As for the stress problem, organizing ‘aeg-yo’ competition events might be the best quick
fix. It can help students take a break from stress and relax a bit until they finally master time
management skills.
99
The content in this part is adapted from https://learnenglish.britishcouncil.org/b1-intermediate-writing/a-report-on-a-student-meeting.
 94 
Exercise 1
Answer the questions below.
1. Who complained about the Wi-Fi signal?

a. Students b. Instructors c. The university d. The text does not say.
2. What caused stress among the students?
3. What is the aim of doing fundraising events?
4. What is mentioned as a short-term solution to the stress problem?
5. Which of the following is true?

a. Neither the lower floors nor the upper floors have Wi-Fi signal.
b. Students could not produce high-standard work because of the lack of
Wi-Fi signal.
c. The meeting concluded that the university must provide a training of time
management skills.
d. Time management skills cannot be developed overnight.
Exercise 2
Match the vocabulary on the left (1-7) with the definitions on the right (a-g).
a. a way to solve a problem or deal with a difficult situation

1. material _____ b. great worry caused by a difficult situation
2. stress _____ c. printed documents, books, computer programs, etc. that

give information, especially ones intended for a particular
3. experience _____
purpose
4. provide _____ d. to give someone something that they need
5. suggest _____ e. to have something happen to you, or to do or feel

something
6. solution _____
f. to mention an idea, possible plan, or action for other people
7. recommend _____ to consider
g. to suggest that something is the best thing to choose

 95 
Exercise 3
Fill in the blanks below using either active or passive100 so that Sentences A and B have the
same meaning.
1. A. The representatives ____________________ the meeting.
B. The meeting was attended by the representatives.
2. A. Students ____________________ Wi-Fi only on the lower floors.
B. Wi-Fi can be accessed only on the lower floors.
3. A. A number of students experienced high level of stress.
B. High level of stress ____________________ by a number of students
4. A. Students ____________________ time management skills instantly.
B. Time management skills cannot be improved instantly.
5. A. A student club might provide a greeting card and gift delivery service.
B. A greeting card and gift delivery service ____________________ by a student
club.
Exercise 4
Read the tips on how to write a meeting report below. Then write your own real or imaginary
meeting report including ONE most important issue that needs to be solved.
Tips101
1. Use headings to make the layout clear. Follow a logical structure: introduction,
issue(s), and recommendation(s).
2. Start with the aim of the report and say where the information comes from in the
introduction section.
3. Write a heading to show the readers what issue is discussed.
4. Write only the final decision on which recommendation will be followed in the
recommendation section. Add examples and/or explanations where appropriate.
5. Use the passive to focus on what is done or what should be done rather than on who
gives the information (e.g. “... was suggested,” “... might be the best …,”
“... is recommended,” and “Concerns were raised about ...”).
100
To find out more about active and passive voice, visit https://learnenglish.britishcouncil.org/english-grammar-reference/active-and-passive-voice.
101
The content in this part is adapted from https://learnenglish.britishcouncil.org/b1-intermediate-writing/a-report-on-a-student-meeting.
 96 
Guide: Use the meeting report on improvements to Jeguk University as a model. Choose
ONE of the two templates (either on this page or on the following page) to complete your own
real or imaginary meeting report. Make any changes where necessary.
TEMPLATE 1
MEETING REPORT
Improvements to ____________________
Introduction
This report aims to describe problems in ____________________ and discuss possible
solutions. The biggest issue was discussed at the meeting on ___________________,
which was attended by _____________________________________________________.
____________________
It was ___________________________ that ___________________________________
___________________________________. This makes it _______________________
for ________________________________ to _________________________________.
__________________________ is looking to ___________________________________
_______________________________________________________________________.
Recommendation
___________________________________________________ was/were recommended.
For instance, ____________________________________________________________.
This can ________________________________________________________________.

 97 
TEMPLATE 2
MEETING REPORT
Improvements to ____________________
Introduction
This report aims to describe problems in ____________________ and discuss possible
solutions. The biggest issue was discussed at the meeting on ___________________,
which was attended by _____________________________________________________.
____________________
A number of _________________________ that ________________________________
_______________________________________________________________________
_______________________________________________________________________.
_____________________________________ was/were suggested as a possible solution.
_______________________________________________________________________
_______________________________________________________________________.
Recommendation
____________________________________________________ was/were recommended.
For instance, ____________________________________________________________.
This can ________________________________________________________________.

 98 
Exercise 1
The fierce competition in the job market and rising youth unemployment 1 have / were
inspired many university clubs to focus on building the skills necessary for later in the
workforce. But it’s also a fight to gain entry into these organizations. Our Kwon So-a takes
a look at the new way Korean college students are 2 spending / spent their leisure time.
One of the excitements for a Korean freshman is participating in a dongari, the Korean word
for an extracurricular club at a university. And these days, the 3 more / most popular clubs
are those that will help students prepare for getting a job, such as management or start-up
clubs. Hyun Jae-hoon from Blackbox start-up club, Sogang University, said: “The open
spots in our club 4 filled / was filling up in just five days. You really need to be quick 5 if /
that you want to get in.” That’s led to a fierce competition for entry to the clubs.
What you see here is not a job interview. These seniors are testing freshmen on whether
they are qualified to be a member of their group. All this competition seems to have helped,
as many club members have successfully entered the workforce. “We believe that 6 but /
when we’ve gone through the club’s curriculum and events, we’ll have built up the
knowledge and traits that are 7 needed / needing in the workplace,” said Choi Jae-hyuk from
MARP management club, Yonsei University.
The rise in the number of these extracurricular clubs 8 has / was followed the rise in Korea’s
youth unemployment rate, a problem that can’t be solved solely by higher education.
9 Despite / In spite a university entrance rate of around 70 percent, statistics show that it’s
not easy for members of the younger generation to get a job. According to Statistics Korea,
the unemployment rate of young Koreans ages 15 to 29 hit a record high of over 9 percent
last year.
Still, the clubs may help with the job hunt 10 because / although there are drawbacks.
Oh Se-yeon from Youth Community Union said: “A university is not only a place to prepare
for getting a job. It’s a place to build up one’s knowledge of the humanities and social
relations.”
Some have also expressed the concerns that university students will have to face
employment worries after graduation in any case, and that in the meantime, they won’t get
to enjoy just being a student.
Exercise 2
Match the vocabulary on the left (1-3) with the definitions on the right (a-c).
1. necessary _____ a. needed in order to achieve a particular result

b. the time when you are not working or doing other duties
2. leisure _____
c. to use a set of questions or practical activities to measure
3. test _____ someone’s knowledge and ability
102
The content in this part is adapted from https://youtu.be/DP_TEQbCM6s.
 99 
 CHAPTER FIVE PROJECT 
Prepare a talk (maximum length of 10 minutes) to share a club to invite new members. (The
club can be real or imaginary.) The requirements are as follows:
REQUIREMENTS
Content
1. Club Name
e.g. For Better Jeguk
2. Activity and Frequency

e.g. Once a week members will meet to decide who will deliver Valentine’s Day
cards and gifts according to requests from Jeguk students and staff in
January in exchange for donation.
3. Benefit
e.g.  Members will have a chance to meet new people and make friends.
 Members will have a chance to help build a relationship among Jeguk
people and to help improve Jeguk’s wireless access point.
4. Application
e.g. To apply for the club, applicants will be tested on whether they know
locations in the university well because they will need to make quick
deliveries.
Presentation103
1. Informing of Question Time (at the beginning of the talk)

e.g. ❑ There will be time for questions at the end of the talk.
❑ We’ll gladly answer any of your questions at the end.
❑ We’d be grateful if you could ask your questions after the talk.
2. Inviting Questions (at the end of the talk)

e.g. ❑ Is there any questions?
❑ Anything else you’d like to know?
❑ Now, please feel free to ask any questions you might have.
❑ We will be happy to answer your questions now.
3. Dealing with Unanswerable Questions

e.g. ❑ Good question. We’ll have to find that out.
❑ That’s an interesting question. We’ll need to think more about it.
❑ We’re afraid we can’t answer that at the moment. We’ll try to get back to you
later.
103
The content in this part is adapted from https://www.topcorrect.com/blog/useful-english-phrases-for-a-presentation/, https://www.tolingo.com/en/guide/business-
english/presentation-tips/, https://thinkscience.co.jp/en/articles/how-to-handle-difficult-QandA-moments, and https://www.futurelearn.com/courses/what-makes-an-effective-
presentation.
 100 
VIDEO SCRIPTS
Video Scripts
 101 
Chapter ONE: Manage your time and study effectively104
Do you wish you could study more effectively? In this video we’re going to…
“Hi Mum. Yes, just filming a video. Can I call you in an hour? OK. Sorry. Bye!”
Where were we? Yes, studying effectively. Dealing with distractions is just one thing we
need to do.
Ah, yes. If you want to study well, you need to manage your time. How to do that? First, you
need to ask yourself three questions: what your commitments are, what your study goals
are, and how you work best.
Let’s start with the easy one. What are your commitments outside study? What about work,
family events, childcare or travel? Write down when these are – and how long they take.
You can do this for the whole year or a shorter period.
Now you know how much time is left for studying. But is it enough? That depends on your
goals, which is point two. Do you want to pass the course or get a specific grade? How
much will you need to do in order to achieve that? Take a good look at the syllabus, exam
and assignment timetables, and old exam papers to find out how much you need to do.
Sometimes, you need to look at short-term goals. For example: this week, today, and in the
next hour. Take a good look at your commitments: you might need to change some if you
don’t have enough time.
Which brings us to question three: how do you work best? In the morning? At night? And
where? In a library? At home? With music? In silence? With lots of coffee? Or lots of
chocolate?
Psst. Try to do your most difficult tasks when your concentration is strongest.
Ah. With all this information, you can make the perfect master plan that suits you. But there’s
a problem: distractions. Sorry Mum. Maybe time to switch off your phone.
And the difficult one: procrastination. Why is it that whenever you have a task, everything
else appears more interesting? Maybe you need to take a desperate measure: switch off
your internet connection. And if you need the internet for research, you can load pages you
need – before turning it off. And if you still find it hard, try working in short bursts. For
example, 40 minutes at a time. You can also do a deal with yourself. How about: I can eat
this lovely chocolate, but only after I finish reading this paper.
Hopefully, by now, everything’s going great. Now remember, even if you make the best plan
in the universe, you still need to be flexible. And try to enjoy your study.
Hi Mum. Yeah, just finished filming now, actually. Hang on, let me switch off the camera.
104
The script is adapted from http://www.bbc.co.uk/learningenglish/english/course/go-the-distance/unit-6/session-3.
Video Scripts
 102 
Chapter TWO: Making the most of the virtual classroom105
Ha ha ha! Good times. Oh hi, I’m just taking a walk down memory lane and looking at some
old photos of my student days. Things have changed a lot for students. When I was at
university, we had to go to lecture theatres and attend seminars with our tutors in their
offices. Now, all of that still goes on, but lots of academic institutions now allow students to
study online without having to go to a lecture. That’s really useful for distance learners, and
that’s what we are going to talk about today: learning in a virtual classroom.
So, what do I mean by a virtual classroom? Well, that is when distance learning students
and tutors ‘meet’ online at a specific time to have a live lesson. This is often known as a
‘webinar’. And it means you have a lesson live in real time, but all the people attending are
in different places.
So, why is this such a great innovation? Well, just think about it. A webinar has all the
benefits of a physical class, but you can attend and participate from the comfort of your own
home, or place of work. You see and hear the teacher and can ask questions, but you don’t
need to be physically there. This kind of flexibility means that lots of people who are too
busy, or live too far away from a college, can study the same as students who physically
attend their academic institutions.
So, how does this work? To attend a webinar you obviously have to have access to a
computer, smartphone or tablet that is connected to the internet. You probably need a good
internet connection because the webinar is streaming video and audio to your computer.
‘Streaming’ means ‘receiving and playing media from the internet to your device in real
time’, like you do on video sites like YouTube and Vimeo. It’s different from downloading
because you don’t get to keep the video after watching it.
So, to join the webinar you will need to log in to your academic institution’s website using
your password. Once you are logged in, you will join the webinar at the scheduled date and
time. Don’t forget to plug in your headphones or turn up the volume so you can hear what
is going on. Now we know how you can see and hear the lesson, but what about asking
questions? Usually, there is a chat or messaging facility that allows you to type in questions
for the teacher. You just write your comment and send it. Alternatively, sometimes you may
be able to ask questions by speaking. For this, you will need to use a microphone attached
to or built into your device. It’s a bit like using digital communication tools like Skype or
WhatsApp. In fact, sometimes, webinars can take place using these popular platforms that
many people already use to keep in touch with friends and family.
So, that’s your introduction to webinars for learning online. Hope you enjoyed it and see you
next time!
105
Video Scripts
 103 
Chapter THREE: How digital tools saved Sian’s English106
Hi there, just finishing off an email… just a second. “Students will follow the subjects outlined
in the course kurriculum.” Hmm… looks like I spelled that word incorrectly. Not to worry –
I’ll just use my digital spellcheck – Aha, that’s the correct spelling: c-u-r-r-i-c-u-l-u-m. What
a useful tool the spellchecker is. I would have looked very silly if I sent that email with a
misspelled word in it! I remember my old English Teacher, Mr Wordsmith, used to get so
angry with me for my spelling!
And by sheer coincidence that’s what we are going to look at today: Digital tools to help you
with your English for studying. We are so lucky to be living in a digital society where we can
find lots of useful tools for using languages. There are lots of tools online or built into our
digital devices that can help us use language better in our studies. After all, reading and
writing clearly is a massive part of your studies, especially if you are using English as a
second language.
The spell check tool that features in many websites and word-processing applications is
really useful. Let’s see it in action: I’ll enter this word but spell it incorrectly. OK, so there’s
an indication that I have got the spelling wrong… so now I can see some suggestions. Yes,
that’s the correct spelling of the word. I’ll just select it – and bingo! The word is correctly
spelled. If I don’t want to accept it, I can ignore it, or even add to the dictionary so it won’t
happen again. Top Tip: Remember spellcheckers usually have dictionaries for British and
American English so make sure you have the right one selected!
Next up - grammar checker. See if you can spot the grammar mistake in this sentence. Did
you get it? Let’s see what the grammar checker says. Yes, that’s the problem. So let’s
accept the correct version. Fantastic! Grammar checkers do sometimes get it wrong so you
may have to check in a grammar book, or on a grammar website. You don’t have to accept
what the grammar checker says: ultimately, it’s up to you. These features are often built into
computers, smartphones and word processing software.
Now talking of software, here’s a useful thing to know. Distance learners often need to use
office software. But I often use online software: it’s easy to use and best of all free! And your
documents are saved online so you can access them anywhere. And you can also let other
people work on the same document – great for working as a team with other learners! It’s
quite usual for distance learners to work collaboratively. There are lots of benefits to this as
it helps you plan, share information, and check each other’s work before submitting. And
your documents are saved online so you can access them anywhere. Just remember to
keep your collaboration platforms secure, and only let people you trust have access.
There are a few more digital resources you can use to help you with your studies. If you
want to find out the meaning of a word, you can use an online dictionary. And if you want to
find an alternative word with the same meaning, you can use an online thesaurus. A
thesaurus is a book or online database that gives you words with similar meanings so you
can vary your language – so useful! And if you want to use language suitable for academic
purposes, there are lots of websites to help you with this. They have all the most useful
words and phrases you will need to write your coursework. And so, until the next time,
goodbye – or should I say farewell, so long, see you later, adios!
106
Video Scripts
 104 
Chapter FOUR: How to deal with difficult group project members107
We’ve all experienced the pain of being stuck with difficult group members, and if you’re
watching this video I’m guessing you know exactly what I mean.
Let’s go over the different species we’re dealing with.
Self-appointed bosses are the most difficult of them all. They love telling others what to do
without doing much themselves.
Team members with bad vibes are the biggest downers. They always shoot down your
ideas without coming up with any solutions of their own.
Deadweights are just here for the free ride. They’ll skip meetings without any notice and
when you try to track them down, they’ll ghost you like a Tinder date.
Procrastinators are capable of great work, but man, they’re the reason that you’re up at
11:58 p.m. praying that your assignment gets submitted on time.
During meetings, ramblers will go on and on about what they ate for lunch, what they did at
band camp, and what their favorite bubble tea is. Basically, everything except the group
project.
Then there’s the poor souls who are always confused. Even when they try to do their best,
they can’t deliver good work.
Now that we’ve covered the different types of difficult team members, let’s talk about ways
to deal with them.
Before you start tackling your project, I recommend having a casual hangout with your team
members first. You may be tempted to skip this step, but it really helps build mutual trust
and respect within the team.
Once you’re ready to get down to business, create a group contract. The contract outlines
things like ground rules, response time, and expectations. Additionally, you may want to set
up an ongoing meeting time and include that in the contract. This way everyone can plan
their schedules around it so there’s no excuse not to attend.
You can also take turns bringing snacks to team meetings. It can really help boost
attendance, reduce tardiness, and just make the experience better overall.
It really makes a difference when you divide tasks based on everyone’s strengths and
interests. For example, someone who’s great at design can make a sleek PowerPoint while
someone who is a great writer can edit the report. Make sure to delegate the most important
part to someone who’s reliable. Maybe not the procrastinator.
Since group projects can be a long and grueling process, I found it helpful to set mini
milestones and rewards along the way. This keeps everyone motivated and on track.
107
The script is transcribed from https://youtu.be/e2dcCtjfD80.
Video Scripts
 105 
In the past, there were times where I took on too much in a group project and over-
contributed, which caused others to contribute less. Since then, I’ve learned to give others
space to contribute, just to have everyone more included.
Another thing that I found helpful is to have mini group meetings to accomplish specific
tasks. If two people are working on the same part, they can meet up separately to get things
done more efficiently. This strategy can help get more out of every group member.
If there is dysfunction, you need to be prepared to address it. Throughout the whole project,
you should document all communications on contributions from each group member. You
can assign everyone a color so it’s clear who wrote what and who contributed.
Once you’ve identified a problem member, ask yourself whether there are factors within the
group that are causing the team member not to deliver. This gives you a chance to resolve
the root of the problem before you start pointing fingers.
Try using ‘we language’ and speak to the issue, not the person.
Lastly, if you need to, there’s no shame in talking to your professor. This is where it’s handy
to have documentation to back you up.
It really does get better with time and if you ever feel frustrated, just know that you are not
alone. And if you need to vent about a group member, feel free to do it in the comment
section below. Good luck with your future projects!
Video Scripts
 106 
Chapter FIVE: Extracurricular activities108
My name is Sara Harberson. And this is the Admissions Revolution. Today I’m gonna be
talking about extracurricular activities. Extracurricular activities can be anything that you do
with your free time that is important to you. It could be sports. It could be the performing
arts. It could be a part-time job or an independent hobby. Anything that you do outside of
school is going to be important to colleges. They want to see that you can balance
schoolwork and other activities, and they also want to see that you’re gonna be bringing
something to their campus that can make a difference. And here’s a little secret. They’re
looking for students who can truly make a difference in the world.
So I have three guiding principles to help you prioritize how you spend your free time and
how you plan for the future.
Number One: Quality is much more important than quantity. It’s not how many things you
list on your extracurricular activity list on your application. It’s the quality of your commitment
and investment of time. You know colleges used to want to see this perfectly well-rounded
student: the student who join a lot of different clubs but didn’t really have a major
commitment or investment to any one thing.
But that concept has evolved. And colleges are now looking for that well-intentioned student.
The well-intentioned student is doing things for all the right reasons. They’re doing them
because they want to do them because they’re passionate about doing them, not to just list
a bunch of things on their college applications. And when you live a well-intentioned life,
then you are doing things with integrity. There’s integrity behind who you are and also your
college applications.
Number Two: You want to invest your time wisely. You don’t have a lot of free time
especially if you are working hard with school and your classes and doing homework. So
invest your time in two, three, four, five things rather than doing ten or twelve things but not
really investing a whole lot of time for any one of those. Because as you start filling out your
extracurricular activities lists on your application, you will need to indicate how much time
you’re spending with each thing that you do. And colleges would much rather see that you’re
spending a lot of time with a few activities than very little time with a lot of activities.
The third guiding principle goes back to that secret, that secret of making a difference in the
world. Colleges like to see students who are making a difference that are creating a legacy
for themselves and their community. When you make a difference in the world, you are
living a much more fulfilled and inspired life. So out of all the things that you do, pick one or
two things that are really important to you. Invest everything you have on those few things
so that you can make an impact, you can lead, you can solve, you can create, you can
improve. That’s gonna get the attention of the colleges that you’re applying to but more
importantly you are going to improve lives, improve your community, make a difference, and
create a legacy for yourself. So be well-intentioned students. Really, be well-intentioned
human beings. Invest your time wisely and make a decision to make an impact on this world.
Get informed. Get empowered. Get in. This is the Admissions Revolution.
108
The script is transcribed from https://youtu.be/x-WREblyERc.
Video Scripts
 107 
VOCABULARY INDEX
A explanation (n.) (CH2)
ability (n.) (CH3)
absolutely (adv.) (CH5) F
access (n.) (CH2, CH3, CH5) festival (n.) (CH5)
aloud (adv.) (CH2, CH3) for instance (conj. adv.) (CH1, CH2,
although (conj.) (CH3) CH3, CH5)
amount (n.) (CH4) fully (adv.) (CH4)
application (n.) (CH5)
apply (v.) (CH5) G
approach (v.) (CH5) generation (n.) (CH5)
article (n.) (CH5) get rid of (v.) (CH5)
attach (v.) (CH2) ghost (v.) (CH4)
attention (n.) (CH1, CH5) grant (n.) (CH2)
greeting (n.) (CH5)
B
bank account (n.) (CH1) H
helpful (adj.) (CH2, CH4)
C hopefully (adv.) (CH1)
chapter (n.) (CH1)
charity (n.) (CH5) I
comment (n.) (CH2, CH4, CH5) inform (v.) (CH5)
communication (n.) (CH2, CH4) instructor (n.) (CH4, CH5)
connection (n.) (CH2) issue (n.) (CH1, CH4, CH5)
contract (n.) (CH4)
create (v.) (CH2, CH4, CH5) K
culture (n.) (CH2) keen (adj.) (CH5)
knowledge (n.) (CH5)
D
damage (v.) (CH1) L
decision (n.) (CH4, CH5) leader (n.) (CH4)
delivery (n.) (CH5) lecture (n.) (CH1, CH2, CH4)
design (n.) (CH4) leisure (n.) (CH5)
design (v.) (CH5) likely (adj.) (CH3, CH4)
despite (prep.) (CH3) limited (adj.) (CH3)
directly (adv.) (CH3) link (n.) (CH2, CH4)
discussion (n.) (CH2, CH4)
display (v.) (CH3) M
due (adj.) (CH3) manage (v.) (CH1, CH4)
match (v.) (CH3)
E material (n.) (CH5)
electronic (adj.) (CH2) method (n.) (CH4)
encourage (v.) (CH2, CH4)
energy (n.) (CH3) N
entry (n.) (CH5) necessary (adj.) (CH5)
escape (v.) (CH4)
exchange (n.) (CH3) O
exchange (v.) (CH2, CH3) occasion (n.) (CH5)
experience (n.) (CH2, CH4, CH5) opinion (n.) (CH3)
experience (v.) (CH4, CH5) option (n.) (CH3)
expert (n.) (CH2, CH3) organize (v.) (CH3, CH4, CH5)
Vocabulary Index
 108 
P U
patient (n.) (CH3) update (v.) (CH3)
perform (v.) (CH5)
permit (v.) (CH3, CH4) V
plug (v.) (CH2) voice (n.) (CH3)
positive (adj.) (CH5) volume (n.) (CH2)
prayer (n.) (CH5)
pronounce (v.) (CH3)
pronunciation (n.) (CH3) W
provide (v.) (CH4, CH5) warn (v.) (CH2)
waste (v.) (CH3)
Q
quietly (adv.) (CH2)
R
range (n.) (CH3)
recommend (v.) (CH5)
regarding (prep.) (CH2, CH3, CH4)
relaxation (n.) (CH1)
remind (v.) (CH5)
remove (v.) (CH2, CH3, CH4)
replace (v.) (CH3)
require (v.) (CH2, CH3)
respect (n.) (CH4)
robot (n.) (CH3)
S
salary (n.) (CH1)
score (n.) (CH4)
select (v.) (CH3)
silence (n.) (CH1)
skill (n.) (CH2, CH5)
society (n.) (CH4)
solution (n.) (CH2, CH5)
solve (v.) (CH5)
somehow (adv.) (CH4)
stranger (n.) (CH3)
stress (n.) (CH5)
suggest (v.) (CH3, CH5)
suggestion (n.) (CH2, CH3)
suitable (adj.) (CH3, CH4)
T
tablet (n.) (CH2)
technology (n.) (CH2)
test (v.) (CH3, CH5)
translation (n.) (CH3)
trust (n.) (CH4)
trust (v.) (CH3)
type (v.) (CH3)
Vocabulary Index
 109 
GRAMMAR INDEX
Grammar Point109 CH1 CH2 CH3 CH4 CH5
1. Past Simple
Starting Learning Resource
 
 Narrative tenses
2. Past Continuous

 Narrative tenses
3. Linking Devices of Cause & Effect


 Linking devices of cause and effect
4. Linking Devices of Contrast

  
 Linking devices of contrast
5. Comparative & Superlative

 
 Comparative and superlative adjectives
6. Relative Pronouns

 Relative clauses
7. Conditional Sentences
 Conditionals review (first, second, third  
and mixed conditionals)
8. Active & Passive


 Active voice and passive voice
109
The starting learning resources are adopted from https://www.bbc.co.uk/learningenglish/english/intermediate-grammar-guide.
Grammar Index
 110 
REFERENCES
[Untitled illustration of an eternal Sailor Moon anime].
https://data.whicdn.com/images/181529380/original.png.
[Untitled illustration of Drops logo]. https://is1-
ssl.mzstatic.com/image/thumb/Purple113/v4/24/1c/79/241c79d6-b93a-f605-58a0-
a27e5f7b9694/AppIconInternational-0-1x_U007emarketing-0-0-85-220-0-
10.png/246x0w.jpg.
[Untitled illustration of HelloTalk logo]. https://res-5.cloudinary.com/crunchbase-
production/image/upload/c_lpad,h_256,w_256,f_auto,q_auto:eco/v1443689456/antzyx
lblvv8wh2wtuqq.png.
[Untitled illustration of Memrise logo]. https://res-5.cloudinary.com/crunchbase-
production/image/upload/c_lpad,h_120,w_120,f_auto,b_white,q_auto:eco/sg73px9rclw
morrw8qru.
[Untitled illustration of Readlang logo].
https://pbs.twimg.com/profile_images/800287495581732864/XYDdGCj__400x400.jpg.
[Untitled illustration of Sailor Moon]. https://media.altpress.com/uploads/2018/06/SailorMoon-
2-696x449.jpg.
[Untitled illustration of Tandem logo]. https://static-s.aa-
cdn.net/img/ios/959001619/23b769cf87f8d33fcd18a520c54ede64.
Admissions Revolution. (2015). Extracurricular activities. https://youtu.be/x-WREblyERc.
Alone, F. “Readlang: an indispensable online resource.” WordPress, January 30, 2016,
https://frenchalone.wordpress.com/tag/readlang-review/.
Arirang News. (2015). University clubs preparing students for jobs trending in Korea.
https://youtu.be/DP_TEQbCM6s.
BBC Learning English. (2017). Digital literacy - English for study.
https://youtu.be/eciHuLO8kD4.
BBC. (2020). Episode 11 - Study skills.
BBC. (2020). Episode 16 - A home from home.
BBC. (2020). Episode 2 - Just landed.
BBC. (2020). Episode 5 - Registration.
BBC. (2020). Episode 6 - Lectures begin.
BBC. (2020). Episode 7 - The seminar.
BBC. (2020). Session 5 - English for study.
http://www.bbc.co.uk/learningenglish/english/course/go-the-distance/unit-4/session-5.
BBC. (2020). Session 5 - The virtual classroom.
References
 111 
BBC. (2020). Study skills 6 – Managing your time.
British Council China. (2013). Cultures of learning - Vital feature of international education.
https://www.youtube.com/watch?v=6LsZ_-wp0nA.
British Council. (n.d.). A report on a student meeting.
https://learnenglish.britishcouncil.org/b1-intermediate-writing/a-report-on-a-student-
meeting.
British Council. (n.d.). Active and passive voice.
https://learnenglish.britishcouncil.org/english-grammar-reference/active-and-passive-
voice.
British Council. (n.d.). English for the Workplace [Online course]. Retrieved from
https://www.futurelearn.com/courses/workplace-english/9/steps/631093.
British Council. (n.d.). New Year's resolutions.
https://learnenglish.britishcouncil.org/intermediate-b1-writing/new-years-resolutions.
British Council. (n.d.). Robot teachers. https://learnenglish.britishcouncil.org/intermediate-b1-
reading/robot-teachers.
Cain, S. (2014). Key phrases for collaboration. https://www.corplearning.com/two-minute-
reads/key-phrases-collaboration/.
Center for Teaching and Learning. (2020). Sample Discussion Board Ground Rules.
https://ctl.learninghouse.com/sample-discussion-board-ground-rules/.
Council of Graduate Schools. (2020). Discussion Forum Rules and Guidelines.
https://cgsnet.org/discussion-forum-rules-and-guidelines.
Coventry University. (n.d.). What Makes an Effective Presentation? [Online course]. Retrieved
from https://www.futurelearn.com/courses/what-makes-an-effective-presentation.
Ekstein, N. (2017). Here is the best language learning app for you.
https://www.bloomberg.com/news/articles/2017-07-21/five-language-learning-apps-
tested-and-reviewed.
ELearning Industry. (2020). 10 Netiquette tips for online discussions.
https://elearningindustry.com/10-netiquette-tips-online-discussions.
Englisch-Hilfen.De. (2020). Phrases for discussions in English. https://www.englisch-
hilfen.de/en/words/discussions.htm.
Espresso English. (2020). English Phrases For Meetings.
https://www.espressoenglish.net/english-phrases-for-meetings/.
Eurocentres. (n.d.). Other Ways to Say “I Understand”.
https://www.eurocentres.com/blog/ways-say-understand.
George Brown College. (2020). Team contract.
https://www.georgebrown.ca/peerconnect/team-contract.pdf.
GitHub. (2020). [Online image]. Retrieved October 1, 2019, from
https://avatars3.githubusercontent.com/u/908687?s=280&v=4.
Group work roles. (n.d.). Retrieved November 1, 2019 from
https://edutechwiki.unige.ch/en/Group_work_roles.
Heard, S. “Why I assign the group work that I hated as a student.” WordPress, October 18,
2016, https://scientistseessquirrel.wordpress.com/2016/10/18/why-i-assign-the-group-
work-that-i-hated-as-a-student/.
References
 112 
Heavner, J. (2013). Readlang review.
https://forum.duolingo.com/comment/1364450/Readlang-Review.
Hill, S. (2018). The best language-learning apps for android and iOS.
https://www.digitaltrends.com/mobile/best-language-learning-apps.
Humber College. (2019). Roles and responsibilities for group members.
https://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-
methods/classroom-strategies-designing-instruction/collaborative-learning/roles-and-
responsibilities-for-group-members.html.
Jones, C. (n.d.). How to handle difficult Q&A moments with confidence and professionalism.
https://thinkscience.co.jp/en/articles/how-to-handle-difficult-QandA-moments.
Kdramadaily. (n.d.). [Online image]. Retrieved August 1, 2019, from
https://kdramadaily.com/wp-content/uploads/After-Kingdom-Netflix-Produces-Two-
More-K-dramas-Love-Alarm-and-Because-It%E2%80%99s-My-First-Love.jpg.
Kelly, M. (2019). Organizing Compare-Contrast Paragraphs.
https://www.thoughtco.com/organizing-compare-contrast-paragraphs-6877.
Knight, J. (2013). Instruction: Thinking prompts.
https://www.instructionalcoaching.com/downloads/pdfs/HII_MM_ThinkingPrompts.pdf.
Krzeminska, M. (n.d.). 10 best language learning apps. https://www.lingualift.com/blog/best-
language-learning-apps.
Learn German with Herr Aantrim. (2020). Learn with Oliver review.
https://www.germanwithantrim.com/post/learn-with-oliver-review.
Lehmann, K. & Chamberlin, L. (2019). Discussion board etiquette.
https://www2.uwstout.edu/content/profdev/rubrics/discuss_etiquette.html.
LinguaLift. (n.d.). Make the web your personal dictionary: Readlang review.
https://www.lingualift.com/blog/read-more-languages-with-readlang-review.
Mighty Proud Media. (2020). [Online image]. Retrieved October 1, 2019, from
https://themighty.com/wp-content/uploads/2016/12/xelsami-
Mozilla. (2020). Forum rules and guidelines. https://support.mozilla.org/en-US/kb/forum-
rules-and-guidelines.
Obias, R. & Blitzer, B. (2019). Best language-learning apps, software, and online classes.
https://mashable.com/roundup/language-learning-apps.
openSAP. (2020). Rules and guidelines for the openSAP discussion forum.
https://open.sap.com/pages/forum_rules.
OpenTuition. (2020). Forum Rules. https://opentuition.com/forums/forum-rules/.
Oxford University Student Union. (2016). Clubs and societies.
http://apply.oxfordsu.org/student-life/societies/.
Planning Planet. (2020). Discussion Forum Rules.
http://www.planningplanet.com/content/discussion-forum-rules.
Preston, D. (2019). The best language learning apps.
https://www.techadvisor.co.uk/feature/software/best-language-learning-apps-3655778.
Prince.org. (2004). Rules of the Discussion Forums. https://prince.org/msg/rules.html.
Regan , K. (2015). 6 benefits of critical thinking. https://learn.filtered.com/blog/6-benefits-of-
critical-thinking.
References
 113 
Ridout, S. (2013). Readlang.
https://polipapers.upv.es/index.php/eurocall/article/view/9792/9726.
SFU Beedie School of Business. (2019). How to deal with difficult group project members.
https://youtu.be/e2dcCtjfD80.
SPH Razor. (2013). Repercussions of being late (S’poreans & punctuality pt 3).
https://www.youtube.com/watch?v=ZrLZzKa7cMc.
The Atlantic Monthly Group. (2002). Forum rules and conditions.
https://www.theatlantic.com/past/docs/pr/policy.htm.
The Internet TESL Journal. (2010). Conversation questions business.
http://iteslj.org/questions/business.html.
The Internet TESL Journal. (2010). Conversation questions classrooms.
http://iteslj.org/questions/classrooms.html.
The Internet TESL Journal. (2010). Conversation questions college.
http://iteslj.org/questions/college.html.
The Internet TESL Journal. (2010). Conversation questions cultural shock and adapting to
Canada. http://iteslj.org/questions/cultureshockcanada.html.
The Internet TESL Journal. (2010). Conversation questions education.
http://iteslj.org/questions/education.html.
The Internet TESL Journal. (2010). Conversation questions English study.
http://iteslj.org/questions/englishstudy.html.
The Internet TESL Journal. (2010). Conversation Questions free time & hobbies.
http://iteslj.org/questions/freetime.html.
The Internet TESL Journal. (2010). Conversation questions inventions.
http://iteslj.org/questions/inventions.html.
The Internet TESL Journal. (2010). Conversation questions learning a foreign language.
http://iteslj.org/questions/learninglanguage.html.
The Internet TESL Journal. (2010). Conversation questions school.
http://iteslj.org/questions/school.html.
The Internet TESL Journal. (2010). Conversation questions time.
http://iteslj.org/questions/time.html.
The Internet TESL Journal. (2010). Conversation questions university.
http://iteslj.org/questions/university.html.
The Jane Group. (2020). Asking questions is a superpower. https://thejanegroup.org/asking-
questions-superpower/.
The University of Auckland. (n.d.). Academic integrity: Values, skills, action [Online course].
Retrieved from https://www.futurelearn.com/courses/academic-
integrity/20/steps/586504.
The Writing Center. (2020). Comparing and Contrasting. https://writingcenter.unc.edu/tips-
and-tools/comparing-and-contrasting/.
Tolingo GmbH. (2020). Presentation tips. https://www.tolingo.com/en/guide/business-
english/presentation-tips/.
Topcorrect. (2017). Useful English phrases for a presentation.
https://www.topcorrect.com/blog/useful-english-phrases-for-a-presentation/.
University of Groningen. (n.d.). Improving your study techniques.
https://www.futurelearn.com/courses/improving-study-techniques/1/steps/520734.
References
 114 
University of Leeds. (n.d.). Learning Online: Communicating and Collaborating.
https://www.futurelearn.com/courses/learning-and-collaborating/45/exercises/602883.
Washington University in St. Louis. (2020). Using roles in group work.
https://teachingcenter.wustl.edu/resources/active-learning/group-work-in-class/using-
roles-in-group-work/.
Wise Old Sayings. (2020). Diversity sayings and quotes.
https://www.wiseoldsayings.com/diversity-quotes/.
References
 115 
Let’s continue with the next chapter of your LIFE
Where you will CONTINUE to learn, to think, to connect
To build a meaningful life and make a difference

English For University Life - Coursebook

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English For University Life - Coursebook

Uploaded by

Copyright:

Available Formats



Asst. Prof. Korapin Paranapiti, Ph.D.

How will U When will U

Asst. Prof. Korapin Paranapiti, Ph.D.

© 2020 Korapin Paranapiti

Inner Cover Illustration

This coursebook is designed for students at level B1 (Intermediate) of the Common

Chapter ONE: Time 1

Chapter TWO: Learning 21

Chapter THREE: Language Learning 41

Chapter FOUR: Collaboration 61

Chapter FIVE: Extracurricular Activities 81

Video Scripts 101

Text: Text: Task:

Text: Text: Task:

Text: Text: Task:

Text: Text: Task:

Text: Text: Task:

CHAPTER Skill: Task:

Task: Text: Text:

Task: Text: Text:

Task: Text: Text:

Task: Text: Text:

Task: Text: Text:

This is not just a coursebook.

In life, learning does not end just when we leave university.

Learning begins when we take “things” in by listening, by reading, etc.

Moreover, it cannot be considered “MEANINGFUL”

What we learned can be shared,

Nevertheless, there will always be more

Learning NEVER ends.

1.3 Listening & Note Taking

1.5 Checking the Details

1.6 Connecting Ideas

Section 2. WHAT DO YOU THINK?

 A thinking prompt accompanied by a series of exercises provides students with

 A series of questions stimulates students to think about their experiences, self-

 A skeleton dialogue provides students with an idea or a topic for a conversation

Section 5. READING & WRITING

 A reading text accompanied by a series of exercises provides students with

Section 6. CONTINUING READING

 A reading text accompanied by a series of exercises provides students with

This coursebook also contains the following features:

Word Search Puzzle

Online Videos & Materials

Thinking Critically & Personalizing the Issue

Chapter ONE: Time

1. What is your busiest day of the week?

Chapter ONE: Time

Chapter ONE: Time

- with [8] ____________ / chocolate

[9] __________ Distractions &

•work in [11] __________ bursts

•do a deal with [12] ______________________

a. Think about what you have to do for work,

1.5 CHECKING THE DETAILS

1. How do you know if your study time is enough?

3. When should you do the most difficult task?

4. Why should you switch off your phone or internet connection?

5. What is an example of a desperate measure given in the video?

Chapter ONE: Time

Explain your answer:

Explain your answer:

• [4] _ of your home or [5] _