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

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European Commission. (2009). She Figures 2009: Statistics and indicators ongender equality in science. Brussels: European Commission. doi: 10.2777/10329OREuropean Commission. (2009). She Figures 2009: Statistics and indicators ongender equality in science. Brussels: European Commission. Retrieved fromhttp://ec.europa.eu/research/science-societyPadavic, I., & Reskin, B. (2002). Women and men at work (2nd Edition).Thousand Oaks: Sage.cThis is an independent activity to be completed outside class.Note: Ask students to turn to the checklist on p.241 and reread the tips relating toUnit 1 Parts A–B, before reading the tips to Unit 1 Part C. Encourage students to putthese tips into practice in their studies from now on. Tell them they will be asked toreport back on this in a future lesson.Unit 1 Part C ∙ Investigating 26
Part DReporting in speechThe aim of this lesson is for students to improve their speaking skills through:• discussing the meaning and implications of numerical data• using statistical data in support of claims• referring to graphics in support of claims.1 Discussing the meaning and implications of numerical data1aSuggested answers1 The gap is evident in two ways: women make up less than 50% of theworkforce overall, and they make up a very small percentage of seniormanagers. The situation appears to be changing only very slowly: the firstchart suggests a very slight increase in workforce numbers in the 1996–2007period in most countries (and a decrease in some).2 A significant gap exists. We might conclude that while more women areentering the workforce, it remains difficult for women to reach positions ofauthority.3 They tend to have a high level of gender equality (relatively speaking),in terms of both workforce representation and the percentage of women insenior positions.1b Group discussion. Point out that the group is not required to reach a consensus.1c Group discussion1d Group discussion to arrive at a group position on the question (accepted by allmembers of the group), which they can present to the rest of the class.2 Using statistical data in support of claims2a Group discussion2b Group discussionSuggested answers1 Probably not only discrimination. Also:Choice of careerType of education leading to choice of careerCultural expectations of a woman’s role may mean less time spent inworkforce / going for certain job typesTendency for women to do more part-time work2 Women may take years away from the workforce in order to raise children,thus losing earnings during that period. Also, when they re-enter theworkforce, it may be at a relatively low level, and harder then to catch up andreach a higher salary level.3 As above, women may tend to choose courses at school and university whichchannel them into certain career types (such as the education sector) whereearnings tend to be lower.Unit 1 Part D ∙ Reporting in speech 27
Page 1 and 2: Skillsfor StudyLEVEL 2Teacher’s N
Page 3 and 4: IntroductionThe Skills and Language
Page 5 and 6: Introductioncases, even in texts wh
Page 7 and 8: Unit 1Gender issuesUnit OverviewPar
Page 9 and 10: Women are oftenenrolled on lesspres
Page 11 and 12: 2b Students take turns presenting t
Page 13 and 14: Note: There is a deliberate flaw in
Page 16 and 17: Passage cGender gap in higher educa
Page 18 and 19: 3dAnswersThe correct readings are:F
Page 20 and 21: Unit Task: The gender gap1 Students
Page 22 and 23: 1fAnswersFaiola, A. (2008, May 16).
Page 24 and 25: Copy information directlyfrom a lab
Page 28 and 29: 2cSuggested answersAccording to Fig
Page 30 and 31: Suggested answersGraphic Strengths
Page 32 and 33: Suggested answersFeatureStructures
Page 34 and 35: Quite separately from the issue of
Page 36 and 37: 5b Group discussion5c Students inve
Page 38 and 39: Unit 2WaterPart AUnderstanding spok
Page 40 and 41: 1jAnswersYes, I agreeOn top of that
Page 42 and 43: Assignment 1aAnswersArid: A very dr
Page 44 and 45: Assignment 2Note: The unit task for
Page 46 and 47: 1c Group discussion1dSuggested answ
Page 48 and 49: 3dSuggested answers1 To determine w
Page 50 and 51: Part CInvestigatingThe aim of this
Page 52 and 53: 3aSuggested answersList all the pos
Page 54 and 55: 4bSuggested answers1 introductory s
Page 56 and 57: 4hSuggested answerProbably not real
Page 58 and 59: Part DReporting in speechThe aim of
Page 60 and 61: 4bSuggested answersYou want to go b
Page 62 and 63: Part EReporting in writingThe aim o
Page 64 and 65: 2cSuggested answersDetermining the
Page 66 and 67: 3gExample of the rewritten sectionE
Page 68 and 69: BDiscussionFlow rate increases with
Page 70 and 71: Suggested answers1Feasibility repor
Page 72 and 73: water sources is that considerable
Page 74 and 75: we therefore recommend that the com
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Unit 3ProgressPart AUnderstanding s
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4b See 4c for answers.4cAnswers3.5S
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Unit Task: Traditional, complementa
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2dAnswersBeginning / ending of a se
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4bAnswersDate Test subjects Effects
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Part CInvestigatingThe aim of this
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2bSuggested answers• Only a littl
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Passage 3aStudies of acupuncture al
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4eSuggested answers1Presents factua
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One study by the WHO indicates that
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Part DReporting in speechThe aim of
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Unit Task: Traditional, complementa
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1gSuggested answersSource A (Kirkup
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Source B: Cohen, 2009.Paragraph Mai
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So far I have successfully complete
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Unit 4Art, creativity and designPar
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4.23aSuggested answers1 The survey
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defStudents listen again to judge t
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Note: In the next series of activit
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2hAnswersDefinition of contrapposto
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3 Reading critically3aAnswersAbilit
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Dürer’s 1495 drawing is of class
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To summarize, art and architecture
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2 Analyzing the suitability of samp
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Part DReporting in speechThe aim of
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2fAnswers1 Speaker 1 gives an expli
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1c Note: As this activity depends t
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Example research proposal abstract
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2iExample abstractFeatures of the p
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The terms ‘Harvard style’, ‘H
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