=i (UVAA WP) SASOdu Id JIWIDAdS YO bey ie roeYAK 811.111(075) BBK 81.2 Auras? B87 Yue6nux peroendosan MOH PK dan emydenmoe estcuux yueOnsex saaedenuit no zpynne cneuazsuocmeit «Huocmpannssit assur», Odo6peno Hayuno-memoduveckon covemom KasYMOuMA wm.A6wrais xana Omsemcmeennsit pedaxmop: Kynau6aena C.C. — 3.$.3., axanewux MAH BLL Peyeusenmst: Canapowa JIB. ~ x... Tyeyona A, K.— x B87 T-L-bpexastona, 3.K.2Kanasaposa English for specific purposes — yeux aur. x3. sind xypea /T-T.Bpexanona, 3.K.2Kanasaposa— Aawaris Hsparenserso “Bactay”,— 2011, ~272¢. ISBN 978-601-7275-31-0 Aaumoe yaeGume mpexnasnases: asx crynewton 4 Kypea cenwansnoct# «050119 — Hitocrpanmst 361K: 18a MHOCTPAHHKX SKA» ABKIKOBLIX BYSOR 11 neaarorwaecknx tbaxyauTeros, ry saxnTapwarx Hampantensi opuetiruposamasx Ha xocripxewx o6eenpontclickoro ypounia C2 mtanena anrsHTicKHON RSEIKOM. Tanne yoeGunx muaaetes sasepuaioulHM B UeKoCTHOI cHeTeMe ypoRHesOl noarorosku nto LSP Gyaynyex ysureseit aurauicxoro xsiixa ax uKOs PecnyGnuxu Kasaxcrau, Abropsi supaxaior GnaromapHocrs eem npenoganarenam Kadexpss MeToxiicH mpenonasamus auraulickoro sauKa 4 eryzenram TIDHA 3a oom impu paGore Ha yaeGuun ocoGnen. ‘YANK 811.111(075) BBK 81.2 Auras? ISBN 978-601-7275-31-0 © Bpexanosa TB., 2011 © Kanasaposa 3.K.,, 2011 Preface The first variant of the course book on LSP for seniors was designed at the chair of Methodology of the Kazakh University of International Relations and World languages. This variant of the course book was finished at the chair of theory and speech practice of foreign languages, ‘The course book aims at the formation on intercultural communicative-pro- fessional competence, i.e. the ability to carry out professional communication at international level in the frame-work of the spheres of communication deter- ‘mined by the curriculum. ‘The conceptual basis of the Course Book is communicative - cognitive ap- proach with the priority of purposeful formation of professionally-centered com- municative competence in the content of EFL teacher's future work, ‘The materials in the course book are taken from a wide variety of authentic Sources such as newspapers, magazines, radio and TV, scientific literature and fic-tion. Authentic texts are used as stimulus for involving students into different types of activities 1) to train functional skills such as reading, writing, listening and speaking; 2) professionally-oriented skills such as problem solving, report writing, essay writing, project writing, error correction, and etc, by creating a supportive student-centred environment and real communication situations. The course book consists of two parts each representing themes and sub- themes indicated in the Programme.‘The Contents Preface Part A. Science and Education ., Unit 1 The role of Science & Education in modern society Unit 2 The system of Education in Kazakhstan and: target countries Unit 3 Examination... Part B. Professional training of FL Teacher Unit 4 The new post and induction Unit S Let it be a Challenge! Unit 6 Solving Problems! Unit 7 New technologies in FLT Unit 8 Cross-cultural awareness in FLT Unit 9 Competent Teacher Appendix. 72 2B 88 103 124 163 191 262 267 Part A: Science and Education Education is not preparation for life: education is life itself John Dewey LEAD IN 1. Give your associations to the following terms and write down your own definitions. 2. Compare your definitions with the definitions from the dietio ry: Science: 1) An organised way of making, arranging, or dealing with smth. 2) The study and knowledge of the physical world and its be- ‘haviour that is based on experiments and proven facts and is ‘organised into a system (MED) Education: 1) The process of providing people with information about an important issue; 2) The activity of educating people in schools, colleges, and ‘universities, and the policies and arrangements concerning this (MED). 3. Speak on the importance of “Science 1d “Education” in your life, Consider the following questions on the subject. + Why are you studying? + Are you going to continue your education? Why (why not)? + What benefits will your education bring to you? (Try listing them in order of importance) *+ How do you see yourself in 10 years time? What influence will your edu- cation have on this view?UNIT L: The role of Science and Education in modern society DE ee crema pe teorng + By the year 2000 everyone will need to be educated to the standard of semiliteracy of the average college graduate. This is the minimum sur- vival level of the human race. (A. C, Clarke, “Prelude to Space”, 1963) ‘+ As the 19th c. has gone bankrupt through an over ~ expenditure of sym- pathy, I would suggest that we should appeal to Science to put us straight. ‘The advantage of the emotions is that they lead us astray, and the advan- tage of Science is that it is not emotional. (Oscar Wilde) + What's done to children, they will do to society. (Karl Menninger) + The object of education is to prepare the young to educate themselves ‘throughout their lives. (Robert Maynard Hutchins) 2. Speak to your group-mates and find out how they learn (¢.g. asking and ‘answering questions; reading; imitating). & 3. Listen to the text the author. 4. Answer the following questions: ~ What kind of learning does the author talk about? - Ieitalways true? say how people learn according to 5. Do you know anything about learning styles? Ifyes, do you know your learning style? 6. Learning styles are simply different approaches or ways of learning, Study the following information to find out your leaning style. LF you are not sure make a test in Appendix or web-site www lépride.net/learning-style-test. him What are the types of learning styles? sual Learners: learn through seeing. ‘These learners need to see the teacher's body language and facial expres- sion to fully understand the content ofa lesson. They tend to prefer siting atthe front of the classroom to avoid visual obstructions (e.g. people's heads). They ‘ay think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-ous. During a lecture or classroom discussion, visual learners often prefer to take de- tailed notes to absorb the information 6 Auditory Learners: learn through listening. They learn best through verbal lectures, discussions, talking things through nd listening to what others have to say. Auditory learners interpret the underly. ing meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder. ‘Tactile/Kinesthetic Learners: learn through, moving, doing and touching. ‘Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and explora- tion, 7. Why is it important to know your learning style? 8, Read some suggestions that might make your learning more effective. How could you use this information as a student (as a teacher vi wi ful to: * use visual materials such as pictures, charts, maps, graphs etc. + use colour to highlight important points in text + use diagrams, spidergrams ete. + use multi-media (CD-roms, Internet, videos) + study in a quiet place + read illustrated books to maintain interest + visualise information as a picture to help memorization ‘Auditory learners will find jt useful to: + participate in discussions and debates + make speeches and presentations + read text out aloud + create musical jingles or rhymes to help memorization ten to songs and watch films in English Kinaesthetic learners wil find it useful to: ‘+ move around to learn new things + take frequent study breaks to help peers + do more than one task atthe same time + chew gum while studying + copying native speakers or good pieces of writing to get used to patterns + skim through reading material to get the gist of it before setting down to read itin detail (British Council: Information and learning centre) 9. Amalyse the scheme “The learning process” and name the educational system that can provide such a learning process.‘The learning process Informal Formal Asis B: lifelong Third age Adult [Continuing Tertiary Elementary Pre-school Personal learning needs Personal motivation Personal vision & goals ‘Access to leering Personal skills & competencies Guidance & information ‘Validation & feedback soueuty sosn Gojouyo04, Axis C: learning ‘Axis A: The learner ‘THE LEARNER ~ sro Longworth & Devi (196) 10.1 Give a definition to the term “lifelong learning”? 10.2 Compare your definition with the following one: “Lifelong learning is the development of human potential through a continu- ‘ously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills and understanding they will require throughout. ‘their lifetimes and to apply them with confidence, creativity, and enjoyment in all roles, circumstances and environments.” (Longworth & Davies, 1996) 10.3 Work in-groups of three, read the definitions given by Christopher Ball in “Profitable Learning” and choose the best (at least 3), Be ready to ex- plain your choice. + Learning is cumulative ~ we live in an inheritance of learning from the past. + Learning brings change ~ the Renaissance changed civilisation. Today Jearning is transforming an Empire in Eastern Europe. + Learning pays ~ most nations recognise today that the duality of education and training of its workforce isthe single most important characteristic in determin-ing economic performance. + Learning civilises ~ it helps us to become effective members of our own society, to enter imaginatively into other societies and to share in the ben- fits ofthe creative genius of the human race. + Learning empowers ~ it creates choice. Without choice we cannot be free + Learning is not teaching ~ the best teachers know that they can only stim- ulate the urge to learn in the learners themselves, In the future the learners are to be the focus ofall education and training, *+ Learning is often informal ~ much of what we learn and value most highly is achieved without teachi *+ Learning is lifelong ~ there is no such thing as initial education. Learning is as needful for adults as it is forthe children, Longworth & Davies (1996) 104 Read the following information and discuss the ideas presented in the extract concerning the education in the 21st century. The findings of the First Global Conference on Lifelong Learning (1994) also point the way forward, in a context in which “in the twenty-first century those individuals who do not practise lifelong learning will not find work; those or ganisations which do not become learning organisations will not survive ..”. The 500 people drawn from 50 nations attending this conference were clear that the development of companies, schools, colleges and universities will be essential rather than desirable, if they are to survive; that “the challenge for individuals is 9to achieve and maintain their own employ ability through lifelong learning’; that “the key to successful learning is motivation”, which “will not be achieved by ‘means of tight centralised control”: The bad news is that, according to the Euro- pean Round Table of Industrialists’ report on lifelong learning, at present “educa- tion has the lowest level of capital investment of any major industry today”. (extract from Day, 1999:51) Focus on reading (TEXT #1: READING FOR GIST 1.1 Read the following words and phrases; formulate the theme of the text, Fundamental issues, generations, existence of life, action, education, acq) si-tion, knife with two sharp edges, constructive/destructive power, inquisitive mind, change, raising individuals, obey, involve, theory, experience, thinking. 1.2 Could you think about the tite for such a text? 1.3 Do you agree or disagree with the following? ~ Education is rather crucial process of human life = The type of knowledge we need in the 21 c. is the knowledge we obtain through a carefully planned education. ~The function of the teachers isto force their students to memorise the pag- s of unnecessary and time-consuming exercises and assignments without ‘questioning and learning the truth. ~ Knowledge, which is obtained through books, is temporary. 1.4 Look though the article and say which of the following ‘might be the main idea of the author: + To predict the future of education; + To tell about the history of educa- tion; - To compare “old” and “new” kinds of education; To express his negative attitude to the traditional education. It is generally believed that human be- ‘ngs have been on earth for several million eras. During 99 percent of this time there ‘was very little progress toward civilization. 0 Once there was a written language, humans felt the need for formal educa- tion, As societies become more and more complex and the body of knowledge in- creased, people recognized a need for schools. What they have learned comprised the subject matter; the written language allowed them to record this knowledge and pass it ff generation to generation. Education is rather erucial process of human life through which we carry on our existence and pass our biological and cultural inheritance to future genera tions. This is, atthe same time, a process of obtaining, changing, and renovating the needs that are vital as to feel and continue our existence in life. Therefore, this i not the fecling of an educated man alone, but some certain humane values of him as well that act effectively upon his will. Taking the fact that accepting 4 responsiblity isa significant trait of an educated man, it wouldn't be wrong if We stated that every individual is responsible for the conditions and the results of ‘What he had formed by his own witl Education begins before the birth as unconscious reflexes and later it turns into conscience activities with learning. Thus, we learn the ways of how to handle (@nd overcome) the difficulties we encounter in life through this very process. Education — whose nature is both sharing and guiding ~ could be described as « knife with two sharp edges, which might be used as a very useful tool forthe comfort, peace, happiness and prosperity ofthe world as well as a lethal weapon to destroy al ofthe aforementioned values. With this very significant role in our life education might be acting as a constructive power as it may well be acting like a destructive power going against the fundamental issues, which are form- tng and protecting the existence of human life, Therefore, the type of knowledge ‘we need in the 21* century isthe knowledge that we obtain through a carefully planned education by which our children are formed and equipped with the re- quirements of the new millennium to cope with the criteria of modern world as a social structure. ‘The wrong habits of obeying without questioning what we are told, and doing the things with the given detailed-instructions in traditional way of education in the 20 century is leaving its place to a kind of education, which will raise generations who will first question and then obey if it is something acceptable ‘through his inquisitive mind. Furthermore with this change in education, the fu- ‘ure generations will be volunteering to take responsibilities, being confident and conscious of what they are doing while they are ready to work in corporation with the others around with a belief of collective spirit. The function of the teachers and the pedagogues in such an educational system, then, will be obviously chang- ing from being individuals who force their students to memorise the pages of unnecessary and time-consuming exercises and assignments without questioning and learning the truth. In the 2* century the teachers will be happily accepting. another function of raising individuals who will be able to distinguish good and evil with their inquisitive minds in order to reach the truth that they are seeking nfor, and who will aso be equipped with high critical thinking abilities to evaluate their surroundings rather than obeying them with empty and purposcless eyes. True learning is possible only with the existence of particular issues like acti- vating the innately given ability of perception and acquisition, arousing the in- terest and desire in/for learning in a student's heart and mind together. An old Chinese proverb reminds us another important fact about true learning: “Tell me, P'll forget! Show me, I'l remember! Involve me, I'll learn!” Therefore, the 21" century will be the century of practice and action but not the theory alone keeping a remarkable saying in mind that: “Experience isa child of thinking, thinking is a child of questioning.” Here we have to add one more statement to this saying: “...and learning is a child of action!” (extracts from M. Kaplan, Materials of the conference) 15 Entitle the text. 1.6 Read the text once more and choose the key sentence in every para- graph. 1.7 Summarise the text using the key sentences, TEXT #2: READING FOR GIST 21 Skim the text below without reading every word. Note each topic sentence at the heginning af the four paragraphs. You have two. ‘minutes for this task. Personal learning styles and learning strategies 1 The Sth century Greek philosopher, reformer and teacher, Socrates, used a method of questioning students as a method of teaching. Socrates be- lieved that “no one is wiser than you". The main idea was that learners should be active participants in their learning and not trust that knowledge is learned by being a passive recipient 2 This ties into current theories of language learning and studies of lan- guage. These theories maintain that users construct reality through the use of the language. Language learning is characterised by certain strategies and research has analysed the strategies of good language learners over the years. 3 Good language learners are known to carry out a number of tasks. They are supposed to be willing to make guesses, take risks, have a strong desire 10 communicate, listen to themselves speaking and monitor it, transfer one thing they have learned to new situations, and work cooperatively with teachers and other students in order to develop their language learning. 2 4 One researcher, Howard Gardner (1983), suggests that individuals have atleast seven different intelligences. (K. Cox, D. Hill) 2.2 Decide whether the following statements are true ot false. 1) Socrates believed that learners should be active participants in their own learning, 2) Good language learners do one special thing. 3) There are more intelligences than one. 4) One thing that a good language learner does is to make guesses, 2.3 Now list all the tasks that good language learners are known to carry a) » ° 8 ° : 0 ‘TEXT #3: READING TO SEARCH 341 The title of the text you are going to read is “Tn the learning century”, Can you predict the content of the text from its title? 3.2 Read to find the sentences supporting the title “Into the Jearning century”. Exiract 1: The past century has not ‘been one in which mankind can take great pride, Two world wars of enormous fero- ‘ity and unprecedented destruction have scared the planet, and the cructy and ig norance displayed in more regional skir- mishes sometimes temp us to question ‘whether humanity has learned anything of value in the past 5,000 years. But perhaps that is the harsh judgement on a century that has also brought remarkable progress in science and technology and has created the vision, or the illusion, of superior uality of life fora greater number of poople. Vision or ilusion will depend on ‘Look through all3extetsthe way in which men and women of perception and imagination can understand ‘and use the ideas, tools and techniques now available to them for the greater good ‘of all. The conditions exist to make great strides forward in the perennial battle ‘against ignorance and prejudice. But for this to happen the next century must be the “learning century”, 100 years of the realizing of inmate human potential, An alternative scenario, in which the powerful new technologies start to control us, or are used by the few to control the many, is not an acceptable option, Exiract.2: In a world in which rapid change has become a constant, the con- cept of lifelong learning already seems to have amassed an impressive range of supporters. The European Commission designated 1996 as the “European Year of Lifelong Learning”. The Organization for Economic Cooperation and Develop- ‘ment (OECD), which has researched lifelong learning under the term “recurrent education” for many years, has put the subject “learning” at the forefront of its ‘ministerial meetings. UNESCO has denoted its medium-term plan from 1995 to 1998 as “the years of sustainable human development (lifelong learning) and peace”. The G7, in their Naples Communiquit, called for “the development of hu- ‘man potential through the creation ofa culture of Lifelong Learning”. ‘New organisations such as the European Lifelong Learning Initiative (ELLI) and the World Initiative on Lifelong Learning have been formed to widen the de- bate and to initiate lifelong learning activities and projects in Europe and around the globe. Finland, the UK, Canada, Australia and Japan are just a few of the governments developing educational, economic and political policies and strate- ‘gies around lifelong learning. ‘So what is this phenomenon that unites such disparate agencies as govern- ‘ments, industrial companies, non-governmental organizations, professional as- sociations and educational organizations in common homage? How does it differ ‘from educational and business initiatives in the past? Why is itso important to the ‘well-being of so many people on this planet? Why are so many people, organiza- tions and governments taking note of a concept expressed in the words of Kuan ‘Tsu in the 3" century BC? “When planning for a year — sow corn. When planning for a decade ~ plant ‘tees. When planning fora lifetime ~ train and educate men.” Extract 3: The perceived importance of lifelong learning has led to a plethora of innovative programmes and ideas. Research into the acceptable uses of educa- tion technology is proliferating throughout Europe, North America and in the East. The learning passport, in which individuals carry with them a complete re- ‘cord of educational achievement, is a concept developed and working in Finland. Personal learning plans, with the connected roles of mentors and guides, have ‘been developed by workers in some parts of European, North American and Japa- nese industry. Experimentation into preferred learning styles is being carried out 4 in Europe and North American universities. Companies in all parts of the globe take pride in their new status of Learning (as wel as business) Organisations, and are using radical techniques of worker empowerment. Networks between schools, between schools and industry, between universities, between teachers and chile ) be a thorough test of learner’s knowledge ‘help a learner to see that they have to focus on at least: Text #3 > Maiarinie Howe 3.1 Can you explain the title ofthe film? 3.2 Remember the characters ofthe story and describe them. 3.3 Look at the picture from the film. Try to guess Who is who. 3.4 Wateh che part of the film about passing final examinations, jot down all differences and similarities between a sereen version andthe parts of the novel you have read. 3.5 Watch the last scene of the film to learn who passes the exams but before try to guess. 3.6 General discussion of the watched episodes. a Situation 1 Participants: a lazy person who has just beginning to get a bit worried and a ‘good student Place: an Almaty University Time: the morning before the exam. Task: to discuss the necessity for preparation to exams during the semester. Situation 2 Participants: a lazy person, who has just failed his/her examination and a teacher Place: an Almaty University Time: after the examination Task: \o discuss the necessity for better preparation to exams during the se- ‘mester and find out reasons for failure. Situation 3 Participants: a senior and a freshman Place: an Almaty University Time: beginning of the examination session Task: to discuss how to pass the examinations successfully 2. Study the following common problems. What a solution (solutions) could you offer? ‘Typical views of exams includ: + “T get really Keyed up just before an exam and, all of a sudden; I think 1 won't be able to remember any-thing.” + “Tike to read the exam paper quickly and get stuck into the first question as soon as I've gota rough idea of what's required. I get really worried seeing other people well underway when I've not started.” + “Talways run out of time so I think a good approach is to answer fewer questions than required but do them really well.” + “Thate finding out after the exam that I misunderstood a question. But I «usually console myself that I've written enough to show the examiner that now all about the subject really” (M. Evans How to pass exam every time howtobooks, 2004 p.95-96) 3. Work with your partner. Look at the cartoon, published in The Sydney Morning Herald. It sets out to satirise some aspects of the examination system, Discuss the following question 61) What has the cartoonist done to reduce all exam candidates to uniformity? TEXT 2) What is the cartoonist attempting to “say” by emphasising brains and glass- cs in the exam candidates? 3) What isthe cartoonist “saying” by his visual portrayal ofthe invigilator? 4) What is the idea (message) of the cartoon? Test Centres At the timé of going to print IELTS can be taken at 210 ap- proved test centres in 105 different countries. The test is administered centrally by UCLES but the test centres supervise the local administration of the test and censure the provision of qualified and trained examiners, Test dates IELTS is unique amongst tests of its nature. It is not held on set dates during the year. Test centres can arrange an IELTS administration at any time, according to local need. Most centres conduct a testing session atleast once ‘a month and more often at peak times. Special test sessions are easily arranged for particular sponsors or institutions Individual test centres should be contacted for their current programmes, ‘Candidates are not allowed to repeat the test within three months at any cen tre, ‘TEXT 2: Test Format Al candidates are tested in listening, reading, writing and speaking. All can- di-dates take the same Listening and Speaking Modules. There is a choice of Reading and Writing Modules The first three modules - Listening, Reading and Writing - must be completed ‘none day. The Speaking may be taken, at the discretion ofthe test centre, on the scl Seater same day or up to two days ater. pe os Candidates in some test centres are required to take additional pretest sections 1) What international examinations do you know? of up to 30 minutes. Performanee on these pretests does not attect a candidate's 2) Work in-groups and compete the following grid results in any way but prtesting is an essential part of DBLTS question paper repare for the computer-based TOEFL. test production. Taiping rendests peePece Pace eae ‘The modules are always taken in the following order: c wets | Ttning [vending | ~ wong ‘What section TSTENNG ‘measures 4 sections, 40 items, 30 minutes ‘About the "ACADEMIC READING GENERAL TRAINING READING peek 2 setons, 40 items, 60 mites 3 sections, 40 items, 60 minutes, Test taking "ACADEMIC WRITING (GENERAL TRAINING WRITING strategies for | 2 tasks (150 & 250 words) 2 task (150 & 250 word) each section : — rien Skill-building, ¥ SPEAKING ideas forthe SARS, classroom a 3) Read one of the texts and prepare a speech for 1 minute. ‘Total Test Time 2 hours 45 minutes‘TEXT 3: Writing ‘The Writing Module takes 60 minutes. There are two tasks to complete Itis suggested that about 20 minutes is spent on Task 1 which requires can- didates to write atleast 150 words. Task 2 requires atleast 250 words and should take about 40 minutes. Tn Task I candidates ae asked to look ata diagram or table, and to present the information in their own words. (or to respond to a given problem with a letter requesting information or explaining a situation) Depending on the type of input and the task suggested, candidates are as- sessed on their ability to + organise, present and possibly compare data + describe the stages of a process or procedure + describe an object or event or sequence of events + explain how something works In Task 2 candidates are presented with a point of view or argument or problem Candidates are assessed on their ability to: + present the solution to a problem + present and justify an opinion + compare and contrast evidence, opinions and implications + evaluate and challenge ideas, evidence or an argument ‘The topics are of general interest and it makes no difference what subjects candidates study. The issues raised are interesting, suitable for and easily under- stood by candidates. ‘TEXT 4: Reading ‘The Reading Module takes 60 minutes. There are 40 questions. There are three reading passages with a total of 1,500 to 2,500 words. Texts are taken from magazines, journals, books, and newspapers. Texts have been written for a non- specialist audience. All the topics are of general interest. They deal with issues, ‘which are interesting, recognisably appropriate and accessible to candidates en- tering postgraduate or undergraduate courses. At least one text contains detailed logical argument One text may contain non-verbal materials such as diagrams, ‘graphs or illustrations. If texts contain technical terms then a simple glossary is provided, Texts and tasks become increasingly difficult through the paper. Some of the questions may appear before a passage, some may come after, depending on the nature of the questions. A variety of questions are used, chosen from the following types: multiple choice, short-answer questions, sentence completion, notes/summary/diagram/low chart/table completion, choosing from a heading bank” for identified paragraphs/sections of the text, identifi- cation of writer's views/attitudes/claims -yes, no or not given, classification, ‘matching lists/phrases. 6 Instructions are clear and casy to follow. Examples are given of any unfae ‘iliar question types. Texts and questions appear on a Question Paper which candidates can write on but not remove from the test room. All answers must be entered on an Answer Sheet during the 60-minute test, No extra time is allowed to transfer answers. ‘TEXT 5: Academie and sneral Training candidates ‘The Academic Reading and Writing Modules assess whether a candidate is ready to study or train in the medium of English at an undergraduate or post- sraduate level The General Training Reading and Writing Modules are not designed to test the full range of formal language skills required for academic purposes. Admis- sion to undergraduate and postgraduate courses should be based onthe results of ‘Academic Modules. ‘The emphasis of General Training is on basic survival skis in a broad socal and educational context. It is suitable for candidates who are going to English speaking countries to complete their Secondary education oF to undertake work experience or training the programmes not at degree level. TEXT 6: Listening ‘The Listening Module takes around 30 minutes. There are 40 questions. There are four sections. The first two sections are concerned with social needs. There is a conversa tion be-tween two speakers and then a monologue. For example - a conversation bout travel requirements or facilities in a flat, and a speech about amenities on a University campus or arrangements for meals during a conference. ‘The final two sections are concerned with situations related more closely to ‘educational or training contexts. There is a conversation between up to four peo- ple and then a further monologue. For example - a conversation between a tutor and a student about an assignment or between three students in a common room planning a research project, and a lecture or talk of general academic interest. All the topics are of general interest and it makes no difference what subjects ccan-didates study. Texts and tasks become more difficult as the sections progress. ‘A variety of questions are used, chosen from the following types: multiple choice, short-answer questions, sentence completion, notes/summary/dia- gram/Mlow chart/table completion, labelling a diagram which has numbered parts, classification, matching. Instructions are clear and easy to follow. They require as little reading time as possible. Examples are given of any unfamiliar question types. The Listening Module is recorded on a tape and is heard ONCE only. During the test, time is given for candidates to read the questions and enter and then check their answers. oaAnswers are entered, as candidates listen, on the Question Paper. When the tape ends ten minutes are allowed for candidates to transfer their answers to an An- wer Sheet. Question Papers cannot be taken from the test room. ‘TEXT 7: Speaking ‘The Speaking Module takes between 10 and IS minutes. It consists of an oral interview, a conversation, between the candidate and an examiner. There are five sections: 1, Introduction: The examiner and candidate introduce themselves. The candidate is made to feel comfortable and encouraged to talk briefly about their life, home, work and interests. 2. Extended Discourse: The candidate is encouraged to speak at length about some very familiar topic either of general interest or of relevance to their culture, place of living, or country of origin. This will involve explanation, de- scription or narration, 3. Blicitation: The candidate is given a task card with some information on it and is encouraged to take the initiative and ask questions either to elicit informa- tion or to solve a problem. Tasks are based on ‘information gap’ type activities. 4. Speculation and Attitudes: The candidate is encouraged to talk about their future plans and proposed course of study. Alternatively the examiner may choose to return to a topic raised earlier. 8. Conclusion: The interview is concluded. ‘The Speaking Module asscascs whether candidates have the necessary know! ‘edge and skills to communicate effectively with native speakers of English. Ex- aminers work from a set of assessment criteria and guidelines. Assessment takes, into account evidence of communicative strategies, and appropriate and flexible use of grammar and vocabulary. ‘The interviewer is a qualified teacher and certificated examiner appointed by the test centre and approved by UCLES. All interviews are recorded. 4) Present your speech. FOCUS ON WRITING sf 1. Sty the following information about essay writing. What should you remember? How to write an essay ‘An esay consists of « numberof paragraphs (2-5) 1) Select the topie of your essay. 2) Choose the central ides, or thesis of your essay. For example: Nowadays you cannot survive without learning 6s 3) Outline your essay into introductory, body and summary paragraphs. Use the tps from essay planning. 4) The introductory paragraph begins with an interesting sentence. For ex- ample: Once Henry Ford sai “Anyone who siops learning is old, whether at twenty or eigh. Anyone who keps learning stays young.” tr this 1 sentence, ad your thesis statement from above, Use one sentence to introduce evry Body paragraph to follow. Finish the introductory paragraph with a short summary or 0 statement 5) In each of the body paragraphs the ideas fist presented inthe introductory paragraph are developed. Develop your body paragraphs by giving detailed infor mation and examples. Body paragraphs should develop the central idea and finish with summary of that idea, There shoud be atleast two examples or fats in cach body paragraph to support the central idea. 6) The summary paragraph summarizes your essay and is often a reverse of the introductory paragraph. Begin the summary paragraph by quickly restating the principal ideas of your body paragraphs. The penullimate sentence should restate your basic thesis of the essay. Your final statement can be a future predic- tion based on what you have shown in the essay. Give your own personal opinion inthe conclusion about the topic. Tips: Give some background: historical or personal Alist of arguments “Tor” and “against ‘Most essays are writen ina formal or neutral syle: = Use formal linkers: also, moreover, furthermore, finally, although, de- spitfin pte et. = Use formal not colloquial vocabulary = _Use strong verbs and avoid modalsto state your opinion, Is better to write: The workplace has evolved than the workplace seems 1o have evolved. Do not apologize for what you ae saying. An essay is about your opinion. Do not translate fom your mother tongue it will quickly get you into trouble! Essay writing - which approach Essay topics sometimes allow a number of different approaches, Consider the title “A disastrous Day”. ‘You could choose to write about: 1.One terrible disaster; 2. A sequence of disasters; 3. One or more disasters & the consequences, You could also choose to centre the story on yourself, someone else, ot your country, the world, ete. Your approach should let you: 1. Follow the instructions and write the number of words specified. 2. Make the best use of your knowledge of the topic.