FACULDADE DE LETRAS

Inglês para Fins Acadêmicos III (UNI042)

Student’s Name: ___________________________________

VOCABULARY: Expressing opinion

(Adapted from: http://yvanbaptiste.pagesperso-orange.fr/methodo/opinion.htm)

How to express your opinion

➔ In my opinion, …
➔ As far as I am concerned, ...
➔ From my point of view, …
➔ As for me / As to me, ...
➔ My view / opinion / belief / impression / conviction is that …
➔ It seems to me that ...
➔ I am certain that ...
➔ I think / find / feel / believe / suppose / presume / assume that ...

How to express agreement

➔ I agree with you …
➔ I share your view.
➔ You are right.
➔ He may be right.
➔ I have no objection.
➔ I hold the same opinion.
➔ That’s right.

How to express disagreement

➔ I don't agree (with you).
➔ I disagree.
➔ I don't think so.
➔ I think otherwise.
➔ I am afraid that is not quite true.

SUGGESTION:
❖ IELTS & TOEFL - How to give your opinion: https://www.youtube.com/watch?v=Kxi4v9w299I

1
 LISTENING ACTIVITY: Recognizing language for expressing opinion
(Adapted from: Oxford EAP: a course in English for academic purposes. Upper-intermediate/B2., p. 10)

You are going to listen to part of a discussion about the following statement:

Education should be a priority for government spending, even more than

health, transport and defence.

1. Circle the phrases you hear in the extract:

I think (that) … Yeah, absolutely. I don’t agree with that (at all).
What about you? Yes, but what about …? I think that’s right, but …
For me, … What do you think? I wouldn’t say that.
I would say (that) … I see what you mean. I agree (with/that)

2. Associate the expressions above to their functions:

A. Giving your opinion D. Agreeing
B. Asking for opinions E. Disagreeing
C. Recognizing an opinion

2
 TED-ED LESSON 1
One of the most difficult words to translate... – Krystian Aparta
(https://www.youtube.com/watch?v=fNV7CsKI5m8)

Watch the video and, from 1-5, choose the best answer.

1. What is the T-V distinction?

a. The difference between singular and plural pronouns
b. The difference between formal and informal pronouns
c. The difference between French and English pronouns

2. Which is never used to distinguish between the right form of “you” in a language?
a. The other person's gender
b. The other person's height
c. The other person’s age in relation to ours

3. In Shakespeare’s Twelfth Night, why does the character Sir Toby Belch advise Sir
Andrew Aguecheek to use “thou” for his enemy, instead of “you”?
a. To make himself sound more distinguished by using an old-timey word
b. To demean the enemy by using an informal pronoun
c. To show the enemy some respect by using a formal pronoun

4. If your language had an informal “you,” which of the following people would you probably
NOT use it with?
a. A close friend
b. Your school principal
c. Your parents

5. If somebody wanted to translate the phrase “You did it!” into Spanish, and they knew that
the speaker used “you” to refer to more than one person, what additional information
would they NOT first need to find out?
a. Whether the speaker was talking to a group of familiar people or to strangers
b. Whether the speaker was talking to a group composed solely of males or females
c. Whether the speaker was referring to children or adults

Discuss the following question in pairs.

6. Distinctions between various types of “yous” are based on sometimes strict social
relationships. You should never use an informal pronoun for your very official boss, you
should never use a formal pronoun for a young sibling, even if they are the one to boss
you around. Should we move away from such distinctions and treat everyone equally? Or
should we preserve them as a way to show one another respect?

3
 TED-ED LESSON 2
Questions no one knows the answers to – Chris Anderson
(https://www.youtube.com/watch?v=C9vnuaPGxrg)

Before watching the video, answer the following question:

1. Are you the kind of person who are always asking existential questions?

Watch the video. From 2-4, choose the best answer.

2. What’s Anderson puzzling over in the realm of religion?

a. Is there a God? d. Is it possible for more than one religion

b. What happens after we die? to be right?
c. Why do innocent people suffer such e. A and C
terrible things?

3. When Anderson was younger, he assumed:

a. Someone must know the answers and
would tell him someday
b. These were the kind of questions the
advanced classes studied
c. We would discover all the answers
about deep space by the end of the
20th century
d. It was impossible to reconcile science
and faith

4. How does Anderson feel about the idea that there are questions we can’t answer?

a. Frustrated c. Excited
b. Skeptical d. Tired

In pairs, discuss the following questions:

5. Schools do not devote a lot of time to questions that no one knows the answers to. Why?
What effect(s) does this have, in your opinion?

6. Are there any questions in your research field that have not or cannot be answered? How
do you deal with them?

4
 TED-ED LESSON 3
Why Facts Don’t Convince People (and what you can do about it) – Social Good Now
(https://www.youtube.com/watch?v=S74C-XF9kYY)

Before watching the video, look at the definition of the word fact and answer the
following question:

https://www.collinsdictionary.com/dictionary/english/fact

1. Can a fact be true or false, or must it necessarily be true?

Watch the video and answer the questions:

2. Briefly describe one of the reasons cited in the video for why humans do not tend to be
convinced by facts.

3. What two tips does the video offer if you want someone to consider factual information
that clashes with their beliefs?

In pairs, discuss the following question:

4. In the academic world, how do you deal with facts? Are there heated discussions about
facts, truths or beliefs among researchers in your area?

5
 VOCABULARY: Academic English
(Adapted from: Academic Vocabulary in Use, p. 10-11)

Everyday words and academic uses

Many words in academic English are the same as everyday vocabulary, but they are often also
used with a slightly different meaning, which may be specialized.

everyday or academic use meaning academic use meaning

Standards of discipline in ability to control Nanotechnology is a relatively area of study

schools have declined. oneself or other new discipline.
people

Underline your family name draw a line The research underlines the gives emphasis
on the form. under it importance of international to
trade agreements.

The lake was frozen solid. not liquid or gas We have no solid evidence certain or safe;
that radiation has caused the a good standard
problem.

A. Each word in the box can be used in two ways, one an everyday way, the other a typically
academic way. Complete each pair of sentences using the same word for both sentences
and making any necessary grammatical changes.

generate turn confirm identify pose nature focus

1. A She loves to __________ for photographs in front of her fabulous house.

B The events __________ a threat to stability in the region.
2. A It was difficult to __________ the camera on the flower as it was small.
B We should __________ our attention on the most important issues.
3. A I called the airline and __________ my reservation
B The data __________ my hypothesis that animal lovers enjoy better health.
4. A The power plant __________ electricity for the whole region.
B This issue always __________ a great deal of debate among academics.
5. A The murderer was __________ from fingerprints discovered at the scene.
B In this theory of history, progress is closely __________ with technology.
6. A She became interested in __________ conservation.
B The first lecture in the series was on the __________ of human communication.
7. A I saw her __________ to her husband and whisper something in his ear.
B Let us now __________ to the subject of town planning.

6
 VOCABULARY: Suffixes
(Adapted from: Oxford EAP: a course in English for academic purposes. Upper-intermediate/B2., p. 102)

A. Change words 1-9 into adjectives by selecting from the list of adjective suffixes. You may
have to add, delete, or change some letters at the end of the words. If you are not sure,
make a guess and then check a dictionary. Example: attract (v) ⇒ attractive (adj)

-al -ent -ful -ive -ous

1. connect 3. infect 5. interact 7. respect 9. truth

2. generate 4. influence 6. invent 8. repel

B. Change words 1-9 into nouns by selecting from the list of noun suffixes. Note that some of
the words have more than one noun form. Check the forms in a dictionary. Example: brave
(adj) ⇒ bravery (n)

-age -ant -er -ery -ity -ism -ment -ness -ship -tion

1. create 3. develop 5. mature 7. smooth 9. treat

2. connective 4. infirm 6. rough 8. store

C. Change words 1-9 into verbs by selecting from the list of verb suffixes. Make any other
minor changes necessary. Note also how the pronunciation sometimes changes. Example:
category (n) ⇒ categorize (v)

-ize -ate -ify

1. carbon 3. diverse 5. intense 7. private 9. subsidy

2. different 4. electric 6. international 8. public

VOCABULARY: Word transformation

(Adapted from: Oxford EAP: a course in English for academic purposes. Upper-intermediate/B2., p. 38)

In academic texts, about 75% of the words are high-frequency core vocabulary. (There are
about 2,000 such words in total.) The remaining 25% are either academic vocabulary or
technical vocabulary. Academic vocabulary is used across all disciplines, and typically refers
to concepts (e.g. research), actions (e.g. allocate), reporting (e.g. argue), perspectives (e.g.
economic), qualities (e.g. subjective), and evaluation (e.g. likely). There are over 1,000 items of
academic vocabulary, plus the words in their family, e.g. economic, economical, economist, etc.

A. For 1–13, read the texts below. Use the word given in capitals at the end of some of the
lines to form a word that fits in the space in the same line. Notice how the form of each word
changes to fit the grammatical context. You might need to add a prefix and/or suffix.

7
 Child public health in the twentieth century

Although the medical profession played a role in 0 advocating and ADVOCATE

enabling change, the 1 __________ in child public health that occurred in IMPROVE
the eighteenth and nineteenth centuries were 2 __________ almost ACHIEVE
entirely through changes to the social and environmental conditions in
which children lived. During the twentieth century, particularly the latter
half, public health was also informed by advances in understanding of the
causes of disease and the 3 __________ of medical practice. Indeed, DEVELOP
public health practice became 4 __________ dominated by the provision INCREASE
of 5 __________ services and by attempts to prevent or treat specific MEDICINE
diseases and conditions.

SOURCE: Blair, M., Crowther, R., Stewart-Brown, S., & Waterston, T. (2010). pp.
111. Child Public Health (2nd ed.). Oxford: Oxford University Press.

Power Naps

Power napping is an 0 effective strategy. It involves taking an intense EFFECT

sleep which dramatically improves 6 __________ , making it especially ALERT
useful for those with a demanding schedule such as mothers of babies or
travelling business 7 __________ . However, the conditions must be right EXECUTE
and practice is required to 8 __________ the effects. MAXIMUM
To prevent 9 __________ on awakening, power naps should last about 25 ORIENTATE
minutes. Falling asleep so quickly takes practice, but is in fact a habit
which is 10 __________ easy to acquire. Initially, it is more important to COMPARE
relax for a while than actually fall asleep, and power-napping is not a good
idea if you find it difficult to wake up at the 11 __________ time. DESIGN
Finally, power-napping should not be confused with the kind of dozing that
can 12 __________ a sensation of overwhelming sleepiness during the COMPANY
day, which simply represents the 13 __________ experienced in the DESPAIR
attempt to compensate for a poor sleep routine.

SOURCE: CPE Sample Test

8
 GRAMMAR FOR WRITING: Articles
(Source: Unlock 4 – Reading and Writing Skills, p. 63-64)

Articles are essential in both spoken and written English. Knowing how to use them properly is
therefore important to the accuracy of academic writing. The way that English uses articles is
different from some other languages, but there are some rules you can follow.

DEFINITE ARTICLE
THE is used:
a. when we refer to something specific which has been mentioned before: the rules
b. for nouns when there is only one example of something: the moon
c. for ordinal numbers: the second
d. with superlative adjectives: the biggest

INDEFINITE ARTICLE
A and AN are used:
e. to introduce single, countable nouns for the first time: a book

ZERO ARTICLE
No articles are needed for:
f. uncountable nouns when talking about things in general: water is vital for life
g. countable nouns when talking about things in general: doctors are hard
h. some proper nouns, like the names of most countries or people: Ali is Jordan

A. Read sentences (1–7) below. Decide which rule above (a–h) each one follows.

1. ____ You should usually take medicine after meals.

2. ____ It was the worst epidemic for many years.
3. ____ It comes from India.
4. ____ The British Medical Association is very well respected.
5. ____ Obese children are becoming more common.
6. ____ The first time you visit the doctor, you will need to register.
7. ____ and ____ A doctor and a homeopath were arguing. The doctor said...

B. Complete the sentences below with a, an, the or zero article (–).

1. When travelling, it is usually easier to carry ____ pills than ____ bottle of medicine.
2. ____ alternative medicine is popular in ____ China.
3. ____ last time I was in hospital was 2010.

9
 4. ____ best facility in the city is ____ Royal Hospital.
5. However, ____ further research into this specific area may be necessary.
6. It can be argued that ____ homeopathy does no harm as ____ additional treatment.
7. ____ cost effectiveness is ____ important issue in healthcare.
8. In addition, ____ homeopathy is ____ ancient system of ____ medicine.

GRAMMAR FOR WRITING: Relative clauses

(Source: Unlock 4 – Reading and Writing Skills, p. 152-153)

In the sentence below, the part in bold is a relative clause.

Energy sources which produce greenhouse gases should not be used.

A relative clause is a part of a sentence that gives more information about the subject before it.
In this sentence the subject is energy sources. Relative clauses always start with a relative
pronoun (who for people, which/that for things or ideas, when for time, where for places, whose
for possession). A relative clause must contain a verb.

A. Underline the relative clause in each sentence below and write the correct relative pronoun.
What does each relative clause refer to?

1. Enrico Fermi, _______ first split the atom, is often considered the inventor of nuclear
power.
2. The people _______ houses are near nuclear power stations understandably worry
about radioactive leaks.
3. The cupboard _______ the electricity meter is located is locked.
4. It is sometimes cheaper to use electricity at night _______ fewer people are using it.
5. Ethanol, _______ is a type of biofuel, is made from the sugar in certain crops.

There are two kinds of relative clause: defining and non-defining.

DEFINING RELATIVE CLAUSES

Wind turbines which are offshore are dangerous to shipping.

The defining clause here makes it clear which subject we are talking about (the offshore wind
turbines, not the ones on land). If we removed this clause from the sentence, it would suggest
that all wind turbines are dangerous to shipping, even the ones on land. So, the relative clause
defines the wind turbines we mean.

10
NON-DEFINING RELATIVE CLAUSES

Wind turbines, which may be offshore, provide renewable energy.

In this sentence, the most important information is that wind turbines provide renewable energy.
The relative clause provides extra information. It does not define the subject (= wind turbines in
general) but provides extra information about some of them (i.e. they may be offshore). If we
delete this clause, the rest of the sentence still makes sense. We put non-defining relative
clauses between commas.

B. Add commas to the sentences which contain non-defining relative clauses.

1. Nuclear power stations which have poor safety records should be closed down.
2. Solar power which is a form of renewable energy is very popular in southern Spain.
3. There are certain solar panels that can produce almost a kilowatt of electricity per day.
4. Wind turbines which are located offshore are more expensive than wind turbines which
are located on top of hills.
5. People who criticize nuclear power should consult the facts.
6. Al Gore who is a key supporter of alternative energy won the Nobel prize in 2007.

GRAMMAR FOR WRITING: Paraphrasing using noun and verb transformations

(Source: Oxford EAP: a course in English for academic purposes. Upper-intermediate/B2., p. 59)

A. Rewrite the sentences below using the words or phrases in brackets, so that the overall
meaning does not change.

0. Convenience products may be subdivided into three further categories.

(possible / subdivide)
It is possible to subdivide convenience products into three further categories.

1. Classifying research data by region is a useful way of identifying key markets.

(classification / helps companies / identify)

2. Categorizing the products by price band made it easier to calculate their relative value.
(categorized / possible / more easily)

3. Items such as basic food are categorized as staple products. (belong to / the category of)

11
 4. When consumer products are subdivided into several categories, it helps companies
define their target market. (subdivision / helpful)

GRAMMAR FOR WRITING: Transitions

(Adapted from: Real Grammar, p. 85-87)

Ideas in sentences can be connected with (1) coordinating conjunctions such as and and but,
(2) subordinating conjunctions such as although and because, or (3) transitions such as
therefore.

1. It is raining today, but we will still have a picnic.

2. Although it is raining, we will still have a picnic.
3. It is raining. Therefore, the picnic is cancelled.

Transitions are more common in academic writing than in other types of writing and
conversation. The transitions express relationships between ideas.

Five functions of transitions are common in academic writing. Although each function
category includes many possible expressions, only a few are very common.

Function Transitions Examples

1. expressing a hence • Obviously, then, from what has been said above, it is always
result then desirable to show the arrangement of the atoms in the
therefore molecule ...
thus • Evaluation looks at the relationship between teaching and
learning; it therefore engages the participation of both
teachers and learners.

2. giving an for example • Computers are most useful when task complexity is high and
example for instance the decision-making is repetitive. For example, airline
e.g. reservation systems could not exist in their present form
without computer support.
• Several people (e.g., Boden, 1978) have also argued that ...

3. expressing a however • The teacher did not give rules about the placement of
contrast nevertheless adverbs. However, if one of the students in class made a
on the other hand correct generalization, the teacher confirmed it.
rather

4. listing, first • A number of implications arise from the model that I have
adding, or finally sketched out here. First, the process is a scheme for research
concluding in addition as well as teaching.
points • Finally, on the negative side, it is natural to think in terms of
additional steps that need to be taken.

12
5. restating an that is • The process of reviewing research and research findings will
idea i.e. eventually lead you back to the same references. That is, in
time your readings will be quoting readings you have already
encountered.
• Seventy-eight percent of the learners reported noticing
changes in their own pronunciation (i.e., they were becoming
more Canadian-like).

Be careful! Although transitions are very useful in academic writing and can make writing
clearer, they distract readers if they are used too often. Do NOT use transitions in every
sentence.

A. The following sentences contain transitions (or conjunctions) that are not listed in Section B,
but they have the same functions. Can you find them? Circle each transition, and write its
function on the line. Then find in the table above a transition that could replace the one you
have circled and write it above the circled one.

1. Linguistics and psychology have made significant progress in recent decades, and,
furthermore, both draw on centuries of careful thought and study. __________
2. An alien woman does not assume British citizenship automatically on marriage to a
British citizen. Conversely, a woman who is a British citizen does not lose her citizenship
if she marries a non-citizen. __________
3. Nationwide, there was only one full secondary farm school. Consequently, many farm
children have never been to school. __________
4. Marx's and Engels's "general" stages often read like a generalized history of western
Europe. But Eurocentrism seems much less excusable in the work of modern historians.
__________

B. This paragraph contains too many transitions. Cross out the transitions that decrease the
effectiveness of the writing. Rewrite the paragraph.

There are advantages and disadvantages to living in my hometown, Nantes. First, one
advantage of living in Nantes lies in the possibility of using quick transport. For example,
many buses are provided. As a bus comes every ten minutes to each bus stop, people don't
lose their time waiting for a bus. Thus, these buses facilitate the lives of people living in
Nantes. Second, Nantes also has many leisure facilities such as tennis and water sport
activities, and also theatres and cinemas. For example, each of the six theatres offers at
least six choices of different films. As a result, everyone can find a film that he/she likes.

13
 GRAMMAR FOR WRITING: Complex Noun Phrases
(Adapted from: Real Grammar, p. 115-117)

There are several different kinds of modifiers that can occur in a noun phrase. Adjectives,
participles, and nouns as modifiers occur before the head noun:

• beautiful flowers • interesting story • vegetable soup

Adjective clauses, adjective phrases, and prepositional phrases occur after the head noun:

• a friend who lives next door • the girl sitting over there • the lamp on the table

Adjectives and nouns are common BEFORE the head noun in writing, but participles are
relatively rare.

Modifier
BEFORE Head Noun Frequency Examples

adjective very frequent a great success, the important question

noun very frequent food prices, health insurance

-ing participle NOT frequent flashing lights, an exciting discovery

-ed participle NOT frequent exhausted survivors, complicated instructions

There are four main types of modifier that occur AFTER the head noun in writing.

Modifier
AFTER Head Noun Frequency Examples

prepositional phrase extremely evidence for the association of virus particles

frequent with the pancreatic cells of the chick

adjective clause relatively taborers who live in the towns where they work
frequent

adjective phrase less frequent • activities involving the close use of vision
• categories based on medical criteria
• the person to see

appositive noun phrase less frequent Browning, the Episcopal bishop

14
A. Read the two paragraphs from different academic texts. Circle the head nouns and
underline each noun modifier.

1. Education reform in Zambia.

In the decade after independence, the high price of copper allowed the government to
finance a large expansion of education and other social services. Zambia's first
development plan set the ambitious goal of providing primary school facilities for all
children by 1970. There was also an emphasis on getting urban and rural children
through seven grades of primary school. This rapid expansion, combined with a large
teacher training program, was a huge task.

B. The sentences are from an article about a political experiment. Combine each group of
simple sentences to make a longer and more natural-sounding sentence. Use a variety of
modifiers. You may need to omit some words and phrases to make your new sentence
grammatical. When you are finished, compare your sentences with a partner's. Answers
may be different.

0. D.T. Campbell is a famous social scientist. He once designed a social experiment. It

included several towns. The towns were divided into two groups. The groups were based
on citizen characteristics.
D. T. Campbell. a famous social scientist. once designed a social experiment with several
towns divided into two groups based on citizen characteristics.

1. Each town had a newspaper. The newspapers were persuaded to participate in the
experiment.

2. They wrote phony articles. The articles were about political candidates. They contained
information about their ideas and popularity. The information was false.

3. Scientists made comparisons. The comparisons covered the two groups of towns. Each
town had citizens.

15
 HEDGING
(Sources: http://elss.elc.cityu.edu.hk/ELSS/Resource/Critiquing%20Hedging%20Devices/p1_task3.html,
http://www.uefap.com/writing/feature/hedge.htm, https://academic-englishuk.com/project/5134)

EXERCISES
A. Read the text below and fill in the gaps with the words from the box.

understanding style impartiality opposition

politeness certainty convention acceptability

FOUR TYPICAL REASONS TO HEDGE

1. By hedging, authors tone down their statements in order to reduce the risk of 0opposition.
This position associates hedges with academic imprecision and defines them as linguistic
cues of 1__________ which avoid personal accountability for statements.

2. Writers want their readers to know that they do not claim to have the final word on the
subject. Expressing a lack of 2__________ does not necessarily show confusion or
vagueness. One could consider hedges as ways of being more precise in reporting
results.

Hedging may present the true state of the writers' 3__________ and may be used to
negotiate an accurate representation of the state of the knowledge under discussion. In
fact, academic writers may well wish to reduce the strength of claims simply because
stronger statements would not be justified by the data or evidence presented.

3. Hedges may be understood as positive or negative 4__________ strategies in which the

writer tries to appear humble rather than arrogant or all-knowing. Hedging is a rational
interpersonal strategy which:

● supports the writer's position

● builds writer-reader (speaker/listener) relationships
● acknowledges any limitations in the writer’s work
● and guarantees a certain level of 5__________ in a community.

4. Once a claim becomes widely accepted, it is then possible to present it without a hedge.
A certain degree of hedging has become a 6__________ ; hedging now functions to
conform to an established writing 7__________ in English.

Compare the following sentences:

a. Weismann suggested that animals become old because, if they did not, there could
be no successive replacement of individuals and hence no evolution.
b. Weismann proved that animals become old because, if they did not, there could be
no successive replacement of individuals and hence no evolution.

16
B. Underline the hedging expressions in the following sentences:

1. There is no difficulty in explaining how a structure such as an eye or a feather contributes

to survival and reproduction; the difficulty is in thinking of a series of steps by which it
could have arisen.
2. For example, it is possible to see that in January this person weighed 60kg for eight days.
3. It may be necessary for the spider to leave the branch on which it is standing, climb up
the stem, and walk out along another branch.
4. Escherichia coli, when found in conjunction with urethritis, often indicate infection higher
in the urogenital tract.
5. There is experimental work to show that a week or ten days may not be long enough and
a fortnight to three weeks is probably the best theoretical period.

HEDGING LANGUAGE
● Introductory verbs: seem, tend, appear to be, think, believe, indicate, suggest
● Certain lexical verbs: believe, assume, suggest
● Certain modal verbs: will, must, would, may, might, could
● Adverbs of frequency: often, sometimes, usually
● Modal adverbs: certainly, definitely, clearly, probably, possibly, perhaps, conceivably
● Modal adjectives: certain, definite, clear, probable, possible
● Modal nouns: assumption, possibility, probability
● That clauses: It could be the case that ., It might be suggested that .
● To-clause + adjective: It may be possible to obtain ., It is important to develop .

C. Rewrite these sentences below using hedging language:

1. Playing violent video games causes more aggression, bullying, and fighting.

2. News reports can never be trusted because of media bias, journalist interpretation and
agenda setting.

3. Everybody agrees that the main cause of the financial crash was subprime mortgage
lending.

17
 ACADEMIC LISTENING SKILLS
(Adapted from: Academic Listening Strategies: A Guide to Understanding Lectures. +
https://oyc.yale.edu/psychology/psyc-110/lecture-2)

You have probably thought of English as one single language, but it might be helpful for you to
think of English as being one language that has two “codes,” one that is written and one that is
spoken. That is to say that English that you read is very different from the English that you hear.

Listen to an excerpt and take notes. Then, answer the questions below:

1. What kind of situation is the one you listened to?

2. Why do you think the professor called for a volunteer? What could be his purpose?

To help you use more effective strategies when you listen, you will consider some of the
language features of a lecture. We generally do not write down exactly what people say, so
reading a transcript can reveal some interesting features of spoken language.

Watch to the excerpt again while you read its transcript and answer the questions below:

3. Take a look at the words in bold. Why are them in bold? Why do people, particularly
instructors, lecturers, and professors, use this strategy?

4. Take a look at the language used. Is it a formal or informal register? Circle examples of
fillers (okay, uh), contractions (should’ve) and reductions (gonna).

18
TRANSCRIPT
PSYC 110: Introduction to Psychology
Lecture 2 - Foundations: This Is Your Brain

1 Now let’s talk a little bit about different parts of the brain. Now, there’s some things
2 you don’t actually need your brain to do. The study of what you don’t need your brain
3 to do has often drawn upon this weird um, methodology where — This was actually
4 done in France a lot where they would decapitate people and when — After they
5 decapitated people, psychologists would rush to the body of the headless person and
6 sort of just test out reflexes and stuff like that. It’s kind of gruesome but we know
7 there are some things you don’t need your brain for.

8 You don’t need your brain for newborn sucking um, limb flexation in withdrawal from
9 pain. Your limbs will pull back even if your head is gone. Erection of the penis can be
10 done without a brain. Vomiting also done without a brain. Her— I need- I- I need a
11 volunteer. [Students laugh] um, very simple. This will not involve any of — excellent
12 — any of the above. Could you stand up just — Okay. This is a new shirt so I wanna
13 stay away. Just — No. This is — If you’ll hold out your hand and — one hand flat.
14 [The student holds his hand out flat] Excellent. Excellent. [Professor Paul Bloom raises a
15 book above the student’s hand] That’s the textbook, 5th edition. um, now. [Professor
16 Paul Bloom drops the book onto the student’s hand. After succumbing to the weight of
17 the book the student’s hand automatically raises back up] Perfect. What you’ll notice is
18 — Thank you very much. What you’ll notice is this hit and this hand went back up.
19 This is something automatic, instinctive, and does not require your brain. So your
20 brain isn’t needed for everything.

19
 LISTENING ACTIVITY: Note-taking
(Adapted from: Oxford EAP: a course in English for academic purposes. Upper-intermediate/B2., p. 33)

A. You are going to watch an extract from a lecture about the English legal system. Which of
the following would you expect to be talked about?
1. its history 3. definitions of certain terms 5. details of certain cases
2. how it is applied 4. the role of certain officials 6. its future

B. Watch extract 1 of the lecture and complete the notes:

1. __________________ ⇒ the Norman invasion of England

2. before 1066 ⇒ a number of __________________ in operation
3. 12th century ⇒ King Henry II introduced __________________
4. today ⇒ a common law system without __________________

C. Watch extract 1 again and correct any mistakes in the students notes below.

Lecture topic: legal systems around the world

English legal system: civil law system, based on case law
System goes back nearly 1,000 years, but not influential
Normans invade England before 1066 - introduced a number of legal systems
Judges appointed King Henry II
Formal written constitution has gradually evolved

LISTENING ACTIVITY: Listening for main ideas and supporting evidence

(Adapted from: Oxford EAP: a course in English for academic purposes. Upper-intermediate/B2., p. 50)

A. Watch an extract where a lecturer talks about the importance of language and translation in
international marketing. Note down the three main ideas and any supporting evidence.

Main idea Supporting evidence

20
 ORAL PRESENTATION: Preparation
5 things every presenter need to know about people
(Source: https://vimeo.com/44267609)

1. According to Dr. Weinschenk , what do great presenters have to understand?

2. She mentions 5 things people should do when making a presentation. What are they?
(Summarize in 4 sentences, the first one has been done for you)

1. People learn best in 20-minute chunks.

2. ____________________________________________________________

3. ____________________________________________________________

4. ____________________________________________________________

5. ____________________________________________________________

3. In Dr. Weinschenk’s word : “People make very quick unconscious decisions about other
people.” Then goes on, explaining what paralinguistics is. What does she say about it?

PRONUNCIATION: Connected Speech

(Source: http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/progs/prog2.shtml)

Words are not always pronounced the same! In normal fluent speech the sounds can change
when words bump into each other. The changes usually happen at the word boundaries,
particularly at the end of words.

Sounds twinning (gemination)

When a word ends in a consonant sound and the following word begins with the same
consonant sound, we do not pronounce two sounds – both sounds are pronounced together as
one. Listen and repeat:

● I'm a bit tired.

● We have a lot to do.
● Tell me what to say.
● She’s slept for three hours.
● I’ve finished.

21
Sounds disappear (elision)
When the sounds [t] or [d] occur between two consonant sounds, they will often disappear
completely from the pronunciation. Listen and repeat:

● I'm going nex(t) week.

● That was the wors(t) job I ever had!
● Jus(t) one person came to the party!
● I can'(t) swim.

PRONUNCIATION: Vowel Sounds

(Source: https://www.englishclub.com/pronunciation/minimal-pairs.htm)

A. Listen and repeat the pair of words. Notice how their vowels sound different.

[ɪ] and [i:] [æ] and [ʌ] [æ] and [ɛ]

bin bean bad bud bad bed

chip cheap began begun man men
his he’s drank drunk
it eat fan fun
sit seat hat hut
ran run
sang sung
swam swum

PRONUNCIATION: Final Consonant Sounds

(Source: https://www.englishclub.com/pronunciation/minimal-pairs.htm)
 
A. Listen and repeat the pair of words. Notice how the final consonant sounds are pronounced.

[k] and [g] [t] and [d] [m] and [n]

clock clog bat bad cam can

dock dog got god comb cone
duck dug hat had foam phone
frock frog write ride home hone
muck mug mam man
meme mean
sum son
term turn
time tine

SUGGESTION:
● The Sounds of American English: http://soundsofspeech.uiowa.edu/index.html#english
● Connected Speech, Linking Words, American English Pronunciation:
https://www.youtube.com/watch?v=Wl2vNJ4h9g4

22
 PRONUNCIATION: Simple Past
(Source: Touchstone 1B)

REGULAR VERBS
A. Listen and repeat the sentences below. Notice the -ed endings of the verbs.

[t] I worked on Saturday. [d] We played a game. [ɪd] I chatted online.

B. Listen and repeat the verbs and the sentences below. Which verbs end in [t] or [d]? Which
verbs have an extra syllable and end in [ɪd]? Check (✓) the correct column.

[t] [d] [ɪd]

1. talked I talked to some friends from college. ✓

2. visited Then I visited a classmate.

3. invited She invited me over.

4. stayed I stayed a couple of hours.

5. watched We watched a movie together.

6. enjoyed I really enjoyed my evening.

IRREGULAR VERBS
C. Listen and repeat the words. Notice the underlined sounds. Are the sounds like the sounds
in looked, bought, spoke, or left? Write the words from the box in the correct columns below.

brought cooked met read saw told

chose drove put said thought took

looked [ʊ] bought [ɔ] spoke [ou] left [ɛ]

brought

23
 WRITING AN ESSAY: Outline
(Adapted from: Introduction to academic writing. 3rd ed.)

Study the diagram below and notice how the three parts of a paragraph correspond to the three
parts of an essay.

A. Complete the following outline for the essay on page 26. The introduction has already been
done for you. You usually write out topic sentences in full, but you may use short phrases to
list supporting points and supporting details if you wish. Once you finish, give the essay a
title.

24
 OUTLINE
Title: _____________________________________________________________________

I. INTRODUCTION
A. Hook: rapid changes on working environment ⇐ demands of global economy
B. Background: immediatism as a norm ⇒ heavy workloads ⇒ unable or unwilling to take
full holiday entitlement
C. Thesis statement: This essay aims to look at the issue of limiting the hours that people
can work each week and enforcing breaking times by legislation, and to show how it is
an advisable option.

II. BODY
A. Topic sentence: ______________________________________________________
_______________________________________________________________________
1. Support: ___________________________________________________________
2. Support: ___________________________________________________________
3. Support: ___________________________________________________________
Conclusion: ___________________________________________________________

B. Topic sentence: ______________________________________________________

_______________________________________________________________________
1. Support: ___________________________________________________________
2. Support: ___________________________________________________________
3. Support: ___________________________________________________________
Conclusion: ___________________________________________________________

III. CONCLUSION
A. Restatement: ________________________________________________________
_______________________________________________________________________
B. Final comment: _______________________________________________________
________________________________________________________________________

25
26
 WRITING AN ESSAY: Thesis Statement
(Adapted from: http://www2.latech.edu/~bmagee/removed/thesis.html,
https://www.thoughtco.com/exercise-in-identifying-effective-thesis-statements-1692401?print)

A thesis statement is NOT:

● a title ⇒ A title can often give the reader some notion of what the thesis is going to be,
but it is not the thesis itself. The thesis itself does not suggest the main idea; it is the
main idea. Remember, too, that a thesis statement will always be a complex sentence.

Title Thesis Statement

Home and Schools Parents ought to participate more in the

education of their children.

● an announcement of the subject ⇒ A thesis takes a stand. It expresses an attitude

toward the subject. It is not the subject itself.

Announcement Thesis Statement

The thesis of this paper is the difficulty of Solving our environmental problems is more
solving our environmental problems. difficult than many environmentalists believe.

● a statement of an absolute fact ⇒ A thesis makes a judgment of interpretation. There's

no way to spend a whole paper supporting a statement that needs no support.

Fact Thesis Statement

The Hunger Games is a science fiction The Hunger Games is a morality tale about
adventure film based on the novel of the the dangers of a political system that is
same name by Suzanne Collins. dominated by the wealthy.

A thesis statement is:

● restricted: A good thesis deals with restricted, bite-size issues rather than issues that
would require a lifetime to discuss intelligently. The more restricted the thesis, the better
the chances are for supporting it fully.

Poor Better

The American steel industry has problems. The worst problem of the American steel
industry is lack of funds to renovate outdated
plants and equipment.

27
 ● unified: The thesis expresses one major idea about its subject.

Poor Better

Detective stories are not a high form of Detective stories appeal to the basic human
literature, but people have always been desire for thrills.
fascinated by them, and many fine writers
have experimented with them.

● specific: A satisfactorily restricted and unified thesis may be useless if the idea it
commits you to is too vague.

Poor Better

Drug addiction is a big problem. Drug addiction has caused a dramatic

increase in crimes of violence.

A. For each pair of sentences below, select the one that you think would make the more
effective thesis in the introductory paragraph of an essay. Keep in mind that an effective
thesis statement should be sharply focused and specific, not just a general statement of
fact.

1. (A) There is no question that cell phones have changed our lives in a very big way.
(B) While cell phones provide freedom and mobility, they can also become a leash,
compelling users to answer them anywhere and at any time.

2. (A) Finding a job is never easy, but it can be especially hard when the economy is still
feeling the effects of a recession and employers are reluctant to hire new workers.
(B) College students looking for part-time work should begin their search by taking
advantage of job-finding resources on campus.

3. (A) For the past three decades, coconut oil has been unjustly criticized as an
artery-clogging saturated fat.
(B) Cooking oil is plant, animal, or synthetic fat that is used in frying, baking, and other
types of cooking.

4. (A) There have been over 200 movies about Count Dracula, most of them only very
loosely based on the novel published by Bram Stoker in 1897.
(B) Despite its title, Bram Stoker's Dracula, a film directed by Francis Ford Coppola,
takes considerable liberties with Stoker's novel.

5. (A) There are several steps that teachers can take to encourage academic integrity and
curtail cheating in their classes.
(B) There is an epidemic of cheating in America's schools and colleges, and there are no
easy solutions to this problem.

28