Skills for Study Level 2 Teacher's Book - Cambridge University Press

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defStudents listen again to judge the speaker’s level of certainty. (Answers above.)Student discussionGroup discussionNote: Ask students to turn to the checklist on p.241 and read the tips relating toUnit 4 Part A. Encourage students to put these tips into practice in their studiesfrom now on. Tell them they will be asked to report back on this in a future lesson.Unit 4 Part A ∙ Understanding spoken information 110
Part BUnderstanding written informationThe aim of this lesson is for students to improve their reading and writing skillsthrough:• identifying appropriate reading techniques• reading intensively for understanding• reading critically.1 Identifying appropriate reading techniquesNote: The definition of ‘realistic art’ given in the following sections has beendeliberately simplified for ease of understanding by non-specialist students.1a Student discussionSuggested answers1 Students’ own answers.2 Students’ own answers, but it generally means that you read very carefully sothat you understand every detail. It means that you may read slowly, questionyour understanding, and use a dictionary, all so that your understanding iscomplete and correct.1b Students read the definition of intensive reading.1c Student discussionSuggested answersSkimming: Looking briefly at a text to get a general idea of the content.Scanning: Reading quickly through a text to find a specific piece of information.Intensive reading: Careful, purposeful reading for a thorough, critical understanding.1dSuggested answers1 Scanning2 Intensive3 Intensive4 Intensive5 Intensive6 Skimming and Scanning7 Scanning and Intensive2 Reading intensively for understanding2a Group discussion2bAnswersPicture a: RenaissancePicture b: Middle AgesPicture c: ClassicalUnit 4 Part B ∙ Understanding written information 111
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Skillsfor StudyLEVEL 2Teacher’s N
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IntroductionThe Skills and Language
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Introductioncases, even in texts wh
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Unit 1Gender issuesUnit OverviewPar
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Women are oftenenrolled on lesspres
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2b Students take turns presenting t
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Note: There is a deliberate flaw in
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Passage cGender gap in higher educa
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3dAnswersThe correct readings are:F
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Unit Task: The gender gap1 Students
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1fAnswersFaiola, A. (2008, May 16).
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Copy information directlyfrom a lab
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European Commission. (2009). She Fi
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2cSuggested answersAccording to Fig
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Suggested answersGraphic Strengths
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Suggested answersFeatureStructures
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Quite separately from the issue of
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5b Group discussion5c Students inve
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Unit 2WaterPart AUnderstanding spok
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1jAnswersYes, I agreeOn top of that
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Assignment 1aAnswersArid: A very dr
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Assignment 2Note: The unit task for
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1c Group discussion1dSuggested answ
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3dSuggested answers1 To determine w
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Part CInvestigatingThe aim of this
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3aSuggested answersList all the pos
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4bSuggested answers1 introductory s
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4hSuggested answerProbably not real
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Part DReporting in speechThe aim of
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Skills for Study Level 2 Teacher's Book - Cambridge University Press

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