EBOOK CHALLENGE 1A

CHALLENGE

ON CAMPUS

Livro_ChallengeOnCampus [impressão] [08-02-22].indd 1 08/02/2022 22:46:38

UNIVERSIDADE FEDERAL DO MARANHÃO

Reitor Prof. Dr. Natalino Salgado Filho

Vice-Reitor Prof. Dr. Marcos Fábio Belo Matos

Editora da UFMA

Diretor

Prof. Dr. Sanatiel de Jesus Pereira

Conselho Editorial

Prof. Dr. Arkley Marques Bandeira

Prof. Dr. Luís Henrique Serra

Prof. Dr. Elídio Armando Exposto Guarçoni

Prof. Dr. André da Silva Freires

Prof. Dr. Jadir Machado Lessa

Profª. Dra. Diana Rocha da Silva

Profª. Dra. Gisélia Brito dos Santos

Associação Brasileira das Editoras Universitárias

2


CHALLENGE

ON CAMPUS

São Luís

2020

3


Copyright © 2020 by EDUFMA

Capa

Projeto Gráfico

Revisão

Fotografia

Stephane Serejo

Camila Cantanhede Vieira

Apoliana da Conceição dos Santos

unsplash.com

freepik.com

Dados Internacionais de Catalogação na Publicação (CIP)

Araújo, Naiara Sales.

Challenge On Campus/ Naiara Sales Araújo, Pilar Jan Penn. —

São Luís: EDUFMA, 2020.

70 p.: il.

ISBN: 978-65-86619-51-5

1. Literatura inglesa – Estudo e ensino. 2. Língua inglesa – Gramática.

I. Penn, Pilar Jan. II. Título.

CDD 425

CDU 811.111:37

Ficha catalográfica elaborada pela bibliotecária Márcia Cristina da Cruz Pereira–CRB 13/418

Impresso no Brasil [2020]

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Telefone: (98) 3272-8157www.edufma.ufma.br | edufma@ufma.br

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Table of Contents

TITLE GRAMMAR VOCABULARY

AND

SPEAKING

UNIT 1

Can you help me?

PAGE 6

TO BE;

Subject pronouns;

Possessive Adjectives x

Possessive pronouns;

Nationalities; numbers;

University Vocabulary;

The Alphabet; saying

personal information;

READING AND

WRITING

STRATEGIES

Skimming;

Writing personal information;

UNIT 2

Choosing a University!

PAGE 15

Simple Present;

Yes/no questions;

WH questions;

University courses;

Ordinal numbers;

Asking about time;

Routine Vocabulary;

Scanning;

Writing expressing

opinion;

UNIT 3

A University

Student´s Routine.

Present Continuous x

Simple present;

Prepositions of time and

places;

Verbs for routines,

Adverbs of frequency;

Asking about routine;

Predicting; cognates;

Writing with cognates;

PAGE 23

UNIT 4

There are

good opportunities...

THERE TO BE;

Questions with HOW

MANY;

Modal Verbs;

University facilities;

Level of ability;

Helpful sentences for an

abstract;

Writing;

How to write an abstract;

PAGE 31

Workbook PAGE 39

Reading

and

Writing

Section.

PAGE 56


1

CAN YOU HELP ME?

1.A. Conversation I. Listen and practice.

Josh: Excuse me, can you help me?

Delaney: Yes, sure! What are you looking for?

Josh: I’m a bit lost and need to find my way to room 16.

Delaney: Ohh, that’s very easy. I’ll show you the way.

Josh: Thanks! That’s very kind of you. What’s your name?

Delaney: Delaney, but call me Laney.Nice to meet you!

Josh: Nice to meet you, too. By the way, where are you from?

Delaney: I’m from Mexico,but my parents are from Chile.What about you?

Josh: I’m from Scotland, Edinburgh.

Delaney: Great! I have a friend from Scotland. Her name is Julia. She studies at this university.

Josh: What a coincidence!.

Delaney: Look! She is coming!

1.B. Answer the questions about the dialogue.

a) What is Josh looking for?________________________________________________________

b) Where is Delaney from? ________________________________________________________

c) Where are Delaney’s parents from? ________________________________________________

d) Is Josh from Mexico?___________________________________________________________

e) Who is Julia? _________________________________________________________________

1.C. In Pairs! Meeting new friends! Ask personal information about your

partner.

a) A: What’s your name?

B: My name is ___________________What about yours?

b) A: Where are you from?

B: I’m from ______________________How about you?

>>

6


?

c) A: Where is your family from?

B: My family is from _________________What about yours?

d) A: Are you a University student? Are you from Mexico?

B: Yes, I am/ No, I am not, I’m from Brazil.

e) A: Is your best friend a university student? Is he /she from Chile?

B: Yes, she is. / No, she isn’t.

f) A: Where is your best friend from?

B: My best friend is from ________________________________

COUNTRIES, NATIONALITIES AND LANGUAGES

https://www.eslbuzz.com/countries-nationalities-and-languages-in-english/

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1.D. GRAMMAR FOCUS: Questions with TO BE.

A: Are you a biology student?

B: Yes, I am. / No, I’m not.

A: Are you from Brazil?

B: Yes, I am. / No, I am not.

A: Are you 21 years old?

B: Yes, I am./ No, I am not.

A: Are you in English class?

B: Yes, I am./ No, I am not.

A: Is Ms. Sousa your professor?

B: Yes, she is./ No, she is not.

A: Is your mother from Brazil?

B: Yes, she is./ No, she is not.

A: Is your mother 45 years old?

B: Yes, she is. / No, she is not.

A: Is your best friend Brazilian?

B: Yes, he/she is. / No, he/she is not.

A: Where are you from?

B: I’m from Mexico.

A: How old are you?

B: I’m 20 years old

A: Where is your mother from?

B: She is from Chile.

A: How old is your friend?

B: He is 24 years old.

1 - one 2 - two 3 - three 4 - four 5 - five 6 - six 7 - seven 8 - eight

9 - nine 10 - ten 11 - eleven 12 - twelve 13 - thirteen 14 - fourteen

15 - fifteen 16 -sixteen 17 - seventeen 18 - eighteen 19 - nineteen 20 - twenty

21 - twenty-one 22 - twenty-two 23 - twenty-three 30 - thirty 40 - forty

50 - fifty 60 - sixty 70 - seventy 80 -eighty 90 - ninety 100 - one hundred

101 - one hundred one 200 - two hundred 300 - three hundred 1000 - one thousand

8 8

1.E. Complete the conversation with to be:

Josh: Hello, __________ you new here?

Kate: Hi, yes I___________ a new student. I _________looking for

room 34.

Josh: I___________Josh, it’s nice to meet you!

Kate: My name _____________Kate. Sorry for my English,

I________trying to improve that.

Josh: Don’t worry. I can understand you perfectly. What

___________ you doing here?

Kate: I _____ studying for my PhD in Literature.

What about you?

Josh: I’m a Computer Science student.

Kate: That might be difficult!

Josh: You ________right! It _________really difficult!

Would you like to have a coffee?

Kate: Sorry! I can’t. My friend ________waiting for me.

Josh: Can I call you? What’s your phone number?

Kate: It’s 99-8675423876

Vocabulary: Numbers


2.A. Conversation II – Listen and practice:

Are you looking for something?

Josh: Hello, Kate! Are you looking for something?

Kate: Hi, yes I think I lost my wallet.

Josh: Really?Let’s check in the lost and found.

Kate: Good idea!

Later...

Kate: Excuse me. I lost my wallet. Can you check if it is here?

Attendant: Let me check! I need some personal information. What’s your full name?

Kate: It’s Kathine Garcia!

Attendant: Is it K.A.T.H.Y.N.E?

Kate: No, it’s K.A.T.H.I.N.E with I.

Attendant: Thanks. And what’s your phone number?

Kate: It’s 99-8675423876

Attendant: What’s your e-mail address?

Kate: It’s kate_10@gmail.com

Attendant: One last question. What’s your university course of study?

Kate: I’m a PhD student. Literature is my course of study

Attendant: Ok! We will call you if we find your wallet.

Kate: Thanks. I’ll be waiting!

2.B. Answer the questions according to the dialogue:

a) What is Kate looking for? ________________________________________________________

b) What is Kate’s full name?________________________________________________________

c) What is Kate’s e-mail address?____________________________________________________

d) What’s Kate’s course of study? ___________________________________________________

e) What is her phone number? ______________________________________________________

THE ALPHABET

A: How do you spell your first name?

B:_______________________________

A: How do you spell your middle name?

B:_______________________________

A: How do you spell your last name?

B:________________________________

A: How do you spell your nickname?

B:________________________________

A: How do you spell your email?

B:________________________________

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2.C. In Pairs. Ask your partner personal information:

a) A: What’s your last name?

B: My last name is____________________________________

b) A: How do you spell your middle name?

B: It’s______________________________________________

c) A: What’s your email address?

B: ________________________________________________

d) A: What’s your phone number?

B: ________________________________________________

e) A: What’s your address?

B: ________________________________________________

f) A: What is your course of study?

B: ________________________________________________

2.D. Now, complete the card with your own information:

UNIVERSITY CARD

First name

Last name

Nationality

E-mail address

Cellphone number

Home address

Post code

University course

2.E. Complete the conversation with the words in the box.

Chris: Excuse me. Are you Kate?

Kate: Yes, I am.

Chris: Is this _______________ yours? I found it in the ___________________.

Kate: Yes, that’s mine. Thanks a lot. How did you know it is mine?

Chris: Your __________________ is inside.

Kate: That’s very kind of you! What’s your name?

Chris: Chistine, but call me Chris. It’s nice to meet you!

Kate: Geat to meet you too. Would you like to have a__________

Chris: Sorry!I can’t. I have _____________now.

Kate: Ok, See you, then.

10 10

Coffee - Bathroom - Wallet –Photo - Class


3.A. Grammar focus. Possessive Adjectives x Possessive pronouns.

SUBJECT PRONOUNS POSSESSIVE ADJECTIVES POSSESSIVE PRONOUNS

I My – My wallet Mine – This wallet is mine.

YOU Your – Your name Yours – My name is Jane. What’s

yours?

HE His – His address

His – This address is not his.

SHE Her – Her friend Hers –This wallet is not hers.

IT Its – Its food –

WE Our – Our names Ours – These books are ours.

THEY Their – Their friends Theirs – I think these photos are

theirs.

Always come before a noun Never come before a noun

Use ‘s for singular nouns for possession, s’ for plural nouns

Jane’s car is blue.

These are my friends’ seats.

3.B. Complete the sentences with possessive adjectives or possessive pronouns,

according to the subject pronoun in parentheses.

a) My name is Julia. What is ________________ name? ( you)

b) This wallet is not ________________. That’s _________________.( you/ I)

c) Kate always loses ____________bag in the university. ( she)

d) Josh never tells ______________surname. ( he)

e) This is Jane’s book and those are __________________( we)

f) Who are those guys? What are _______________names? ( they)

g) Julia, I think this tablet in ____________hand is ___________________( you/I)

3.C. In pairs. Find 10 different object in class, then, ask questions about possessions:

a) A: Whose keys are these?

B: They are Amanda’s Keys.

b) A: Is it Julia’s pen?

B: No, it is mine.

c) A: Are they Kate’s sunglasses?

B: No, they are Josh’s sunglasses.

d) A: Is this your tablet?

B: Yes, it is.

tablet –

cell-phone – key – wallet

– pencil – sunglasses – watch – bag

– identity card – credit card – passaport –

notebook – drive licence – headphone

purse

11

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3.D. Write questions according to the answers:

a) A: __________________________________________.

B: It’s Smith.

b) A: __________________________________________.

B: S.M.I.T.H

c) A: __________________________________________.

B: It’s p.kate_01@ gmail.com

d) A: __________________________________________.

B: 34, Arara Street, Calhau, São Luis.

e) A: __________________________________________.

B: No, it’s mine.

f) A: __________________________________________.

B: This key is Jane’s key.

g) A: __________________________________________.

B: Yes, that is mine. Thanks

NOTE!

Saying e-mail and phone:

- p.kate_01@ gmail.com (p dot kate underscore zeroone at gmail dot com)

- 08007245008 (zero eight zero zero seven two four five zero zero eight)

3.E. Writing! Read the text about Jessica, then write a similar text about you:

Hi, My name is JEssica. I’m from Colombia,but I live

in Pittsburgh. I’m a computer science student and I

love my course. It is very difficult, but I think it is

a highly employable profession.

4.A. Read and discuss.

The 9 Best University Courses to Study

University is an exciting time in a young person’s life, but it also

involves a lot of big decisions. Choosing the right place in which to study

is fraught with dilemmas, for instance, yet it’s nothing compared to

the decision of what to study. You have to think long term and seriously

consider how your choice is going to affect the rest of your career – a

frightening prospect when you’re leaving home for the first time.

Therefore, it helps to understand what courses can be considered

a solid bet, especially if you’re not too sure what to settle on.

The degrees on this list are all highly employable with many of them

representing a flexible pathway into a variety of industries; they are also

12 12

>>


valued in industries that are only set to grow and expand.

So, if you’re struggling to make up your mind, then why not consider

one of these nine choices? These are the best courses to study at university:

Nursing Mathematics Computer Science Mechanical Engineering.

Marketing / Business Studies Law Accounting Architecture. Medicine.

https://www.careeraddict.com/best-courses

4.B. Answer the questions according to the text:

a) What kind of decisions should a student make to choose a university course?

b) What do students need to consider to choose a university course that’s right for them?

c) According to the text, why are the degrees on the list highly employable?

d) Do you agree with the text? Why? Why not?

e) Would you add any other course into this list?

4.C. Reading Strategies: Skimming

Skimming is reading rapidly in order to get a general overview of the text.

How do you skim a text?

1- You should use as many clues as possible to give you some

background information.

2- There might be pictures or images related to the topic

or an eye-catching title.

3- Let your eyes skim over the surface of the text and look out

for key words while thinking about any

clues you’ve found about the subject.

4- Read the title, subtitles and subheadings to find out what the text is about.

5- Look at the illustrations to give you more information about the topic.

6- Read the first and last sentence of each paragraph.

7- Don’t read every word or every sentence.

4.D. Skim the text and tell what it is about:

The Importance of Community Nurses

By Rachel Marshall

Community nurses, also known as district nurses, play a crucial

role in the primary health care team. They are qualified nurses

who provide care and support for patients out of hospital, mostly

in patients' own homes, in clinics based in GP surgeries or within

health centres. They can be assisted by health care assistants

who may visit to assist with tasks that need extra hands, but surprisingly

few people know about how much they really do. 13 >>


a) What is the text about?

b) Was the title important for understanding the text?

c) Highlight 5 key words which are important for

understanding the text?

d) How many key words are there in the first sentence?

Vocabulary: University

Assignment Advisor Bachelor’s degree Campus College

Course Certificate Credit Curriculum Degree Dean

Department Diploma Dissertation Distance course

Enrollment First degree Financial aid Faculty Freshman

Grant Junior college Lecturer Medical school/faculty

4.E. Complete the sentences with the right word or expression:

a) _______________________is a degree on successfully

completed under graduate studies.

b) _________________________is an academic degree

higher than a bachelor's degree.

c) ___________________is the recognition that a course of

studies has been completed.

d) _________________________is the administrator at a

university or college.

e) _________________________is a money to help pay

for college or career school. Grants, loans, and scholarships

help make college or career school affordable.

f) _________________________is a task or piece of work

assigned to someone as part of a job or course of study.

14 14

Now, find out in the dictionary a meaning for:

• First degree ___________________________________________________________

• Freshman _____________________________________________________________

• Lecturer ______________________________________________________________

• Junior college __________________________________________________________

• Grant ________________________________________________________________

• Advisor_______________________________________________________________


2

CHOOSING

A UNIVERSITY!

1.A. Read the texts and practice:

a) Hello! I’m Lara. I’m from Chile but I live in

Lyon, France and I study business administration

at Lyon University. Lyon is the third largest city in

France, and it is an important center for banking

and industry. It’s also home to a large number of

universities and other higher education institutions.

The city offers all the amenities of a large

city, with lots of restaurants, shops and a vibrant

nightlife that students can enjoy.

b) Hi! My name is Brian. I’m from India but I live in

Cambridge. I study architecture at Cambridge University.

Cambridge is one of the best universities in the

world, offering undergraduate degree courses in the

arts and humanities, social sciences, sciences and

engineering. I really like to study here.

1.B. Answer the questions according to the texts:

a) Where does Lara live?___________________________________________________________

b) What does Lara do? ____________________________________________________________

c) Is Lyon a small city? ____________________________________________________________

d) Why is Lyon an important city?____________________________________________________

e) What does Brian do?____________________________________________________________

f) Where does Brian live? __________________________________________________________

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1.C. GRAMMAR FOCUS: Simple Present.

AFFIRMATIVE STATEMENTS

NEGATIVE STATEMENTS

I

You

live in Lyon.

I

You

do not / don’t live in Lyon.

He

She

It

lives in Lyon.

He

She

It

does not / doesn’t live in Lyon.

We

You

They

live in Lyon.

We

You

They

do not / don’t live in Lyon.

Do you study at Lyon University?

Does Brian live in Cambridge?

Do Lara and Brian study at USP?

Who do you live with?

What does Brian do?

Where does Brian live?

What time does Brian get up?

How often do you go to the campus?

YES/ NO QUESTIONS

Yes, I do. / No, I don’t.

Yes, she does. / No, She doesn’t.

Yes, they do. / No, they don’t.

INFORMATION QUESTIONS - WH QUESTIONS

I live with my parents.

He studies Architecture.

He lives in Cambridge.

He gets up at 6;30.

I go to the campus every day.

Now come up with examples of your own.

1.D. In pairs: Ask your partner about his/her academic life:

16 16

a) A: Do you study at this university?

B: Yes, I do. / No, I don’t.

b) A: What do you study?

B: I study _________________What about you?

c) A: Do you like your course?

B: Yes, I do. / No, I don’t.

d) A: What semester are you in?

B: I’m in the first / second / third/ fourth / fifth semester.

e) A: Do you have classes every day?

B: Yes, I do/ No, I don’t.

f) A: What time do you usually go to college?

B: I usually go at__________________.

g) A: How often do you go to the campus?

B: Every day / twice a week / Three times a week


Vocabulary: University Courses

Architecture - Chemical Engineering - Computer Science

Geography - History - Economics - Education - Engineering

History and Modern Languages - History of Art

Music - Political Sciences - Law - Linguistics

Manufacturing - Mathematics - Medicine - English

Natural Sciences - Philosophy - Veterinary

Ordinal Numbers

First, second, third, fourth, fifth, sixth,

seventh, eighth, ninth, tenth,twentieth, twenty- first,

thirty-second, forty-third, fifty-fifth

2.A. Conversation I – Read and practice:

Looking for an apartment

Jane: Hi, Brian, How are you? Long time no see!

Brian: I’m great! How about you?

Jane: I’m fine. I’m looking for an apartment for a friend. Her name is

Tooba. She is from Pakistan. She wants to share an apartment with

someone.Do you know anybody who wants to share a flat?

Brian: I think so. What does your friend do?

Jane: She is a student. She studies chemical engineering, here at

Cambridge.

Brian: Great. I have a friend who lives alone but she seems to be

very demanding, her name is Amanda.

Jane: Does she have many friends here?

Brian: No, she doesn’t. Actually, she is very shy.

Jane: Humm. That seems to be a problem. My friend is too noisy.

2.B. Answer the questions about the conversation:

a) What is Jane looking for?

b) Who is Tooba?

c) What does Tooba do?

d) What does Tooba study?

e) Does Amanda have many friends?

f) Is Amanda a noisy person?

17


2.C. Think of three students that you know. Make notes about the following

questions:

a) What do they study?

b) What time do they go to the university?

c) How do they go to the university?

d) Who do they live with?

e) What semester are they in?

f) How often do they go to campus?

g) Do they have a part time job?

h) Do they like their courses?

18

2.D. In pairs. Now, ask your partner about one of the students he/she

thought of:

a) A: What does he/she study?

2.E. Write questions according to the answer:

a) A: _____________________________________________________?

B: Yes, I do. I study Geography.

b) A: _____________________________________________________?

B: No, she doesn’t. She studies Chemistry.

c) A: _____________________________________________________?

B: Yes, he does. He lives in New York.

d) A: _____________________________________________________?

B: I take the bus about 7:00.

e) A: _____________________________________________________?

B: She gets up at 5:00.

f) A: _____________________________________________________?

B: She goes to campus every day.

g) A: _____________________________________________________?

B: I go to campus once a week.

B: She studies ________________________.

b) A: What time does he/she go to the university?

B: She goes to ________________________

c) A: How does he/she go to the university?

B: He goes by _________________________

d) A: Who does he/she live with?

B: He lives with ________________________

e) A: What semester is he/she in?

B: She is in the ________________________

f) A: How often does he/she go to campus?

B: She goes ___________________________

g) A: Does he/she have a part time job?

B: Yes, she does. / No, she doesn’t.


3.A. Read what the students say about Charles University and answer the

questions:

a) What does Saad Khazim study?

b) Why does he study at Charles University?

c) What does Radhika study?

d) Why does she study at Czech Technical University?

e) What do they have in common?

https://www.google.com/searchq=Charles+university+student+testimonials

19 19


3.B. Read the texts again, find out and highlight 5 sentences in the simple

present.

3.C. Now, think about your university and answer these questions:

a) Why do you study at this university?

b) Why are you doing this course?

c) Do you intend to do a master/ PhD program?

d) What do you like most in your university?

e) What other university would you like to study? Why?

f) Do you study what you really like?

3.D. Read what Radhika says about her typical university routine. Then,

change it to the third person.

“ I usually get up very early, about

5:00 and go running. About 6:00, I

take a shower, have breakfast and go

to the bus station. I take the bus at

6:30 and I take one hour to get to

the university. I stay all day long at

Czech Technical University.

”

A: What time does your class

finish?

B: It finishes at 12:50.

Asking about time !

A: What time does your class

start?

B: It starts at 9:00.

A: What time is it?

B: It’s 10 o’clock.

A: What time do you take the bus?

B: About 7:30.

A: What time does the

last bus leave?

B: It leaves about 10:30


restaurant open?

B: It opens at 11:00

20 20


library close?

B: At 10:00 p.m


library open?

B: It opens at 8:00.


Vocabulary: Routine

Get up - take a shower –- get dressed –- brush teeth -–

have breakfast - take the bus -– go to the university –

have lunch –- have dinner - go to bed

3.E. Based on the texts about Radhika and Saad Khazim,write a five line

text about your university.

I chose to study at _____________________because _______________________.

4.A. Read the text and see if you agree with Jerod’s opinion:

What is the difference between a good and a bad university?

All of them follow almost the same courses

A good university:

1. Helps prepare you for the working world (the current world),

2. Has more graduates that have an entreprenural mindset,

3. Focuses on quality education rather than how many students it brings in, and

4. Always passes students who deserve a passing grade and recognises that

they do deserve a passing grade.

A bad or terrible university:

1. Has more students and focuses on getting more students taking its courses and degrees,

2. Requires students to take on unnecessary courses so that they make more money,

3. They focus on passing students that do not deserve a passing grade, and

4. They charge an arm and a leg that results in an education that yields no job

prospects for the students. Meaning their investment in the university will be

fruitless in most cases.

4.B. In pairs. Discuss the questions:

https://www.quora.com/What-is-the-difference-between-a-good-and-a-bad-university

a) Do you agree with Jerod?

b) In your opinion, what is a good university?

c) What is a bad university?

d) Do you consider your university, a good or a bad university?

21


4.C. Reading Strategies: Scanning.

Scanning is a reading strategy used to find specific information,

words or phases in the text.

Look for bond print and italic

Look for words in large font size

Look for key words related to your topic

Look for pictures and numbers

The first challenge of the university application process is deciding which universities to apply to. You can choose

your selection of universities randomly, or you can spend months deciding on the best options. So here are some

tips on how to choose a university…

How to Choose a University

1. Make sure you’ve chosen the right subject

It is fundamental to be 100% sure about your subject. If you have doubts

about your choice, read as many things about it as you can. Check

job options, course contents, salaries, etc.

2. Consult university rankings

There are some which give you a general ranking, while others may

have separate tables for each subject. For me, the most important data

was the student-to-staff ratio.

3. Find out what the university library is like

One of the most important things is the library. You will spend a decent

amount of your life in the library, so it should be a comfortable environment.

4. Check the course content

You can check the course content on the university website. If there’s

an area within the subject you’re particularly interested in, check whether

the university has it “on its menu” or not.

4.D. Scan the text and find out the author’s opinion about:

a) The right subject

b) University ranking

c) University library

d) Course contentes

e) What’s the first challenge of a university student?

I think... I believe.... I feel.... I suppose.... Personally, I think....

In my view.... In my opinion.... In my eyes.... It seems to me that....

From my perspective.... From my point of view..... As far as I’m concerned....

22 22

Expressing opinion!


3 A UNIVERSITY

4.E. Choose one of the tips above and write a sentence saying your opionion

about it.

STUDENT´S ROUTINE.

1.A. Read what Tiffany says about her typical day at the University and compare

to yours.

At Bournemouth University

Morning initially starts with me waking up two hours before a scheduled

morning lecture. Within those two hours, I have sufficient time to cook

and prepare my breakfast. I like to have a balanced breakfast because I

stay at University for over 5 hours and I don’t like to waste money on meals

unless I am severely peckish. Packing my bag with all the essentials such

as 10 different colored pens, notebook pads and extra layers of clothes for

those freezing lecture halls. 30 minutes before the lecture starts, I catch

the bus to ensure I have at least 10-15 minutes before the official start to

socialize and meet up with my peers.

In the Afternoon, I have a typical 2-hour gap between lectures

during lunchtime. I catch the bus home to eat lunch, a prepared

meal, and switch lecture essentials that I might need, then catch the

bus once again. After that lecture, I follow my peers to the library to

properly review the lessons if I didn’t quite comprehend the material

or need to catch up.

1.B. Answer the questions about Tiffany’s routine:

https://microsites.bournemouth.ac.uk/undergraduate/tag/usa/

Written by Tiffany Ferreira Silva Dutra ( Brazilian)

a) What does Tiffany do before going to the university?_________________________________

b) Why does she like to have a balanced breakfast?____________________________________

c) Does she buy food at the university? _____________________________________________

BA Business Studies

d) What time does she catch the bus? _______________________________________________

e) What does she do 10-15 minutes before the lecture starts?_____________________________

23


1.C. In pairs: Ask your partner about his/her typical day at the university:

a) What time do you wake up?

b) Do you have morning lecture? What time does it start?

c) Do you prepare your own breakfast?

d) Do you have a balanced breakfast?

e) Do you waste money on meals at the university?

f) Do you usually have lunch at the University restaurant?

g) Do you have time to socialize and meet up with your peers?

h) What do you usually put in your bag to take to the university?

1.D. Now, ask your partner about his/her best friend.

a) What time does your best friend wake up?

b) Does she/he have morning lecture? What time does it start?

c) ___________ prepare his/her own breakfast?

d) ___________ have a balanced breakfast?

e) ___________ waste money on meals at the university?

f) ___________ usually have lunch at the University restaurant?

g) ___________ have time to socialize and meet up with his/her peers?

h) What ___________ usually put in his/her bag to take to the university?

1.E. Read what Tiffany says about free time, then complete the text with

the right verb.

After lectures

After 5 or 6’ o clock I __________ home for dinner and

____________ with my flatmates for our typical “bonding time” at

the pub for a few drinks over a game, a walk to the beach, town centre,

or sometimes a night out.Life at University ___________ what you

_____________ to make of it, you can use the free time you have

to balance it with hobbies you enjoy. If you _____________ a few

hours gap between lectures or seminars then _______________

the University facilities on campus to use their computers or study

space. If you are hungry go home and cook to save money or take

advantage of the meal in restaurants that are around.

go- meet – be – choose – have – visit

Adverbs of frequency

Always - usually - normally/generally -

often/frequently - sometimes

occasionally - seldom - rarely - never

24

Adverbs of frequency usually come before the main verb.

- Peter usually goes home and cooks to save Money.

- Tiffany never eats in the university.


2.A. Read and practice the conversation:

I’m having a good time

Josh: Hi, Marcos. What a surprise! What’s up?

Marcos: Not much! What are you doing here?

Josh: I’m working. I have a part time job at the library. What about

you?

Marcos: I’m starting my graduation course.

Josh: Oh, great! What are you studying?

Marcos: Business Administration

Josh: Are you enjoying that?

Marcos: Yes, this university is really good!

2.B. GRAMMAR FOCUS: Present Continuous x Simple present

SIMPLE PRESENT

Josh works at the library

I live in Brazil

Jane studies History.

PRESENT CONTINUOUS

Marcos is studying at UFMA

She is living in Pittsburg.

They are enjoying the course.

QUESTIONS

What are you doing?

What do you do?

Do study here?

Are you studying here?

Does Josh work at the library?

Is Josh working at the library?

Use present continuous for actions that are happening now or are temporary.

Use simple present for actions that happen regularly.

Present Continuous is formed by verb To be + verb + ING.

AFFIRMATIVE NEGATIVE INTERROGATIVE

I am having a good time. Am I having a good time? I’m not having a good time.

You are doing your best. Are you doing your best? You are not doing your best.

She is looking for a job. Is she looking for a job? She is not looking for a job.

NOTE!

have – having - go – going - live – living

study – studying - play – playing - lie – lying

say – saying - work – working - watch watching

25 25


2.C. In pairs. Ask your partner questions in the present continuous:

a) A: What are you doing now?

B: I’m packing my bag.

b) A: What do you think your parents are doing now?

B: They are___________________________________.

c) A: What is your best friend doing now?

B: __________________________________________.

d) A: What are you studying at the university?

B: __________________________________________.

e) A: Where are you working ?

B: __________________________________________.

f) A: Are you living with classmates?

B: __________________________________________.

2.D. Look at the picture and write sentences about what the people are doing.

3.A. Read the text and answer the questions about the University of Granada:

Why the University of Granada?

National and international rankings reflect the UGR’s outstanding position among the top universities in

Spain and the best in the world. In 2019, Shanghai Academic Ranking of World Universities (ARWU) — the most

influential system of its kind on the globe — places the UGR as the number one university in the south of Spain and

as the fourth-highest ranked institution at the national level.

The UGR is the most popular destination among European exchange students (Erasmus+) and the European

leader in figures of both incoming and outgoing Erasmus students. It is a welcoming cosmopolitan university:

about 10% of the students enrolled on our undergraduate programmes and 23% of our postgraduate students are

international.

We also give our students the opportunity to take part in an extensive range of international mobility programmes,

thanks to the diverse exchange agreements we maintain with higher education institutions in over 80

countries. >>

26 26


a) Where is Granada located?

b) According to the text, why is the University of Granada a good choice for students?

c) According to the text, what does the University of Granada offer in terms of mobility?

d) Why is the UGR considered a cosmopolitan university?

3.B. Grammar focus: Prepositions of time and places.

PREPOSITIONS OF TIME AND PLACES

IN

To refer to a general, longer period of time, such as months, years,

decades, or centuries, parts of day;for the largest or most general

places

e.g: In May, in 2020, in the 21st century, in Brazil, in São Paulo, in the

morning

ON

To talk about particular days, dates, and holidays with “day”, streets,

avenues, large vehicles, surfaces

e.g: On Mondays. On Christmas day, on First Street, on the bus, on the

wall

AT

For most specific times, for holidays without the word “day,”; Address,

e.g: At night, at Christmas,at 23 Main Street

The semester starts in March.

Ana lives at 17 Third street.

My class starts at 9:00.

I live on Third street

We don’t have class in the morning.

Our class started on March 2nd.

Now, come up with examples of your own.

a) Where do you live?__________________________________

b) What time do you go to college?_______________________

c) When do you have English classes? ____________________

d) When is your birthday? ______________________________

e) What is your address? _______________________________

f) When is your vacation?_______________________________

27 27


3.C. Complete the conversation with in, on, at:

Laney: Excuse me. Can you help me?

Joe: Yes, sure!…. Are you an international student?

Laney: Yes, I am. I’m Laney from The USA. Nice to meet you.

Joe: Nice to meet you, too. How can I help you?

Laney: I can’t find the library. My friend is waiting for me ______the library.

Joe: Oh, the library is _______the corner.

Laney: Oh, Thanks! By the way, what’s your name? Are you from here?

Joe: My name is Joe. I was born and raised ________São Paulo but now I

live here _______Main Street.

Laney: Nice, I live _______Main Street, as well. We can go home together.

Joe: Sure. What time does your class finish?

Laney: ________12:30.

3.D. In Pairs. Ask your partner these questions. All the answers should have a

preposition.

a) Where do you live?___________________________________________________

b) Do you live on First Street?_____________________________________________

c) What time do you go to the university___________________________________

d) When is your birthday? _______________________________________________

e) What time does your class start?________________________________________

f) When do you celebrate Independency day?_________________________________

g) When is Carnival in Brazil?_____________________________________________

h) When is Christmas celebrated? _________________________________________

5

5

28

3.E. Write sentences with these words. Don’t forget to put a preposition in all

of the sentences:

a) Class /finish/ 16:00. _____________________________________________________

b) Have / party/ Christmas day _______________________________________________

c) Live / 27 Fourth Avenue. _________________________________________________

d) Have / Lecture / Morning _________________________________________________

e) Pencil / be/ table ________________________________________________________

f) Graduate /2024. ________________________________________________________

4.A. Read the text about MIT and answer the questions:

So why is MIT number one in the world university rankings?

Widely known as MIT, the Institute admitted its first batch of freshmen in 1865 following an effort by

reputed natural scientist William Barton Rogers to found an educational establishment with a focus on the

practicality of industrialising America.

>>


a) When was MIT first batch of freshmen?

b) What was the main focus of MIT?

c) What are the most importante fields at MIT?

d) What does Bill Clinton think about MIT?

Today, MIT’s five schools and one college house 34

academic departments along with world-class laboratories

and numerous other facilities. Tellingly, its strengths lie in the

fields of engineering, science and technology, and its exclusivity

involving which students they accept means that only the

very best make the cut.

But Harvard, Stanford and the rest of the universities

in the top 10 can all boast of similar things. MIT’s real selling

point is its expertise at transforming the buds of its students’

technology ideas into hugely successful businesses. Described

by Bill Clinton as having ‘the best technology-transfer

program in the country’, MIT graduates have started thousands

of companies in what they term their own ‘living lab’.

4.B. Now, think of your university and answer the questions:

a) When was your university founded?

b) What are the most important fields in your university?

c) When does the academic year start?

d) What is your university famous for?

e) In your opinion, what is the best characteristic of a university?

4.C. Reading strategy: Predicting and Cognates.

Before reading a text, it is important to make predictions about the text you are about to read.It sets up

expectations based on your prior knowledge about similar topics.

1- Collect data using your senses and knowledge about the topic;

2- Use your senses to make observations;

3- Use the title to activate vocabulary

Now, read these titles and think of some information you know about each

topic. Then, activate some vocabulary. Compare with your partner.

1- BEST UNIVERSITIES IN THE WORLD 2021.

2- THE IMPACT OF COVID-19 ON HIGHER EDUCATION AROUND THE WORLD.

PREDICTING VOCABULARY

TITLE 1 TITLE 2

NOTE!

Cognates are words in two languages that share a similar meaning,

spelling, and pronunciation.

29 29


4.D. Read the text and check if the words you predicted for title 01 appear.

Highlight 10 words that are possible to be predicted only by looking at the title.

World University Rankings 2021

The Times Higher Education World University

Rankings 2021 include more than 1,500

universities across 93 countries and regions,

making them the largest and most diverse

university rankings to date.The table is based

on 13 carefully calibrated performance indicators

that measure an institution’s performance

across four areas: teaching, research,

knowledge transfer and international outlook.

This year’s ranking analysed more

than 80 million citations across over 13 million research publications and included survey responses from

22,000 scholars globally.Trusted worldwide by students, teachers, governments and industry experts, this

year’s league table provides great insight into the shifting balance of power in global higher education.The

University of Oxford tops the rankings for the fifth consecutive year, while mainland China’s Tsinghua University

becomes the first Asian university to break into the top 20 under the current methodology (launched in 2011).

The US claims a record eight places in the top 10, after the University of California, Berkeley climbed six

places to seventh, but US universities outside the top 200 show signs of decline.Meanwhile, there are 141 firsttime

entrants in the rankings this year, topped by France’s recently merged Paris-Saclay University (joint 178th).

India has the highest number of new entries (14) and as a result boasts a record number of ranked institutions

(63).

a) Write down 10 cognates that you could find on the text:

b) What is the text about?

c) Which cognate words did you use to answer the question above?

https://www.timeshighereducation.com/world-university-rankings/university

4.D. Write five sentences about the the impact of Covid-19 on Higher Education

around the world:

1.________________________________________

2.________________________________________

3.________________________________________

4.________________________________________

5.________________________________________

30 30


4

THERE

ARE GOOD

OPPORTUNITIES.

1.A. Conversation I. Read and practice:

Are there opportunities ...?

Carlos: So, Marina. Have you decided about your masters degree?

Marina: No, not yet. But I’m looking for a university in Canada.

Carlos: Are there free universities in Canada?

Marina: No, but Canada is known for having some of the lowest university

tuition fees among English-speaking countries.

Carlos: Great! It seems to be a good choice. Are there opportunities tomake

money while studying in Canada?

Marina: Actually, yes. Canadian universities have arranged their programmes

to favour those who study and work as well.

Carlos: That’s really nice! I hope you could be successful in your search.

Marina: Thanks!

1.B. Answer these questions about the conversation:

a) Are there free universities in Canada?

b) Why is Marina looking for a university in Canada?

c) Are there opportunities to study and work in Canada?

d) Does Marina intend to study and work?

1.C. In pairs. Ask your partner about his/her university facilities:

a) A: Is there a good restaurant at your university?

B:___________________________________

b) A: How many restaurants are there on campus?

B:___________________________________

c) A: Is there a good library on campus?

B:___________________________________

d) A: Is there a unversity hospital on campus?

B:___________________________________

e) A: Are there acccomodations for international students?

B:_________________________________________

f) A: Are there book shops on campus?

B:_________________________________________

g) A: How many labs are there on campus?

B:_________________________________________

h) A: How many book shops are there on campus?

B:_________________________________________

31

31


1.D. Grammar Focus: THERE TO BE

AFFIRMATIVE STATEMENTS

PLURAL: There are many opportunities to study and

NEGATIVE STATEMENTS

There aren’t many opportunities to study and work in

work in Canada.

Canada

SINGULAR: There is a free university in Canada. There isn’t any free university in Canada.

YES/ NO QUESTIONS

PLURAL: Are there good universities in Brazil? Yes, there are. / No, there aren’t.

SINGULAR: Is there a good university in Northeast

Yes, There is. / No, there isn’t.

Brazil?

HOW MANY

How many good universities are there in Brazil?

There are a lot of good universities in Brazil.

.

1.E. Read the text about Radboud University and highlight the facilities you can

find.

Facilities on campus

Radboud University offers a wide range of facilities. All the

university’s facilities are concentrated together on the one square kilometre

of the former Heyendael estate: the lecture rooms and research

labs, the university hospital, the libraries, offices, the accommodation

for student organizations, the sports centre, the guesthouse and a

book shop.

All facilities are on campus. International students are entitled

to make use of the same facilities on campus as Dutch students and

staff.

https://www.ru.nl/currentstudents/during-your-studies/campus-facilities

Vocabulary: University Facilities

International Office - rectory - study room - Universitary Library

campus - TV / radio - basketball court - Sports centre - staff room

swimming pool - Restaurants and cafes - hall lifts - Accommodation

guest house - book shop

2.A. Read Frances Okwuonu’s testimonial about University of Liverpool and answer

the questions.

Frances Ebele Okwuonu

32 32

Programme: Law (L.L.B) degree

Year of study: 2nd

Nationality: Nigerian

>>


What have you enjoyed most about the programme so far?

No doubt studying law is very challenging and requires a lot of hard work. But I would say I am enjoying

every bit of the struggle and stress. One of the most enjoyable things for me about my programme here

at University of Liverpool is that we are given the opportunity to work at our own pace. More like an independent

learning. Although we have deadlines and everyone is expected to meet the set deadline, the

time frame, I think is sufficient to enable one to conduct their reading and research.

Are you involved in any clubs or societies?

Yes, I am a member of the Legal Society and currently the Secretary of the Afro-Caribbean Society of the

University. I am also member of the University Sports & Fitness Centre.

How do they add to your overall university experience and what skills can you gain?

Joining clubs and societies at the university helps you make new friends and acquire more skills or

develop the ones you already have.

https://www.liverpool.ac.uk/study/international/student-testimonials

a) What does Frances study and where is she from?

b) Does she like to study at University of Liverpool? Why?

c) Is she involved in any clubs or societies?

d) Why is it important to join clubs and societies?

2.B. In pairs: Look at Frances’ answers and tell about your own experiences:

a) What have you enjoyed most about the programme so far?

b) Are you involved in any clubs or societies?

c) What is your project about?

d) Are you involved in any research project?

5

e) How do they add to your overall university experience and what skills can you gain?

5

2.C. Write about your experiences in the university. Mention facilities, clubs,

research Project, etc.

No doubt studying ______________ at ______________ is very__________________________

_______________________________________________________________________________

___________________________________________________________________________ ____

r

Types of US College Student Organization

These are the most common types of student organizations, and you will find them at any

university depending on the fields of study:

1. Academic and educational organizations

2. Community service organizations

3. Media and publication organizations

4. Political or multicultural organizations

5. Recreation and sports organizations

33


2.D. Complete the conversation with the right verb.

There to be – live – love -

Carlos: Hi, Marina. What have you decided about Canada?

Marina: Hello, Carlos. I think I found a perfect universtity for me.

Carlos: Really? Tell me about it.

Marina: ______________a friend of my mother who ______________

in Calgary and she told me that in the University of Calgary

____________________65 graduate programs.

Carlos: Excellent!

Marina: ________________also an athletic club for women and a

women’s soccer team.

Carlos: That seems to be perfect for you!

Marina: Yes, I _____________to play soccer and I think I’ll join this club.

Carlos: I’m very happy for you! Good luck!

Marina: Thanks for your support!

2.E. Write 5 sentences using there to be. Write about facilities, clubs and projects

that there are in your university.

e.g. There is a music club in the music department but there is not a good restaurant

on campus.

3.A. Read and practice:

I CAN´T TAKE THAT!

Student: Excuse, me. Can I keep my bag here?

Security guard: I’m sorry but you can’t keep your bag

here.

Student: That’s too heavy. I can’t take that to the sport

center.

Security guard: There is a guesthouse near the

restaurant. You should try to keep there. It may be open

this time.

Student: Ok, Thanks. Can I use your pen?

Security Guard: Sure. Look at the map. See this

building .........

34


3.B. GRAMMAR FOCUS – Modal Verbs

TYPE MODAL VERBS EXAMPLES

ABILITY

Can, could

Bill can speak Japanese.

He could speak well when he was a child.

PERMISSION

Can, Could, May

Can I go out?

Could I open the book?

May I speak to John?

ADVICE

Should

You should see a doctor.

You should study more.

OBLIGATION

Must, Have to

I must study more.

I have to help my mother.

You must take care of your brother.

POSSIBILITY Might, May, Could, Can

Where is Paul?

He may be in the office.

Ask Jane. She might know.

3.C. Complete these sentences using can’t or couldn’t and the verbs below:

read - understand - speak - ask - go

a) Kate is studying so she ______________________shopping with me.

b) They _______________________this text. It is too difficult.

c) John can speak a little French but he _______________a TV or radio program.

d) I _________________German fluently but now I can.

e) The students ____________________direction in Chinese.

Level of ability

- not at all

- a little

- not very well

- quite well

- very well

3.D. Make suggestions using could or might want to

Ex.: Where should we travel to on our next vacation? (Lima)

You could travel to Lima.

a) Who should I invite to my graduation party? (all your friends)

___________________________________________________________________________.

b) When should I talk to the professor? (Before class)

___________________________________________________________________________.

c) What should I do to improve my English? (Conversation club)

___________________________________________________________________________.

d) What should I do to acquire more skills? (join clubs and societies at the university.)

___________________________________________________________________________.

e) Where should I buy a high-tech cell phone? (department store).

___________________________________________________________________________.

35


3.E. In pairs. Find out people who can:

a) Speak three languages.

A: Can you speak three different languages?

B: Yes, I can. I can speak Portuguese, English and Spanish.

b) Ride a motorcycle/ a horse/ skating/ scuba diving/ surfing.

c) Write an abstract/article in English/ Japanese.

d) Study in a private university.

e) Work and study at the same time.

4.A. Writing. How to write an abstract:

Definition and Purpose of Abstracts

An abstract is a short summary of your (published or unpublished) research paper, usually about

a paragraph (c. 6-7 sentences, 150-250 words) long. A well-written abstract serves multiple purposes:

• an abstract lets readers get the gist or essence of your paper or article quickly, in order to decide whether

to read the full paper;

• an abstract prepares readers to follow the detailed information, analyses, and arguments in your full

paper;

• and, later, an abstract helps readers remember key points from your paper.

If you are writing an abstract for a course paper, your professor

may give you specific guidelines for what to include and how

to organize your abstract. Similarly, academic journals often have

specific requirements for abstracts. So, in addition to following the

advice on this page, you should be sure to look for and follow any

guidelines from the course or journal you’re writing for.

University of Wisconsin–Madison

https://writing.wisc.edu/handbook/assignments

A good abstract should address some important questions:

1. What are your research aims?

2. What are the current approaches and gaps in the literature?

3. Which methodology have you used?

4. What are the main findings?

5. What are the main conclusions and implications? >>

36


SAMPLE 01

Prevalence and Reasons for Tooth Loss in a Sample from a Dental Clinic in Brazil

This study aims to evaluate the prevalence and reasons for teeth extractions in a

sample from a dental clinic in Brazil. The prevalence of teeth mortality was analyzed

by gender, age, tooth type and reasons for extraction on 800 teeth of 439 subjects,

whose data was collected in clinical records in a convenience sample. The groups

with a range in age from 35 to 44 years, 45 to 54 years and 55 to 64 years revealed

significantly greater number of teeth extractions than other age groups. The anterior

teeth loss increased significantly with aging, while the tooth mortality of premolar and

molar were higher in younger people. Caries, or tooth decay, was the more prevalent

reason for tooth mortality among young and adults up to 44 years old, while the periodontal

disease was the main reason for extractions from 45 years old until range of

81 years . It can be suggested that some reasons for tooth loss were age-dependent,

but caries and the periodontal diseases were the main reasons for tooth mortality in

this Brazilian sample.

Purpose

Methods

Results

Conclusion

Andréia Affonso Barretto Montandon, Elizangela Partata Zuza, Benedicto Egbert Corrêa de Toledo, "Prevalence and Reasons for Tooth Loss in a Sample

from a Dental Clinic in Brazil", International Journal of Dentistry, vol. 2012, Article ID 719750, 5 pages, 2012. https://doi.org/10.1155/2012/719750

SAMPLE 02

The Effects of Computer Science Stereotypes and Interest on Middle

School Boys’ Career Intentions

Like other STEM fields, computer science (CS) lacks representation of Black and Hispanic

individuals, both in the number of bachelor’s degrees obtained and the number

of individuals in the CS workforce. Out-of-school CS programs are often designed with

the intent to inspire young people to pursue careers in CS. Much of this programming

focuses on developing student interest in CS and CS careers. Nevertheless, it is not

well understood how the stereotypes that children hold about computer scientists

contribute to CS interest and career choice. In this study, we set out to examine the

complex relationships between CS interest, held stereotypes, and CS career choice.

We surveyed participants in an after-school CS program offered to middle school boys

who identified with racial and ethnic minority groups (N = 110). We tested three linear

regression models and confirmed that CS interest and socially divergent stereotypes—

those that diverged from societal norms—of computer scientists play unique and

contrary roles in young boys’ career decision-making process even when controlling

for home and school factors. These models suggest educational CS programs should

include curriculum to dispel participants’ socially divergent stereotypes about computer

scientists rather than targeting CS interest alone, particularly if a goal is to inspire diverse

young people to pursue careers in CS.

Introduction

Gap

in the current

literature

Purpose

Method

Conclusion

Publication: ACM Transactions on Computing EducationJune 2020 Article No.: 18 https://doi.org/10.1145/3394964

37


4.B. Preparing to write:

1- Introduce the topic and state the research aims.

2- Mention the gap in current literature and your theoretical support

3- State the method

4- Mention results and conclusion

Helpful sentences!

This study aims to...

The purpose of this experiment was to...

The goal of this study was to develop....

It was hypothesized that...

This article sets out to …

In the present work, we investigated...

This study focuses on...

After testing and comparing the result...

These results illustrate how...

The results point to...

As theoretical support, we build on the literary scholarship of

4.C. Think of a topic you want to study and choose 4 sentences from 4B

to complete with information of your topic.

e.g. This article sets out to make a comparative analysis of the cinema during the 1930s, in

Brazil and Spain

4.D. Now, write down an abstract based on your own studies.

Title: _____________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

38 38


WORKBOOK


1

CAN

YOU HELP ME?

1. Based on the text book. Complete the conversation.

Josh: Excuse me,____________________________________________?

Delaney: Yes, sure!___________________________________________?

Josh: I’m a bit lost and need to find my way to room 16.

Delaney: Ohh, that’s very easy. I’ll show you the way.

Josh: Thanks! That’s very kind of you._____________________________?

Delaney: Delaney, but call me Laney.Nice to meet you!

Josh: Nice to meet you, too. By the way,____________________________?

Delaney: I’m from Mexico. but my parents are from Chile._______________?

Josh: I’m from Scotland, from Edinbugh.

Delaney: Great! I have a friend from Scotland. Her name is Julia.

She studies at this University.

Josh: What a coincidence!.

Delaney: Look! She is coming!.

What’s your name - can you help me - What are you looking for -

where are you from - What about you

2. Answer the questions.

a) A: What’s your first name?

B: ________________________________________________

b) A: Where are you from?

B: ________________________________________________

c) A: Where is your family from?

B: ________________________________________________

d) A: Are you a University student? Are you from Brazil?

B: ________________________________________________

e) A: Are your siblings University students?

B: ________________________________________________

f) A: Where are your parents from?

B: ________________________________________________

g) A: How old are you?

B: _______________________________________________

40 40


3. Write the numbers:

8________________________

7________________________

16________________________

25________________________

479________________________

73________________________

59________________________

11__________________________

12__________________________

101__________________________

37__________________________

86__________________________

213__________________________

93__________________________

4. Complete the conversation with to be:

Josh: Hello, ________________________________________?

Kate: Hi, yes I am a new student. I’m looking for room 34.

Josh: I’m Josh,______________________________________!

Kate: My name is Kate. Sorry for my English, I am trying to improve that.

Josh: Don’t worry. I can understand you perfectly. _____________________?

Kate: I am studying for my PhD in Literature.__________________________?

Josh: I’m a Computer Science student.

Kate: That might be difficult!

Josh: You are right! It is really difficult!_______________________________?

Kate: Sorry! I can’t. My friend is waiting for me.

Josh: Can I call you?____________________________________________?

Kate: It’s 99-8675423876

What’s your phone number - What about you - Are you new here -

it’s nice to meet you - what are you doing here - Would you like to have a coffee

5. Complete the conversation:

Are you looking for something?

Josh: Hello, Kate!______________________________________?

Kate: Hi, yes I think I lost my wallet.

Josh: Really?Let’s check in the lost property office.

Kate: Good idea!

Later...

Kate: Excuse me. I lost my wallet.__________________________?

Attendant: Let me check!

I need some personal information._________________________?

Kate: It’s Kathine Garcia!

Attendant: Is it K.A.T.H.Y.N.E?

Kate: No, it’s K.A.T.H.I.N.E with I.

Attendant: Thanks. And__________________________________?

>>

41 41


Kate: It’s 99-8675423876

Attendant:______________________________________________?

Kate: It’s kate_10@gmail.com

Attendant: One last question.______________________________________________?

Kate: I’m a Phd student. Literature is my course

Attendant: Ok! We will call you if we find your wallet.

Kate: Thanks. I’ll be waiting!

What’s your university course - What’s your full Name -

Can you check if it is here - Are you looking for something

- And what’s your phone number - What’s your e-mail address

6. Answer these questions with your personal information:

a) A: What’s your last name?

B:___________________________________

b) A: How do you spell your middle name?

B:___________________________________

c) A: What’s your email address?

B:___________________________________

d) A: What’s your phone number?

B:___________________________________

e) A: What’s your address?

B:___________________________________

f) A: Where is your university course?

B: ___________________________________

7. Complete the conversation with the right question.

Chris: Excuse me.__________________________________________?

Kate: Yes, I am.

Chris:_____________________________? I found it in the bathroom.

Kate: Yes, that’s mine. Thanks a lot._____________________?

Chris: Your photo is inside.

Kate: That’s very kind of you!__________________________?

Chris: Chistine, but call me Chris. It’s nice to meet you!

Kate: Geat to meet you too. ___________________________?

Chris: Sorry!I can’t. I have class now.

Kate: Ok, See you, then.

How did you know it is mine -Is this wallet yours - Are you Kate –

What’s your name - Would you like to have some coffee -

42


8. Complete the sentences with possessive adjectives or possessive pronouns,

according to the subject pronoun in parentheses:

a) ___________ names are Jean and Peter. What is ________________? (They /you)

b) This book is not ________________. That’s _________________.(she/ you)

c) Lucia never brings____________bag to the university. (she)

d) Josh and Jonh never tell ______________secrets. (they)

e) This is Clare’s book and that is __________________(I)

f) _________is Amanda and ____________is Jake. (I/ she).

9. Write questions according to the answers:

a) A: __________________________________________.

B: My middle name is Smith.

b) A: __________________________________________.

B: K.A.T.T. H.Y

c) A: __________________________________________.

B: It’s naty.100@ Hotmail.com

d) A: __________________________________________.

B: 376, Amazonia Street, Jardim, São Paulo.

e) A: __________________________________________.

B: I think it is his.

f) A: __________________________________________.

B: This key is Jane’s key.

g) A: __________________________________________.

B: It’s 9884556873

10. Put the words in the correct place:

Dissertation - Diploma - Certificate - Commencement -

Campus – College - Dean - Department

a) The buildings and the surrounding land of a university or college. ______

_________________________________________________________

b) A higher education institution where you can study for an undergraduate

degree (American English). ____________________________________

c) A ceremony at which students formally receive their academic degrees

(American English). __________________________________________

d) An official document that proves you have passed an exam or

completed a course.__________________________________________

e) A high-rank official in a university who is in charge of a department or

group of departments. ________________________________________

f) A section of a college or university that deals with a particular area of

study. ____________________________________________________

43 43


2

CHOOSING

A UNIVERSITY!

1. Read and complete the texts:

a) Hello! I’m Lara. I_______ from Chile but I ___________ in Lyon, France

and I _____________business administration at Lyon University. Lyon

______________the third largest city in France, and it is an important center

for banking and industry. It’s also home to a large number of universities and

other higher education institutions. The city_________________all the amenities

of a large city, with lots of restaurants, shops and a vibrant nightlife that

students can enjoy.

b) Hi! My name_______________ Brian. I’m from India but I _______________

in Cambridge. I _______________architecture at Cambridge University. Cambridge

_____________one of the best universities in the world, offering undergraduate

degree courses in the arts and humanities, social sciences, sciences

and engineering. I really____________________to study here.

2. Answer these questions about your academic life:

a) A: Do you study at the university?

B: ________________________________________________.

b) A: Do you like your course?

B: _______________________________________________.

c) A: What semester are you in?

B: _______________________________________________.

d) A: Do you have classes every day?

B: ______________________________________________.

e) A: What time do you usually go to college?

B: _____________________________________________.

f) A: How often do you go to the campus?

B: _______________________________________________

44



Looking for an apartment

Jane: Hi, Brian,______________________________? Long time no

see!

Brian: I’m great!_______________________________?

Jane: I’m fine. I’m looking for an apartment for a friend. Her name is

Tooba. She is from Pakistan. She wants to share an apartment with

someone.______________________________________________?

Brian: I think so._________________________________________?

Jane: She is a student. She studies chemical engineering, here

at Cambridge.

Brian: Great. I have a friend who lives alone but she seems to be very

demanding, her name is Amanda.

Jane:_________________________________________________?

Brian: No, she doesn’t. Actually, she is very shy.

Jane: Humm. That seems to be a problem. My friend is too noisy.

Do you know anybody who wants to share a flat - How are you - How about you –

Does she have many friends here -What does she do

4. Complete the questions with DO or DOES and answer them:

a) A: What _______your best friend study?

B:____________________________________

b) A: What time ________you go to the university?

B: ____________________________________

c) A: How_______your friends go to the university?

B: ____________________________________

d) A: Who _________your mother live with?

B: _____________________________________

e) A: How often_________you go to campus?

B: _____________________________________

f) A: _________ your friend have a part time job?

B: _____________________________________

45


5. Think of your Best friend and answer these questions:

a) A: What does he/she study?

B: _____________________ ________________________

b) A: What time does he/she go to the university?

B: _____________________ ________________________

c) A: How does he/she go to the university?

B: ______________________________________________

d) A: Who does he/she live with?

B: ______________________________________________

e) A: What semester is he/she in?

B: _____________________ ________________________

f) A: How often does he/she go to campus?

B: ______________________________________________

g) A: Does he/she have a part time job?

B: ______________________________________________

6. Write questions according to the answer:

a) A: _____________________________________________________?

B: Yes, she does. She studies Math.

b) A: _____________________________________________________?

B: No, I don’t. I only study.

c) A: _____________________________________________________?

B: Yes, he does. He lives in Tokyo.

d) A: _____________________________________________________?

B: She takes the bus about 6:30.

e) A: _____________________________________________________?

B: He gets up at 7:00.

f) A: _____________________________________________________?

B: We go to campus every day.

g) A: _____________________________________________________?

B: I go to campus once a week.

h) A: ______________________________________________________?

B: She usually goes to campus in the morning.

46


7. Complete the text with Jane’s routine. Some verbs you should use

more than once.

I usually ___________________ very early, about 5:00 and

________________ running. About 6:00, I ___________________ a shower

and I_____________________. Then I _______________ and ____________

my teeth. After that I ___________ to the bus station. I _________________

the bus at 6:30 and I _________________ one hour to get to the university. I

usually ______________at 1:00. I never ________________________and I

_________to bed at midnight.

Get up

- go – take – get dressed – brush teeth – have

breakfast – have lunch – have dinner - go

8. Rewrite Jane’s routine in the 3rd person:

Jane usually gets up _______________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

9. Read the text about Sophia University in Japan and answer the questions:

Welcome to Sophia University January Session in Japanese Studies

Explore Tokyo Through Sophia University!

In the January Session in Japanese Studies, participants learn about aspects of Japan comprehensively

and intensively in 4 weeks. The program consists of 5 courses: "Japanese Business and Economy",

"Education in Japan", "Media and contemporary issues in Japan", "Contemporary Japanese Culture & Society",

and "Basic Japanese (Beginner level)". Other than class lectures, some cultural events are offered with no

or a small amount of extra cost.

Sophia University is located in the heart of Tokyo, in an area that is at the center of the Japanese political,

business and cultural districts. The Imperial Palace, the Parliament, the State Guest House, the National

Diet Library, and the offices of many multinational enterprises are all with in easy walking distance of the

university.


b) Which courses do participants do In the January Session?

c) Where is Sophia University located?

47


3 A UNIVERSITY

STUDENT´S ROUTINE.

1. Complete the text with the right verb:

Get up - take - have - start - do - prepare - watch - go

a) My roommate ___________________ at 6 a.m.

__________________ a shower and ______________

breakfast. She usually ____________________ bread, milk

and coffee for breakfast. She __________________ work

at 8 a.m. and she __________________ lunch at noon. In

the afternoon, she usually __________________ the chores

and _________________ a nap. In the evening, she

____________________ dinner and _______________ TV.

She _____________________ to bed about 11 p.m.

b) I _____________ a university student. My routine

____________very hard. I ____________about 5 a.m

because my class _________________at 8 a.m and I really

_______________to prepare a balanced breakfast.

At 6:30 I_______________the train to go to the university.

I usually ______________to campus about 7:30 so I

________________time to meet up with my peers. Sometimes,

I ________________lunch at the univertity restaurant.

be - get up - start - like - take - get - have

2. Answer these questions about your daily routine.

a) What time do you usually wake up on weekdays? What about on weekends?

b) Do you have morning class? What time does it start?

c) Do you prepare your own breakfast?

d) Do you have a balanced lunch? What do you have for lunch?

e) Do you waste money on meals at the university?

f) Do you usually have dinner at the university restaurant?

g) Do you have time to socialize and meet up with your peers?

48


3. Answer these questions about your best friend.

.

a) What time does your best friend wake up?

b) Does she/he have afternoon lecture?

c) Does she/he prepare his/her own breakfast?

d) Does she/he have a balanced breakfast?

e) Does she/he waste money on meals at the university?

f) Does she/he usually have lunch at the University restaurant?

g) Does she/he have time to socialize and meet up with his/her peers?

h) Who does he/she live with?

4. Write a text about your daily routine as a university student. Use these

adverbs of frequency to help you.

Always - usually - normally/generally - often/frequently - sometimes

occasionally - seldom - rarely - never

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________


I’m having a good time

Josh: Hi, Marcos.___________________________! What’s up?

Marcos: Not much!________________________________________?

Josh: I’m working. I have a part time job at the library________________?

Marcos: I’m starting my graduation course.

Josh: Oh, great!__________________________________________?

Marcos: Business Administration

Josh:__________________________________________________?

Marcos: Yes, this university is really good!

What are you studying - What are you doing here - What a surprise

What about you - Are you enjoying that

49


6. Complete the chart by changing the sentences into present continuous

SIMPLE PRESENT

PRESENT CONTINUOUS

I study at UFMA

Ana studies at USP

My friend studies History

QUESTIONS

What do you do?

Do you study here?

Does Josh work at the library?

Does Peter study at PUC?

Where does Jane live?

Where does Paul study?

7. Answer these questions using the present continuous:

a) A: What are you doing now?

B: ____________________________________

b) A: What do you think your professors are you doing now?

B: ____________________________________

c) A: What is your mother doing now?

B: ____________________________________

d) A: What are you studying at the university?

B: ____________________________________

e) A: Are you enjoying your course?

B: ____________________________________

f) A: Are you living with classmates?

B: ____________________________________

50


8. Complete the conversation with the right questions:

Laney: Excuse me. __________________________________________?

Joe: Yes, sure! _____________________________________________?

Laney: Yes, I am. I’m Laney from The USA. Nice to meet you.

Joe: Nice to meet you, too.____________________________________?

Laney: I can’t find the library. My friend is waiting for me in the library.

Joe: Oh, the library is on the corner.

Laney: Oh, Thanks! By the way, what’s your name?__________________?

Joe: My name is Joe. I was born and raised in São Paulo but now I live here on Main Street.

Laney: Nice! I live on Main Street, as well. We can go home together.

Joe: Sure._________________________________________________?

Laney: At 12:30.

What time does your class finish - How can I help you - Can you help me

Are you an international student - Are you from here

9. Answer these questions. All the answers should have a preposition.

a) Where do you study? ___________________________________________________________

b) Do you live on Tiradentes Street? __________________________________________________

c) What time does your class start? __________________________________________________

d) When is your mother’s birthday? __________________________________________________

e) What time does your class finish?__________________________________________________

f) When do you celebrate Christmas day? ______________________________________________

g) When was your university founded? ________________________________________________

h) When does the academic year start? _______________________________________________

10. Write sentences with these words. Don’t forget to put a preposition in

all of the sentences:

a) I /have lunch/ 13:00. _____________________________________________________

b) Students / have / party/ Saturday ____________________________________________

c) Clare / live / 27 Fourth Avenue. ____________________________________________

d) Have / Lecture / morning _________________________________________________

e) They / go / church / Sunday night___________________________________________

f) Class /start / March 5th. ____________________________________________________

51


4

THERE

ARE GOOD

OPPORTUNITIES.

1. Complete the conversation with the right questions:

Are there opportunities ...?

Carlos: So, Marina.______________________________________?

Marina: No, not yet. But I’m looking for a university in Canada.

Carlos:_______________________________________________?

Marina: No, but Canada is known for having some of the lowest

university tuition fees among English-speaking countries.

Carlos: Great! It seems to be a good choice.__________________?

Marina: Actually, yes. Canadian universities have arranged their

programmes to favour those who study and work as well.

Carlos: That’s really nice! I hope you could be successful in your search.

Marina: Thanks!

Are there free universities in Canada

Have you decided about your masters degree -

Are there opportunities to make money while studying in Canada

2. Answer these questions about your university facilities:

a) A: Is there a good restaurant at your university?

B:________________________________________________

b) A: How many restaurants are there on campus?

B:________________________________________________

c) A: Is there a good library on campus?

B:________________________________________________

d) A: Is there a unversity hospital on campus?

B:________________________________________________

e) A: Are there acccomodations for international students?

B:________________________________________________

f) A: Are there book shops on campus?

B:________________________________________________

g) A: How many labs are there on campus?

B:________________________________________________

h) A: How many book shops are there on campus?

B:________________________________________________

52


3. Write questions according to the answers:

a) A: ______________________________________________________________?

B: No, there is only one restaurant on campus.

b) A: ______________________________________________________________?

B: There are about 20 students in my language class.

c) A: ______________________________________________________________?

B: No, there’s no book shops on campus.

d) A: ______________________________________________________________?

B: Yes, I think there are acccomodations for international students.

e) A: ______________________________________________________________?

B: There is one international office.

f) A: _______________________________________________?

B: About two labs.

g) A: _______________________________________________?

B: Yes, there is a big swimming pool on campus.

h) A: _______________________________________________?

B: I think there is only one unversity hospital.

i) A: ________________________________________________?

B: No, there isn’t.

3. Answer these questions about you:

a) Do you think the university have good professors?

b) What have you enjoyed most about the programme so far?

c) Are you involved in any clubs or societies? which ones?

d) Why are you studying English?

e) Are you involved in any research project?

f) What is your project about?

g) How do they add to your overall university experience and what skills can you gain?

4. Complete the chart using examples of your own.

TYPE MODAL VERBS EXAMPLES

ABILITY

PERMISSION

ADVICE

OBLIGATION

POSSIBILITY

Can, could

Can, Could, May

Should

Must, Have to

Might, May, Could, Can

53


5. Complete the conversation with the right questions.

I can’t take that!

Student: Excuse, me._________________________________?

Security guard: I’m sorry but you can’t keep your bag here.

Student: That’s too heavy. I can’t take that to the sport center.

Security guard: There is a guesthouse near the restaurant.

You should try to keep there. It may be open this time.

Student: Ok, Thanks._________________________________?

Security Guard: Sure. Look at the map.___________________?

Student: Yes._______________________________________?

Security Guard: Yes, very close to the hospital.

Student: Ok, I know where it is.

Is that near the hospital - Can I keep my bag here

Can I use your pen - can you see this big building -

6. Make suggestions using could or might want to

a) Where should I go to talk about international mobility? (International office) ____________________

_______________________________________________________.

b) When should I talk to the professor? (after the test) ______________________________________

_____________________________________.

c) What should I do to improve my skills? (research project) _________________________________

__________________________________________.

d) What should I do to acquire more skills? ( join clubs)

__________________________________________________________________________

e) Where should I buy a good computer? ( internet)

__________________________________________________________________________

7. Ask and answer questions about ability

a) Speak any foreign languages.

A: Can you speak three different languages?

B: Yes, I can. I can speak Portuguese, English and Spanish.

54

b) Write an abstract in Spanish?

c) Send an e-mail to an international office?

d) Share a flat with a friend?

e) Organize a research event?


8.Complete the sentences with should or shouldn’t:

a) You______________(drink) so much beer; it's bad for your health.

b) The Dean ___________________(offer) financial support for international students.

c) Students ________________________( stay) on campus till late. It’s dangerous.

d) You ____________________________( spend) Money on books. You can take that on the internet.

e) Professors________________________( allow) student to use phone during the class.

9. Complete the text with the right modal. Use should or can according to

the sentence:

Which subject _____________ you study at university?

Explore our subject guides and career options with this comprehensive

resource on choosing your degree subject at university

There is one thing that you _____________ try to remember

when choosing which subject to study at university. It

_________________ be something you enjoy and that you would be

happy to study in-depth for the next few years. Consider the subjects

you enjoy the most at school and then research similar courses that

you _______________ study at university.

https://www.timeshighereducation.com/student/advice/

10. Look at the World University Ranking guide to help you decide which

subject fits your interests and goals the best. Choose five of these questions

to answer:

a) Business and economics degrees

What can you do with an accounting degree?

What can you do with a business and management degree?

What can you do with an economics degree?

b) Life sciences

What can you do with an agriculture degree?

What can you do with a biology degree?

What can you do with a sports science degree?

What can you do with a veterinary science degree?

c) Arts and humanities

What can you do with an archaeology degree?

What can you do with an architecture degree?

What can you do with a degree in design?

What can you do with a performing arts degree?

d) Engineering and technology

What can you do with a chemical engineering degree?

What can you do with a civil engineering degree?

What can you do with an electrical engineering degree?

What can you do with a mechanical engineering degree?

55 55


APPENDIX

56


READING AND WRITING

STRATEGIES

UNIT 1 - SKIMMING

1. Read the text and answer the questions:

The impact of coronavirus on higher education

Universities and college campuses are places

where students live and study in close proximity to

each other. They are also buzzing cultural hubs where

students are brought together from nations around

the world. Recently, the foundations of this unique

ecosystem have been impacted significantly by the

rapid spread of the coronavirus (Covid-19) outbreak,

creating uncertainty regarding the implications

for higher education.

Over the past weeks, education officials have

been forced to cancel classes and close the doors to campuses across the world

in response to the growing coronavirus outbreak. In addition, US institutions have switched classes to online

learning, cancelled spring break trips and students studying abroad in China, Italy and South Korea have been

encouraged to return home to complete their studies.

While class closures, dips in enrollment at the beginning of a new semester and cancellations may be temporary,

it’s hard to foresee whether the novel coronavirus will result in long-term disruption to the higher

education system.

Understanding the economic impact

One of the biggest concerns for the sector at large is the percentage of international students that make

up the domestic higher education markets. In the US alone, Chinese students make up 33.7 per cent of the

foreign student population, while Indian students comprise of 18.4 per cent.

While travel restrictions to and from China have been helpful in slowing down the spread of the disease,

they have also left international students stranded. According to a Covid-19 Survey by the Institute of International

Education (IIE), 830 Chinese students have been unable to return to the US to continue their studies.

While this may be a small percentage of the overall international student population, the question remains: How

long will this last? If the restrictions remain in place, the US higher education system could bear the brunt of

an economic downturn. So, how should universities and colleges around the world adjust their learning styles

to retain program enrollment and provide accessibility to students?

>>

https://www.timeshighereducation.com/

57 57



b) Highlight five key words related to the title?

c) Is the title really related to the text?

d) How does Covid 19 impact on higher education?

e) How are international students impacted?

f) What are the questions raised on the text?


Comorbidities, metabolic changes make elderly more

susceptible to infection

In this Ask the Experts feature, Infectious Disease News Editorial Board member Keith S. Kaye, MD, discusses

the special considerations when treating infections in the elderly.

Are the elderly more susceptible to infections?

Older adults become more susceptible

to infections due to several factors. As people

get older, it is more frequent that they have

comorbid conditions, such as diabetes, renal

insufficiency and arthritis. Many comorbid

conditions, both the number and type of comorbid

conditions, predispose people to infections.

Often, when people age, there is immunosenescence,

which means that the immune

system doesn’t function as well or as vigorously.

The combination of increased comorbid

conditions and the decrease in activity of the

immune system can make people more prone

to infections. The other syndrome that occurs when people become old is frailty. When people become

frail, their body mass index drops and they have a harder time functioning independently, in terms of their

daily living activities. They become more prone to falls and injuries. All of these things predispose older

people to infections. There is an increased association with being older and an increased risk of infection,

but it probably has more to do with how successfully some people age. Some people age and they remain

active and healthy, and individuals such as that probably do not have an increased risk of infections. But

individuals who become frailer and more dependent on others for maintaining their health status and their

daily activities, their risk for infections increases greatly.

Are infections in the elderly more common in places such as nursing homes, or are they prevalent

in the entire elderly population?

58 58

What you start seeing is that people who need a lot of assistance or have comorbid conditions are more

likely to end up in assisted living facilities or nursing homes. So, some of the highest-risk older adults are

>>


in nursing homes. I do think that there is an association between increased age in general and infection

risk. You have to be careful not to lump all older adults into one single category. Older people in general

may be at increased risk for infection, but there are certainly subsets of older adults, some of whom that

are at increased risk and some of whom really are not.

What special considerations are there when treating infections in the elderly?

Treating infections in older adults is a special niche. One thing that needs to be considered is the side effects

and tolerability of the medications. Sometimes, in older adults, their metabolism and their clearance

of medications changes as they get older. Also, they are often on other medications. Sometimes, they

can be susceptible to side effects of medications, so the side effect profile of medications must be taken

into account when treating infections in the elderly. You want to take into account the other medications

they are taking and also their renal function and how well you dose the medication. Other side effects of

antibiotics include Clostridium difficile, which ironically, is caused by antibiotic use. We used to think that

antibiotics were harmless. If there is any concern about whether or not people might have an infection,

particularly those adults who are in institutions such as nursing homes, we need to be more thoughtful

about who really needs antibiotics. It used to be that if a patient had a positive culture in their urine, you

treated it regardless. But now, we have to think about whether someone truly has an infection or is just

colonized, as antibiotics use can lead to superinfections.


b) Write down ten words that helped you to identify the subject of the text.

c) Are the elderly more susceptible to infections? Why?

d) Are infections in the elderly more common in places such as nursing homes, or are they prevalent in

the entire elderly population?

e) What special considerations are there when treating infections in the elderly?

UNIT 2 - SCANNING


A brief introduction to the Chinese education system

https://www.open.edu/openlearn/education

This article outlines the structure of the Chinese education system and the study

hours expected at a Chinese school.

Structure of the Chinese education system

In China, the education is divided into three categories: basic education, higher education, and

adult education. By law, each child must have nine years of compulsory education from primary school

(six years) to junior secondary education (three years).

>>

59 59


Basic Education

Basic education in China includes

pre-school education (usually three years),

primary education (six years, usually

starting at the age of six) and secondary

education (six years). Secondary education

has two routes: academic secondary education

and specialized/vocational/technical

secondary education. Academic secondary

education consists of junior (three years)

and senior middle schools (three years).

Junior middle school graduates wishing to

continue their education take a locally administered

entrance exam, on the basis of which they will have the option of i) continuing in an academic

senior middle school; or ii) entering a vocational middle school (or leave school at this point) to receive

two to four years of training. Senior middle school graduates wishing to go to universities must take National

Higher Education Entrance Exam (Gao Kao). According to the Chinese Ministry of Education, in June

2015, 9.42 million students took the exam.

Higher Education

Higher education is further divided into two categories: 1) universities that offer four-year or

five-year undergraduate degrees to award academic degree qualifications; and 2) colleges that offer

three-year diploma or certificate courses on both academic and vocational subjects. Postgraduate and

doctoral programmes are only offered at universities.

Adult Education

The adult education ranges from primary education to higher education. For example, adult

primary education includes Workers’ Primary Schools, Peasants’ Primary Schools in an effort to raise

literacy level in remote areas; adult secondary education includes specialized secondary schools for

adults; and adult higher education includes traditional radio/TV universities (now online), most of which

offer certificates/diplomas but a few offer regular undergraduate degrees.

Term times and school hours

The academic year is divided into two terms for all the educational institutions: February to

mid-July (six weeks summer vocation) and September to mid/late-January (four weeks winter vocation).

There are no half-terms.

Most schools start from early morning (about 7:30am) to early evening (about 6pm) with 2 hours

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lunch break. Many schools have evening self-study classes running from 7pm-9pm so students can finish

their homework and prepare for endless tests. If schools do not run self-study evening classes, students

still have to do their homework at home, usually up to 10pm. On average, a primary school pupils spend

about seven to eight hours at school whilst a secondary school student spends about twelve to fourteen

hours at school if including lunch time and evening classes. Due to fierce competitiveness to get into good

universities, the pressure to do well for Gao Kao is intense. Many schools hold extra morning classes in

science and math for three to four hours on Saturdays. If schools do not have Saturday morning classes,

most parents would send their children to expensive cramming school at weekends or organise one-to-one

private tuition for their children over the weekend.

a) How is Chinese education system structured?

b) What is included on Basic Education?

c) How is Higher Eucation divided?

d) What is included on Adult Education?

e) How is the academic year divided?

f) What time do most schools start?

g) What about weekends? Do students have classes on Saturdays?


Vitamins and Minerals

Are You Getting What You Need?

Vitamins and minerals are essential nutrients

because they perform hundreds of roles in

the body. There is a fine line between getting enough

of these nutrients (which is healthy) and getting

too much (which can end up harming you). Eating

a healthy diet remains the best way to get sufficient

amounts of the vitamins and minerals you need.

Essential nutrients for your body

Every day, your body produces skin, muscle, and bone. It churns out rich red blood that carries

nutrients and oxygen to remote outposts, and it sends nerve signals skipping along thousands of miles of

brain and body pathways. It also formulates chemical messengers that shuttle from one organ to another,

issuing the instructions that help sustain your life.

But to do all this, your body requires some raw materials. These include at least 30 vitamins,

minerals, and dietary components that your body needs but cannot manufacture on its own in sufficient

amounts.

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Vitamins and minerals are considered essential nutrients—because acting in concert, they perform

hundreds of roles in the body. They help shore up bones, heal wounds, and bolster your immune

system. They also convert food into energy, and repair cellular damage.

But trying to keep track of what all these vitamins and minerals do can be confusing. Read enough

articles on the topic, and your eyes may swim with the alphabet-soup references to these nutrients, which

are known mainly by their initials (such as vitamins A, B, C, D, E, and K—to name just a few).

In this article, you’ll gain a better understanding of what these vitamins and minerals actually do

in the body and why you want to make sure you’re getting enough of them.

https://www.helpguide.org/harvard/vitamins-and-minerals.htm

a) Why are vitamins and minerals essential nutrientes?

b) According to the text, what is the best way to get sufficient amounts of the vitamins and minerals

you need?

c) What kind of activities does our body do every day?

d) What kind of benefits do Vitamins and minerals bring to the body?

e) According to the author, what will the reader learn by reading the whole article?

UNIT 3 - PREDICTIONS AND COGNATES

1. Read the text and do what is requested:

Harmful use of alcohol kills more than 3 million people each year,

most of them men

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https://www.who.int/news-room

More than 3 million people died as a result of harmful use of alcohol in 2016, according a report

released by the World Health Organization (WHO) today. This represents 1 in 20 deaths. More than three

quarters of these deaths were among men. Overall, the harmful use of alcohol causes more than 5% of

the global disease burden.

WHO’s Global status report on alcohol and health 2018 presents a comprehensive picture of

alcohol consumption and the disease burden attributable to alcohol worldwide. It also describes what

countries are doing to reduce this burden.

“Far too many people, their families and communities suffer the consequences of the harmful use

of alcohol through violence, injuries, mental health problems and diseases like cancer and stroke,” said

Dr Tedros Adhanom Ghebreyesus, Director-General of WHO. “It’s time to step up action to prevent this

serious threat to the development of healthy societies.”

Of all deaths attributable to alcohol, 28% were due to injuries, such as those from traffic crashes,

self-harm and interpersonal violence; 21% due to digestive disorders; 19% due to cardiovascular diseases,

and the remainder due to infectious diseases, cancers, mental disorders and other health conditions.

Despite some positive global trends in the prevalence of heavy episodic drinking and number of

alcohol-related deaths since 2010, the overall burden of disease and injuries caused by the harmful use of

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alcohol is unacceptably high, particularly in the European Region and the Region of Americas.

Globally an estimated 237 million men and 46 million women suffer from alcohol-use disorders

with the highest prevalence among men and women in the European region (14.8% and 3.5%) and the Region

of Americas (11.5% and 5.1%). Alcohol-use disorders are more common in high-income countries.

Global consumption predicted to increase in the next 10 years

An estimated 2.3 billion people are current drinkers. Alcohol is consumed by more than half of the

population in three WHO regions – the Americas, Europe and the Western Pacific. Europe has the highest

per capita consumption in the world, even though its per capita consumption has decreased by more than

10% since 2010. Current trends and projections point to an expected increase in global alcohol per capita

consumption in the next 10 years, particularly in the South-East Asia and Western Pacific Regions and the

Region of the Americas.

a) Highlight 10 cognates from the first and second paragraphs:

b) Point out five key words that helped you to understand the text:

c) What is the third paragraph about? Are the cognates related to the main topic of this paragraph?

d) What kinds of health problems and diseases are associated to alcohol consumption?

e) What is the last paragraph about? Which words suggest that?

2. Read the text and do what is requested:

Physical activity - it's importante

Physical activity or exercise can improve your health and

reduce the risk of developing several diseases like type 2 diabetes,

cancer and cardiovascular disease. Physical activity

and exercise can have immediate and long-term health benefits.

Most importantly, regular activity can improve your

quality of life. A minimum of 30 minutes a day can allow

you to enjoy these benefits.

Benefits of regular physical activity

If you are regularly physically active, you may:

• reduce your risk of a heart attack

• manage your weight better

• have a lower blood cholesterol level

• lower the risk of type 2 diabetes and some cancers

• have lower blood pressure

• have stronger bones, muscles and joints and lower risk of developing osteoporosis

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63 63


• lower your risk of falls

• recover better from periods of hospitalisation or bed rest

• feel better – with more energy, a better mood, feel more relaxed and sleep better.

A healthier state of mind

A number of studies have found that exercise helps depression. There are many views as to how exercise

helps people with depression:

• Exercise may block negative thoughts or distract you from daily worries.

• Exercising with others provides an opportunity for increased social contact.

• Increased fitness may lift your mood and improve your sleep patterns.

• Exercise may also change levels of chemicals in your brain, such as serotonin, endorphins and stress

hormones.

a) What benefits can people have with physical activity?

b) How can exercises help people with depression?

c) Find out 10 cognates related to diseases:

d) Why is it important to exercise with others?

e) How often should people exercise to improve their quality of life?

UNIT 4 - ABSTRACT

1. Read the abstract and answer the questions:

Receptive music therapy to reduce stress and improve wellbeing in Italian clinical staff involved

in COVID-19 pandemic: A preliminary study

The Arts in Psychotherapy

Volume 70, September 2020.

ABSTRACT

The influence of music therapy (MT) as a support intervention to reduce stress and improve wellbeing in

Clinical Staff (CS) working with COVID-19 patients was evaluated. Participants were enrolled as a result of

spontaneous agreement (n = 34) and were given remote receptive MT intervention over a 5-week period. Their

levels of tiredness, sadness, fear and worry were measured with MTC-Q1 before and after MT intervention.

An immediate significant variation in the CS emotional status was observed. The results seem to confirm that

in an emergency situation, it is possible to put in place a remote MT support intervention for CS exposed to

highly stressful situations.

Keywords: Music therapy; Covid-19; Support; Clinical staff; Stress

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64 64


a) What was the main goal of this study?

b) What was the methodology applied? What did the researcher do? How did he do it?

c) What were the results?

d) What were the conclusions? What did his findings mean?

Has this study contributed to academic studies?

e) Is there any important information missing in the abstract?


The socio-emotional world of adolescents with intellectual disability: A drama therapy-based

participatory action research

The Arts in Psychotherapy

Volume 70, September 2020, 101679

ABSTRACT

This study aims to explore accessible methods and techniques that enable adolescents with intellectual

disability (ID) to voice their own opinions and wishes about socio-emotional aspects of their life. Participatory

action research (PAR) calls for the inclusion of marginalized groups, such as people with ID, in

research about them, allowing them to explore aspects of their lives and social environment, and to lead

social change. Including adolescents with ID in research about them requires searching for alternative and

diverse means of communication and expression. Dramatic expression may offer a range of means, verbal

and non-verbal, and include performance, which is a powerful social action within the community. In this

study we applied the ethno-drama-therapy model (Snow et al., 2017) with a group of 11 adolescents with

ID participated in an 11-session drama therapy workshop in which the adolescents learned to express themselves

through dramatic means, such as puppetry and roleplaying, and performed before an audience of

their choice. In the course of the group sessions and the performance, the adolescents portrayed social and

emotional issues that concern them, such as their relations with authority figures. The study demonstrates

the power of drama in exploring, expanding, and expressing the authentic voice and free choice of this silent

group, and presents initial results.

Keywords: Drama therapy; Intellectual disability; Adolescence; Participatory action research

Ethnodramatherapy.

a) Is there an introduction to the topic? What was the main goal of this study?

b) What was the methodology applied? What did the researcher do? How did he do it?


d) What were the conclusions? What did your findings mean? Has this study contributed to academic

studies?

e) Is there any importante information missing in the abstract?

f) Do you think this abstract is well written? Compare it to the first one. Which one do you prefer?

65 65



Horrors of Society

The Reflection of Societal Fears in American Horror Films

Lilek, B. (2020). Horrors of Society: The Reflection of Societal Fears in American Horror Films.

Digital Literature Review, 7. https://doi.org/10.33043

ABSTRACT

The foundation of the Hollywood horror film industry has always been constructed with metaphors of what

haunts American society. By utilizing what society fears in daily life and representing it with ghosts or monsters,

Hollywood was able to make movies scarier than they appeared to be on the surface. In the 1970s and

1980s, children’s television programming began to take the place of reading or playing as the number of

shows and channel rose. Parents began to fear that television programming would take over their children’s

lives. Moving through the decades and into the 2010s this fear only grew as cellphones, tablets, and laptops

became the obsession of American youth. The Hollywood film industry capitalized on these fears in movies

such as Poltergeist (1982) and Poltergeist (2015). These two films worked to represent current issues in

society while also predicting what America would become if these issues were not properly dealt with. 1980s

America did not resolve the issue of television and technology invading homes; thus, the problem grew as

Americans relied more heavily on technological advances. Looking through the lens of Poltergeist (1982) and

Poltergeist (2015) reveals the fears of past decades, how those fears have developed in 2010s American

culture, and where these representations of cultural fears will lead us next.

a) Is there an introduction to the topic? Are the objectives clear?

b) Is the methodology well stated?


d) What were the conclusions?


f) Do you think this abstract is well written? Compare it to the previews ones. Which one do you prefer?


The discursive disputes regarding racial identity in two Brazilian TV series

https://www.seer.ufrgs.br/sociologias/article/view/94329

This paper analyses two Brazilian television series, namely Sexo e as Negas and Mister Brau. The first one

portrays the intimacy of four black women from the slums, highlighting their sexuality. The other series,

called Mister Brau, had as its main theme the social ascension of a couple who acquired fame from popular

music. Both shows address intersectional issues such as race, social class, and gender, which require a

non-essentialist perspective that values interactions between media and society. The main question is: what

tensions and contradictions can we apprehend in these series’ content, relatively, regarding the discursive

lines about racial and gender issues? The shows have people of African descent as their protagonists, howe-

66 66

>>


ver, discursive lines associated with subordination are reproduced, though not without resistance.

Keywords: TV series, Mister Brau, Sexo e as Negas, racial identity, discursive disputes;

a) Is there an introduction to the topic? Is the objective easy to identify?

b) What is the research method?


d) What were the conclusions?


5. Read the abstract and do what is requested:

Romantic attachment, unforgiveness and relationship satisfaction in couples: A dyadic mediation

analysis

Mónica Guzmán-González, Paula Contreras, Giulia Casu

First Published July 15, 2020 Research Article

https://journals.sagepub.com/doi/abs/10.1177/0265407520940399

ABSTRACT

Adult romantic attachment is strongly associated with couple relationship functioning, and many efforts have

been made to identify the mechanisms underlying this link. Nevertheless, no previous study considered unforgiveness

when investigating the relationship of romantic attachment with relationship satisfaction in couples.

We used the actor–partner interdependence mediation model to explore the associations between romantic attachment

and relationship satisfaction as mediated by unforgiveness (i.e., avoidance and revenge motivations)

in a convenience sample of 104 Chilean couples. The couples completed self-report measures of romantic

attachment, unforgiveness, and relationship satisfaction. Actor insecure attachment was associated with lower

relationship satisfaction directly and indirectly. Indirectly, higher actor levels of attachment anxiety and avoidance

were linked, respectively, to greater revenge and avoidance motivations, and thus to lower relationship satisfaction.

Partner attachment avoidance was associated with lower relationship satisfaction only directly. Higher

partner levels of attachment anxiety were associated with lower avoidance motivation, and thus with higher

relationship satisfaction. These dyadic findings further attest to the detrimental role of attachment avoidance

and unforgiveness against the couple’s functioning. The novel finding that attachment anxiety may indirectly

promote a couple’s relationship satisfaction deserves further investigation. The implications for couple counseling

and therapy are discussed.

Keywords: Actor–partner interdependence mediation model, dyadic approach, relationship satisfaction, romantic

attachment, transgression-related motivations, unforgiveness

a) Highlight in different colors:

- Introduction sentence

- Objective/purpose of the study

- Research question

- Research method

- Results/findings

b) Is there any part that you couldn’t find?

67 67


AUTHORS

Naiara Sales Araújo

Was born in Magalhães de Almeida, Maranhão, Brazil.

She is a professor of Language and Literature at Federal University of Maranhão; At UFMA, she coordinates

language projects such as Language and Culture of Maranhão (CLC) and Foreign Languages courses

(NCL). As an English specialist she designs and delivers content-based EFL instruction and teaching

materials. She holds a PhD in Comparative Literature from London Metropolitan University, a Master of

Research (MRes) from London Metropolitan University and a Master of Languages from the Federal University

of Piauí.

Email: naiara.sas@ufma.br

Pilar Jan Penn

Was born in Bourne, Massachusetts, USA. In 2020, she was an English Language Fellow at UFMA in São

Luís, Maranhão, Brazil (U.S. Embassy), and has experience as an ESL/EFL Instructor in Saudi Arabia and

Malaysia. As an English Language Fellow and ESL Instructor, she designed and delivered content-based

EFL instruction to youth aged 6-16 and university students, collaborated with university faculty and administration

on university and community projects, coordinated delivery of teacher workshops and training,

acted as a cultural ambassador for the United States, and designed and facilitated professional development

trainings, workshops and conducted a science fair for middle and high school students. She holds

a Bachelors degree in biology from Tuskegee University, a Masters of Public Health (MPH) in Behavioral

Sciences & Health Education from Emory University and a Juris Doctor (JD) with Honors from Vanderbilt

School of Law. She received TESOL/TESL/TEFL certification in 2014. She is now serving as an English

Language Specialist through the English Language Program sponsored by the U.S. State Department and

the U.S. Embassy in Brasilia, Brazil, which made it possible for her to participate in the development of

this publication.

Email: pilarjpenn@bellsouth.net

68


Realizado o Depósito legal na Biblioteca Nacional

conforme Lei nº 10.994, de 14 de dezembro de 2004.

Título

Autores

Challenge on Campus

Naiara Sales Araújo e

Pilar Jan Penn

Projeto Gráfico

Revisão

Formato

Camila Cantanhede Vieira

Apoliana da Conceição dos Santos

21 x 29 cm

Páginas 70

Tipografia

Papel | Miolo | Capa

Futura e Swiss

Papel Offset 75gr

Edição 1 a edição Outubro de 2020

Tiragem

Publicação

200 exemplares

Editora da Universidade Federal do Maranhão

EDUFMA

Impressão

Psi7 - Printing Solutions & Internet 7 S.A.

The development of this publication was made possible through a collaboration between UFMA, the

U.S. Consulate in Recife and the Regional English Language Office in Brazil.

69


The development of this publication was made possible through a

collaboration between UFMA, the U.S. Consulate in Recife and the

Regional English Language Office in Brazil.


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