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

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Part DReporting in speechThe aim of this lesson is for students to improve their speaking skills through:• describing research findings• describing and explaining data• discussing research findings.1 Describing research findings1a Student discussionSuggested answersElement of reportIntroductionMethod (or approach) used for gathering dataResults (findings)Discussion of findingsConclusionReferencesIn detail (D) or brief (B)?BBDDBN/A1b Students compare their ideas in groups.2 Describing and explaining dataNote: This section first gives some practice with integrating a visual aid into an oralpresentation, suggesting that three things are necessary for maximum clarity andeffectiveness:1 Clearly refer to the information on the visual aid in your speech, to draw youraudience’s attention to what you are speaking about.2 Give a summary of the key points of the information. Don’t just leave youraudience to interpret the information for themselves.3 Give a commentary about the information – what does it show, what does itsuggest, what implications can we understand from this piece of information?2a Students in pairs review information about one room-design study, and identify thekey findings. (See 2b for answers.)Unit 4 Part D ∙ Reporting in speech 124
2bSuggested answers1 The speaker’s reference to the table2 The summary of the main findings3 The speaker’s commentary on what the findings representSo, we gathered fifteen images of different rooms from a variety of differentsources. They were all work spaces, to an extent, but laid out in different ways,and, 1 as you can see from the table here, we had them grouped into fourmain categories: ‘modern’; ‘traditional’; ‘peaceful’ and ‘energetic’ – dependingon the type of decorations and furniture and so on – I’ve got the images hereif you want to have a look at them in a moment. 2 So, what does this tell usabout the ratings? What we see, of course, is that most of the answerstend to cluster around the middle of the scale, which was to be expected.However, an interesting point, I think, is that people seemed to rate the more‘conventional’ rooms as being better for creativity – the ones with a standardmodern or traditional look. They both had higher ratings at the top end of thescale than the energetic and peaceful rooms, which were the ones with moreovertly ‘creative’ features like potted plants and unconventional furnishingsand decorations. 1 If you notice here on Table 1, 2 if we combine the stronglypositive ratings of 4 and 5, we get scores of around 100 for the traditionaland modern rooms, but only around 72 for the peaceful and energeticrooms. That’s reversed if we look at the bottom end of the scale: combiningratings 1 and 2, we find that significantly more people rate the energetic andpeaceful rooms as being poor for creativity compared to the traditional andmodern ones. 3 Now of course this was quite a limited study, and there area number of possible reasons why this may be so, but the fact that we alsohave more people giving lower scores to these two unconventional roomssuggests something interesting that’s going on. One possibility is that peopletend to feel more creative, or give a higher rating, to the rooms that they’remore comfortable in – more familiar with, if you like.2c Students check their answers with a partner.2dSuggested answersPeople tend to base their judgements of whether a room is suitable forcreative thinking on furnishings and lighting, and to a lesser extent thepresence of plants.2eAnswers4.5Number or titleof graphicFindingsSpeaker’scommentsPresentation 1 Presentation 2Figure 1‘High’ rating for creativity:natural furnishings suchas wood; lighting type‘Low’ rating for creativity:colour scheme; syntheticfurnishingsPeople associate naturalelements with creativity.Not given‘High’ rating for creativity:lighting; natural furnishings‘Low’ rating for creativity:plants; bright colour schemesand synthetic furnishingsPeople prefer natural things.Unit 4 Part D ∙ Reporting in speech 125
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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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4bSuggested answersYou want to go b
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Part EReporting in writingThe aim o
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2cSuggested answersDetermining the
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3gExample of the rewritten sectionE
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BDiscussionFlow rate increases with
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Suggested answers1Feasibility repor
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water sources is that considerable
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Page 100 and 101: 1gSuggested answersSource A (Kirkup
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Page 116 and 117: 3 Reading critically3aAnswersAbilit
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Page 120 and 121: To summarize, art and architecture
Page 122 and 123: 2 Analyzing the suitability of samp
Page 126 and 127: 2fAnswers1 Speaker 1 gives an expli
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Page 130 and 131: Example research proposal abstract
Page 132 and 133: 2iExample abstractFeatures of the p
Page 134: The terms ‘Harvard style’, ‘H
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Skills for Study Level 2 Teacher's Book - Cambridge University Press

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