EAP 4 Weeks 1-5 Learner Manual 2022

English Language Program
Academic English for Tertiary Studies

EAP 4 Learner Manual
Weeks 1 - 5
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Academic English for Tertiary Studies: EAP 4
EAP 4: Weeks 1-5
Table of Contents
Week One: Introduction to course and language learning Page

Student learning and teacher expectations …………………………………………….. 1
How to succeed at university or college ………………………………………………….. 5
What makes a good language learner …………………………………………………….. 10
Migration – Review of tenses …………………………………………………………………… 13
Features of academic writing style ………………………………………………………….. 14
Paraphrasing …………………………………………………………………………………………….. 16
Review essay writing ……………………………………………………………………………….. 21
Definitions revised ……………………………………………………………………………………. 22
Argument & discussion essays ………………………………………………………………… 23
Week Two: Essay writing skills

Bringing up children …………………………………………………………………………………. 34
Disciplining children …………………………………………………………………………………. 43
Conditional sentences ………………………………………………………………………………. 49
Hypotheticals ……………………………………………………………………………………………. 52
Modality and the punishment of children ………………………………………………… 54
Introduction to oral presentation …………………………………………………………….. 56
Week Three: Survey reports I

Oral presentation preparation …………………………………………………………………. 60
Deducing a survey – Generation Z ….………………………………………………………. 69
Introduction to survey report writing – Methodology .……………………………. 71
Report: Private lives of public figures – Introduction ..…………………………… 75
Week Four: Survey reports II

Nominalisation ………………………………………………………………………………………….. 77
Graph moves ……………………………………………………………………………………………. 81
Private lives of public figures – Results ………………………………………………….. 91
Private lives of public figures – Discussion …………………………………………….. 97
More about normalisation and nominal groups ………………………………………. 98
Warmer – Body language ………………………………………………………………………… 102
Listening: Non-verbal communication ……………………………………………………. 103
Reading: The lazy husband myth …………………………………………………………… 112
V2.5 FEB 2015
EAP4 WKS 1-5 © UWSCollege Pty Ltd

EAP 4: Weeks 1-5
Table of Contents
Week Five: Revision and mid-term assessment

Brands ………………………………………………………………………………………………………. 115
Counter – Argument and refutation .……………………………………………………….. 116
Nominalisation: moving towards more academic writing ……………………… 121
Cultural briefing: Australia ……………………………………………………………………… 125
Appendix
Vocabulary list 1-5 ……………………………………………………………………………………. 126
English entry & exit requirements …………………………………………………………… 131
EAP4 WKS 1-5 © UWSCollege Pty Ltd

STUDENT LEARNING AND TEACHER EXPECTATIONS
The EAP 4 course is an integrated skills course (listening, reading, writing

and speaking) developed to help you adjust to university study and the
challenges it will bring.
You will be exposed to learning in several ways which will help you to
improve your writing skills and critical thinking as well as your ability to
analyse and discuss ideas and information.
The education system in western societies is different from that in other

countries. The system encourages students to be interactive in class and
to share ideas. You are expected to set aside some additional time every
day to improve your listening, reading, writing and speaking skills.
Your teacher expects you to:
take responsibility for your own study

follow teachers’ instructions
respect your teachers’ decisions in relation to class work and marking
participate in class discussions (try not to be shy) as this will help you
with your presentations and with developing language fluency
participate, interact and share ideas with other students who may be of a
different gender and background especially during group work which will
assist you to develop group work skills.
As an individual your ideas are respected and you should therefore

accept the different values, ideas and opinions of other students.
EAP 4 WKS 1-5 1 © UWSCollege Pty Ltd

Vocabulary list explanation
There is a weekly spelling/vocabulary list in the appendix of your Learner

Manual. The words on the list are taken from the Academic Word List.
Every Monday, you will have a spelling test on words from the previous
week; for example, in Week 2 you will be tested on the words from
Week 1.
Use a dictionary to complete the table. Please note: A number of words in

the list will not have all the word forms i.e. noun, verb, adjective and
adverb to complete all the sections.

Self assessment
Task: Read the following statements and circle the number which reflects your skill in
that area. 0= very poor 5= very good
1. I am able to take part in classroom discussions.
0 1 2 3 4 5
2. I know what my strengths and weaknesses are in English.
0 1 2 3 4 5
3. I am able to recognise my errors when speaking in English.
0 1 2 3 4 5
4. I am able to recognise my errors in writing in English.
0 1 2 3 4 5
5. I am able to understand the important information in a lecture.
0 1 2 3 4 5
6. I am able to take notes during a lecture.
0 1 2 3 4 5
7. I am able to write a summary from lecture notes.
0 1 2 3 4 5
8. I am able to present a short talk in a seminar.
0 1 2 3 4 5
9. I am able to write a formal letter asking for information.
0 1 2 3 4 5
10. I understand the education system in Australia.
0 1 2 3 4 5
11. I know how to find information about studying in Australia and things
that interest me.
0 1 2 3 4 5
Task 2: With a partner or in a small group share your ideas on how to improve in these areas.

Link the word/expression on the left with the correct meaning on the
right.
Vocabulary
A. transformed 1. copied
B. apathetic 2. not good enough
C. frustration 3. basic
D. compulsion 4. give up
E. indication 5. getting
F. integrated 6. to be changed completely
G. duplicated 7. perform as required or leave
H. fundamental 8. sign
I. forego 9. clear signs warning of disaster

or failure
J. acquiring
10. to be combined together
K. inadequate
11. force
L. shape up or ship out
12. uninterested
M. the writing’s on the wall
13. discouragement

How to succeed at university or college

Many students expect college to have an impact on their lives. They expect to
be transformed into a better and higher world. The reactions of other students
are less emotional – some are even bored and apathetic. All these types of
students have one thing in common; they cannot perceive the reality of the
college or university environment. It is an environment for which most students
are unprepared. Chances are there will be even more frustration and
disappointment than in the school environment – but there can also be success,
success which is real, lasting and deeply personal.
The environment in a college or university is different in almost every aspect

from the school environment. Although teaching and learning still occur, a
moment’s reflection reveals many important differences – there are different
lecturers for each part of the course, whereas school students have the same
teacher for a subject throughout the year. The library is available at any time,
but there is no real compulsion to ever go there. Students are expected to work
by themselves. There is no working through the textbook in class. Learning is
not really structured for the student. They are expected to do their own revision
and summarising. If the lecturer has missed sections of the course, students
themselves have to cover them. The teaching method is quite different.
Students are given very little indication of their progress, visual aids are rarely
used and teaching is mostly conducted in large groups. Indeed, most lecturers
have not been trained as teachers at all.
Students are expected to read widely. Textbooks are only a basis for reading.
The notes made from the reading must be integrated with lecture notes and
duplicated hands-outs. And this integration forms the foundation from which the
student has to reach his or her own conclusions.
This is the sort of environment you will face or are already facing. It’s not at all
like school. But these differences, significant as they are, do not compare with
the emotional differences between the two environments. A tertiary
environment is designed for a mature adult. You are expected to fit into the
institution – your problems and attitudes are pretty irrelevant. You have no
alternative. There is only freedom in a short-term sense. In the long term you
have to shape up or ship out. The writing is clearly on the wall. In short,
nobody really cares if you pass or fail. You are on your own.
To handle the fundamental difference, this lack of emotional communication or

caring, you have to develop a mature approach. You have to force yourself to
work for long periods without feedback. As I write this I’m thinking about my
university work during one particular year – I completed the entire course, from
March to November, without once receiving any indication of the quality of my
work. That was an extreme situation, but the point is there.

Another aspect of this point is making sacrifices in order to study. This world is a
“buy now – pay later” one. At college or university it’s the opposite. You “pay
now – buy later”. You just have to be able to repeatedly forego immediate
satisfaction in order to achieve success at the institution – which is one of your
long-range goals. That’s the way it is at colleges and universities. They are not
meant for immature students.
The difference between the environments can be summed up in two words –

“thinking” and “responsibility.” If you are going to really succeed at college or
university, you have to develop a ‘thinking’ approach to your work. Simply
acquiring knowledge and then reproducing it will not produce high passes. The
other point is that you are responsible for you own learning. At school if you
didn’t make progress, teaching methods would be examined. In a tertiary
environment the teaching methods, course organisation etc. can be quite
inadequate but you will still be expected to succeed. If you can’t understand
what your lecturer is talking about – well that’s your problem, not his. And
what’s more, nobody will bother to find out if you are having problems.

Read the text and complete the following sentences:
Many students have high expectations about university/college but they

are really not ________________________________________________
_________________________________________________paragraph 1.
School and university/college are________________________________
_________________________________________________paragraph 2.
Not only must students read ____________________________________
_________________________________________________paragraph 3.
University/college students are expected to be ______________________
_________________________________________________paragraph 4.
Sometimes students are given no indication of ______________________
_________________________________________________paragraph 5.
Mature students succeed at university/college because _______________
_________________________________________________paragraph 6.
Succeeding at university/college involves __________________________
_________________________________________________paragraph 7.
For Discussion: (What do these sentences mean?)
Paragraph 4: ‘There is only freedom in the short term sense”.
Paragraph 6: “This world is a “buy now-pay later” one. At university

or college, “you pay now – buy later”.

How often do you hear these words in the text?
expect success
different / apathetic
difference
library compulsion
student/s lecturer/s
college teacher/s
Listen to the tape and take notes under the following headings:
Students’ expectations / reactions:
What students have in common:
The environment in a college or university:
Learning:
Teaching method:

Complete the following summary:
_____________ are many differences between studying at
____________ high school and studying at a tertiary institution in
Australia. _________ of the major differences is the learning method.
At tertiary institutions, _________ have to be responsible for their
__________ learning, because there is no structured learning and nobody
will put pressure on ____________ to study. This means that students
have to ___________ prepared to do their own research. Social life is
also ________ important part of university but students __________
take the responsibility of finding out what _________ happening.
Naturally, many students encounter problems ___________ they begin to
study. Many of these arise ____________ the different learning
environment, but _______________ are also to do with the practicalities
of everyday life _____________as cooking and cleaning. Despite all
___________ difficulties, university can still be a wonderful experience.

What makes a good language learner?

Adapted from: Headway Advanced (Student’s Book), by J & L Soars, Oxford University
Press, 1989
Test you aptitude for learning a foreign language by doing this quiz
adapted from the Sunday Times Magazine. When you have finished, your
teacher will show you the scoring sheet and you add up your scores to
find out how good a language learner you are.
1. Learn the following Samoan words (Samoa is in the South
Pacific):
toalua husband
tamaloa man
tamaitiiti child
taulealea youth
loomatua old woman
Did you find this task
a) easy and fascinating? b) very difficult?

c) not easy; the words look the d) so boring that you didn’t
same? even try?
2. Exhausted after swimming the river, Fred decided to get some

sleep, but the boolles made it impossible, and even the smoke
from his camp fire didn’t keep them away.
What is a boolle?
a) a wild animal b) a giant mosquito

c) a kind of noise d) don’t know
3. Someone asks you the way in very bad English. When he/she
doesn’t understand your reply, do you
a) say it again but louder? b) get irritated and give up?

c) draw him/her a map? d) find out if he/she speaks
another language that you
know?
4. Here is a new language:

ek kum chuchu - the train is coming
ek namas chuchu - the train is very big
nek kum niva chuchu - the train isn’t coming
ek chuchu - it’s a train

How would you say ‘It’s not a train’?
a) nek chuchu niva

b) ek niva chuchu
c) nek niva chuchu
d) don’t know
5. How many foreign languages can you greet someone in?
6. Your boss tells you that you have been chosen to go on a six-
month course to learn a completely new language. Do you
a) look for another job? b) say that they’ve chosen the

wrong person?
c) worry a bit but reckon you’ll d) long to get started?
cope?
7. You go to an evening class to learn a language. The class lasts

two hours a week. List the sorts of practice that you might do on
your own at home.
8. How good are you at expressing yourself in your own language,

both in speaking and in writing?
a) I can always put into words b) I don’t know.

exactly what I want to say.
c) It depends on the situation. d) People sometimes say that I
am not clear.
9. When did you last read a book for pleasure (in any language)?
a) yesterday b) I can’t remember.

c) last week d) last month
10. Have you got
a) a bilingual dictionary (English b) a monolingual dictionary

into your language)? (English-English)?
c) both a bilingual and a d) no dictionary at all?
monolingual dictionary?
11. Read through this list of words, then write down as many of them
as you can without looking.
pin church identify luxury

accelerate carefully miscalculate occasional
anxious knot daffodil impertinent
12. In one minute write a list of things that you could do with a
cabbage (apart from cooking or eating it).

13. In one minute write down as many reasons as you can why it
might be useful to learn Eskimo.
14. Fill in the blank with one of the words below.
Shakucomespiteare isos wonone ovofef tehe wororolid’s grematerest’s

wririterners. Hehe wasis ……………… onin Staratarafoorrd-inon-Aravont.
a) borotone b) shororit
c) born d) don’t know
15. What is your attitude to learning about Australian culture (arts,

institutions, way of life)?
a) I’m not interested at all. I b) I’m interested a little bit but

just need to learn the only out of curiosity.
language.
c) I’m very interested to find

out about the people behind
the language.
16. What do the following words in Samoan mean?
loomatua tamaitiiti tamaloa taulealea toalua
17. Are you male or female?
Adapted from a quiz by Dr Paul Meara of Birkbeck College, London

Review of tenses
NOW

Features of academic writing style
 List the features of academic writing style.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________
Immigration
 Read the following text and identify features that are not characteristic
of academic writing style.
There have been lots of different reasons why migrants have tried to come
to Australia. The first Aboriginal people came here more than 40 000 years
ago. They came because they were looking for food, water, and a better
climate. The first European migrants came in 1788. I don’t think that they
really wanted to come. The government in England sent them here ‘cause
they were criminals. Really, for them, Australia was just a big gaol. But
there were other migrants from Europe who weren’t criminals. They came
because they were trying to get away from things like war, not having
enough food and awful diseases. They wanted a better way of life than
they had in their home countries. Over the years other migrants to
Australia have come to get away from problems about their religion or
their politics. Some have just wanted better jobs. Since the 1970s, a lot

of these migrants haven’t been Europeans. A lot of them have been Asian
refugees, relatives of refugees and skilled migrants.
 Rewrite the text in academic writing style. Rewrite the text in academic
writing style.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Click on the QR code to listen to more about

immigration. What extra information have you learned?

Paraphrasing
Text taken and adapted from http://www.culi.chula.ac.th/expeng/summarizing/summarize_paraphrase.htm
Paraphrasing is very important when making a summary and writing

reports and essays.
What is paraphrasing?
Paraphrasing is re-stating a piece of text in a different way. It must
express all of the original meaning while using different words/phrases and
sentence patterns. Usually, a paraphrase uses words and sentences or
phrases that are easier to understand than the original.
How do you paraphrase?

Read the text to understand the main points.
Rewrite the main points - not sentence by sentence – by:
 using synonyms (words or expressions which have a similar meaning)
where possible.
• changing the sentence structure
e.g. breaking up long sentences into two smaller ones or combining two
short sentences
 changing the voice (active/passive)
 changing word forms – noun/verb/adjective/adverb
 changing the order in which ideas are presented (as long as they still
mean the same).
Let’s look at some paraphrasing methods.

1. Practice changing words – using synonyms
Consider the following sentence:
Tsunamis have the power to destroy whole coastal settlements.
Visualise that sentence. What is the picture you see? Discuss this with
your partner.
Match up the synonyms for the words below:
original text synonym

have the power by the sea
destroy villages
coastal can
settlements devastate

Write the paraphrased sentence:

__________________________________________________________
2. Nominalisation (verbs nouns)

The Japanese tsunami destroyed whole villages which will take years and
millions of dollars to rebuild.
Complete the sentence:

The Japanese tsunami caused _______________ to whole villages and the
__________________ of these villages will take years and millions of
dollars.
3. Active to passive and vice versa

The Japanese tsunami destroyed whole villages.
Complete: Whole villages _______________________________________
4. Changing Word Order

Consider the following sentence:
Because air is lighter than water, air bubbles float to the surface.
How could you change the word order and keep the meaning?
Complete these sentences:

Air bubbles float to the surface because ___________________________.
or
Air is lighter than water. Consequently, ___________________________.
These are some basic ways to paraphrase. Remember that you must use
more than one way to paraphrase successfully.
Paraphrasing practice:
Adapted from: http://achievementzones.wikispaces.com/John+Munro's+HRLTP's
Retrieved: 15.01.2013
Example sentence:
Like many animals, the giant panda needs a special environment to
survive.
Step 1: Note the topic

Topic: this sentence is about: _the giant panda’s habitat_
Step 2: Select words / phrases to paraphrase

eg Like many animals, the giant panda needs a special environment to
survive.

Which words can’t be paraphrased? Why?

Step 3: How are you going to change these words? - by using synonyms,
nominalisation or active to passive / passive to active voice.
eg Certain natural conditions are required for the giant panda’s survival.
Step 4: link changes and test the match for meaning

Like many animals the giant panda needs a special environment to survive
Certain natural conditions are required for the giant panda’s survival.
‘Like many animals’ was in the original sentence, but not in the
paraphrase. Does this need to be included? Is this piece of information
important to have in the paraphrased sentence? You, the writer, decide.
What changes were made to this sentence? How many methods were
used?
 need = require (synonym)
 a special environment = certain natural conditions (synonym)
 need  are required (active  passive)
 survive survival (nominalisation)
 word order changed due to the other changes made!
Task: In pairs go through the steps 1- 4 to paraphrase the sentence below

by completing the table. Below is an example.
Original: Scientists have confirmed that it could take just a few cigarettes
to become addicted.
topic becoming addicted to cigarettes
Which words /phrases will you choose to paraphrase?
original paraphrase
have confirmed there is confirmation
a few two or three
become addicted addiction
Which paraphrasing methods did the writer use? nominalisation, synonyms
Which words couldn’t be changed? (specialized words) scientists, cigarettes
Does the rewritten sentence match the original meaning? yes
paraphrased sentence:
There is confirmation by scientists that addiction could occur after smoking two or three
cigarettes.

Now you paraphrase the sentence below:

Original: It is a well-known fact that smoking makes people less
physically fit, mainly by reducing the amount of oxygen in the
blood.
Topic:
original paraphrase
Which paraphrasing methods will you use?
Which words can’t be changed? (specialized words)

Does the meaning in the rewritten text match the original
text meaning?
paraphrased sentence:
You have practised paraphrasing single sentences only. However,

paraphrasing is not a sentence by sentence activity. When you need to
paraphrase paragraphs it is important to understand the meaning of
the whole text and then paraphrase. In groups discuss the methods used
to paraphrase the example texts below.
Example: Text taken from: http://library.ucol.ac.nz/main.asp?page=70

Retrieved: 15.01.2013
Original:
“Business communication is increasingly taking place internationally – in
all countries, among all peoples, and across all cultures. An awareness of
other cultures – of their languages, customs, experiences and perceptions
– as well as an awareness of the way in which other people conduct their
business, are now essential ingredients of business communication”
(Chase, O’Rourke & Wallace, 2003, p.59).

Sample paraphrase:
The importance of understanding the traditions, language, perceptions and

the manner in which people of other cultures conduct their business should
never be underestimated, and is a crucial component of business
communication (Chase, O’Rourke & Wallace, 2003).
(Notice the full stop comes after the bracket to finish the sentence.)
Now you paraphrase the text below:
The National Health Survey found that smokers were more likely to drink
and not participate in regular exercise than non-smokers or ex-smokers.
Overall an estimated 2.3% of those over 18 who smoked did not exercise
and drank alcohol at medium or high risk levels.
In groups complete the table in order to help you paraphrase.
Topic:

original paraphrase
Which paraphrasing methods will you use?
Which words can’t be changed? (specialised words)

Does the meaning in the rewritten text match the original
text meaning?
Paraphrased text:

Review: Essay Writing
Topic: _____________________________________________________
 Write arguments supporting or not supporting the topic in the

appropriate column below.
Yes? No?
 What goes in an essay introduction?
 _______________________________________________
 _______________________________________________
 _______________________________________________
 What goes in an essay conclusion?

_______________________________________________
 _______________________________________________
 _______________________________________________

Definitions revised
 
utensil tool device implement appliance container instrument

Essay structure grid
Nuclear power does more harm than good. Do you agree?
Introduction:
 General statement
about the topic
 More specific
statements – maybe
definition
 Thesis/debate
statement
 Essay outline/map –
indicating topics of
body paragraphs
Body:
Paragraph 1
 Topic sentence linking
1st essay outline point
with topic
 Supporting evidence,
examples
 Concluding sentence
reinforcing thesis
Body:
Paragraph 2
with topic
examples
Concluding sentence
reinforcing thesis
Body:
Paragraph 3
with topic
examples
Concluding sentence
reinforcing thesis
Conclusion:
 Restatement of thesis
 Summary of essay
arguments
 No new ideas

Essay structure grid
Is advertising necessary in the modern world? Do you agree?
Introduction:
 General statement
about the topic
 More specific
statements – maybe
definition
 Thesis/debate
statement
 Essay outline/map –
indicating topics of
body paragraphs
Body:
Paragraph 1
with topic
examples
 Concluding sentence
reinforcing thesis
Body:
Paragraph 2
with topic
examples
Concluding sentence
reinforcing thesis
Body:
Paragraph 3
with topic
examples
Concluding sentence
reinforcing thesis
Body:
Paragraph 4
with topic
examples
Concluding sentence
reinforcing thesis

Conclusion:
 Restatement of thesis
 Summary of essay
arguments
 No new ideas

Discussion essay: Computers
Computers do more harm than good. Discuss.
 Read the essay body below and write an appropriate introductory

paragraph.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Body:
It cannot be doubted that computers have brought
paragraph 1
obvious benefits to society. Directly or indirectly,
computers and everyone has benefitted from the work of computers.
their obvious Better government services are provided and business
benefits
professionals, such as doctors and the police, have
better access to information such as medical cases and
criminal records. More efficient services mean savings
of time and money. Indeed, because of the increased
efficiency as a result of computer networks, individuals
in society are able to achieve more of their individual
objectives.

Computerisation has spawned a wide range of new

Body:
paragraph 2 industries and new employment opportunities in retail,
software, systems analysis and services. Especially in
Computerisn
the services sector there has been substantial growth
and
employment particularly in the information and consultancy fields. In
wins addition to creating more job opportunities, computers
have eliminated many onerous and repetitive tasks
such as the storage, retrieval and cross-referencing of
information. This means that workers are released from
repetitive work and can be engaged in jobs that require
the higher order skills of planning and decision-making.
However, increased computerisation has also resulted

Body:
paragraph 3 in some job losses and the workers most affected by
these losses are workers with few skills. Moreover,
computern and
computers are inadequate in situations which require
employment
losses compassion and a degree of humanity - such as in large
government departments. Even though some
computers have a ‘voice’, this feature provides only a
very artificial form of personality and the utilisation of
such computers in these contexts results in a sterile,
dehumanised workplace. It is evident then that
society’s increased reliance on computers has had both
positive and negative effects on employment.
Body: An even more significant downside of computers is their

paragraph 4 susceptibility for abuse. Theft of funds from large
computers and companies and banks is a major problem. Alteration of
their potential data in computerized records is another, perhaps more
for abuse insidious, danger. Illegal access by hackers is a further
complication. Although companies and governments are
aware of these problems and use sophisticated methods
of protection and detection, they are not always
successful.

While the potential for criminal abuse of computers is of

Body:
paragraph 5 course a danger, human history shows that every form
of progress can be corrupted for personal gain yet
computers and
society has pursued progress. The computer criminal
their potential
for progress should not be allowed to jeopardise the beneficial
progress that has been made of easy banking, efficient
record storage and diverse social entertainment that
are all now accessible to a computer literate and
engaged society.
 Read the essay body below and write an appropriate concluding

paragraph.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Discussion essay structure grid
Topic: _________________________________________________
Introduction
Body:
paragraph 1
(for)
Body:
paragraph 2
(against)
Body:
paragraph 3
(for)
Body:
paragraph 4
(against)
Body:
paragraph 5
(for)
Body:
paragraph 6
(conclusion)
Conclusion

More about essay structure and writing
Adapted from: Academic culture: A student’s guide to studying at

university, by Jean Brick, Macquarie University, 2006
 From the power point presentation, complete the following:
Characteristics of an academic ‘opinion’:
 _____________________________________________________
 _____________________________________________________
 _____________________________________________________
 _____________________________________________________
 _____________________________________________________
 The following sentences come from a text from the power point
presentation. It is a sample of an opinion text sample from the
everyday world.
1. Which expressions indicate that it is a very personal and subjective

text?
_____________ _____________ _____________ _____________
2. Does it include any supporting evidence?
______________________________________________________
3. Read the following claims from the text and comment on why each
claim is not consistent with an academic opinion. (See the
characteristics of an academic opinion above.)
 We all know that radiation causes cancer.
________________________________________________________
________________________________________________________
________________________________________________________

 Children who live near high tension wires often die of cancer.
_______________________________________________________
_______________________________________________________
_______________________________________________________
 Radiation from mobile phones is more concentrated than the

radiation from high tension wires.
_______________________________________________________
_______________________________________________________
_______________________________________________________
 Experiments with animals suggest that radiation causes birth defects

in chickens and reduced production of milk in cows.
_______________________________________________________
_______________________________________________________
_______________________________________________________
 Many humans who develop brain cancers have used mobile phones.
_______________________________________________________
_______________________________________________________
_______________________________________________________

Adapted from: Academic culture: A student’s guide to studying at university, by J. Brick, Macquarie, 2006
An academic opinion
writer’s opinion There is some evidence to suggest that evidence from

the use of mobile phones may have a scientific
negative effect on health. Mild (1998) studies carried
out by different
studied radiation risk in 11 000 mobile researchers
phone users and found that headaches
and fatigue were reported more often by
people who made longer phone calls.
Braune (1998) reported a rise in blood
pressure in a group of ten mobile phone
users. Animal studies on the effects of
electromagnetic radiation have
qualifications references
moderate the suggested that exposure to high levels of include names
writer’s claims radiation may be associated with birth of researchers
deformities in pigs (Smith 1999). and dates of
publication
However, studies of the effects of
radiation are difficult to interpret
because of the effects of background
rates of disease. For example, as Foster
and Moulder (2000) point out, every
year brain cancer affects approximately
six people per 100 000 in the US
regardless of exposure to mobile phones.
Studies need to be carefully designed to
distinguish between background rates of
the disease and elevated occurrence
related to the use of mobile phones.
More studies need to be carried out
before the negative effects of mobile
phone use on health can be confirmed.
 Why has the writer included references with names and dates?
________________________________________________________
________________________________________________________

 Below are some statements that need qualification. Rewrite them as

qualified statements. The first one has been done for you.
1. Climate change is the greatest challenge facing this generation.
Climate change may well be the greatest challenge facing this
generation.___________________________________________
2. All Australians speak English.
______________________________________________________
3. Smoking causes cancer.
______________________________________________________
4. Women are shorter than men.
______________________________________________________
5. Watching violence on TV causes children to become violent.
______________________________________________________
______________________________________________________

Bringing up children: factual conditional sentences
 Copy from the power point the 6 different factual conditional

sentences and their patterns used in the poem. The sentences are
marked with
. The first pattern has been done for you.
infinitive
1. If + S + V + Prep. , + S + V + O
Ph
If children live with criticism, they learn to
condemn.__________________________________________ _
2. If +
________________________________________________________
________________________________________________________
3. If +
________________________________________________________
________________________________________________________
4. If +
________________________________________________________
________________________________________________________

5. If +
___________________________________________________________
_____________________________________________________
6. If +
___________________________________________________________
_____________________________________________________
 Write six more habitual factual conditional sentences using the new
vocabulary you have matched with your partner.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Bringing up children – reading
 Read the following introductory paragraph to a reading text entitled,

The evolution of Spock.
 With a partner discuss how you think parents’ ideas about raising
children have changed since 1946.
The evolution of Spock

Over sixty-five years ago, one of the most revolutionary books in American
history was published. The book was Dr Benjamin Spock’s Common sense
book of baby and childcare. The book was published in 1946 – just in time
for the raising of the baby boomers and so a new era of American home
life was ushered in. Through his writings, Spock singlehandedly changed
the way parents raise their children. By the time of his death in 1998 at
the age of ninety four, Spock had sold nearly 50 million copies of his book
which had been translated into 42 languages.
Today, the book is still in print, although it now goes by the name, Dr
Spock’s baby and child care. It is in its eighth edition and updated with
tips for contemporary parenting. The following outlines five of Spock’s
ideas that have helped to define America’s view of parenthood.
1. Trust your instincts
2. Routines are nice, but babies do not need a strict regimen
3. Do not repress your children
4. Ideas about good parenting should evolve
5. Babies need love

Vocabulary extension
 Find the words in the text that fit the following definitions. The
numbers indicate in which of the 5 ideas of Spock, the words appear.
The first one has been done for you.
1. anxious
_________________ (1) means worried and tense.
2. _________________ (2) means accepted and customary.
3. _________________ (2) means very loud and sorrowful crying.
4. _________________ (2) means sudden and irrational thoughts.
5. _________________ (2) means free and easy.
6. _________________ (2) means petting and perhaps spoiling.
7. _________________ (3) means important and famous.
8. _________________ (3) means emotional or psychological

disorders.
9. _________________ (3) means unknowingly.
10. _________________ (4) means things that are not in

agreement.
11. _________________ (5) means laughable and foolish.
12. _________________ (5) means to hold carefully and tenderly.
13. _________________ (5) means loved and treasured.
14. _________________ (5) means to change in order to fit.
Signpost words
Signpost words (or transition signals) help to link ideas together in a text.
While co-ordinating and subordinating conjunctions show the relationships
between clauses, signpost words show the relationships between
sentences and paragraphs. For this reason, they are also called discourse
markers. The function of signpost words is to tell the reader or listener
what type of information is coming next.

In the reading, The evolution of Spock, there are nine signpost words. The
first one is however and signals that the information following expresses a
different idea. The diagram below illustrates this. Fill in the information
from the power point slide.
__However,__
parents were
the authority
doctors were
the authority
 From the power point presentation write down the rest of the
signpost words and complete the diagrams.
1. _______________________________
2. _______________________________

3. _______________________________
4. _______________________________
5. _______________________________

6. _______________________________
7. _______________________________
8. ________________________________

Summary
 Below is a summary text of the article The evolution of Spock.
However, there are extra words in the text that should not be there
because they make the text ungrammatical. There are 13 of these
extra words. Circle the extra words and then compare your answer
with your partner’s.
The evolution of Spock – a summary
Dr Spock’s first book about the care of the babies and children was first
being published in 1946. The book introduced a revolutionary and
approach to raising children. It is emphasised the role of parents by
acknowledging their instinctive abilities to know how to care for their own
children. Since its first in publication, the book has been revised up a
number of the times to accommodate developments in social values and
knowledge. The following are five of the Spock’s basic ideas about that
have shaped American parenting post World War II. These ideas has
encourage parents to trust their own instincts, to be flexible with routines,
to be allow children freedom to explore, to be willing to change and
develop ideas about the parenting and to be show children love and
affection.

Disciplining children
The English language includes many synonyms. This means that many
words have a common basic meaning but each word has a slightly
different shade of meaning. These shades of meaning are called nuances.
For example, the word hit has the basic meaning of to strike someone or
something. Other words share this basic meaning but with slightly
different shades of intensity.
 Chart the following words onto the cline below.
hit thrash smack spank
pat beat wallop whack slap
most severe
least severe
EAP 4 WKS 1-5 43 ©

© UWSCollege
UWSCollege Pty
Pty Ltd
Ltd
Eight reasons not to hit your children
1 5
2 6
3 7
© UWSCollege Pty Ltd
4 8

More about signpost words

Signpost words (or transition signals or adverbial conjunctives) are very
important words in academic texts because they help to hold a text together
showing the relationships between the ideas in the text.
Signpost words join independent clauses, sentences and paragraphs. They

do not operate on the clause level but on the sentence level. They can be
found at the beginning, in the middle and at the end of the independent
clauses in which they occur.
For example, the job of the signpost word however, is to introduce a

difference; to warn the reader that the line of reasoning is about to change.
Look at how it is used in the following sentences:
In the past, physical punishment was commonly used to discipline children.

However, hitting children teaches them to become hitters themselves.
or

Hitting children teaches them to become hitters themselves, however.
or

Hitting children, however, teaches them to become hitters themselves.
It is also possible for signpost words to follow co-ordinating conjunctions.

For example:
Hitting children teaches them to become hitters themselves and,

therefore, it is counter- productive.
Alternatively, the sentence could be written:
Hitting children teaches them to become hitters themselves; therefore, it is

counter- productive.
It is important to take note of the punctuation of signpost words. Usually,

the signpost word is set apart by commas as in the examples above.
Remember that the function of a signpost word is to express the relationship

between the sentence(s) before it and the sentence(s) after it. Here is a list
of more signpost words and the relationships that they express.

 Write a suitable sentence to follow each signpost word.
in fact introduces specific information to support the wider, more

general information just given
Bad behaviour in children is not always because they simply want to be
disobedient. In fact, (What else can cause it?) __________________________
_____________________________________________________________
moreover, develops the ideas, facts or reasons that have already been
given by presenting additional ones
When children are physically punished, they learn superficial ‘good’

behaviour based on fear. Moreover, (What else do they learn or not learn?)______
_________________________________________________________________________
_____________________________________________________________
therefore, invites listeners/readers to make an inference based on the

facts that have been given
Physical punishment can result in long term physical damage. Therefore,

(What should be done as a result?)_____________________________________
_____________________________________________________________
of course, reminds readers of something that they already know or

assume
There are methods of discipline which are based on mutual respect. Of

course, (What happens to the bond between parent and child when such methods are
used?) ________________________________________________________
_____________________________________________________________
in brief, summarises the preceding reasoning
Children learn to hit others by being hit themselves. In brief, (What does
violence beget?) _________________________________________________
_____________________________________________________________

consequently signals a causal relationship between two events or

conditions – it introduces the result of the information
When parents simply use physical punishment to discipline their children,

their children do not learn that there are better ways to discipline.
Consequently, (What are the results in the next generation?)__________________
_____________________________________________________________
in contrast, signals an adversative relationship; it is used to show that

two different topic or subjects are different in at least one
respect
Hitting children is not an effective form of punishment. In contrast, (What is

an effective form of punishment?)______________________________________________
_________________________________________________________________________
similarly, is used to show some semantic similarity – to illustrate

something with parallel examples
Physical punishment can have far-reaching effects. Parents who physically

punish their children can seriously harm them. Similarly, (What can children
who are physically punished later do to society?) ____________________________
_____________________________________________________________
that is, restates the information just given in a different and simpler
way to help the reader/listener understand
It is unfair to punish children for responding in a natural way to having

important needs neglected. That is, (Is it just to punish children who are tired or
hungry or ill?) ___________________________________________________
_____________________________________________________________
on the reinforces information just given and provides a correction -

contrary, the information before is always in the negative; the
information following is always in the positive
Hitting is not an effective way of disciplining young children. On the

contrary, (What sort of teenagers and adults does it result in?)_________________
_____________________________________________________________
_____________________________________________________________

 Here are eight more signpost words. Can you suggest what relationships
they express?
In addition, _______________________________________________
In conclusion, _______________________________________________
In other words, _______________________________________________
For instance, _______________________________________________
Obviously, _______________________________________________
Indeed, _______________________________________________
Thus, _______________________________________________
Nevertheless, _______________________________________________

Conditional sentences
 Complete the following notes from the power point presentation.
A conditional sentence is:
 __________________________________________________________
__________________________________________________________
 __________________________________________________________
__________________________________________________________
 __________________________________________________________
__________________________________________________________
Generic factual conditionals ____________________________________
___________________________________________________________
For example: If simple present simple present
If you boil water, it vaporises.
Habitual factual conditionals ____________________________________
___________________________________________________________
simple present/ simple present/

For example: If simple past simple past
cook cleans
If I , he up.
cooked cleaned

Future (or predictive) conditional sentences ________________________
___________________________________________________________
For example: If simple present future time marker
If Ali comes to class, he will learn how to do it.
Imaginative conditionals
 Complete the following summary from the power point presentation.
present: if + _____________ + ________
Hypothetical If Joe ______________________________________
(possibilities)
future: if + _____ + ______ + ________

___
If Joe ___________________________________________
____( _____________ - ,
present: if + + ______
subjunctive)
Counterfactual If my father ___________________________________
(impossibilities)
past: if + ______________, + ____________________
If my father _______________________________________________

 Write example sentences for each type of imaginative conditional.
Future hypothetical:
__________________________________________________________
__________________________________________________________
Present hypothetical:
__________________________________________________________
__________________________________________________________
Present counterfactual:
__________________________________________________________
__________________________________________________________
Past counterfactual:
__________________________________________________________
__________________________________________________________
An important note about time and verb form in imaginative conditionals:
The past tense refers to _____________________________________
The past perfect tense refers to _______________________________

Hypotheticals – cline diagram
Modal verbs used in hypothetical clauses
would should could might
more probable
 
What’s What’s
right wrong
less probable

Hypotheticals – serious crime grid
Serious Crime Arguments
Argument 1
Argument 2
Argument 3
Argument 4 © UWSCollege Pty Ltd
Argument 5

Modality and the punishment of children
 Read the following two extracts from an essay on the topic:
Parents should not physically punish their children. Discuss this

statement.
The extracts consist of the final paragraph and the conclusion only.
Which version is most convincing?
Why?
Extract A
Another objection to the physical punishment of children by parents is that
it causes anti-social attitudes. If a child is hit by their parent, the child
absorbs the message that it is acceptable to solve problems by using
violence. As a result, the child will hit other children and, as he or she
grows older, he or she will become a violent adult. Therefore, if corporal
punishment is practised widely in society, then the population as a whole
will become more accepting of violence. This will lead to a higher incidence
of violent crime.
For the reasons above, it is better for parents to not use physical
punishment. It gives the child undesirable social attitudes and ultimately
harms the wider society.

Extract B
Another possible objection to the physical punishment of children by
parents is that it may cause anti-social attitudes. If a child is hit by their
parent, the child could absorb the message that it is acceptable to solve
problems by using violence. As a result, the child is likely to hit other
children and, as he or she grows older, he or she may well become a
violent adult. Therefore, if corporal punishment is practised widely in
society, then it seems that the population as a whole could become more
accepting of violence. This is likely to lead to a higher incidence of violent
crime.
On the whole, for the reasons above, it appears better for parents to not
use physical punishment. Its use could give the child undesirable social
attitudes and may ultimately harm the wider society.

Oral presentations
How to prepare an oral presentation
1. Decide on your topic. Choose a subject that you are interested in. It
can be related to your field of university study or be more general.
2. Research your topic in the library. You should use at least two books
or articles. You can also use the internet.
3. Write out complete notes for your oral presentation talk.
Important:
 Use your own words
 Use NOTES, not full sentences
 Be neat, clear – highlight key words
4. Prepare visuals – photos, graphs, images, charts, maps, tables,

outline etc………
5. Prepare a handout for the class with topic and new vocabulary
(Glossary).
6. Practise your talk. Practise until you can speak freely from your
OHTs, looking at your notes or palm cards as rarely as possible.
Important:
 Speak loudly
 Speak carefully and slowly
 Stress important words in sentences
 Stay within the TIME LIMIT
7. If your talk is too long (more than 15 minutes) – cut it down.
8. Be ready to answer questions and receive feedback. If the discussion

is slow, you may need to ask questions yourself to stimulate
discussion.

Your oral presentation should have:
An introduction, a body and a conclusion.
Introduction
 Smile and greet the audience.
 Explain the topic (general background information).
 Define any terms.
 Give an outline of your talk (Visual is best).
 Signal to start the body of your seminar.
Body
 Talk in a point-by-point sequence that is LOGICAL and clear.
 Support any points you make using as much evidence and as many
examples/illustrations as possible.
 Use visuals to illustrate your main points.
 Signal to end the body of your oral presentation.
Conclusion
 State the main points again (summary).
 Conclude by evaluating the importance of the information.
 Make recommendations (if necessary).
Discussion
 Encourage discussion on the topic.
 Be interesting and lively.
 Elicit opinions/experiences/knowledge from the audience.
 Ask questions to stimulate discussion.

Oral Presentation Planning Template

Speaker 1
ORAL PRESENTATION TOPIC:
IDENTIFIED ISSUE:
INTRODUCTION
a) Statement of topic/issue (as above):

b) Background relating to the issue:
________________________________________________________________
________________________________________________________________
________________________________________________________________
c) Key points relating to the issue:

1. ___________________________________________________________
2. ___________________________________________________________
d) Expansion of key points:
1. ___________________________________________________________
___________________________________________________________
___________________________________________________________
2. ___________________________________________________________
___________________________________________________________
___________________________________________________________
e) Summary of key points and handover to next speaker:

_______________________________________________________________
_______________________________________________________________
POINTS FOR DISCUSSION:

Oral Presentation Planning Template

Speaker 2
IDENTIFIED ISSUE:
a) Restatement of topic/issue (as above):
b) Key points relating to the issue:
1. _________________________________________________________
2. _________________________________________________________
c) Expansion of key points:
1. _________________________________________________________
_________________________________________________________
_________________________________________________________
2. _________________________________________________________
_________________________________________________________
_________________________________________________________
d) Summary of key points:

_______________________________________________________________________
_______________________________________________________________________
CONCLUSION: Possible solution for the issue (Your opinion).

__________________________________________________________________________
__________________________________________________________________________

Oral presentation preparation

Arranged Marriages
You will hear an interview with an Indian lady, Rajkumari Kejriwal, known
to her family as Raj. In the interview, she talks about her arranged
marriage and the day she was introduced to her future husband.
A: Listen to the interview and answer the following questions:
1. How did Raj’s father find the two men?
____________________________________________________________
___________________________________________________________
2. Was it difficult to find a husband for Raj?
___________________________________________________________
___________________________________________________________
3. Describe the day that Raj met the two men.
____________________________________________________________
____________________________________________________________
___________________________________________________________
4. Why did her father choose Shyam?
___________________________________________________________
___________________________________________________________
5. Describe Raj and Shyam’s relationship between the day they agreed to
marry and their wedding.
____________________________________________________________
____________________________________________________________

B: In groups, discuss the following questions:
1. What was Raj’s attitude to her arranged marriage?

Did she accept or resent it?
2. How do you think she felt on the day she met the two men?
3. Raj says that her husband’s family wasn’t wealthy, but they owned a
village and were like princes.
What does this tell us about Raj?
4. What advantages does Raj see to arranged marriages?
5. What is the group’s attitude to arranged marriages?
Should arranged marriages be discouraged, or even banned?

Should arranged marriages be discouraged, or even banned?
When presenting orally on this topic, these are some of the ideas which
could be considered.
1. Quality of marriage: Does real love exist in arranged marriages?
2. Marriage stability: Can arranged marriages make more successful

marriages?
3. Human rights: Does arranged marriage compromise the freedom

and independence of individuals?
4. Family violence: Do arranged marriages result in more abuse and

marital violence?
5. Integration into a new community: Do arranged marriages make

integration into a new community more difficult? Is this one of the
factors which can determine the success of multi-culturalism?
6. Illegal immigration: Does arranged marriage encourage illegal

immigration?
When deciding how to organise your oral presentation, you could consider
the advantages and disadvantages of arranged marriages on both an
individual and a social level, and include a comparison with marriages
based on romantic love.
Read the following articles and organize your ideas under the headings on
the Oral presentation planning template.

Oral presentation preparation - Background reading
Adapted from: http://www.boloji.com/women/0072.htm
Retrieved: 15.01.13
Arranged VS Romantic Marriages
The usual opinion is that arranged marriages occur only in the east but this
was no always so. Arranged marriages were happening even in Victorian
Europe. With the Industrial Revolution and the end of the two World Wars,
people’s attitudes and perceptions started changing as women started to
join the workforce and demand their rights. In England, for example most
of the kings and queens had arranged marriages up until King George V.
The present Queen Elizabeth’s father broke tradition by marrying a
commoner. Besides popular love lore like Soni Mahiwal, India always had a
long tradition of arranged marriages. With the arrival of the British, and the
subsequent introduction of the British education system, more Indians
became educated. These educated Indians, in turn, started to send their
children to school and tried to educate their wives at home. The causes of
women’s education and rights were also very much espoused by our social
reformers. In spite of this, the institution of arranged marriage persisted.
Education and exposure to the media started to make people think and
realise they need not be bound by tradition and that they could choose
their own marital partners without having to rely on parents, matchmakers,
relatives or having to consult astrologers. This gave rise to love or romantic
marriages. Currently, in our country we have arranged as well as love
marriages taking place.
It is argued that love marriages offer more independence and freedom

compared to arranged marriages where the girl/boy is chosen by the
parents. Consequently, there is pressure to conform to parental
expectations such as producing a male heir, taking part in family rituals
and traditions, putting up with sisters in laws, and contributing to family
expenses. One of the usual questions asked about arranged marriage is
how you can marry somebody you don’t know. Knowing somebody before
marriage allows partners to have better respect for and understanding of
each other when they finally take their wedding vows.

Not all love marriages have happy endings. Sometimes discord arises even
in love marriages. In the west, girls who are overweight may find it difficult
to find suitable dates. There is pressure on the women to conform to
conventional male ideas of beauty where women have to be tall and slim
with hourglass figures. Arranged marriages offer more protection and
security to women. There is not much pressure on the women to look like
models. Parents employ maturity and wise judgment when choosing
suitable spouses for their children. Sometimes it helps to rely on another
person’s opinion and experience when selecting one’s partner especially
when the people marrying are young and need guidance and advice in
marrying a suitable person.
This does not mean arranged marriages are the ideal sort of marriage.
Having an arranged marriage does not mean that the married couple lives
happily ever after or that there is harmony in the relationship. Women have
been known to stay on in abusive relationships for the sake of family pride
and social respect. Even in an arranged marriage there is a different sort of
pressure to be fair skinned and beautiful. In India, there are the particular
evils of dowry, caste and the concept of matching horoscopes.
In the western world people usually choose their own marriage partner but
this is not the way for all cultures living in western society. Arranged
marriages still happen. For example, many Indian families who have settled
outside India still uphold this tradition. Often the most important aspect is
the bond between the two families, rather than the relationship between
the couple being married. Property or land with the aim of securing social
status sometimes secures marriage agreements.
Supporters of the custom say that divorce rates are lower than among
western society because parents are better able to choose a suitable
partner for their children.
The counter argument suggests that the pressure of society as a whole and
the pressure from the two families concerned keep the marriage together
whether it is successful or not. Divorce therefore is not an option.

Is your family planning an arranged marriage for you?
Many Indian families who have settled outside of India still uphold the
tradition of arranged marriage. Being part of two cultures can be hard.
Young people born in Britain but from an Indian family can find this
particularly difficult if their modern western lifestyles clash with their
parent’s hopes and wishes.
Many young Indian people living in Britain know that one day they will
agree to an arranged marriage. To deny their parents this would be a sign
of deep disrespect. Many families are able to discuss the issue and reach
compromises that are suitable for everyone. For example insist that you
are happy to meet with prospective partners but that you must like your
match. Family friends and relatives will be informed once you’ve decided to
go ahead and soon meetings will be organised. You will be matched in
terms of education and experience, a suitable caste, or social class
associated with the Hindu religion.
Ideally your partner will be someone with whom you can share interests
and who will encourage your independence. As with any relationship
friendship is the key. Good communication from the beginning will help to
ensure that yours is a lasting and beneficial partnership.
It is also important to make a clear distinction between arranged marriages

that are consensual and marriages that are arranged without the consent of
the individuals involved. These are sometimes called Forced Marriages and
are against the law in this country.

Exercise:
In the following summary of the interview, there are a number of

incorrect statements. Rewrite the summary to give the correct
information from the interview.
Raj’s father arranged her marriage while she was still at school. He chose
her husband by talking to over one hundred men so it took a long time to
choose the best person. Two men who were of similar background were
introduced to Raj and her family and together they made the decision who
would marry Raj. The man chosen was Shyam who was very wealthy and
was studying to become a lawyer. He dressed very neatly to meet Raj’s
father so that he would have the best chance of being chosen. Shyam
really wanted to marry Raj so he was very happy when he was chosen. Raj
was very happy too because she wanted to marry Shyam. Raj and Shyam
have now been married for twenty-two years and have two sons. Raj does
not want to arrange marriages for her sons.
Correct Summary
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Oral presentation Planning Template

Speaker 1
IDENTIFIED ISSUE:
INTRODUCTION:
a) Statement of topic/issue (as above):
b) Background relating to the issue:
___________________________________________________________
___________________________________________________________
___________________________________________________________
c) Key points relating to the issue:
(i) ________________________________________________________
(ii) ________________________________________________________
d) Expansion of key points:

(i) ________________________________________________________
________________________________________________________
____ ____________________________________________________
(ii) ________________________________________________________
________________________________________________________
e) Summary of key points and handover to next speaker:
___________________________________________________________
___________________________________________________________

Oral presentation planning template

Speaker 2
IDENTIFIED ISSUE:
a) Key points relating to the issue:
(i) ________________________________________________________
(ii) ________________________________________________________
b) Expansion of key points:
(i) ________________________________________________________
_________ _______________________________________________
________________________________________________________
(ii) ________________________________________________________
________________________________________________________
________________________________________________________
c) Summary of key points

___________________________________________________________
___________________________________________________________
d) CONCLUSION:
(i) Possible solution to the issue (Your opinion): ___________________
_________________________________________________________

Deducing a survey
 Read through the following brief newspaper report of a survey of
Generation Z. Generation Z are considered to be the young people
born between 1994 and 2004. Generation Z are true digital natives –
having grown up on ipods, text messaging, Facebook, smart phones
and YouTube.
 Deduce a set of survey questions that could have been used to collect
the data for this report.
Generation Z – a brief newspaper report

Generation Z cannot remember a time when there was no internet or
mobile phones. All their lives they have been connected. In fact, 55% think
that traditional print media (newspapers, magazines and books) will be
extinct either very soon or some day in the future. 18%, however, feel that
printed media will always have a place.
Generation Z lives in a world of instant gratification and thrives on

acceleration and whatever is ‘new’. For this generation, sluggish technology
is useless technology.
As well, the attention spans of Generation Z are miniscule. They thrive on

small bits of information so that everything is broken into bite-size
manageable pieces. Information is condensed into its very essence.
Because of this, 43% of those questioned find it easiest to learn from the
internet whilst only 16% chose books as their preferred way of learning.
38% liked to use a combination of the two.
For Generation Z, meeting, befriending and interacting with the online

community is second nature. As community organizers, they have the
ability to spread messages to vast numbers of internet users. More than
50% of teens have between 100 and 200 online friends and while 39%
reported rarely sharing anything on the internet, 54% reported sharing
music, 35% reported sharing images and 35% reported sharing games.
Moreover, just over one third of those surveyed, thought that in the future
physical meetings would decrease to be replaced with online interaction.
An interesting characteristic of Generation Z is the little value that they

place on privacy. Personal information is only sensitive when it comes to
money. Everything else for them is ‘fair game’. 55% reported that they felt
fairly safe in most online environments.

In outlook, Generation Z appear to be extremely altruistic and indicated

that they care deeply for the environment, their community and global
humanitarian issues. Their ambitions are not primarily focused on fame and
fortune but on participating in work that they enjoy.
Data from:
http://sparxoo.com/2010/02/23/examining-generation-z-stats-
demographics-segments-predictions/
http://understandingteenagers.com.au/blog/2010/10/generation-z-their-
digital-future/

Survey Report
Methodology
____________ +
description of
______________
 how ________?
 how ________?
 ____________?
description of
____________
describe survey -
_______________
_______________
description of
______________
______________
______________
______________
______________
description of
______________
______________
______________ _______________________________
______________
Language features:
Re  passive voice – focus on information and not the researcher
 past tenses

Survey Report
 It is not necessary to write a separate description of each

question. Some questions can be grouped together. Write
descriptions of each of the following questions or question
groups from the questionnaire.
Question/s
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Question/s
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Question/s
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

Question/s
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
 In the Methodology section of your report, you need to use past

passive verb forms because you are describing the process you
followed for collecting data for your report. Complete the
following sentences by choosing a verb from the word box below
and putting it into past passive form. The first one has been done
for you.
represent administer collate collect

conduct complete analyse record
separate distribute
1. On Monday, 2nd July, research was conducted on a

sample of 50 international students.
2. Only males _____________________________ in the survey.
3. Data _________________________ by means of a questionnaire.
4. The survey __________________________ to six classes.

5. The students ________________________ into 3 groups.
6. The questionnaires ______________________ in the students’

native languages.
7. The data ________________________ and the results __________
________________________ for analysis by the researchers.
8. The results ________________________ in respect of age and

nationality.
9. The questionnaires _________________________ to the participants

by the researchers.

Survey Report - Introduction
 Write down all the verbs in the appropriate column from the
Introduction that you have sequenced.
Simple present Modal + verb Present passive Present perfect
 Note down important information about Introductions.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

What other people have said…
Evelyn Waugh:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Lord Acton:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Andrew Bartlett:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Nominalisation
Nominalisation means changing verbs or adjectives into nouns or noun
phrases.
It is often used in academic writing, so if you understand nominalisation, it

can improve your academic writing and reading and help you get more
marks.
Nominalisation is easier if you can quickly think of a word’s noun form.

This is one reason why it is important to do your vocabulary homework,
which asks you to change words into different parts of speech.
Nominalisation is often used because it turns actions into ‘things’ which can
be discussed dispassionately. Because of this, it is a common feature of
academic writing.
There are several steps involved in nominalisation.
1. Find the main verb in a sentence:

Tea is produced in India.
2. Change that verb into a noun

production
Note: one syllable verbs, like ‘win’ and ‘kill’ can often be expressed with a
more academic synonym, eg ‘winning’ could be ‘victory’.
3. Place the noun at the beginning of the sentence to make a noun

phrase.
Production of tea in India…
….then see if it needs an article
The production of tea in India…
Note: After you have nominalised, you are left with an incomplete
sentence.
4. Finish the sentence and try to keep the verb in the original tense.

Nominalisation
The verb in a nominalised sentence will probably be the verb ‘to be’ or a
verb that shows a relationship or a modal.
It can be active or passive.
Here are some verbs that are commonly used:
The production of tea in India….will be

is / was / has been
has / has been
causes
occurs
relates to
Exercise:
Here are some more examples of nominalised sentences. Read them and
then complete the sentence in groups. See which group can make the
funniest sentences.
Original sentence Nominalised Sentence
The EAP 4 students are happy.

The happiness of the EAP 4 students…..
The Opera House was painted pink.

The painting of the Opera House pink .…...
Tom Cruise will marry Madonna.

The marriage of Tom Cruise and Madonna …..
Nicole Kidman will produce a movie.

The production of a movie by Nicole Kidman….

Here are some sentences for you to nominalise - remember you will have
to finish the sentence yourself.
 Aboriginals lost their land.

________________________________________________________
 Aboriginals arrived in Australia at least 40000 years ago.

________________________________________________________
 The Europeans settled in NSW.

________________________________________________________
 The Europeans first discovered Australia 400 years ago.

________________________________________________________
 Aboriginals believed in the Dreamtime.

________________________________________________________
 Margarine is produced in NSW.

________________________________________________________
 China cups are beautiful.

________________________________________________________
 The sun’s heat evaporates the water in the sludge lagoon.

________________________________________________________
 Paper is manufactured from wood.

________________________________________________________
 The seeds are heated and crushed

________________________________________________________

For homework, try to write 3 sentences on one of these topics. Check

each sentence to ensure that it is nominalised. The examples will help you.
 What causes road accidents?

Excessive speed sometimes causes road accidents.
1.
2.
3.
 What causes problems in the economy?

Government policies can cause economic problems.
1.
2.
3.
 What causes crime?

The use of illegal drugs is a possible cause of crime.
1.
2.
3.

Graph moves
 From the power point slides your teacher shows you, write the
corresponding words with the appropriate graphs.


 Now read the following information about interpreting graphs and then
complete the tasks using the above vocabulary where appropriate.
The main purpose of graphs and tables is to communicate complex records

quickly, easily and clearly. Interpreting these records usually involves
looking for differences or changes in data.
Difference is most simply seen if we compare two relatively static or

unchanging things like the height of each student in a class, or land areas
of countries. Change, on the other hand, can only be observed if we take a
measurement that changes as time progresses; for example, the change in
height of an individual student from age one to twenty, or the population of
a particular country over fifty years.
Obviously we can also combine these two types of data. For example, we
could compare the change in population of a number of countries. We can
note the general differences between the countries’ populations and
observe how individual country populations have changed over time.
Difference
The language used to describe differences usually focuses on comparative

and superlative adjectives or modifiers. For example, ‘Australia is
substantially bigger than New Zealand’ or ‘Brunei is the smallest
country in the region’. The vocabulary used to describe these differences
may be quite complex, but the concept is relatively simple. Changes,
however, are more complex conceptually.
Change
Change has two general dimensions: direction (which way?) and quantity
(how much?). Direction is mainly concerned with things going up, or
coming down. Quantity is mainly concerned with ‘how much up’ or ‘how
much down’. It is sometimes called the rate of change.

Language forms
Change can be described in two language forms: a thing or noun phrase

eg. ‘a gradual decline’; or a verb phrase eg. ‘it suddenly decreased’.
Either form can be used depending on how well it fits into the sentence you
are writing. Moreover, you can switch from one form to the other within a
text. If you use a thing/noun phrase, other words are used to describe the
process; e.g. ‘her heart rate showed a slight increase.’
Compare the following sentences:
The number of students in the Bachelor of Science course dropped

significantly.
There has been a significant drop in the number of students enrolling in

the Bachelor of Science course.
The two sentences describe the same thing, but use different forms. The
first sentence uses a verb phrase, whereas the second sentence uses a
noun phrase.
Let’s look at some examples to show how direction and quantity can vary.
Fig. 1 shows a
Figure 1
simple change in
direction.
Quantity
Time
Fig. 2 shows simple Figure 2

change in quantity.
Quantity
Time

Figure 3
In Fig. 3 lines a & b
Quantity
have the same changes
in direction. They differ
only in quantity and the
timing of these changes.
Time
Figure 4
In Fig. 4, lines a & b
differ in direction, but Quantity
have the same
quantity and timing.
Time
Figure 5
In Fig. 5, lines a & b
differ in both direction Quantity
and quantity.
Time
Figure 6
Like Fig. 5, Fig. 6 lines
a & b differ in both Quantity
direction and quantity,
but in a less regular
way.
Time

 Complete the following questions.
1. When did 𝜒 stop
Quantity
falling?
_________________
Time
2. When did 𝛾 first

Quantity
begin to rise?
__________________
Time
3. Which line has a

Quantity
change in direction?
__________________
Time
4. Which line has the

greatest rate of
Quantity
change?
_________________
Time

Figure 7 - The popularity of the government and the value of the

Australian dollar (AUD) from March to October
 Using Fig. 7, describe the change in the popularity of the government

using noun phrases and past simple tense where possible.
Begin with: In March, there was a dramatic fall in the government’s

popularity. By the end of April, __________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
 Using Fig. 7, describe the change in the value of the AUD using verb
phrases and past simple tense where possible.
Begin with: In March, the Australian dollar fell from a peak of 98.5 US
cents. From April to May it ______________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Figure 8 - Passenger numbers for Emirates Airlines from 2002 to 2011.
 Use any combination of language forms to accurately describe Fig. 8.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Report: Private lives of public figures – Results
Source: http://www.abs.gov.au/ausstats/abs@.nsf/mf/4831.0.55.001
Accessed: 08.05.12
Prevalence of current smoking (a) (b), 18 years and over
Introductory statement: description of graph
____________________________________________________________
____________________________________________________________
____________________________________________________________
Commentary statements:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Accessed: 08.05.12
Prevalence of current smoking (a), 2004-05
____________________________________________________________
____________________________________________________________
____________________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Accessed: 08.05.12
Daily smokers (a), 18 years and over, 2004-05
____________________________________________________________
____________________________________________________________
____________________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________


Accessed: 08.05.12
Prevalence of daily smoking (a) by Index of Disadvantage, 2004-05
____________________________________________________________
____________________________________________________________
____________________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Report: Private lives of public figures - Results
 Using the results from your survey on the Private lives of public
figures, complete the following pie chart. Include a title.
Title: ____________________________________
 Using the model sentences in the power point presentation, complete

a description of the graph – including introductory and commentary
sentences.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Report: Private lives of public figures - Results
 Using the results from your survey on the Private lives of public
figures, complete the following graph. Include a title.
Title: ____________________________________
 Using the model sentences in the power point presentation, complete

a description of the graph – including introductory and commentary
sentences.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Report: Private lives of public figures – Discussion
 Fill in the main stages in the Discussion section of a research report

in the boxes below.
 The possible explanation section of the report includes modality

expressions which express the degree of certainty the writer has
towards the explanations presented. On the cline below, map the
following modality expressions: probably, may be, very possible, tend
to be.
100% certain
0% certain

More about nominalization and nominal groups

Source: Introduction to systemic functional linguistics by S. Eggins, Continuum, 2004
Nominalisation is the turning of verbs and other parts of speech into nouns.
This can be best illustrated in an example. Imagine you are behind in your
university work and you have to explain to your tutor why your essay has
been handed in after the due date. When speaking to your tutor, you
might say something like:
i. I handed my essay in late because my kids got sick.
But imagine now that you have to write a letter of explanation,

accompanying your essay. In the letter you will probably write something
like:
ii. The reason for the late submission of my essay was the illness
of my children.
The second sentence has been nominalised. The verbs ‘handed in’ and ‘get
sick’ have been turned into the nouns submission and illness. In the first
sentence there are two clauses:
1. I handed my essay in late linked by because which is

2. my kids got sick giving the reason for
clause 1
In sentence ii above, the relationship between the two events is expressed

by using the noun group ‘the reason’.
By nominalising this sentence, we have moved the focus of our sentence

away from the person and the verb, so that the reasons and causes
become the focus.
Look at another example.
Excessive consumption of alcohol is a major cause of motor vehicle

accidents.

The only verb in this sentence is the verb to be. Yet in this sentence the
ideas of drinking, driving and hitting other cars or people are all presented
in the events: consumption of alcohol and motor vehicle accidents.
Try rewriting this sentence using any of the verbs, drink, drive, hit or
have an accident.
___________________________________________________________
___________________________________________________________
___________________________________________________________

Nominal groups
A nominal (or noun group) can be made up of just one word or many
different words that can go together with a noun. So if we look at the
example:
students are diligent,…..
The noun students is a nominal group. However, there are many things
that we can do with nouns in English. We can put words before the noun
eg,
EAP 2 students are diligent.
Here, EAP 2 is a classifier telling us which group of students these belong to

ie the ‘diligent group’. We can also put words after the noun, eg,
EAP 2 students at UWSCollege are diligent.
Here, at UWSCollege is a qualifier, giving us more detailed information

about the noun.
The following is an example of what we can do with a noun in English:
Students
The ten students
The ten EAP 2 students
The ten gorgeous EAP 2 students
The oldest of the ten gorgeous EAP 2 students
The oldest of the ten gorgeous EAP 2 students sitting at the desk
The oldest of the ten gorgeous EAP 2 students sitting at the desk near the window
This example shows some of the many things we can do with nouns in
English. We can specify, count, describe, classify and qualify them. The
same cannot be done with verbs.
If we want to describe a verb in more detail we have to change it into a

noun first. We do this by nominalising the verb. By doing this we can
increase the possible content or detail in our text. In other words, we can
increase the lexical density.

Structure of the Nominal Group:
The nominal group consists of a HEAD that may be preceded and followed
by modifying elements: PREMODIFIERS and POSTMODIFIERS. Let’s look at
our example again. It can be analysed as follows:
Premodifier Postmodifier
Head
The ten gorgeous EAP 4 sitting at the desk near the window
students
The modifier’s function is to qualify “the thing” in more detail. It gives us

more information about “the thing” by means of a clause or a prepositional
phrase. Look at the following example.
The desk which you bought at the shop near the bakery that sells those
cakes which your father likes…..
All of this is a nominal group. The Head is desk and everything after that
is qualifying the desk, but there are Qualifiers within Qualifiers. So we can
show the structure as follows:
The desk
which you bought at that shop
near the bakery
that sells those cakes
which your father likes…

Warmer – Body Language
Body language may differ across cultures. What do the following gestures
usually mean in Australia and in your culture?
Gesture Meaning in Meaning in your

Australia culture
Shrugging your shoulders
Nodding your head up and

down
Shaking your head from

side to side
Standing with your hands

on your hips
Tapping your foot
Raising your arm in the

classroom
Folding your arms
Standing with your hands

in your pockets
Holding hands with

someone of the opposite
sex
Holding hands with

someone of the same sex
Yawning
Burping after eating

Listening: Non-verbal communication
Body Language
Text taken and adapted from Contemporary Topics by Beglar and Murray, Longman 1993
Vocabulary preview- read the following sentences and try to guess the
meaning of the words in italics.
1. Americans point at their chests to indicate “me.” This gesture seems

strange to many Asians because they point at their noses.
2. My Italian friends use many different facial expressions when they

talk. They often smile, look angry or surprised, and so on.
3. Margaret Mead was a famous anthropologist who went to Samoa to

study the way of life of the people living there.
4. The word run has many meanings in English. Without some context,
we don’t know which meaning is being used.
5. My Japanese friend doesn’t express negative emotions such as anger

very much.
6. Happiness is a universal emotion. Everyone in the world expresses it

in the same way by laughing or smiling.
7. Because of the movies and videos, American culture is well-known all

over the world. Most people know how Americans will think or act in
many situations.
8. This sentence is ambiguous. “I showed him an apple and an orange

and he took it.” It could mean the apple or the orange, so the meaning
is not clear.
9. At first, I couldn’t understand what the teacher said, but after her
clarification, I could understand perfectly.
10. Repetition is important when learning. Doing something just once

isn’t enough.

11. John can’t conceal his feelings. One look at his face and you know
what he’s thinking.
12. His blushing was surprising because he usually never gets

embarrassed. His face was really red.
Task 1: Now match each word with its correct definition.
1. gesture a. feelings such as joy or sadness
2. facial expressions b. making clear or understandable
3. anthropologist c. saying or doing something again
4. context d. a person who studies people especially their

origins, classification and social relationships
5. universal emotion e. becoming red in the face because of shame,

confusion, or embarrassment
6. emotions f. aspects of a person’s face that show emotion
7. culture g. having two or more meanings
8. ambiguous h. a feeling expressed the same way in all cultures
9. clarification i. hide something
10. repetition j. a body movement that has some meaning
11. conceal k. environment; parts of a situation that help us to

understand the meaning of a word or action
12. blushing l. beliefs and behaviour of a group of

people.

Word networks
These are some words and phrases you will hear in the lecture. Read the
list. Ask about and discuss any words or phrases that you do not know.
Terms about communication Non-verbal communication

verbal communication kinesics
aspect body movements
encompasses gaze
estimated posture
psychologists speech rate
meaning sweating
behavior nervous
determined heartbeat
relationships Names
affection Ray Birdwhistle
comfortable Richard Nixon
polite Gestures
feedback frowns
situation smiles
universal raised eyebrows
vary shake hands
grammar bow
interact hug
dictionaries
sexual meaning
embarrassing
a huge mistake
recap
Before you listen
This lecture is about non-verbal communication. Predict two of the ideas

that the speaker might discuss in this lecture.
1. _______________________________________________________
2. _______________________________________________________

First listening: Main ideas

Listen to each part of the lecture to find out the main ideas. Circle a, b, or
c.
Part 1
1. Non-verbal communication is
a. less important than verbal communication.
b. completely different from kinesics.
c. concerned with such things as body movements and speech rate.
2. Raymond Birdwhistle was

a. a famous American psychologist.
b. the developer of the field of kinesics.
c. the first person to compare cultures.
Part 2
1. The lecturer states that many people
a. think that people from other cultures do not have non-verbal
communication
b. believe all non-verbal communication is the same all over the
world
c. believe non-verbal communication is more important than verbal
communication in some cultures.
2. The lecturer also says that the system of non-verbal communication

a. is well-understood now by most anthropologists and psychologists.
b. can be easily described by a “grammar” of non-verbal
communication.
c. changes so much from one culture to the next that it may never
be understood.
Part 3
1. Clarification and repetition are
a. often done with non-verbal communication
b. usually not possible with non-verbal communication
c. usually unnecessary with non-verbal communication

2. Our verbal and non-verbal communication can be different because

a. it’s easier to conceal our true thoughts and feelings with non-
verbal communication
b. the things we say and the things that our bodies say are
sometimes different
c. we can stop non-verbal communication more easily than we can
stop verbal communication
Second listening: Facts and details

Listen to each part of the lecture again. This time listen to learn more facts
and details. Answer the questions below. Write T (true) or F (false) in front
of each sentence.
PART 1
1. ________ Kinesics is the study of speech rate, volume, and so forth.
2. ________ It is estimated that about 17 per cent of our
communication is non-verbal.
3. ________ Birdwhistle believed that non-verbal meaning depends on
context.
PART 2
1. ________ Fear is a good example of a universal emotion.
2. ________ Non-verbal communication varies between cultures.
3. ________ The same non-verbal action may have different meanings
in different situations.
PART 3
1. _______ It is easy to clarify and repeat non-verbal communication.
2. _______ Concealing our true feelings is often done non-verbally.
3. _______ In cases where verbal and non-verbal communication do
not match, we usually believe the non-verbal information.
Taking notes / using abbreviations

Read the following information and discuss it with your classmates.
It’s important to use abbreviations and symbols when we take notes in

order to write efficiently and keep up with the lecturer. You are free to
create your own abbreviations, but be very careful that you don’t
abbreviate too many words or abbreviate them too much. In many classes,

you will often use your notes several weeks after you originally took them.
This means that all your abbreviations must be clear and easy to
reconstruct. Reconstruct means “put back together.”
Here are some common abbreviations:
e.g. = example (from Latin: ex generalis)

etc = and so on like this (from Latin: et cetera)
+ or & = and
› = more than
‹ = less than
∴ = therefore
] = includes
You can also abbreviate long words and names by using the first syllable or
initials:
kin = kinesics R.B. = Raymond Birdwhistle
nvb = non-verbal behavior com = communication
fb = feedback
The following notes are taken from Part 1. Can you reconstruct the notes,
changing them into full sentences?
Communication – most people think > v. com;talking

nonv com = more important
orig KINESICS – study of body move. in com.
- body move gestures, fac. exp., eyes, & post.
- + sp. rate, vol.
R.B. – Am. anthro. “70% of com – nonv”
- dev. “kinesics” – early 50s
- “meaning of nvb depends on context”
- e.g., a smile many meanings

Checking your notes

Now listen to the lecture again and take notes. Be sure to use
abbreviations. When you finish, compare your notes with those of one or
two of your classmates.
Reviewing the content: Comparison and contrast

Lectures are often concerned with comparing and contrasting two or more
things. Important questions often considered in this pattern include:
1. How is one thing like another?

2. How is one thing different from another?
3. Is one thing better than another?
This pattern involves the use of particular words and phrases. Here are
some examples of comparison and contrast in the lecture.
 In some cultures people shake hands, whereas in others people

bow.
 However, there is another important aspect to communication.
 In addition to these things, we communicate with such things as
our speech rate.
 The vocabulary of spoken language is somehow clearer, or at least
easier to write down, than that of non-verbal communication.
Using your notes

Work with a classmate. Look at your notes and find three comparisons that
were mentioned in the lecture.
Preparing for the test

You will take a short test on the lecture. Before taking the test, be sure to
review the following questions.
1. Do you know the following words? Can you use them in a sentence?
a. non-verbal communication d. universal emotions

b. kinesics e. ambiguous
c. context f. clarification

2. Explain how verbal and non-verbal communication are different. Be sure

to address the following points:
a. naturalness and universality

b. availability of formal definitions
c. ability to conceal thoughts or feelings
d. clarification or repetition
Review : Final listening

Now listen one last time to the lecture. Follow your notes as you listen.
Taking the test:

Answer the questions. Do not use your notes.
1. What is kinesics?
2. Raymond Birdwhistle said that the meaning of non-verbal behaviour,

such as a smile, depends on the context. Explain briefly what he meant
by this.
3. What are universal emotions? Give two examples.
4. Give one example of how non-verbal communication can differ from one
culture to another.
5. List three ways in which verbal and non-verbal communication differ.
6. What is one idea from this lecture that is of most interest to you? Why?

Projects : Try these projects after you have finished the Review Test.
1. Work in small groups and compare the following gestures with your
classmates.
Note how gestures can change from one country to the next. What
gesture do you use in your country to express the following ideas?
Me Stop No Come here.
I’m full (after eating a big meal). That’s OK. /That’s good. I can’t hear you.
That person is crazy. I don’t know. Go away.
Now show your classmates two more gestures from your country. See if
they can guess what these gestures mean.
2. Telling the truth?
Prepare a short autobiography (your own life story) to tell your

classmates. However, when you tell your autobiography, you should
make some of the important parts of your life story untrue! Your
classmates will try to determine when you are lying, not only by your
words, but also by your non-verbal communication – your tone of voice,
facial expressions, the look in your eyes, and so on. Can you control
your non-verbal behavior? How many times can your classmates tell
when you are not telling the truth?

Reading: The lazy husband myth
Who does the housework?
Read the following questions and ask other students in the group to discuss
their answers. When the survey is completed, compare your
findings. Tell the class what the survey showed.
Do you consider the following household chores as male,

female or shared tasks?
1. Taking out the garbage Male Female Shared
2. Vacuuming
3. Dusting the furniture
4. Changing the toilet paper roll
5. Washing floors
6. Cleaning the bathroom
7. Childcare
8. Making the beds
9. Laundry
10. Ironing clothes
11. Doing the dishes
12. Grocery shopping
13. Cooking
14. Fixing electrical appliances
15. Washing cars
16. Pet care
When you have finished the survey, you may like to watch this video clip.

The lazy husband myth
Summary
By using the text skeleton below and the signpost expressions, complete
the summary of the newspaper article, The lazy husband myth. When you
have finished, compare your summary with the summaries of other
students.
Many women complain that men do not do their fair share of domestic
(What have researchers found?)
work. However,
(How many hours do both men and women work on average?)

Moreover, while ,
(What have researchers found has changed about perceptions of the contribution of men?)
.
(What have researchers found about the contribution of men to household chores?)
Indeed, .
(What do men do when women cut down or give up work after having children?)
In addition, ___________________________________________
. Nevertheless,
(Who is still responsible for most of the domestic duties?)
For example,________________________________________________
____________________________________________________________
(What do women wrongly complain about?)
This is probably the reason why, according to research, _____________
____________________________________________________________
(What do 69% of women in Britain report?)
Despite this, ________________________________________________
________________________________________. However, __________

(What does government policy favour?)
____________________________________________________________

While men are generally contributing more to households, ___________

(What has research found about childless working couples?)
_____________________________________________________.
(What are men increasingly demanding?
However,
Future governments will need, therefore,

Brands
Brand image, is a symbolic construct created within the minds of people.
It consists of all the information and expectations associated with a product
or service. Branding aims to create the impression that a product or service
has certain qualities or characteristics that make it special or unique.
Write the arguments for and against in your own words aligning them as
argument and counter argument.
FOR AGAINST

Counter – Argument and Refutation

In order to make an opinion essay as persuasive as possible, the writer
includes counter-arguments and refutations.
 A counter-argument is a possible opposing opinion. It disagrees with

the writer’s position. By including a counter-argument, the writer
shows an understanding of other points of view.
 A refutation is the writer’s response to a counter-argument. In the

refutation, the writer shows why the counter-argument is weak and
the writer’s position is strong. The refutation develops and supports
the writer’s argument.
Look at the following paragraph. It comes from the body of an essay on the
topic:
It is better to be an only child than to have brothers and sisters. Evaluate

this statement.
The writer’s thesis (or main argument) is: there are more advantages to
being an only child.
Most importantly, only children are likely to receive more attention from
their parents. Today, the reality is that often both parents are employed
outside the home and so have limited time to spend with their children.
Moreover, after long hours at work, household tasks may take priority over
quality time spent communicating with and simply enjoying the company of
their children. Having to compete with siblings for this precious, parental
attention can leave a child feeling isolated and rejected. Of course, it may
be argued that when parents are busy working, siblings can provide
friendship and support and, therefore, children may be less dependent on
having the constant attention of parents. Indeed, without the comradeship
of brothers and sisters, the only child may often be lonely and unhappy.
While this may be so, it must be admitted that a large family is not
necessarily a harmonious one. Fighting and sibling jealousy can have a
lasting and harmful effect on children, and, in these cases in particular,
brothers and sisters are no substitute for the wise and unconditional love of
parents. All children desire, above all, the attention and guidance of
parents. In this respect, the only child certainly has the advantage.

 Reread the paragraph and identify the stages in the paragraph by:
o underlining the topic sentence of the paragraph
o numbering the supporting arguments
o double underlining the counter argument and supporting
counter argument
o underlining with a wavy line the refutation
o underlining the concluding sentences.
 Your teacher will give you a set of sentences. Divide them into
paragraphs, sequence the sentences in each paragraph and then
complete the summary paragraph grid below. The first part of the
grid has been completed for the paragraph that you have just
analysed.
Stage Content Introduced by…
main only children receive more

argument attention from their parents
support  today both parents work

outside the home so have
limited time to spend with
their children
 household tasks often take Moreover, …
priority over time with
children
 children with siblings have to
compete for parental
attention
counter  when parents work, siblings Of course, it may be

argument provide friendship and argued that …
support
 children with siblings can be and, therefore, …
less dependent
 without siblings, only Indeed, …
children can be lonely and
unhappy
refutation  a large family is not While this may be

necessarily harmonious so, it must be
admitted that …
 fighting and sibling jealousy
can may have lasting and
harmful effects

Counter argument and refutation
Stage Content Introduced by…
Main international travel is a waste

argument of money
support
counter
argument
refutation
main the airplane is a superior form

argument of transport
support
counter
argument
refutation

main hydrogen powered cars may

argument solve environmental and
political problems
support
Counter
argument
refutation
main day care centres benefit

argument children and parent
support
counter
argument
refutation

 Now it’s your turn to write a persuasive analytical paragraph. Below

are some more advantages and disadvantages of only children. Use
any of these (as well as any others that you can think of) to write
another body paragraph in the essay: It is better to be an only child
than to have brothers and sisters. Evaluate this statement.
Advantages Disadvantages
 only children are generally  only children can be spoilt
financially better off and selfish
 only children can be more  only children can have more

mature and self-reliant parental pressure
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Nominalisation: moving towards more academic writing
Adapted from: EAP Now Students Book, K. Cox & D Hill, Pearson Education 2007
In English, there is a specialised grammar of writing. This is ‘a grammar

that has evolved over hundreds of years, with science at its cutting edge,
to construct the world in different ways than talking does’ (Martin,
1991:55).
Task A: Nominalising verbs – changing verb forms to nouns
Change the following verb forms to nouns. The first one is done for you.
1. To educate becomes: education
2. To inform becomes: _____________________
3. To distribute: _____________________
4. To cite: _____________________
5. To solve: _____________________
6. To predict: _____________________
7. To communicate: _____________________
8. To introduce: _____________________
9. To transport: _____________________
10. To produce: _____________________
11. To pollute: _____________________
12. To conserve: _____________________
13. To govern: _____________________
14. To develop: _____________________
15. To detain: _____________________

TASK B: Removing personals from writing-creating a more academic text
1. Look now at how to remove personal pronouns from your writing to

make it more academic. Do you use the word ‘people’ often in your
writing? Do you use, ‘I’, ‘we’, ‘us’, ‘them’, they’ in your writing? Read
the text below and circle all the personals you find.
In my country, there are very rich people and very poor people. People
in the government are corrupt because they take bribes. We cannot live
a good life and feel free all the time. I love my country because it is
mine and many people feel the same way. We just wish our
government would make more jobs and people could be more equal in
their lives.
2. Now, begin to rewrite without the words you circled, ie remove every:
my, people, they, we, I, mine, their, etc.
For example: In my country becomes:
In (the name of the country), there are the very rich and the very
poor. ___________________________________________________
______________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

Do you see what happens when you remove the personals? Often the
end of a sentence must become the beginning! Also, you must use
higher lexis (vocabulary) to make the writing more academic. In
academic writing, there are more nouns and noun groups than there are
verbs and verb groups.
3. With the next exercise, you will learn how to move from spoken
language to the passive and then to nominalisation.
Read the following table and complete the empty boxes.
Spoken language > How we make paper

Passive form > How paper is made
Nominalisation > The process of paper making
Active Passive Nominalisation
How people make paper How paper is made Paper making
First, people fell trees First, trees are felled Felling trees is
the first step
Then they remove the Then the branches and The second step
branches and leaves leaves are removed is the removal
of branches and
leaves
After that, they transport The logs are transported The next step is
the logs to the sawmill to the sawmill the transportation
of the logs to the
sawmill

Active Passive Nominalisation
Next people strip the

bark from the trunks
Saw the trunks into logs
Convey the logs to the

paper mill
Cut into small strips
Mix the strips with water

and acid
Clean wood pulp
Bleach the pulp with

chemicals to whiten and
flatten with rollers
Produce sheets of wet paper
Press and dry the sheets

Cultural Briefing: Australia

Adapted from: Intercultural Resource
Pack by P. Utley, Cambridge University
Press
Look at the following

information prepared for
someone who knows little
about Australia but is
about to go there for
tertiary study.
Choose from the list below

the six things you think
they would find most
useful and the six least
useful.
Australia is one of the world’s oldest land masses. It is the

1 earth’s biggest inhabited island and the sixth largest country in
the world. It takes 5 hours to fly from Sydney to Perth.
Australia is a representative democracy – a system of

2
parliamentary government in which Australian citizens may
participate. As well as a Federal Parliament, each state has its
own parliament.
3 Australia is so large that it experiences most climatic conditions,

3 ranging from snow and frost to heat waves. Australia’s seasons
are the opposite of those of the northern hemisphere. The
temperate south has cool, wet winters and warm, dry summers.
The north experiences a tropical climate with a warm, dry season
and a hot, wet season.
4 The national language is English. 15% of the population speak a

3 second language at home.
Under Australian law, children must attend school between the

5 ages of five and fifteen. Parents can choose to send their children
to public schools which are free or private schools which require
fees. The education system in Australia is open to all.
In Australia, all jobs and professions are open to men and

6 women. There are laws to protect workers against unfair
treatment and discrimination.

Vocabulary list 1
Word Class Translation Noun Verb Adjective Adverb

accuracy
accusation
achieve
administer
anxiety
basic
behave
comprehension
conclude
contradict
correct
experimental
measurement
partially © UWSCollege Pty Ltd
predict
psychological
questionnaire
respondent
significant
theoretical

Vocabulary List 2

absorb
adapt
adequate
analyse
authoritarian
compile
conformity
conception
critical
determine
disperse
entire
establish
flexible © UWSCollege Pty Ltd
impose
optional
renounce
respect
retain
similar

Vocabulary List 3

access
allegedly
assume
cautious
defensively
distinguish
evident
generalise
harass
imitate
manipulate
motivation
negotiate
persevering © UWSCollege Pty Ltd
persist
prevent
sceptical
symbol
tolerance
transfer

Vocabulary List 4

allocate
assertion
challenge
contrasting
deny
devise
discussion
emphasise
endurance
expensive
feature
identifiable
influential
© UWSCollege Pty Ltd
innovation
nature
perceptive
range
restrain
supportively
value

Vocabulary List 5

approve
associated
cite
comparison
develop
ethical
implied
interference
marginally
observable
occur
population
precaution
procedure © UWSCollege Pty Ltd
publish
react
restriction
substantially
technical
variable

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English Language Program

Academic English for Tertiary Studies

EAP 4: Weeks 1-5

Week One: Introduction to course and language learning Page

Week Two: Essay writing skills

Week Three: Survey reports I

Week Four: Survey reports II

V2.5 FEB 2015

EAP4 WKS 1-5 © UWSCollege Pty Ltd

EAP 4: Weeks 1-5

Week Five: Revision and mid-term assessment

EAP4 WKS 1-5 © UWSCollege Pty Ltd

STUDENT LEARNING AND TEACHER EXPECTATIONS

The EAP 4 course is an integrated skills course (listening, reading, writing

The education system in western societies is different from that in other

Your teacher expects you to:

take responsibility for your own study

As an individual your ideas are respected and you should therefore

EAP 4 WKS 1-5 1 © UWSCollege Pty Ltd

Vocabulary list explanation

There is a weekly spelling/vocabulary list in the appendix of your Learner

Use a dictionary to complete the table. Please note: A number of words in

EAP 4 WKS 1-5 2 © UWSCollege Pty Ltd

1. I am able to take part in classroom discussions.

2. I know what my strengths and weaknesses are in English.

3. I am able to recognise my errors when speaking in English.

4. I am able to recognise my errors in writing in English.

5. I am able to understand the important information in a lecture.

6. I am able to take notes during a lecture.

7. I am able to write a summary from lecture notes.

8. I am able to present a short talk in a seminar.

9. I am able to write a formal letter asking for information.

10. I understand the education system in Australia.

EAP 4 WKS 1-5 3 © UWSCollege Pty Ltd

B. apathetic 2. not good enough

F. integrated 6. to be changed completely

G. duplicated 7. perform as required or leave

I. forego 9. clear signs warning of disaster

EAP 4 WKS 1-5 4 © UWSCollege Pty Ltd

How to succeed at university or college

The environment in a college or university is different in almost every aspect

To handle the fundamental difference, this lack of emotional communication or

EAP 4 WKS 1-5 5 © UWSCollege Pty Ltd

The difference between the environments can be summed up in two words –

EAP 4 WKS 1-5 6 © UWSCollege Pty Ltd

Read the text and complete the following sentences:

Many students have high expectations about university/college but they

School and university/college are________________________________

Not only must students read ____________________________________

University/college students are expected to be ______________________

Sometimes students are given no indication of ______________________

Mature students succeed at university/college because _______________

Succeeding at university/college involves __________________________

For Discussion: (What do these sentences mean?)

Paragraph 4: ‘There is only freedom in the short term sense”.

Paragraph 6: “This world is a “buy now-pay later” one. At university

EAP 4 WKS 1-5 7 © UWSCollege Pty Ltd

How often do you hear these words in the text?

Students’ expectations / reactions:

What students have in common:

The environment in a college or university:

EAP 4 WKS 1-5 8 © UWSCollege Pty Ltd

Complete the following summary:

_____________ are many differences between studying at

also important part of university but students __