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

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4hSuggested answerProbably not realistic. Carla has given herself too much time, perhaps, tocomplete the proposal and analyze her results, while she seems to haveunderestimated how long it will take to write drafts of the completed work. Shemight struggle to recruit so many respondents in just three days, and interviewthem in two. She has left no time for revisions.4iSuggested answersType of sourceReferences for texts by key thinkersReferences for the texts which you know you will definitely use inthe final reportReferences to useful texts which you have not read yet but areplanning to useReferences only for texts which you have read thoroughlyReferences to texts which give general background information onthe topicInclude?YesYesYesNoYes4jSuggested answers• Introduction is reasonable: it gives background, sets the context for the study,and outlines the aim.• Research questions seem reasonable: they are the kind of questions thatwould need to be asked to yield the data needed; they are neither too broadnor too narrow (though there is an issue with practicality given the timeline).• Literature review is problematic. It identifies key works, but does not explainor compare them in enough detail, or give a sense of how the proposedresearch fits into the literature. It is much too short.• Method section explains the approach chosen, and the reasoning for it. Itclearly explains the sample and procedure for the study, but does not explainlimitations. It could arguably also go into more detail about exactly how therespondent households will be recruited. One big problem with the method (orpossibly the design of the study) is that there is no explanation of exactly howthe respondents will measure exactly how much water they are using, thoughpresumably this is a key part of the study.• The expected results section is written in incautious language and is thereforeinappropriate.• It is debatable whether the timeline is realistic; however, the time frameoverall seems rather short for such an ambitious study, and this hasconsequences for the amount of time budgeted for each stage. Also, theauthor has overlooked a number of important steps in the timeline (analyzingdata, completing a first draft and so on), which gives the impression that ithas not been very carefully thought through.Unit 2 Part C ∙ Investigating 56
Unit Task: Water research projectAssignment 1abcdeGroup discussionThis is an independent study task.Group information sharingGroup-work taskClass information sharingAssignment 2Note: In this stage of the unit task, students either carry out the lab experiment tomeasure the refractive index of water, or watch the complete experiment on video.a Students review the information about keeping a logbook in Unit 1 Part C3.bcdStudents read through the lab instructions again.Students prepare pages in their logbook, including noting any background ormethod information that they will need during the lab session.Students conduct the experiment (or watch Video SS2-2A1) and record results in alogbook.Note: The original experiment instructions include a page of graph paper on p.90for plotting results.AnswersThe actual published refractive index for water is 1.3330. The results recordedin the experiment on the video are therefore inaccurate. Students who are notactually conducting the experiment themselves would therefore need to includea discussion of possible reasons for this in their lab report. The results given inthe video are:Container Real depth (cm) Apparent depth(cm)Refractive index(n)1 13.7 11.5 1.1912 12.4 10 1.243 8.6 7.2 1.19efgAfter completing the experiment, students reflect on their logbook notes to addquestions or comments.Student discussionStudents design an experiment to measure the refractive index of water at differenttemperatures.Note: Ask students to turn to the checklist on p.241 and reread the tips relating toUnit 2 Parts A–B, before reading the tips to Unit 2 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 2 Part C ∙ Investigating 57
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 26 and 27: European Commission. (2009). She Fi
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 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
Page 76 and 77: Unit 3ProgressPart AUnderstanding s
Page 78 and 79: 4b See 4c for answers.4cAnswers3.5S
Page 80 and 81: Unit Task: Traditional, complementa
Page 82 and 83: 2dAnswersBeginning / ending of a se
Page 84 and 85: 4bAnswersDate Test subjects Effects
Page 86 and 87: Part CInvestigatingThe aim of this
Page 88 and 89: 2bSuggested answers• Only a littl
Page 90 and 91: Passage 3aStudies of acupuncture al
Page 92 and 93: 4eSuggested answers1Presents factua
Page 94 and 95: One study by the WHO indicates that
Page 96 and 97: Part DReporting in speechThe aim of
Page 98 and 99: Unit Task: Traditional, complementa
Page 100 and 101: 1gSuggested answersSource A (Kirkup
Page 102 and 103: Source B: Cohen, 2009.Paragraph Mai
Page 104 and 105: 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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