Academic English for Masters

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Министерство науки и высшего образования Российской Федерации Южно-Уральский государственный университет Кафедра иностранных языков

Ш143.21-9 Е552

Р.З. Елсакова, С.М. Колова, Е.И. Хабирова

ACADEMIC ENGLISH FOR MASTERS: A1-A2 Учебное пособие

Челябинск Издательский центр ЮУрГУ 2019

ББК Ш143.21-9 Е552

Одобрено учебно-методической комиссией Института лингвистики и международных коммуникаций

Рецензенты: д.пед.н. О.Ю. Афанасьева, к.филол.н. О.Н. Ковалева

Е552

Елсакова, Р.З. Academic English for Masters: A1-A2: учебное пособие / Р.З. Елсакова, С.М. Колова, Е.И. Хабирова. – Челябинск: Издательский центр ЮУрГУ, 2019. – 73 с. Настоящее учебное пособие предназначено для студентов I курса магистратуры и имеет своей целью обучение научно-ориентированной устной и письменной речи на английском языке, в том числе развитие всех видов речевой деятельности – говорения, чтения, аудирования и письма. В основу пособия положены принципы компетентностного подхода (skillsbased approach), который прослеживается в том, что каждая тема направлена на формирование и отработку определенного навыка. Упражнения, представленные в пособии, построены по принципу возрастающей сложности и готовят студентов к решению коммуникативных задач академического характера. Учебное пособие может быть использовано как для аудиторной, так и для самостоятельной работы студентов. ББК Ш143.21-9

© Издательский центр ЮУрГУ, 2019

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CONTENTS Unit 1. How to plan my future career Skill 1. How to speak about your background ……………………………….................... Skill 2. How to set up career goals …………………………………………..................... Skill 3. How to introduce yourself in a presentation…………………………................... Unit 2. How to do my research Skill 1. How to identify your research topic…………………………………................... Skill 2. How to find and evaluate information for academic purpose……………………. Skill 3. How to use CRAAP-test……………………………………………..................... Unit 3. How to read scientific papers Skill 1. How to recognize an academic text………………………………….................... Skill 2. How to apply tools of critical reading………………………………..................... Skill 3. How to develop reading skills...……………………………………...................... Unit 4. How to communicate with scientific communities Skill 1. How to interact during conference sessions………………………....................... Skill 2. How to submit a paper to a conference……………………………...................... Skill 3. How to give a presentation…………………………………………..................... Unit 5. How to create my research profile Skill 1. How to build a researcher’s profile………………………………….................... Skill 2. How to publish your research in academic social networks……........................... Skill 3. How to use social networks to advance your career………………...................... References………………………………………………………………...........................

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4 8 14 19 23 27 31 35 40 46 50 53 61 66 69 73

UNIT 1. HOW TO PLAN MY FUTURE CAREER SKILL 1. HOW TO SPEAK ABOUT YOUR BACKGROUND

1. TUNE-IN: THINGS I HAVE GAINED AFTER 4 YEARS OF UNIVERSITY EDUCATION A. Tick the things you have gained after 4 years of university education. Add some points of your own:  special knowledge of the subject,  ability to cheat,  specific technical skills,  ability to critically analyze information,  language skills,  student debts,  knowledge to solve problems  ability to live off 500 rubles a week for creatively, food,  the ability to work with people,  other skills? Add here _____________________  the ability to take responsibility,  work-related experience, B. Study the following phrases and complete the answers to the questions. Practice in pairs asking and answering questions: How to ask and give personal information Category name surname origin age birthday interests favourites address occupation ability e-mail marriage

Question What’s your name? What’s your surname? Where are you from? How old are you? When is your birthday? What are your hobbies? What do you like doing? What is your favourite … (book)? What is your address? What do you do? What can you do? What are you good at? What is your email address? Are you married or single?

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Answer My name is… My surname is… I’m from… I’m … years old. It’s on the… (day) of…(month) My hobbies are… I like (reading). My favourite (book) is… I live at 14 Longfall street. I am a student/ nurse/ doctor… I work as a … I can speak 5 languages. I am good at sports. It’s … I’m single/ I’m married/ I’m divorced/ I have a boyfriend/ girlfriend.

2. VOCABULARY IN USE A. Study the following vocabulary list: Word/ phrase 1. accomplishment 2. background 3. in chronological order 4. employer 5. experience 6. fresh graduate 7. qualification 8. relevant 9. skills 10. to change career 11. to demonstrate 12. to emphasize 13. to include 14. to list the goals 15. to offer

Translation достижение биографические данные, сведения об образовании и опыте работы в хронологическом порядке работодатель опыт молодой выпускник квалификация уместный, значимый навыки поменять карьеру демонстрировать подчеркивать включать обозначить цели предлагать

3. READING AND WRITING: HOW TO WRITE A PROFESSIONAL SUMMARY ON A RESUME A. Read the text below and put the sub-headings into the gaps: a. How to write a professional summary in 5 steps? b. What is a professional summary? c. Resume examples: Professional Summary d. Why should you include your professional summary on a resume? 1. ………………………………………………………………………….. It’s a brief summary of your skills, experiences, and goals. The main idea of a resume summary is to make your most relevant skills and experience visible for the employer. A resume is sometimes also called a qualifications summary, professional summary, resume profile, or a resume summary statement. It’s different from a resume objective. A resume objective just lists your goals and should only be used if you’re a student, fresh graduate, or you’re changing careers — that is, if you don’t have any experience relevant to your desired job. 2. ………………………………………………………………………….. Recruiters only spend an average of 6 seconds looking at your resume. This means you have about 6 seconds to give them all the information they need. That’s why put a resume summary at the top of the page! 3. …………………………………………………………………………..  Sum up what you have to offer to a potential employer.  Start with the job listing.  Emphasize proven experience.  Structure it well.  Keep it short. No longer than 5 short sentences. 5

4. …………………………………………………………………………..

[Source: https://www.kickresume.com/help-center/how-write-profile-resume/] B. Complete the sentences using the words from the text: 1. A professional summary is a brief summary of …. 2. The main idea of a resume summary is to make your experience visible for the …………….. 3. A resume objective just lists your ….. 4. Recruiters only spent an average of 6 seconds looking at your …….. 5. Emphasize proven ……. C. Write down your own professional summary by completing the gaps in sentences with your personal info: Example: Motivated Sales and Marketing graduate with two-years’ experience in advertising and PR-projects. Expertise in market analysis and client needs assessment. Currently pursuing a Bachelor’s in Human Resource Management with a major in Training and Performance Improvement. Able to use design software applications. With excellent communication and presentation skills. Your summary: Motivated [_________________] graduate with [________________] experience in [________________]. Expertise in [________________]. Currently pursuing a [_________________] in [_________________] with a major in [_________________]. Able to use [________________]. With excellent [________________] skills. 6

SUPPLEMENTARY TASK* 4. VIDEO IN USE: DEVELOPING YOUR INTERVIEW SKILLS: TELL ME ABOUT YOURSELF While watching A. Watch the first part of the video at https://www.youtube.com/watch?v=7tPRZY0OqAA [up to 2:28] in which The Ohio State University offers advice about how to answer such question as "tell me about yourself." Tick the recommendations that the speakers are giving and find the one which IS NOT mentioned:  answer the question chronologically,  give only topics that relate to the job,  walk through your background and why you made the decisions you've made thus far in your career,  review the typical job interview questions employers ask, and practice your answers.  what you are doing to meet you career goals,  avoid personal information,  demonstrate accomplishments,  keep answers to ~2 minutes in length. B. Watch the second part of the video https://www.youtube.com/watch?v=7tPRZY0OqAA [from 2:29] which gives a sample interview and put the phrases into two categories: 1) what a student did well, 2) ways she can improve her answer: share more about work experience, explains why she chose Ohio State University, to communicate her interest in the position and the company, involvement in student organizations, to provide more confident closing to the answer, personal growth through leadership roles, to speak more about her part-time job, summarizing main points 1) what a student did well 2) ways she can improve

5. SPEAKING A. Complete the questionnaire about your background. Use the questionnaire as an interview guide. Interview your partner and speak about your partner’s background in class: a. Where were you born? _________________________________________________________________________ b. What is your address? _________________________________________________________________________ c. What is your marital status? _________________________________________________________________________ d. What university did you graduate from? _________________________________________________________________________ e. What qualification did you get there? _________________________________________________________________________ f. What are your best skills? _________________________________________________________________________

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SKILL 2. HOW TO SET UP CAREER GOALS

1. TUNE-IN: FACTORS OF CHOOSING A CAREER A. Which factors are the most important to you in choosing a career? Rate each of the following on a scale of 1 to 5, with 1 being the most important. Then compare charts with a partner explaining your ratings to each other: The training period for the job is short. There is not too much competition in the field. The work is interesting and fun.

The job has lots of prestige. The field is trendy right now. The job doesn’t require a lot of overtime work. The field contributes something important to the world.

The pay is good. The people in this field are interesting. 2. VOCABULARY IN USE A. Study the following vocabulary list: Word/ phrase 1. accountable 2. attainable 3. challenging 4. feedback 5. measurable 6. motivation 7. realistic 8. specific 9. timeframe 10. timely 11. to achieve a goal 12. to design a plan 13. to establish 14. to push 15. to set goals

Translation ответственный, имеющий обязательства, подотчетный достижимый побуждающий, стимулирующий обратная связь измеримый мотивация реалистичный специфический, конкретный временные рамки своевременный достигать цели разрабатывать план устанавливать, создавать подталкивать ставить цели

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3. READING: SETTING SMART GOALS

[Source: https://medium.com/@ReigningIt/how-to-set-smart-goals-a-goal-settingprocess-to-achieve-your-dreams-74015310c3dd] A. Read the text and mark sentences True (T) or False (F): 1. The research shows that specific and challenging goals lead to better understanding of your work. 2. SMART goals help us achieve a healthier lifestyle. 3. Your goal should not be as specific as possible. 4. Measurement will give you specific ideas. 5. Goals should push you but it is important that they are achievable. 6. This helps you to be accountable and helps in self-development.

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B. Decide what category this or that question refers to: Example: When can I achieve this goal? – timely 1. What do I want to achieve? – ____________ 2. Does the goal seem real? – __________ 3. How will I know when it is achieved? – _______________ 4. How can I achieve the goal? – __________________ 5. What is the deadline for achieving your goal? – ________________ C. Follow the steps below to practice setting your SMART goals: My smart action plan 1. List one area in which you would like to see improvement:_____________________ For example, exercise more. 2. Write a SMART goal for achieving this. Specific. For example: I will get 20 – 30 minutes of moderate activity, 3 – 5 days every week. Your Specific Goal: _______________________________________________________ Measurable. For example: I will log my activity each day I exercise. Your Measurable Goal: ____________________________________________________ Attainable. For example: I will add 120 minutes of activity per week just by riding my bike to and from work each day. Your Attainable Goal: _____________________________________________________ Realistic. For example: I will enlist the support of my neighbor as an exercise buddy. Your Reasonable Goal: ____________________________________________________ Timely. For example: After 8 weeks, I will reevaluate my goals and adjust as needed to meet my long-term goal of 3 hours of exercise per week. Your Timely Goal: _______________________________________________________ SUPPLEMENTARY TASK* 4. VIDEO IN USE: DISCUSSING PERSONAL AND PROFESSIONAL GOALS While watching A. Watch the video https://www.youtube.com/watch?time_continue=1&v=Z8giNBN9isg that shows people from Australia sharing their goals for this year. Listen and cross out sentences they are not saying: Speaker 1: “I’ve set myself goals around… achieving stuff at work but also achieving stuff personally. That means I have both personal and career goals. So having a good balance and maintaining that sort of equality and not being too overworked with one and so you can’t then enjoy the other.” Speaker 2: “My goal this year is to expand a youtube channel I started. I like to just get the word out there and talk to people about Asian cinema and spread the word. Because 10

there’s some great stuff that people miss out on. And besides it’s a great platform for collaboration”. Speaker 3: “I’ve bitten the bullet. I’ve given up work and I’m following my dream. I’m going back to school to follow Arts. I’m pretty good at drawing. It’s what I always wanted to do. And I sort of thought if I’m not going to do it now, when am I going to do it?” Speaker 4: “Keep studying. Keep enjoying school and yeah aiming to get a good career at the end of it.” Speaker 5: “To be conscientious first and to be competent in whatever field of enterprise I choose and that somehow must be of service to humanity since I realize I’m not permanent here. My goal is to make a contribution to society”. Speaker 6: “My goals are basically professional like publishing papers and doing stuff like that. I’d like to make progress in research. But yeah I don’t not have any other goal I think”. Speaker 7: “To do really well at uni, to be a better person within myself and my family life. And just to kinda do things properly. Do things the right way. That’s definitely like the main goals”. After watching B. Read a short comment about types of goals: A 'goal' refers to something that needs to be achieved. You can 'achieve' your goals or want to 'reach' your goals. We can set different types of goals – personal or career goals. Career goals are also known as 'professional goals'. You can have 'specific' goals or 'general' goals. If you are specific, it means you are referring to something in particular. If you come up with a long list of goals you want to achieve, you might be thinking of the 'main goals' and they are the goals you want to focus on because they are important to you. Now read the remarks which people have given. Characterize the goal as personal or career, specific or general, main or secondary and explain why: 1. "I have set goals around achieving stuff at work but also achieving stuff personally." 2. "My goal this year is to expand my YouTube channel. I like to get the word out (to tell people about something new) there and talk to people about Asian cinema and spread the word (to share information with a lot of people)." 3. "Well, I've bitten the bullet (to force yourself to do something unpleasant). I've given up work and I'm following my dream. I'm going back to school. It's always what I wanted to do and I thought if I'm not going to do it now, then when am I going to do it?" 4. "My goal is to keep enjoying school and I am aiming to get a good career at the end of it." 5. "To do really well at uni, to be a better person within myself and just to do things properly. Those are some of my main goals."

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5. SPEAKING: WHY YOU SHOULD CONSIDER TURNING YOUR HOBBY INTO A CAREER A. Read the text below and make up a dialogue on the topic using the questions as a plan. Do you have a hobby – something 1. Who did you want to be when you you really enjoy doing in your spare time? were a child? Perhaps you love gardening, painting, 2. What was your dream? taking photographs or hiking. Like many 3. Did your dream come true? people, you may dream of spending less 4. Do you enjoy doing your job? time at work and more time enjoying your 5. What are your professional goals? pastime. Maybe you can spend time on your 6. Do you have a hobby? What do you do hobby while you earn a living! It is possible in your free time? to turn your hobby into a career. 7. What are your personal goals? The way you make a living should 8. Would you like to spend less time at reflect who you are as an individual. When work and more time enjoying your choosing an occupation, you must take into hobby? account your interests and personality. It is 9. Do you think it is possible to turn your important to enjoy what you do while you hobby into a career? are there. May be you have skills related to 10. Do you think you need some training your hobby. Why not earn your living doing to turn your hobby into a career? something you both enjoy and at which you 11. Do you know anyone whose job is are good at. his/or her hobby? You can turn your hobby into a career, but you may have to get some formal training. 6. WRITING: DIFFERENT STYLE OF MAKING DECISIONS A. Read the text below and write down the answers to the questions: People make decisions using different styles. Some like to be logical and rank their options using a scale (style 1). Others like to use more subjective factors like their feelings and instincts (style 2). Another method is to speak with others whose opinions you respect and trust (style 3). It is a good idea to use all three methods in making your decisions. First, look at your options in terms of how it measures up to your desires, priorities, and needs. Then look at your options subjectively and decide which options feel right. Finally, consult a few people you believe would have the ability to help you assess your options – this might be a mentor, a colleague or a career counselor. Once you have considered all your options, move forward and take action on your decision! Write down three important decisions you have made over the last few years. Decision 1. _______________________________________________________________ Decision 2. _______________________________________________________________ Decision 3. _______________________________________________________________

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Describe how you made each of these decisions: When I made my first decision, I used style (1, 2, 3, all three) because ________________ When I made my second decision, I used style (1, 2, 3, all three) because ______________ When I made my third decision, I used style (1, 2, 3, all three) because ______________

Write about the people who have helped you to make your decisions: When I made my first decision, I spoke with _____________ because ________________ When I made my second decision, I spoke with _____________ because ________________ When I made my third decision, I spoke with _____________ because ________________

SKILL 3. HOW TO INTRODUCE YOURSELF IN A PRESENTATION

1. TUNE-IN: IMPRESSIONS

FIRST

A. Look at the infographics and answer the questions: 1. What information do people remember? 2. How are first impressions formed? [Source of infographics: http://careerwise.ie/neverunderestimate-the-power-offirst-impressions/] B. Think of the question “What do you focus on when you meet a person for the first time?” choose from the points below and share your opinion about it: 1. 2. 3. 4. 5.

6. smile; 7. using your name in a conversation; 8. positive energy; 9. credit card: 10. ………………(add yours).

manner of speech; tone of voice; body language; eye contact; clothes;

Example: When I meet a person for the first time, I really focus on/ pay attention to what they’re saying because you can learn so much about someone just by really listening to them. 2. VOCABULARY IN USE A. Study the following vocabulary list: Word/phrase audience effective emotional connection first impression position stereotype subject to be responsible for/ to be in charge of 9. to be scared of 10. to deal with 1. 2. 3. 4. 5. 6. 7. 8.

Translation зрители, аудитория эффективный эмоциональная связь первое впечатление должность стереотип предмет, тема быть ответственным за, отвечать за бояться ч-л иметь дело с 14

11. to feel connected to чувствовать связь с 12. to get sb’s attention привлечь внимание 13. to introduce / to give an представлять introduction to 14. to make an eye contact установить зрительный контакт 15. trust доверие 3. READING: HOW TO INTRODUCE YOURSELF IN A PRESENTATION: STEREOTYPE FORMULA A. Read and translate the following text. Underline the words from the vocabulary list. What sentences are they used in? Every time you introduce yourself to a group, you have to connect three things: You have to connect yourself with the topic and then connect your topic with the audience. This concept is called the “Triangle of Trust”. When you do it right, the audience will love, trust, and follow you. When you do it the wrong way, the audience will mistrust you. Here is why: If you talk about yourself without connecting to the topic, then your introduction will be out of context. People will wonder why you are talking about this subject. If you talk about yourself without connecting to the audience, then no one will care. People do not like to listen to others when they do not feel any emotional connection to the other person. Remember when your mom told you “don’t talk to strangers.” That taught you as an adult not to trust strangers. Your audience went through a similar upbringing, and if you don’t make them feel connected to you in some way, they will not trust you. To be effective, you need to connect all three: you, the topic and the audience. Today you will learn the Stereotype formula for introducing yourself. Here is an example of how the formula is set up: My name is _______, I am _______(Job title), Stereotype_______________ If you are an engineer your introduction could look like this: My name is ____Peter_Khoury__, I am ___an engineer____(Job title), Stereotype__________I am the typical engineer who loves math and science and sits in front of the computer. Then after you say that line you can make a transition into your presentation. But today I’m not going to speak to you about calculations. My topic today is… B. Match the beginning of the phrase with its ending. Use the text for that: 1. 2. 3. 4. 5.

introduce not to trust connect your topic with feel any emotional make

a. b. c. d. e.

strangers the audience connection to the other person yourself to a group be out of context 15

6. 7. 8.

your introduction will formula for to be

f. g. h.

them feel connected to you effective introducing yourself

C. Make up an introduction for the person according to the stereotype formula. Use the phrases given: I Situation: a CTO talking to her developers. Name: Mary. Job: the CTO of XYZ. Stereotype: code runs in my blood; will talk about infrastructure and its limitations. My name is _______, I am _______(Job title), Stereotype__ I am _____ II Situation: Product Manager. Name: Rahol. Job: the product manager. Stereotype: loves numbers, studied accounting in college; to love elegant, and simple products; will talk about new financial platform. My name is _______, I am _______(Job title), Stereotype__ I am _____ [Source: https://magneticspeaking.com/how-to-introduce-yourself-in-a-presentationstereotype-formula/] 4. SPEAKING: INTRODUCING YOURSELF IN FORMAL SITUATIONS Introducing yourself for the first time in formal situations is important. Many times the introduction is the first contact that you have with bosses, partners or coworkers. Doing it correctly gives a strong first impression. A. Study the following speech patterns that will help you to approach a person you’re meeting and let them know who you are and your position in a company, or who you work for: Intro Sentences: I don´t believe we have met before, I´m ………….. (or: my name is………….) I just wanted to introduce myself, I´m ………………..(or: my name is…………….) Letting somebody know your position: I am in charge of …………… (Example: research and development, environmental control) I am ……….. (position) …………….. (A doctor at the Mainland Hospital) How to start presentation, using expressions above: Good afternoon. I just wanted to introduce myself, I´m Lorena Tibbs. I´m in charge of overseeing the new developments on the Westside Site. After meeting someone you can say: It´s very nice to meet you. It´s a pleasure to meet you. I´m pleased to meet you. Saying Goodbye: It was very nice to meet you; I hope we meet again soon. Goodbye, it was a pleasure finally meeting you. [Source: http://www.englishforbusinesscommunication.com/ru/how-to-formally-introduceyourself-in-business-meetings/] 16

B. Imagine that you’re going to a job interview. Make a short introduction using speech patterns above and role-play a formal situation of the first meeting with your partner:

1. 2.

Give an intro sentence. Say about your position.

You 3. Express pleasure and happiness from meeting

Your partner

SUPPLEMENTARY TASK* 5. VIDEO IN USE: 3 STEPS TO EASILY INTRODUCE YOURSELF IN A PRESENTATION While watching A. Watch “Presentation Tip: 3 Steps To Easily Introduce Yourself” from www.presentationsexpressions.com at https://www.youtube.com/watch?v=_mc1ckQGHpk and fill in the gaps. 1. In this video I’m actually going to show you how to ________________ yourself in a very short and easy way. 2. Now this is even worse when you’re giving a presentation because in a presentation you only have a short amount of time to ________________________ and before they completely drift off and want to do something else or just tuned you out. 3. Step number 1 is of course to give a quick introduction to your name and _______________. 4. We help people who don’t speak English well to give English presentations really quickly and easily and also very effectively even if they’ve never given an English presentation or they’re totally __________________ speaking in front of people. 5. Then I talked about the worst possible case I could ______________ people who are nonEnglish speakers, who have to give an English presentation, who maybe are scared of speaking and who’s never given a presentation before. After watching B. Answer the questions about the video: 1. Why is introducing yourself so important? 2. What usually happens when we go into a long story when introducing ourselves? 3. What is an elevator pitch?

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4. 5. 6. 7.

What are the three steps to give a short but effective introduction to a presentation? What is an example given to say your name and company? What is value? And how do you introduce it? What does the phrase “even if” help you do in introductions?

6. SKILLS IN PRACTICE A. Prepare your own introduction to the presentation and act it out in small groups:

1. Give an intro sentence and greeting. For example: Good afternoon, ladies and gentlemen. I just wanted to introduce myself, I´m …

2. Let the audience know your company and position. For example: I am in charge of human resources in Microsoft Corporation.

3. Speak about the service you provide to people. For example: We manage numerous needs of company employees.

4. Give a stereotype. For example: I hate when people say that HR cares only about the interests of the company.

5. Introduce the topic of your presentation. For example: That's why, my topic today is "The new role of HR professional".

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UNIT 2. HOW TO DO MY RESEARCH SKILL 1. HOW TO IDENTIFY YOUR RESEARCH TOPIC

1. TUNE-IN A. Read and translate the definition of “Research” from the Oxford Dictionary (https://en.oxforddictionaries.com/definition/research): “The systematic investigation and study of materials and sources in order to establish facts and reach new conclusions.” Do you agree with this definition? B. The research process is not a linear process in which you must complete step one before moving on to step two or three. Study the following scheme as a guideline to follow as your work through your paper. How many steps are there in the research process? What are they? What step are you making in your research at the moment?

[Source: https://courses.lumenlearning.com/suny-engcomp1-wmopen/chapter/text-theresearch-process/] C. Match each step with the specific measures you take when being at this or that period of your research process: Step Step 1 Define the topic Step 2 Narrow the topic Step 3 Gather background information

Measures a. Decide which question addresses the issue that concerns you – that will be your main research question. b. You move from general subject, to a more limited topic, to a specific focus or issue. c. Determine what kind of sources are best for your argument.

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Step 4 Create a research question Step 5 Find and evaluate sources Step 6 Cite sources Step 7 Write the paper

d. Begin by figuring out what you know about the topic, and then fill in any gaps you may have on the basics by looking at more general sources. e. Create a bibliography as you gather and reference sources. f. Carefully consider the topic that has been assigned. g. Incorporate the research into your own writing.

D. The first step of the research process is to define the topic. Look at the list of characteristics of a good research topic. Choose the two most important points and explain your opinion. Can you think of any more characteristics? Discuss in pairs:      

theoretically based has theoretical or practical importance researchable interesting ethical manageable for the researcher given skills, resources, and time available.

2. VOCABULARY IN USE A. Study the following vocabulary list: Word/Phrase 1. investigation 2. sources 3. to establish facts 4. to reach conclusions 5. general (topic) 6. narrow (topic) 7. relevant 8. to focus on 9. to formulate 10. to justify 11. quantitative research 12. qualitative research 13. to determine 14. specific 15. issue

Translation исследование, изучение источники устанавливать факты прийти к выводам общая тема узкая тема подходящий, уместный сосредоточить внимание на формулировать подтверждать, объяснять количественное исследование качественное исследование определять специфический выпуск, номер (журнала)

B. Translate the sentences from English into Russian using vocabulary of the unit: 1. We can define “research” as something that people undertake in order to find out things in a systematic way, thereby increasing their knowledge. 2. The object of the research is always broader than the subject chosen for research. 3. Before you start your investigation, you need to have at least some idea of what you want to do. 4. Quantitative research is the systematic empirical investigation of observable phenomena via statistical, mathematical or computational techniques. 20

5. Qualitative research is a method of inquiry employed in many different academic disciplines, including in the social sciences and natural sciences.

3. READING A. Study the given infographics and make a list of important features of research topic in pairs. B. Choose a research topic and analyze it according to the given questions. Draw the conclusion:

[Source: https://www.jasonmkelly.com/jason-m-kelly/2014/01/08/flowchart-how-to-find-aresearch-topic] SUPPLEMENTARY TASK* 4. VIDEO IN USE Before watching A. Complete the following sentences with the words from the box:

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A purpose / Research questions / A research topic / A research problem __________ is an issue or problem in the study. __________ is the broad subject matter being addressed in a study. __________ is the major intent or objective of the study. __________ are those that the researcher would like answered or addressed in the study. While watching B. Watch the Video “Identifying a Research Problem” at https://www.youtube.com/watch?v=Zau6WVE3sQ4 (up to 7:25) and arrange the following sections in the order they appear in the video:        

locating the research problem, five elements of a “problem statement”, quantitative and qualitative research, how the problem differs from other parts of the research, determining whether a problem should be searched, what is a research problem? topic, problem, purpose and questions, why research problem is important.

5. SPEAKING A. Work in pairs. Tell each other about your research following the above-mentioned outline: 1. 2. 3. 4.

Topic Research Problem Purpose Statement Research Question

6. SKILLS IN PRACTICE A. Look on the internet for journals in your own subject area and choose two articles. Indicate the Topic, the Research Problem, the Purpose Statement and the Research Question of each of the articles. Discuss with your partner.

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SKILL 2. HOW TO FIND AND EVALUATE INFORMATION FOR ACADEMIC PURPOSES 1. TUNE-IN A. Look at the picture and say which of the sources can contain academic information. Discuss with your partner:

[Source: http://libguides.ncl.ac.uk/c.php?g=233735&p=1551848] B. Look at the picture for a minute, then close your books and remember as many information resources as you can. Check your partner. 2. VOCABULARY IN USE A. Study the following vocabulary list: 1. 2. 3. 4. 5. 6. 7. 8.

Word/Phrase affiliation author’s expertise checklist impartial objective propaganda reliable sponsored research

Translation принадлежность к организации авторская экспертиза чек-лист, проверочный список беспристрастный цель пропаганда надежный поддержанное исследование 23

9. thesis-theses 10. to be applied to smth 11. to convey perspective 12. to evaluate 13. to publish 14. to verify

диссертация (-ии, мн.ч.) применяться к чему-л. создать перспективу оценивать публиковать верифицировать, подтверждать

B. Find, cross out and translate the words from the list: reliable, identify, propaganda, publish, checklist, objective, impartial, source, evaluate, credible, verify, summarize, expertise, affiliation.

3. READING A. Read the questions from the table “Evaluating sources” and identify the category of questions the words below refer to (Origin, Purpose, Value, Limitation): 1. useful, applied, review, referred, verify; 2. perspective, convey, fact, objective, impartial; 3. reliable, objective, subjective, institutional, biases; 4. come from, publish, author, credentials, affiliation. 24

B. Work in groups of 3 or 4. Read the questions and make a list of important features of a good source for an academic purpose. Compare your answers with the class:

[Source: https://concordian-thailand.libguides.com/c.php?g=591582&p=4227079] C. Match the questions from the table above to the answers below. Practice asking and answering them in pairs. Translate the following sentences into Russian. 1. This article uses data from several international articles on globalization. 2. This research was supported by the Russian Foundation for Basic Research and by the Ministry of Education and Science of the Russian Federation. 3. The article is objective and impartial. 4. The purpose of the research is clear and logical. 5. The article is of great importance since it contributes to the theoretical part of the research. SUPPLEMENTARY TASK* 4. VIDEO IN USE Before watching A. Match the words and their meanings: Word 1. 2. 3. 4. 5. 6. 7. 8.

sources title research keywords scholarly abstract structure citations

a. b. c. d. e. f. g. h.

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Meaning аннотация структура описательный источники цитаты заголовок научный ссылка

9. reference 10. descriptive While watching

i. ключевые слова j. исследование

B. Watch the video “Evaluating a journal article” https://www.youtube.com/watch?v=z6dOGkpI6H4 (up to 1:42) and write out the list of items of the checklist for evaluating a journal article. C. Watch the video “Evaluating a journal article” https://www.youtube.com/watch?v=z6dOGkpI6H4 (from 1:43 up to 4:18) and fill in the gaps in the extract below, using the words from 4A: One of the main ways to identify a scholarly journal article is by the (1)__________. It should be laid out in a clear and quite detailed way. Let’s have a look: the author, article (2)__________and journal details including name, volume and pages are all clearly visible on the first page of this article. Also note that the article title is a (3)__________one. It clearly tells us what the article is about. The article itself is divided into sections that clearly indicate the contents. And, there’s an (4)__________that summarizes the article, and there are (5)__________that describe the subjects that will be discussed within the article. Reading both of this helps us figure out if this is an article we’d like to explore further. Many scholarly sources have a DOI (a digital object identifier). You will need this to (6)__________the article if you use it in your (7)__________. It should also be on the first page of the article. Common section headings in journal articles are: Introduction, Literature Review, Methods, Results, Discussion and Conclusion. There should also be in-text (8)__________where the authors have cited the sources that they have used. Figures and tables are often seen in scholarly sources. And, there’s a reference list. This is a full listing of the in-text citations that illustrates the (9)__________the author has used to back up their research. All of these elements clearly indicate that this is a (10)__________source and that means that this article checks all the right boxes and would be a good source to use in our research. After watching D. Work in pairs. Ask and answer the following questions: 1. How can you identify a scholarly journal article? 2. What kind of information about the article can you find on its first page? 3. Which element of the article gives a summary? 4. What does DOI stand for? 5. What are the common section headings in journal articles? 5. WRITING A. Make a checklist for evaluating a journal article, using the information from the video. 6. SKILLS IN PRACTICE A. Look on the internet for journals in your own subject area and choose one article. Evaluate the article according to the checklist based upon the video. Prove that the article is scholarly. Comment upon your answer. 26

SKILL 3. HOW TO USE THE CRAAP-TEST

1. TUNE-IN A. Choose the option that best describes the way you usually find sources and explain why: 1. I usually look for the sources in libraries or databases; 2. I usually choose the author and the university she/he is working at; 3. It’s really important for me to be sure in the credibility of the content. That’s why I usually use online journals; 4. I don’t spend my time searching. I just easily go to Wikipedia; 5. I always try to google anything because that’s a good academic source. [Source of picture: https://en.wikipedia.org/wiki/On_the_Internet,_nobody_knows_you%27re_a_dog] 2. VOCABULARY IN USE A. Study the following vocabulary list: Word/Phrase 1. accuracy 2. authority 3. biased 4. credible 5. currency 6. evidence 7. purpose 8. reference 9. relevance 10. reliability 11. to be intended for 12. to make clear 13. to make sense 14. to suggest

Translation достоверность, точность авторитетность предвзятый надежный, достоверный, авторитетный актуальность доказательство цель ссылка важность, актуальность надежность предназначенный для прояснять иметь смысл предполагать

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3. READING: INFORMATION EVALUATION USING THE CRAAP TEST A. Read the text and say 1) what CRAAP test stands for, 2) why it is used for and 2) what questions we can ask to evaluate your sources: CRAAP MODEL: EVALUATING SOURCES

Currency

Relevance

• When was the information written? Does it matter to your research when it was written? • Is the site updated recently?

• Is it totally about your topic or are there just a few sentences? • Who is the resource intended for?

Authority

• Who is the author/ creator? Do they have the background that would suggest knowledge on the topic? • Can the author be found in the professional literature?

Accuracy

• Where does the information come from? Is it supported by evidence or just an opinion? Is there a sponsor? • Examples: .gov (government site), .edu (educational instituttion), .org (professional organisation).

• Why was the information written? Are the intentions of the author clear? Are they selling me something? Purpose

B. Put the following words into categories: updated site, credentials, degree in the field, references, to entertain, to inform, qualifications, propaganda, out of date, functional links, to sell, to teach, audience, evidence, intentions of the author, errors, dead links, advertising, URL .com or .org, sponsorship. CURRENCY

RELEVANCE

AUTHORITY

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ACCURACY

PURPOSE

SUPPPLEMENTARY TASK* 4. VIDEO IN USE: CRAAP TEST FOR EVALUATING WEB-SOURCES Before watching A. Choose the correct option. Then watch the https://ccconline.libguides.com/c.php?g=242130&p=2185475 and check: 1. a. b. c. d. 2. a. b. c. d. 3. a. b. c. d. 4. a. b. c. d. 5. a. b. c. d.

video

at

CRAAP stands for: Computer Resources Acquisition Plan, Currency, Reliability, Authority, Accuracy, Purpose, Coral Reef Assessment Program, Cheese, Rice And Potatoes. Currency deals with the question: How recent is the information? What are the author’s credentials? Is the creator/author trying to sell you something? Is content of the resource an opinion? Reliability deals with the question: Is it current enough for your topic? What kind of information is included in the resource? Are they reputable? Is it biased? Authority deals with the question: How recently has the website been updated? Does the author list sources or cite references? What kind of information is included in the resource? Who is the creator of the website? Purpose deals with the question: Why does the site exist? Who is the publisher or sponsor? Is the content balanced? Is it current for your topic?

While watching B. Watch the video again and mark the sentences true (T) or false (F): 1. You can find the date near the title, the author name, at the bottom of the article or the URL. 2. If the links are not functional, it shows that the information is accurate. 3. If you see a lot of statements with “I think” or “In my opinion”, the source is based on facts. 4. Having data and quotations in an article is good but only if the site has provided sources or references. 5. A list of references can stand at the beginning of the article. 6. Sometimes the source information for an image or a chart will be underneath or next to it in tiny type. 7. Reputable websites will have an address that is different from the name of the site. 8. You can trust the information found on sites that end in .com or .org.

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9. Many reputable publications will give a short explanation of who the author is and what their credentials are.

5. SPEAKING A. Which of the CRAAP element is a problem area for the sources listed below, and why? Some may have more than one answer. The first one is an example. Example: You need to find out about the Apollo 13 disaster for a project. You find a .gov site that lists all of the space missions and lists the astronauts who served. The copyright date is 2005. Problems: Not Relevant. Maybe not Current Reasons: My project is only on Apollo 13 but the website doesn’t talk about it but lists only missions. The material is a little old. There can be a problem if there’s been new information about Apollo 13 since 2005. 2. You’re researching the use of steroids in professional sports. You find a .com website that discusses why steroids are wrong and why some people use them. The website is anonymous and does not have a copyright date. Problems:…………………………………………………………………………………….. Reasons: …………………………………………………………………………………….. 3. You’re looking for information on how to train two dogs to live in the same house. You find a .com site that advertises the services of a “pet whisperer” who can come to your house and train your dogs for you. The website is authored by the pet whisperer, and it was updated two weeks ago. Problems: …………………………………………………………………………………….. Reasons: …………………………………………………………………………………….. 4. You’re writing a report on why we should not ban smoking. You find a .org website that supports your views and lists reasons why smoking is not bad and how it helps the economy. It includes charts and statistics. The website is authored by a group called “Tobacco Executives United” and it was updated in 2009. Problems: …………………………………………………………………………………….. Reasons: …………………………………………………………………………………….. 5. You’re looking up information on the causes of The American Revolution. You look up “The American Revolution” in the encyclopedia and find lots of information about specific battles. The authors of the encyclopedia are history professors and consultants. The copyright date is 2004. Problems: …………………………………………………………………………………….. Reasons: …………………………………………………………………………………….. [Source: http://ourenglishclass.net/wp-content/uploads/sites/6/2012/11/CRAP_Practice.pdf]

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UNIT 3. HOW TO READ SCIENTIFIC PAPERS SKILL 1. HOW TO RECOGNIZE AN ACADEMIC TEXT

1. TUNE-IN A. Use the word-clouds to speak about the qualities that academic texts usually have in terms of

a. purpose: what are they designed for? b. content: what do they include? c. language: what kind of words are used? d. structure: how are the texts structured? e. the choice of sentences: what sentences are used (simple or complex)? f. style: is it emotional/subjective or neutral/objective? 2. VOCABULARY IN USE A. Study the following vocabulary list: Word/phrase 1. abstract 2. article 3. conclusion 4. content 5. entire 6. paragraph 7. scholarly 8. to compare 9. to describe 10. to gather 11. to get an overview

Translation аннотация статья заключение содержание целый, полный параграф научный сравнивать описывать собирать получить общее представление 31

12. to lay out the plan 13. topic sentence 14. signposting 15. to make notes

наметить план предложение,в котором формулируется тема задание ориентиров, расстановка акцентов делать заметки

3. READING: HOW TO READ A SCHOLARLY ARTICLE Before reading A. Brainstorm some ideas on the question ‘How is reading a scientific paper different from reading a blog or a newspaper?’. Use the phrases below: to contain the sections/ to take notes/ to read many times/to look up other papers/ to understand some of the details/ to take a very long time/ to be patient

[Source: http://library.gordon.edu/penguin-hall/databases-and-journals]

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After reading B. Complete the sentences using the text: 1. The summary of the article which gives you an idea of what the article is about is called……………………………………………………………………………………… 2. The part of the article where the author will lay out their plan and describe the steps they will take to talk about their topic is called…………………………..…………………… 3. The first sentence of every paragraph that will introduce the idea for the paragraph that follows is ………………………………………………………………………………… 4. The part of the article where the author will repeat all of the ideas and findings is called ……………………………………………………………………………………………. C. Answer the questions about the text: 1. 2. 3. 4. 5. 6. 7. 8.

What are the five steps to read a scholarly article? What sections does the scholarly article contain? What can you learn from reading an abstract? What can you notice by reading the conclusion? What do the authors use the conclusion for? What is a topic sentence? Why should you read the topic sentence first before the entire paragraph? When can you read the rest of the article?

SUPPLEMENTARY TASK* 4. VIDEO IN USE: WHAT MAKES A TEXT ACADEMIC? Before watching A. Tick the characteristics that an academic text may have: 1. a lot of colloquial words and expressions; 2. objective language; 3. a plot line. 4. evidence and justification; 5. well organized and planned; 6. a conflict between a protagonist and an antagonist. While watching B. Watch the video ‘What makes a text academic’ (https://yadi.sk/d/UwwA367l3ahugK) to hear some learners explaining what makes a text academic and fill in the gaps: SPEAKER 1

SPEAKER 2

There's a lot of (1) ……….… (2) ……….… in an academic text. And there's also a much more formal way to write things. For example, they use 'thus', 'hence'. Academic texts are based on research probably. And it contains loads of complicated and (3)…………. (4)…………. that we don't use normally, only in this context, in an academic context.

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SPEAKER 3 SPEAKER 4

SPEAKER 5

SPEAKER 6 SPEAKER 7 SPEAKER 8

SPEAKER 9

SPEAKER 10 SPEAKER 11

You cannot write as you talk with friends. You have to be formal enough so that it makes sense. It needs to have proper citations and (5)……………….. It's also about the grammar because it's usually (6)……………. (7)………... It's also about the structure of the text, I guess because the text is really structured. And it's guiding you through, starting from setting some hypothesis then applying some research. Tools and techniques, like (8)………….., (9)………….. research. And then it's going into conclusions and the recommendations for either practical implementation or further theoretical studies. When you're talking randomly you're not worried about the length, what are you actually saying. Does it really mean anything? But when you're talking academically it has to be very (10)……………………., precise, and it has to be to the point. Academic (11)…………………. are written in a more professional way. And there are words that we didn't usually say to friends. Just getting through a text usually that is academic will take more time and (12) ……….. I have to keep looking for meaning of the words to understand the whole (13)……….. better not just in the simple English that I use for speaking or just writing in Facebook or social media. I don't try to look up every single word because it would take a lot of time, especially that I have cases to read, a long piece of legislation, and there are a lot of difficult words there. So as I say, if there is really a word that I would really need I would look it up in the (14)…………….. Usually I would just try to infer it from the context. I will focus on the main point of each (15)…………... And of course I would take note of that about my particular areas of interest. First of all, I would (16)……… it through and then put bookmarks in pages that I don't understand and highlight the bits I don't understand. And then when I go through again and I will look at the highlights of it instead of the bits I understood already.

5. SPEAKING A. Fill in the table using the information from ex. 4B. Write the features of academic texts and the strategies the researchers use to deal with the difficulties. Discuss them in class: Features

Strategies

Academic vocabulary Structure Grammar

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SKILL 2. HOW TO APPLY TOOLS OF CRITICAL READING

1. TUNE-IN: HOW CRITICAL A READER ARE YOU? A. Do a short quiz below. Tick each element of critical reading that you use when you read academic literature. Then sum up the number of ticks and agree/disagree with the final result: When I read an academic text I 7. consider the author’s values; 8. keep an open mind; 9. look out for cases of irrelevant material, and for the absence of necessary material; 10. identify any sources to which the authors refer that I may need to follow up.

1. try to understand the author’s aims; 2. try to understand the structure of the argument; 3. try to identify the main ideas; 4. try to be skeptical to the author’s ideas and check the evidence; 5. check how the authors define and use the key terms; 6. assess the reasons for generalizations; Total number of ticks: ____/ 10

Comments: The more ticks you have, the further you have already progressed in becoming a critical reader. Look back at any items you haven’t ticked. Consider how you might use these elements of critical reading in your study. [Source: ‘Critical reading and writing for postgraduates’ Wallace & Wray, Sage Study Skills, 2011, p. 12] 2. VOCABULARY IN USE A. Study the following vocabulary lists: Word/phrase Translation 1. thesis тезис, положение 2. to analyze анализировать 3. to annotate реферировать, аннотировать 4. to consider рассматривать 5. to get an idea of получить представление об 6. to guide ориентировать, направлять 7. to highlight выделить 8. to increase увеличивать 9. to link key points связывать ключевые идеи 10. to look out for присмотреться к 11. to paraphrase перефразировать 12. to preview просматривать 13. unfamiliar незнакомый

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3. READING: READING CRITICALLY

[Source: http://www.nlb.gov.sg/sure/reading-critically/]

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A. Find the equivalents to the Russian words below in the text and put them into a crossword:

Across: 4. анализировать, 8. источники, 10. реферировать, аннотировать, 11. актуальный, 12. незнакомый, 13. идентифицировать, 15. резюмировать, 18. надежный, достоверный, 21. тезис Down: 1. оценить, 2. цель, 3. увеличить, 5. структура, 6. перефразировать, 7. выделить, 9. просмотреть, 14. заголовок, 16. доказательство, 17. релевантный, 19. ориентировать, направлять, 20. утверждение. B. Read the text and answer the following questions: 1. 2. 3. 4. 5. 6. 7. 8.

What is critical reading? What are six strategies that can help you to consider and evaluate what you read? What strategy will help you to look out for useful information? What does ‘preview’ mean? What strategy can help you to increase your understanding and how? What steps does annotating include? How can you analyze the paper you are reading? What should you do when reading a final time?

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4. VIDEO IN USE: HOW TO MASTER CRITICAL READING A. Watch the video at https://www.youtube.com/watch?v=v26mrQ7a1dc and put the sentences in order you hear them: In addition, it’s really important to keep the idea in mind of underlining evidence in a text especially for the little picture questions. 2

One of those is the difference between the big picture and little picture questions. Little picture questions or the questions they ask you are about a specific detail. Big picture questions are questions that refer to things like the tone or the main idea or the thesis of an essay or text. On the critical reading section of exam, they are testing your ability to interpret a text and make inferences from it reliably.

B. Watch the video again and complete the table with the given phrases: what a word means in context, underline evidence in the text, tone, a few lines of the text, thesis, the main idea, to reread only the beginning or the end of the text, specific detail, to get some idea or the general message, students come up with many interpretations, you go right Critical reading tactics Things they refer Reason / Approach 1. big picture vs. little picture --Big picture Little picture 2. -back to the specific part of the text, students are incredibly creative, to reread that specific part a few times.

5. SKILLS IN PRACTICE: THE SCIENCE OF EVOLUTION A. Follow the steps below the article, answer the questions and do the tasks: The science of evolution is fundamental to understanding how our world works. Disease-causing organisms can colonize new ones, including people. As a result, they can spread rapidly and cause severe disease in populations. History and natural selection are relevant in the sphere of the mind and the body. We think of ourselves as independent beings in full control of our behavior and we do, of course, have freedom of action, but how we make choices is influenced by how our minds have developed. For example, why are we more scared of snakes than of car accidents that are the greater danger for us? Evolution by natural selection can also help us understand moral codes that were once the sphere of religion. A philosophy of ‘survival of the fittest’ is immoral, but evolution is much more complex than this phrase. Humans are social animals and our survival depends on our relationships with neighbors. And finally, what is our future? There is no doubt that humans are still developing, perhaps faster than ever, but the biggest influence on our future will have the damage we are

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doing to our own environment. Life has transformed our planet, but we are the first species to be able to understand the consequences of our actions and to change our fate. [Source: ©The Open University (2008) S170 Darwin and evolution, Milton Keynes, The Open University] Step 1. Identify your purpose for reading the article. Step 2. Preview 1. Skim through the article to get a general idea of it. 2. What is the title? 3. Who is the publisher? 4. When was the work published? 5. Who is the author? What is his purpose for writing the text?

6. What type of text is it? Where would you find it? 7. What subject area is the text from? 8. What can you say about the structure of the article? 9. Does the author include a reference list or bibliography?

Step 3. Annotate 1. Read again. Highlight main points, key terms and unfamiliar words in each paragraph of the text. Example: Paragraph 1 Importance of evolution for understanding of world: example = diseases and threat to populations. Key terms: evolution, disease, organisms, populations. Unfamiliar words: spread rapidly, cause severe disease. 2. Write down a list of questions and comments. Step 4. Summarize Paraphrase the main points in your own words and make a summary of the article. Step 5. Analyze 1. Do the ideas in the paragraphs of the text link together logically? Does the text present a solid argument? 2. Does the text provide examples or references to other writers? 3. Are there any examples of facts and opinions in the article? 4. Are there any errors? 5. Are there any cases of propaganda in it? Final read Read again and answer the questions you’ve written.

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SKILL 3. HOW TO DEVELOP READING SKILLS

1. TUNE-IN: READING COMPREHENSION STRATEGIES A. Look at the poster and put the reading strategies next to the pictures they illustrate. Then add the strategy you can recommend to your groupmates. Sketch a picture in the blank squire that describes that strategy:       

activate prior knowledge, think aloud, locate key words, visualize, use graphic organizers, use word attack strategies, infer meaning

[Source of picture: https://www.teachthought.com/literacy/25-reading-strategies-that-work-inevery-content-area/ ] 2. VOCABULARY IN USE A. Study the following vocabulary list: Word/phrase 1. assignment 2. heading 3. reading technique 4. to be selective 5. to clarify 6. to get the gist 7. to identify bias 8. to keep a record of 9. to look through the text 10. to note down 11. to obtain specific information 12. to precede

Translation задание заголовок техника чтения быть избирательным прояснять уловить идею, ухватить суть распознать необъективность вести запись, учет просмотреть текст записывать добывать определённую информацию предшествовать 40

относить(ся) к бегло просматривать проглядывать

13. to relate to 14. to scan through 15. to skim through

3. VIDEO IN USE: STRATEGIES FOR READING AN ACADEMIC TEXT Before watching A. Rank these reading strategies with your partner. Put the most effective at the top and the least effective at the bottom:  clarify your purpose and decide what is relevant,  recognize the type of text you're reading and how this type of text is usually organized,  look out for key signposting phrases,  note down your thoughts as you read,  keep your purpose in mind while making notes and summarizing,  choose a reliable dictionary,  consider what you already know about the topic before reading,  read critically. While watching B. Fill in the gaps with a suitable word. Then watch the video ‘Strategies for reading an academic text’ and check your answers: relevant / organized / introduction / reliable / sources / evaluate / effective / summarizing / purpose 1. 2. 3. 4. 5. 6. 7. 8. 9.

Good reading strategies are central to ____________ academic study. First, clarify your purpose and decide what is __________. This helps you to find the gaps in your knowledge and gives you a ________ for reading. Work out how the text is _________. An academic text may have headings to guide you, as well as an __________ that sets the scene and a conclusion where the main points will be repeated. Choosing a __________ dictionary is central to your academic success in English. It means not taking everything at face value, but checking information against what you know already and comparing it with information from other ________. It is important to do this so that you can _________ the source and identify any possible bias. The final strategy is to keep your purpose in mind while making notes and _________.

After watching C. Complete this mind-map with the steps which refer to a definite reading strategy. Sentence (a) is given as an example: a. 1 Clarify your purpose

3 Deal with new words

Strategies to read academic texts 4 Read critically

5 Develop your notetaking and summarizing skills

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Choose a reliable dictionary.

2 Work out how the text is organized

4. READING: SKIMMING AND SCANNING Before reading A. Mark the sentences as true or false. Then read the text and check: 1. Skimming and scanning are fast reading techniques. 2. You might use scanning to look up a word in a dictionary. 3. You might use scanning to look through a text quickly to get the general idea. 4. The gist is the general idea of the text. 5. The term skimming is often confused with scanning. 6. You skim a text to obtain the gist – the overall sense. 7. You scan a text to obtain specific information. 8. You can’t use both reading methods at the same time. While reading B. Read the following text on Skimming and scanning: When you’re reading you don’t have to read everything with the same amount of care and attention. Sometimes you need to be able to read a text very quickly. For example, to look up the word ‘valuable’ in the dictionary you wouldn’t start at the letter A and read every word. The most efficient way is to turn to the letter V and then find the words beginning with VA-. This is called scanning through the dictionary. Scanning is one type of fast reading. Skimming is another type of fast reading. You might use skimming to look through a text quickly to get the gist (the general idea). So, if you want to know what’s going on in the news, you might skim through a newspaper or a news website. You wouldn’t have much detail but you would find out the main points. Skimming and scanning are both quick reading techniques but they have different purposes. How is skimming different to scanning? The term skimming is often confused with scanning. • You skim a text to obtain the gist – the overall sense – of a piece of writing. This can help you decide whether to read it more slowly and in more detail. • You scan a text to obtain specific information. For example, to find a particular number in a telephone directory. Sometimes you can use both reading methods. After you’ve skimmed a piece of text to decide whether it’s of interest, you might then use scanning techniques to find specific information. [Source: http://www.bbc.co.uk/skillswise/topic/skimming-and-scanning © BBC 2011] After reading C. Decide if the following examples and sources can be better read through scanning or skimming. Say why: 1. 2. 3. 4.

the newspaper – quickly to get the general news of the day; a graph; magazines – quickly to discover which articles you would like to read in more detail; a google search list on the internet; 42

5. business and travel brochures – quickly to get informed; 6. a bus/ airplane schedule; 7. a conference guide. 5. SKILLS IN PRACTICE: SCANNING A BIBLIOGRAPHY A. Practice scanning this bibliography to find the specific information needed to answer the questions below: Bizer, C., Heath, T. & Berners-Lee, T. (2009) 'Linked Data: The Story so far', preprint of a paper appearing in: Heath, T., Hepp, M. and Bizer, C. (eds.) 'Special Issue on Linked Data', International Journal on Semantic Web and Information Systems (IJSWIS): available at http://eprints.soton.ac.uk/271285/1/bizer-heath-berners-lee-ijswis-linked-data.pdf Conley, A. & Datta, A. (2012) 'Sustaining Privacy and Open Justice in the Transition to Online Court Records: A Multidisciplinary Inquiry' in Maryland Law Review Vol. 71(3). p. 772. Available at: http://digitalcommons.law.umaryland.edu/mlr/vol71/iss3/5 Dunworth, T. (2000) 'Criminal Justice and the IT Revolution' in Federal Probation Vol. 65(2). pp.52-65. Graves, A. (2010) 'Integrating and Publishing Public Safety Data Using Semantic Technologies' in Proceedings of the 11th Annual International Conference on Digital Government Research, New York: ACM Press. Jewkes, Y. (2004) Media & Crime: Key Approaches to Criminology, London: SAGE publications. O'Hara, K. (2011) 'Transparent Government, Not Transparent Citizens: A Report on Privacy and Transparency for the Cabinet Office', London: Cabinet Office, available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/61279/transpar ency-and-privacy-review-annex-a.pdf Robertson, G. (2012) 'A Great Tradition of Open Justice', Speech presented at the Justice Wide Open conference, City University, London. CLJJ Working Papers Series. February, 2012. Available at: http://www.scribd.com/doc/97592453/Justice-Wide-Open-GeoffreyRobertson-A-Great-Tradition-of-Open-Justice Silverman, J. (2012) Crime, Policy and the Media: The Shaping of Criminal Justice, 19892010, Abingdon: Routledge. Spigelman, J. (2000) 'Seen to Be Done: The Principle of Open Justice' (October 9, 1999) in Australian Law Journal, Part 2, Vol. 74, p.378 Available at http://ssrn.com/abstract=1800451 Surette, R. (2011) Media, Crime, and Criminal Justice: Images, Realities, and Policies, 4th edition, Wadsworth: Cengage Learning. United Nations (1966) 'International Covenant on Civil and Political Rights' New York: UN, available at http://www.ohchr.org/EN/ProfessionalInterest/Pages/CCPR.aspx

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1. The author(s) of a conference paper published in the proceedings……… 2. The publisher of an international agreement on rights…………………… 3. The author(s) of a conference speech published as a working paper………… 4. The author(s) of a book published in 2012…………………………………… 5. The author(s) of an article published in an American law journal available online… 6. The author(s) of a journal article consisting of 14 pages…………………… [Source: https://www.elanguages.ac.uk/los/research/scanning_for_specific_information.html] 5. SKILLS IN PRACTICE: SKIMMING JOB ADVERTISEMENTS B. Skim the following job advertisements: 1. Needed: Full time secretary position available. Applicants should have at least 2 years experience and be able to type 60 words a minute. No computer skills required. Apply in person at United Business Ltd., 17 Browning Street. 2. Are you looking for a part time job? We require 3 part time shop assistants to work during the evening. No experience required, applicants should between 18 and 26. Call 366 76564 for more information. 3. Computer trained secretaries: Do you have experience working with computers? Would you like a full time position working in an exciting new company? If your answer is yes, give us a call at 344-5487 4. Teacher Needed: Tommy's Kindergarten needs 2 teacher/trainers to help with classes from 9 a.m. to 3 p.m. Applicants should have appropriate licenses. For more information visit Tommy's Kindergarten in Leicester Square No. 56 5. Part time work available: We are looking for retired adults who would like to work part time at the weekend. Responsibilities include answering the telephone and giving customer's information. For more information contact us by calling 6. University positions open: The University of Cumberland is looking for 4 teaching assistants to help with homework correction. Applicants should have a degree in one of the following: Political Science, Religion, Economics or History. Please contact the University of Cumberland for more information. Now choose only one position for each person.  Jane Madison. Jane recently retired and is looking for a part time position. She would like to work with people and enjoys public relation work. The best job for Jane is …..  Jack Anderson. Jack graduated from the University of Trent with a degree in Economics two years ago. He would like an academic position. The best job for Jack is …  Margaret Lillian. Margaret is 21 years old and would like a part time position to help her pay her university expenses. She can only work in the evenings. The best job for Margaret is …  Alice Fingelhamm. Alice was trained as a secretary and has six years of experience. She is an excellent typist but does not know how to use a computer. She is looking for a full time position. The best job for Alice is …

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 

Peter Florian. Peter went to business school and studied computer and secretarial skills. He is looking for his first job and would like a full time position. The best job for Peter is … Vincent san George. Vincent loves working with children and has an education license from the city of Birmingham. He would like to work with young children. The best job for Vincent is … [Source: http://esl.about.com/library/reading/bl_read_jobad.htm]

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UNIT 4. HOW TO COMMUNICATE WITH SCIENTIFIC COMMUNITIES SKILL 1. HOW TO INTERACT DURING CONFERENCE SESSIONS

1. TUNE-IN A. Discuss the following questions: 1. Have you ever participated in any conference? What was the topic of it? 2. What was the level of the conference (local, all-Russia, international)? 3. How many scientific sessions were planned? Did you participate in any of them? 4. Did it turn to be useful? Share your experience. 5. What did you like/dislike at the scientific conference? 6. Did you make a report? If yes, what was the topic of it? How did you present your research (PowerPoint presentation, report, personal participation in the sessions? 7. Were you proposed to moderate a conference? To be a Chairman? 2. VOCABILARY IN USE A. Study the following vocabulary list: Word/phrase 1. to give a paper at a conference 2. international conference 3. to present your research 4. to attend a conference 5. to apply to 6. annual 7. online registration 8. abstract submission 9. attendee 10. invited speaker 11. application deadline 12. poster presentation 13. registration fee 14. to submit an abstract

Translation представить статью на конференции международная конференция представить свое исследование посетить конференцию подать заявку ежегодный онлайн регистрация подача тезисов присутствующий, участник приглашенный докладчик крайний срок подачи заявления стендовый доклад регистрационный взнос отправить аннотацию 46

B. Look at the online poster advertising a conference and answer the following questions:

7th ANNUAL EUROPEAN MALARIA CONFERENCE July 31 – August 5 Trinity College Cambridge United Kingdom www.eimr.org/con7

Keynote speakers Zoltan Szabo European Institute of Malaria Research (EIMR) Miremba Kabasomi Makarere University, Kampala, Uganda Preliminary Program A list of other invited speakers and preliminary session topics is currently being developed by the Conference Chair and will be announced in due course. Please check back for updates. For further information about us see www.eimr.org Online registration only www.eimr.org/con7/registration Registration is on a strictly first-come, first-served basis. Application deadlines 5 April for abstract or poster presentation submissions 7 May for attendees Registration fees Academia - €450 Students - €350 Commercial/Industry - €650

1. Who might be interested in attending this conference? 2. If a researcher applies on 7 May, could she/he give a paper at this conference? 3. If you were interested in this conference, how could you find out more? C. Complete the following words and phrases from the poster: 1. application _________________ 6. ____________ programme 2. on a _______________ first-come, 7. ___________ fees first-served _____________ 8. to _________ an abstract 3. _____________ speakers 9. in due ______________ 4. online ____________ only 10. check back for _______________ 5. poster _____________ D. Match the words and phrases (1-10) in exercise C to the definitions (a-j): a. b. c. d. e. f. g. h.

research summarized in a visual display _____________ an early plan for the conference (some details may change later) ___________ look for further information _______________ money you must pay to attend a conference _____________ soon ____________ the internet must be used to send personal information for the conference _______ the last date that personal information can be sent to conference organizers ___________ the most important presenters at the conference _____________

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i. the organizers will only accept applications in the order they receive them _____________ j. to send a written summary of your research because you want to present a paper _________ [Source: Cambridge English for Scientists pp. 78-79] E. Translate the sentences from Russian into English using the vocabulary: 1. Я провел фундаментальное исследование и хочу представить его результаты на международной конференции. 2. Чтобы принять участие в конференции, нужно сначала подать заявку в организационный комитет. 3. Подача тезисов заканчивается в конце месяца, а еще нужно успеть пройти онлайн регистрацию. 4. Крайний срок подачи заявления – на следующей неделе. 5. Когда он представлял свой стендовый доклад, зрители с интересом слушали. 6. Наш университет оплачивает регистрационный взнос для участия в ежегодной студенческой конференции. 7. Участники конференции задавали много вопросов приглашенному докладчику. 3. SPEAKING A. In pairs, look at the list of typical conference activities (a-h) below and discuss the following questions: 1. 2. 3. a. b. c. d. e. f. g. h.

Which of these activities have you done (or might you expect to do) at conferences? Which activities are easier / more difficult for you? Why? Do you know any words or phrases which are appropriate for these activities? making arrangements for coffee, lunch or an evening out; asking someone which talks they have been to; asking someone for their opinion on a talk; finding out about where someone works and what research they are doing; asking someone if they are giving a talk; asking someone how successful their presentation was; introducing yourself or someone else for the first time; networking (making useful contacts).

4. LISTENING A. Milan is socializing at the 7th European Malaria Conference in Cambridge. Listen to extracts from eight different conversations Milan has. For each conversation say which activity (from ex. 3A) you hear. Choose from the list above. Sometimes more than one correct answer is possible [track 22 CD2 from Cambridge English for Scientists]: Conversation 1_____________________

Conversation 5_____________________

Conversation 2_____________________

Conversation 6_____________________

Conversation 3_____________________

Conversation 7_____________________

Conversation 4_____________________

Conversation 8_____________________

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B. Look at the sentences from the conversations in ex. 4A. Fill in the gaps with the words below. Then listen and check your answers: about / based / face / forward / giving / go / honest / how / looking / sessions / this / turnout / Conversation 1 (1)________________ was it? Well, to be (2) __________ it was a bit too clinical for me.

Well, how (7) _____________ you come out with us tonight? Conversation 6 So, how did the talk (8) __________? Did you get a good (9)____________?

Conversation 2 And (3) ____________ is Freja Pedersen.

Conversation 7 So which other (10) ________________ have you been to today, Milan?

Conversation 3 So where are you (4) ___________, Freja? What are you (5) _____________ at?

Conversation 8 Conversation 4 It’s good to finally meet you, Jacob, and So are you (6) _____________ a paper put a (11) ___________ to the name. here, Makareta? This might seem a little (12) _____________, but I wondered what Conversation 5 opportunities there were in your lab for post-doctoral positions. C. In pairs role-play some of the conference activities from ex. 3A. D. Listen to eight more extracts (1-8) from conversations at the conference and answer the following questions [track 23 CD2 from Cambridge English for Scientists]: 1. In which extract(s) is someone joining a conversation? 2. In which extract(s) is someone leaving a conversation? E. Listen again which of the extracts do you think might be impolite or inappropriate? Why? F. In pairs or groups of three practice socializing at a conference. Look at the role cards and use the language from ex. 4 B to help you. • Introduce yourself. • Find out about where B works and what their research interest is. • Find out if C is presenting at the conference. • Answer any questions you are asked.

•Introduce yourself. •Find out if A is presenting at the conference. •Find out if C went to the opening talk and if so what they thought of it. •Answer any questions you are asked.

Student A

Student B 49

•Introduce yourself. •You gave your paper today. Explain how it went. •Find out what good talks A has been to. •Invite A and B to meet you later. •Answer any questions you are asked.

Student C

SKILL 2. HOW TO SUBMIT A PAPER TO A CONFERENCE

1. TUNE-IN A. Discuss the following questions: 1. Have you ever submitted a paper to a conference? What kind of conference was that? 2. Have you done it yourself? Did you have a co-author? How did your scientific adviser help you? 3. What difficulties did you face preparing a paper? 4. How do you usually select the topic? 5. Do you manage to submit it long before the deadline? 6. Do you usually submit the paper alone or do you prefer to consider adding a co-author? 7. What main requirements do you usually follow, submitting the paper for the conference? 8. What are the main parts of the paper? 9. What makes your presentation and topic interesting? 2. VOCABULARY IN USE A. Study the following vocabulary list: Word/phrase 1. a paper accepted 2. Academic Conference Paper 3. clarity 4. correctness 5. requirements 6. to be of interest to this audience 7. to review an abstract 8. to select the topic 9. to write/submit an abstract 10. topic

Translation одобренная статья статья на конференцию четкость правильность требования к написанию статьи заинтересовать участников конференции просмотреть аннотацию выбрать тему написать/отправить аннотацию тема

B. Fill in the gaps in the phrases with the words from the vocabulary: 1. a … accepted 2. Academic … Paper 3. to … your abstract

4. to be of … to this audience 5. to select…. 6. to submit …

C. Translate the sentences from Russian into English using the vocabulary: 1. 2. 3. 4. 5.

Мой научный руководитель просил меня выбрать тему исследования. Ссылки к статье необходимо располагать в алфавитном порядке. Тебе необходимо внимательно читать требования к оформлению статьи. Тема ее доклада заинтересовала всех участников конференции. Заголовок отражает содержание статьи. 50

3. READING: HOW TO WRITE AND SUBMIT A CONFERENCE PAPER A. Read and study the main points about writing and submitting a conference paper. Match the subheadings (1-5) with the paragraphs. Decide what you can add to the procedure of submitting and preparing the paper: 1. 2. 3. 4. 5.

Writing and Submitting Your Abstract Select Your Topic Reviews and How to Use Them General Tips Writing and Submitting Your Paper

………………………………………………………………………………………… a. What are the types of papers/posters/presentations? b. What topics are listed in the Call for Papers? c. What aspect(s) of your work would be of interest to this audience? d. Do you know anyone who has had a paper accepted for this conference? ………………………………………………………………………………………… a. Re-read the requirements (word count, format, font, etc.) in the Call for Papers. b. Briefly summarize the context, problem, approach, future work. c. Use a descriptive and interesting title. d. Have a mentor/colleague review your abstract for clarity and correctness. e. Submit your abstract well before the deadline …………………………………………………………………………………………. a. Your paper should include: Abstract, Introduction, Background, Main Body, Future Work, Acknowledgements, and References. b. Follow the requirements for format, length, etc. c. Use pictures, charts, tables, lists to communicate information, examples, data, results. d. Start early, write several drafts. …………………………………………………………………………………… a. Reviews reflect the personal tastes of the reviewer. b. Some reviewers are more professional/helpful than others. c. Share your reviews with a trusted mentor if you need assistance responding to them. d. Submit your revised paper early. …………………………………………………………………………………… a. You can submit papers on different aspects of your project to different conferences, but not the same paper to more than one conference! b. Know the prestige/acceptance rate of the conference/papers – don’t aim too high or too low. c. Submit a poster & a paper (not on same topic!), attend a workshop, volunteer to moderate a session. B. Enlarge the statements. Use the text for that: 1. 2. 3. 4. 5. 6.

Select your ….. Write and submit your … Re-read the requirements in the … Briefly summarize the context, problem …. Submit your abstract well before …. Your paper should include the following parts… 51

7. Follow the requirements for… 8. Use pictures, charts……. 9. Start early, write ……... 10. Submit a poster & a paper (not on same topic!) ….. 4. SPEAKING A. Speak about the procedure of preparing and submitting your paper to the conference. Use the scheme to help you describe the submission process. Share your experience with audience:

[Source: http://pmichennai.org/pmi/regional/pmnc16-call-for-papers-submit-yourabstracts-before-26th-may-2016/]

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SKILL 3: HOW TO GIVE A PRESENTATION

1. TUNE-IN A. Study the infographics and answer the following questions: 1. What is the biggest fear of all humans? Do you suffer from the same fear? 2. Are women more affected by public speaking anxiety than men? 3. How did Steve Jobs get ready for the presentation? Do you think rehearsing a presentation is necessary? 4. What are most of the people moved by? Why? 5. How can you create a better presentation? What is the script? How often do you write it? 6. How can you make people remember what they hear? How much information will they remember? Do you use such tricks?

[Source: https://learn-with-imtiaz.blogspot.ru/2017/02/Icebreakers-how-to--give-awesomepresentation.html]

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2. VOCABULARY IN USE: PRESENTATION PHRASES AND USEFUL EXPRESSIONS A. Study the following vocabulary list: Section of presentation Opening a presentation

Introducing the topic

Overview (outline of presentation)

Finishing a section

Starting a new section

Giving examples

Summarising and concluding Invitation to discuss / ask questions

Signpost language Ladies and gentlemen, thank you very much for coming along here today. I’ve invited you here today to have a look at my findings. My topic today is… The purpose of today’s presentation is… Now let me begin by… I’m going to divide this talk into four parts. Briefly, I have three things to say. First of all, I'll... … and then I’ll go on to … Then/ Next ... Secondly… Finally... That's all I have to say about... We've looked at... So much for... Turning to.../ Let’s turn now to … The next issue/topic/area I’d like to focus on … Now we'll move on to... I'd like now to discuss... Now let's look at... For example,... /A good example of this is... / To give you an example,... As an illustration,... / To illustrate this point... To sum up .../ To summarise... To conclude/ In conclusion ... I’m happy to answer any questions. Any questions? At the end I’d be happy to answer any of your questions. I’d be very happy to invite you to ask questions at the end of the session.

B. Read the scripts below which show two ways of opening presentations. Fill in the gaps with phrases from the table. Then listen [Track 3.1 Opening] and check your answers: Clip 1: “Ladies and gentlemen, ……………………………………………. I hope my presentation isn’t going to take too long and that you will find it interesting. …………………………….. to discuss how we can improve internal communications within our company. Now…………………………….. explaining that I’d like to talk about the business case for better communication; secondly, I want to cover different styles and methods; and ………………….. I would like to finish off by talking about some of the basics we need to have in place to deliver good quality, consistent communications across the

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company. …………………………………………… at the end of the session and I’m sure there’ll be plenty of time for us to discuss some of the points that have been raised.” Clip 2: “Good afternoon, ladies and gentlemen. Thank you for finding the time to come and join me for this presentation this afternoon. My name is Tim Mason, I‘m a retail consultant, and many of you will have seen me shadowing you in your jobs and looking through the accounts and so on in the company over the last week. ………………………………………… to have a look at my findings. First, I’d like to have a look at the performance of the company, the sales of the company over the last three years; then I’d like to have a look at our market share in the womenswear market and look at our competitors; and thirdly, I’d like to suggest some improvements in our range of womenswear. At the end…………………………….……………..” [Source:http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/unit3pre sentations/1opening.shtml]

C. Now listen to two examples of people giving presentations [Track 3.2 Body]. Fill in the gaps with phrases below. Then listen and check your answers: If you have a look at this first graph / A good example of / As you can see / key factor / If you look at this slide / A good illustration of the communication process / Now let’s look at / Clip 1 “(1)……………………………………………, you can see that our sales topped 50 million the year before last. Then last year sales dropped to 40 million, with a slight recovery at the end of the financial year. However, this year sales have continued to drop to an all-time low of 30 million. (2) …………………………….. our market share. (3)…………………., we have 25% of the market share, 10% down on last year.” Clip 2 “(4) …………………………………………… how important internal communications are is shown by some findings from research that we have recently undertaken. Good communications is a very (5) …………………………. in staff motivation. (6)…………………………………………. , you will see how important it is to get the basics in place. You need to identify your communication requirement, agree your objectives and success criteria, identify your target audiences, define the content of your message and determine the style of delivery. (7) …………………………………………. is when all those basics fall into place naturally.” [Source:http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/unit3pre sentations/2body.shtml] D. Translate the sentences from Russian into English using the vocabulary: 1. Цель моей сегодняшней презентации – обсудить, как мы можем увеличить наши доходы. 2. Леди и джентльмены, спасибо, что пришли на нашу конференцию сегодня. 3. Я разделил свою презентацию на четыре части. 4. Следующий вопрос, на котором я бы хотел сфокусироваться, касается увеличения зарплаты. 55

5. Давайте резюмируем основные идеи, которые вы сегодня услышали. 6. В конце презентации я буду рад ответить на все ваши вопросы.

3. READING AND DISCUSSION: TIPS FOR EFFECTIVE PRESENTATION A. Match the phrases with the translation: 1. to be relaxed 2. to connect with your audience 3. to let your passion for the subject shine through 4. to be honest with the audience 5. to bear in mind 6. to focus on your audience’s response 7. to keep your core message focused and brief 8. to make eye contact 9. to feel less nervous 10. crucial 11. to entertain 12. dull 13. attention-grabbing image 14. to contain 15. to act like a story 16. to remember the points afterwards

a. держать в памяти, постоянно помнить b. производить впечатление единого целого c. чувствовать связь с аудиторией d. меньше нервничать e. быть честным с аудиторией f. придерживаться главной линии g. сосредоточится на ответной реакции аудитории h. привнести все возможные эмоции в презентацию i. захватывающий образ j. важный k. содержать l. поддерживать зрительный контакт m. развлекать n. помнить основные пункты после o. скучный p. чувствовать себя расслабленным

B. Read the text giving the main tips for effective presentation, pay special attention to the active vocabulary. Analyze each step of the preparation and outline the most complicated items at each step: 1. Show your Passion and Connect with your Audience It’s hard to be relaxed and be yourself when you’re nervous. The great presenters say that the most important thing is to connect with your audience, and the best way to do that is to let your passion for the subject shine through. Be honest with the audience about what is important to you and why it matters. Be enthusiastic and the audience will respond. 2. Focus on your Audience’s Needs Your presentation needs to be built around what your audience is going to get out of the presentation. As you prepare the presentation, you always need to bear in mind what the audience needs and wants to know. While you’re giving the presentation, you also need to remain focused on your audience’s response, and react to that. You need to make it easy for your audience to understand and respond. 3. Keep it Simple: Concentrate on your Core Message. When planning your presentation, you should always keep in mind the question: What is the key message (or three key points) for my audience to take away? 56

You should be able to communicate that key message very briefly. Some experts recommend a 30-second ‘elevator summary’ or say it in no more than 15 words. It is important to keep your core message focused and brief. 4. Smile and Make Eye Contact with your Audience This sounds very easy, but a surprisingly large number of presenters fail to do it. If you smile and make eye contact, you are building rapport, which helps the audience to connect with you and your subject. It also helps you to feel less nervous. Make sure that you don’t turn down all the lights so that only the slide screen. Your audience needs to see you as well as your slides. 5. Start Strongly The beginning of your presentation is crucial. You need to grab your audience’s attention and hold it. They will give you a few minutes’ grace in which to entertain them, before they start to switch off if you’re dull. So don’t waste that on explaining who you are. Start by entertaining them. Try a story (see tip 7 below), or an attention-grabbing (but useful) image on a slide. 6. Remember the 10-20-30 Rule for Slideshows This is a tip from Guy Kawasaki of Apple. He suggests that slideshows should:  Contain no more than 10 slides.  Last no more than 20 minutes.  Use a font size of no less than 30 point. As a general rule, slides should be the sideshow to you, the presenter. A good set of slides should definitely contain less information. If you need to provide more information, create a handout and give it out after your presentation. 7. Tell Stories Human beings are programmed to respond to stories. Stories help us to pay attention, and to remember things. If you can use stories in your presentation, your audience is more likely to engage and to remember your points afterwards. It is a good idea to start with a story, but there is a wider point too: you need your presentation to act like a story. Think about what story you are trying to tell your audience, and create your presentation to tell it. C. Fill in the gaps with the words and expressions: respond / to connect with your audience / handout / to remain focused / make eye contact / ‘elevator summary’ / crucial / stories 1. The great presenters say that the most important thing is … 2. If you are enthusiastic and honest, and the audience will …. 3. If you’re giving the presentation, you also need … on your audience’s response, and react to that. 4. If you smile and …, you are building rapport, which helps the audience to connect with you and your subject. 5. Some experts recommend a 30-second … 6. The beginning of your presentation is … 7. If you can use … in your presentation, your audience is more likely to engage and to remember your points afterwards. 8. If you need to provide more information, create a bespoke … and give it out after your presentation.

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D. Discuss the questions in pairs: 1. When did you make your presentation for the first time? Was it a success? How did you feel? What was the topic of it? 2. Name several main characteristics of a very good presenter. 3. Do you think it is a gift or a skill to present yourself in an appropriate way? 4. Is it easy to make an eye-contact? Explain how you understand the phrase. 5. Can you relax when you are nervous? 6. How many slides will be enough for a slide-show, do you think? SUPPLEMENTARY TASK* 4. VIDEO IN USE: HOW TO GIVE AN AWESOME (POWERPOINT) PRESENTATION Before watching A. Sort out the following phrases into two categories: 1) what’s good about making a presentation? 2) what’s bad about making a presentation? use a simple structure / tell a story / use pictures to support your story / use bullet after bullet/ charts, tables and clip art will make things better / stay low-tech / use sticky notes / such tools as a whiteboard, flip chart, handouts will help to tell a story / minimal text and photos / speak slowly and dramatically / fill your slides with numerous text / don’t explain what your talk is about / make an eye-contact / stay nervous / What’s good about making a presentation?

What’s bad about making a presentation?

While watching B. Watch the video ‘How to give an awesome presentation’ at https://www.youtube.com/watch?v=i68a6M5FFBc&t=54s and complete the gaps in the sentences below: 1. Jim used to give presentations like just about everyone else he knew. …………………. was his tool of choice. 2. When he wanted to be fancy, he'd add what usually turned out to be an ineffective ……………… or sometimes a table. 3. In doing so, he tries to follow a simple ………………………., with a clear beginning, middle, and end that links together his various points and builds to his conclusion. 4. Jim sometimes opts to use a whiteboard, flip charts, ………………….., or even no props at all. 5. He doesn't dumb down his presentations, but he does try to limit each slide to one ………….. 6. Sometimes he'll use …………………., but he tries to remember that people can't read his slides and truly listen at the same time. 7. His …………………….. are now much more engaged and better understand and remember his presentations.

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5. SKILLS IN PRACTICE A. Make up your own academic presentation according to the following plan. Present your research to your group mates, use the phrases from Vocabulary in Use. Time limit for your presentation speech is 5 minutes: PRESENTATION WORKSHEET INTRODUCTION Welcome the audience. Introduce yourself (name, position, company). State your topic. Say why the topic is important for the audience. Describe the structure of your talk (3 main points). Say how long the talk will be. Say when you will answer questions. Say whether there are handouts. MAIN PART Introduce main points and give details. Main point 1 ______________________ Main point 2 ______________________ Main point 3_______________________ CONCLUSION Summarize the key points. Make your final statement. Invite questions. B. Evaluate the speech and the presentation of your groupmates according to the table. Comment on the presentations: CHECKLIST – FEEDBACK ORGANISATION 1. Was the presentation the right length? Too long Too short Just right 2. Did the audience understand the speaker? Yes, all the time Yes, most of the time Yes, some of the time No

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PARTS OF THE PRESENTATION Introduction Did the speaker tell the audience the purpose of the talk? Did the speaker explain the structure of the talk? Did the speaker tell the audience why the topic was relevant to them? Main part Did the speaker state the main points? Did the speaker use the phrases? Did the speaker present the visuals? Conclusion Did the speaker summarize the key points? Questions How did the speaker deal with questions?

yes

no

yes yes

no no

yes yes yes yes well Very well

no no no no Fairly well badly

[Source: ‘English for Presentations’, Express Series, Oxford University Press]

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UNIT 5. HOW TO CREATE MY RESEARCH PROFILE SKILL 1. HOW TO BUILD A RESEARCHER’S PROFILE

1. TUNE-IN A. Read the slogan. Discuss with your partner, where can you find it? Can you paraphrase this sentence?

B. Look at the types of researcher and choose the one you belong to:

[Source: https://twitter.com/RGSupport] C. What kind of research are you interested in? What kind of research would you like to carry out? 2. VOCABULARY IN USE A. Study the following vocabulary list: Word/Phrase 1. academic social networks 2. achievement

Translation академические (научные) социальные сети достижение 61

3. award 4. follower 5. peer 6. publication 7. research experience 8. scientific community 9. skills 10. to cite 11. to create an account 12. to interact 13. to join for free 14. to sign into

награда последователь, сторонник коллега публикация исследовательский опыт научное сообщество навыки цитировать создать учетную запись взаимодействовать вступить, присоединиться бесплатно зарегистрироваться

B. Match the headings to the parts of Dr. Ijad Madisch’s profile in ResearchGate. Compare your answers with your partner. Go to https://www.researchgate.net/profile/Ijad_Madisch/info and check your answers: a. b. c. d. e. f. g. h.

Awards and Achievements Other Scientific Societies Education Languages Research experience Topics Skills and expertise

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3. READING A. Read the information about the ResearchGate and mark the statements True (T) or False (F): ResearchGate is built by scientists, for scientists. It started when two researchers discovered first-hand that collaborating with a friend or colleague on the other side of the world was no easy task. Founded in 2008 by physicians Dr. Ijad Madisch and Dr. Sören Hofmayer, and computer scientist Horst Fickenscher, ResearchGate today has more than 14+ million members. We strive to help them make progress happen faster. Our mission Our mission is to connect the world of science and make research open to all. Here’s how it works:  Share your publications, access millions more, and publish your data.  Connect and collaborate with colleagues, peers, co-authors, and specialists in your field.  Get stats and find out who’s been reading and citing your work.  Ask questions, get answers, and find solutions to research problems.  Find the right job using our research-focused job board. [Source: https://www.researchgate.net/about] ResearchGate is a scientific network. 1. 2. 3. 4.

In 2008 ResearchGate found more than 14 million members. ResearchGate helps only those scientists who make good progress in research. Scientists can exchange their publications with each other in ResearchGate. ResearchGate provides scientists with the information about job opportunities.

B. Match the equivalents of the highlighted words in the text:     

to reference; exchange; work together; researcher; colleague

C. Discuss in pairs:  

Why is ResearchGate so popular among scientists? How does ReasearchGate differ from such social networks as Vkontakte, Facebook or Odnoklassniki?

SUPPLEMENTARY TASK* 4. VIDEO IN USE A Watch the video “ResearchGate for Students” https://www.youtube.com/watch?v=k8b_WO1KHFc and fill in the gaps: 1. ResearchGate is a social networking tool for researchers which could be particularly _____________ for students.

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2.. T first thing you have to do is to sign into ResearchGate and create an _____________ for yourself. That’s absolutely free. 3. Once you’ve signed in and put in a picture or some sort of visual representation of yourself, you _____________ it and you can begin adding articles, or conference papers, or at this point you may have nothing to add. 4.. N , the important thing, though, to establish your digital identity as a researcher or potential researcher is to identify your skills and _____________, topics that you’re interested in your research. 5.. You an see here that there are people that you might be following or _____________, but I’ll show you how to do that in a moment. 6.. T second useful aspect of this tool is – you are able to search for _____________. 7.. T other interesting thing is, once you find a publication you will know the _____________ . 8. So, this is a great tool to start _____________ with people and researchers, and asking questions. 9.. T other cool feature is; you can ask _____________ . 10. Finally, once you have identified your information, if you click on “publications”, all publications in your field of research and your interest will be _____________ here. B. Watch the video once again and make a list of advantages of creating a profile in ResearchGate. Discuss in pairs. Which of them are mostly useful for you? 5. SKILLS IN PRACTICE A. Study the following steps to sign up for Researchgate: How to Create a Profile on ResearchGate 1. Go to www.researchgate.net and click on Join for free. 2. Choose your researcher type. ex. academic or student. 3. Provide information and click on Continue. Institution: South Ural State University, Russia, Chelyabinsk. Department: Department of Economics 4. Provide information and click on Continue. First Name: Andrey Last Name: Medvedev Your institution email: [email protected] Password:******** 5. You can upload your photo or you can also skip this step. 6. To complete your registration verify your email address. Open your email account and check the email form ResearchGate. Just click on Confirm your email address. Now the process is complete. B. Create your personal profile on ResearchGate, search for your university lecturer and groupmates in the network and follow them. Notify them about the completed task.

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SKILL 2. HOW TO PUBLISH YOUR RESEARCH IN ACADEMIC SOCIAL NETWORKS

1. TUNE-IN A. Read the statement. Translate it into Russian. To what extent do you agree?

B. ResearchGate gives scientists new tools to connect, collaborate, and keep up with the research that matters most to them. Look at the quick stats and answer the questions: 1. How many members are there in the network? 2. Is ResearchGate a reliable source of information for academic purposes? 3. Is ResearchGate famous worldwide? Why? 4. Do the members of ResearchGate achieve the best result in science? Why? 5. Whish disciplines are most common in ResearchGate? 6. What fact impressed you most of all?

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2. VOCABULARY IN USE A. Study the following vocabulary list: Word/Phrase 1. appropriate 2. benefit 3. full-text 4. publication page 5. published 6. to add 7. to advance research 8. to collaborate 9. to ensure 10. to ensure 11. to follow 12. to share publicly 13. to store privately 14. to upload a copy 15. unpublished

Translation подходящий, уместный выгода, польза полнотекстовый страница публикаций опубликованный добавить продвигать исследование сотрудничать убедиться убедиться следовать поделиться публично хранить в частном порядке загрузить копию неопубликованный

B. Read the recommendations and complete them with the words below. Translate the recommendations into Russian: follow/ unpublished/ published/ add/ ensure/ page 1. To add a publication a) ______ to your profile. 2. Click the b) ______ new button at the top right-hand corner of any ResearchGate page. 3. For c) ______ work, select Published research and then select the type and go to the Manual entry tab. 4. For d) _____ work, select the most applicable type of research from the options shown. 5. e) ______ the steps for the specific type of research you choose. Note: When creating a publication page for some types of research (e.g. code), you are required to add a file. You must always f) ______ that you have the right to upload any file to ResearchGate before doing so.

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3. READING A. Read the steps and put them in order. Number them 1 – 7: HOW DO I ADD A FULL-TEXT TO MY PUBLICATION PAGE? Here’s how you can add a full-text to your publication’s page: ___ Click Select full-text file to find and upload your file ___ If you’re sharing publicly, decide whether you also wish to upload a private copy ___ Review the upload conditions ___ Choose from either Share publicly or Store privately ___ Click Upload. ___ Go to your publication’s page ___ Click Add full-text in the top right-hand corner Note: You must always ensure that you have the right to upload any file to ResearchGate before doing so. Check your answers at https://explore.researchgate.net/display/support/How+to+add+research. SUPPLEMENTARY TASK* 4. VIDEO IN USE A. Watch the video “Tips for Sharing Research on Social Media” https://www.youtube.com/watch?v=cNU4jZ8Ts_0 and mark the statements True (T) or False (F): 1. 2. 3. 4.

There are few benefits of social media for researchers to bring an audience to their work. Social media do not allow researchers to reach people all around the world. In ResearchGate people are trying to build platforms for sharing their research. Looking for an appropriate research, try to find something that’s visually engaging.

B Work in pairs. Discuss how social media can help you:       

follow your discussions on your topic, stay updated about the latest publications, build a network, find researchers to collaborate with, share links to your content, track and improve your citations, explore career opportunities.

5. SKILLS IN PRACTICE A. Prepare your publication for sharing it with your followers and add it to your ResearchGate page. Inform your lecturer and groupmates about the new publication. 68

SKILL 3. HOW TO USE SOCIAL NETWORKS TO ADVANCE YOUR CAREER

1. TUNE-IN A. Read the introduction about Ijad Madish. What do you know about his work experience and qualification? Make a list of questions to interview your partner about Ijad’s job:

B. Discuss in pairs:   

Would you like to work in a foreign company? What skills and qualifications are necessary for people to find a job abroad? What is the role of professional networks in searching for good jobs?

2. VOCABULARY IN USE A. Study the following vocabulary list. 1. 2. 3. 4. 5. 6. 7.

Word/Phrase to advance career to search for a job to seek information networking contacts to join groups alumni databases to volunteer

Translation продвигать карьеру искать работу искать информацию контакты в социальных сетях вступать в сообщества, группы базы выпускников заниматься волонтерством 69

8. to keep up with 9. concise 10. to hire 11. contribution 12. internship 13. volunteer experience 14. to edit a profile 15. scientific membership

не отставать краткий нанимать на работу вклад стажировка опыт волонтерской деятельности создать профиль членство в научных организациях

B. Do the word-search, find and cross out the words from the list: profile, database, networking, contacts, strategy, internship, career, partner, volunteer, contribution, hire.

SUPPLEMENTARY TASK* 3. VIDEO IN USE A. Watch the video “How to Network: 3 Tips to Advance Your Career” https://www.youtube.com/watch?v=hFwvj_vAq9c and fill in the gaps, using the words: join /

contacts / strategy / relationship / contributions / hire / conduct

1. Networking is the number one job search __________. 2. There are many ways to make networking __________. 3. So try to use LinkedIn as a proactive research tool, __________ groups, connect with people. 4. So, the best way to keep up with your contacts is to __________ a series of informational meetings. Ideally, this would be face-to face, in-person meetings, 20-30 minutes. 5. It’s also important to ask to keep in contact periodically so you can keep the__________ going. 6. Most people don’t like to__________ strangers the way they used to. 7. You find out what their needs are. You let them know your __________ and how you can meet their needs. 70

B. Watch the video again and answer the following questions: 1. 2. 3. 4. 5.

How many members does LinkedIn contain? Where can alumni conduct informational meetings with other alums or students? What is the aim of informational meetings? What is a professional introduction? What can help you to find a job, internship or volunteer experience?

4. READING A. Read the note about exporting the profile and say, which sections of the profile contain information about your research: B. Read the recommendations how to edit a ResearchGate profile and answer the questions below the text:

Think of your profile as the hub for your research and the contributions you make to ResearchGate, such as questions and answers, and research interests on ResearchGate. Your profile is broken down into six tabs: your Overview provides a snapshot of your research; Info lists details about your skills and research experience; the Contributions is where you can find your publications, questions, and answers; Stats shows you who is reading and citing your work, your Scores tab is designed to help measure the impact of your research, showing the RG Score and h-index and Research interests is where you can see all the work you're interested in on ResearchGate, such as publications, questions, and projects. You can customize your profile by adding a photo, featuring publications, listing your research skills and expertise, and adding information about your research experience, and keep up with and manage your research interests. For more information about customizing your profile, see Account settings. To edit your skills and expertise, topics, disciplines and research experience, go to your Info tab and hover over the section that you wish to change. A small pencil icon will appear on the right-hand side. Make the necessary changes and then click Save. [Source: https://explore.researchgate.net/display/support/Profile] 1. 2. 3. 4. 5.

Which section of the profile provides a snapshot of your research? Which section of the profile contains your publications, questions, and answers? Where can you find all the work you're interested in on ResearchGate? How can you customize your profile? Can you change the information in your ResearchGate profile? 71

5. SKILLS IN PRACTICE A. Edit your ResearchGate academic profile in as much detail as possible using the structure of the profile above. Add a photo, feature your publications, list your research skills and expertise, and add information about your research experience, and keep up with and manage your research interests.

REFERENCES 1. Critical reading and writing for postgraduates. Wallace & Wray, Sage Study Skills, 2011, p. 12 2. The Open University (2008) S170 Darwin and evolution, Milton Keynes, The Open University 3. Cambridge English for Scientists , pp. 78-79 4. English for Presentations, Express Series, Oxford University Press 5. https://www.kickresume.com/help-center/how-write-profile-resume/ 6. https://www.youtube.com/watch?v=7tPRZY0OqAA 7. https://medium.com/@ReigningIt/how-to-set-smart-goals-a-goal-setting-process-toachieve-your-dreams-74015310c3dd 8. https://www.youtube.com/watch?time_continue=1&v=Z8giNBN9isg 9. http://careerwise.ie/never-underestimate-the-power-of-first-impressions/ 10. http://www.englishforbusinesscommunication.com/ru/how-to-formally-introduceyourself-in-business-meetings/ 11. https://www.youtube.com/watch?v=_mc1ckQGHpk 12. https://en.oxforddictionaries.com/definition/research 13. https://www.jasonmkelly.com/jason-m-kelly/2014/01/08/flowchart-how-to-find-aresearch-topic 14. https://www.youtube.com/watch?v=Zau6WVE3sQ4 15. http://libguides.ncl.ac.uk/c.php?g=233735&p=1551848 16. https://concordian-thailand.libguides.com/c.php?g=591582&p=4227079 17. https://www.youtube.com/watch?v=z6dOGkpI6H4 18. https://en.wikipedia.org/wiki/On_the_Internet,_nobody_knows_you%27re_a_dog 19. https://ccconline.libguides.com/c.php?g=242130&p=2185475 20. http://ourenglishclass.net/wp-content/uploads/sites/6/2012/11/CRAP_Practice.pdf 21. http://library.gordon.edu/penguin-hall/databases-and-journals 22. https://yadi.sk/d/UwwA367l3ahugK 23. http://www.nlb.gov.sg/sure/reading-critically/ 24. https://www.youtube.com/watch?v=v26mrQ7a1dc 25. https://www.teachthought.com/literacy/25-reading-strategies-that-work-in-every-contentarea/ 26. http://www.bbc.co.uk/skillswise/topic/skimming-and-scanning 27. http://esl.about.com/library/reading/bl_read_jobad.htm 28. http://pmichennai.org/pmi/regional/pmnc16-call-for-papers-submit-your-abstracts-before26th-may-2016/ 29. https://learn-with-imtiaz.blogspot.ru/2017/02/Icebreakers-how-to--give-awesomepresentation.html 30. http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/unit3present ations/1opening.shtml 31. http://www.bbc.co.uk/worldservice/learningenglish/business/talkingbusiness/unit3present ations/2body.shtml 32. https://www.youtube.com/watch?v=i68a6M5FFBc&t=54s 33. https://twitter.com/RGSupport 34. https://www.researchgate.net/profile/Ijad_Madisch/info 35. https://www.researchgate.net/about 36. https://www.youtube.com/watch?v=k8b_WO1KHFc 37. www.researchgate.net 38. https://explore.researchgate.net/display/support/How+to+add+research. 39. https://www.youtube.com/watch?v=cNU4jZ8Ts_0 40. https://www.youtube.com/watch?v=hFwvj_vAq9c 41. https://explore.researchgate.net/display/support/Profile

Учебное издание

Елсакова Рената Загитовна, Колова Светлана Михайловна, Хабирова Евгения Игоревна ACADEMIC ENGLISH FOR MASTERS: А1-Ф2 Учебное пособие

Техн. редактор А.В. Миних Дизайн обложки А.В. Коноваловой Издательский центр Южно-Уральского государственного университета Подписано в печать 03.07.2019. Формат 6084 1/8. Печать цифровая. Усл. печ. л. 8,83. Тираж 200 экз. Заказ 291/2. Отпечатано в типографии Издательского центра ЮУрГУ. 454080, г. Челябинск, проспект Ленина, 76.

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