Units Competencie Skills Technologies Exercises

s
1 unit. Professional Cognitive Jigsaw reading Theme: Academic ethics
Academic One story is split in two
ethics or Some stories can be clearly
culture in the divided into two parts. Follow
world of the same procedure as above,
science but tell each group only half
of the story. When students
retell their half of the article,
make sure the student with the
first half goes first.
Leadership Project work Study various resources,
discuss with your partner and
find out the main differences
and similarities between
cheating, Plagiarism,
Fabrication, and Falsification.
The results present
in the form of a Venn
diagram.
Linguistic knowledge and Writing an
ability to use article
the grammatical
resources of the
language
knowledge and Shadowing
ability to
perceive and
generate sounds
and use
intonation);
Social-cultural the ability of Discussion.
competence intercultural
communication,
tolerance and
mutual
understanding
with different
people.
Critical Movement
thinking activities
2 unit. How to Professional Cognitive SWOT
captivate in analysis
audience? Leadership Socrates
method
Linguistic knowledge and Make a Make a summary of this video
ability to use summary showing the key idea of the
the grammatical speech.
resources of the
language
knowledge and Planning an 1. Plan a five-minute oral
 ability to oral presentation on a selected
perceive and presentation topic.
generate sounds 2. Prepare the introduction
and use and the conclusion carefully.
intonation); 3. Show your plan to other
class members and evaluate.
Social-cultural the ability of Public
competence intercultural presentation of
communication, the project.
tolerance and
mutual
understanding
with different
people.
Critical Problem
thinking solving

3unit. Is my Professional Cognitive Mind map

source credible: Leadership Six Thinking Make a story. 1. White hat.
how to evaluate Hats The main idea is highlighted,
resources? the informational value of the
material becomes obvious. 2.
Red hat. It is determined what
impressions the text evokes,
what the first reaction of the
readership will be. 3. Black
hat. The text is looking for
shortcomings, inaccuracies,
contradictions. 4. Yellow hat.
The text is looking for dignity
and 5. Green hat. Complete
freedom of flight and ideas.
Creative text is of great value.
b. Blue hat. Collects all the
previous moments into a
single picture. When working
in a group, this hat guides the
process. When working alone,
the author independently
organizes all the data
obtained.
Linguistic knowledge and Use of english
ability to use
the grammatical
resources of the
language
knowledge and Sing it
ability to
perceive and
generate sounds
and use
 intonation);
Social-cultural the ability of CRAAP
Competence intercultural
communication,
tolerance and
mutual
understanding
with different
people.
Critical Case study
thinking
4 unit. The Professional Cognitive Brainstorming
language Leadership
structure of the
English Linguistic knowledge and Writing essay
academic ability to use
publications: the grammatical
how to write a resources of the
first-class language
scientific knowledge and Read and ask Both students decide which
paper? ability to key concepts to write in the
perceive and margins of the text. The first
generate sounds student, using these terms,
and use formulates questions to which
intonation); the second student answers
aloud. If they both agree with
the answer, they write it on
the back of the card. Students
continue to switch roles in this
way until they have read all of
the given text.

Step 6. Using these cards with

questions and answers,
students subsequently
continue to check each other
on the given material.
Social-cultural the ability of Method "TWO
competence intercultural - FOUR - ALL
communication, TOGETHER"
tolerance and
mutual
understanding
with different
people.
Critical Mini-lecture
thinking

5 unit. Professional Cognitive Matching

Academic Leadership
writing: how to
 create Linguistic knowledge and Chronological
successful ability to use sequence
pieces? the grammatical
resources of the
language
knowledge and
ability to
perceive and
generate sounds
and use
intonation);
Social-cultural the ability of UNFINISHED
competence intercultural sentences
communication,
tolerance and
mutual
understanding
with different
people.
Critical Jigsaw puzzles
thinking
6 unit. Professional Cognitive
International Leadership
academic
conferences to Linguistic knowledge and Writing
international ability to use research
educational the grammatical proposal
dialogue resources of the
language
knowledge and
ability to
perceive and
generate sounds
and use
intonation);
Social-cultural the ability of Role play
competence intercultural
communication,
tolerance and
mutual
understanding
with different
people.
Critical "Basket of
thinking ideas"
(concepts,
names ...)

1 unit. Academic ethics or culture in the world of science

Task 1. Read the text.
 Academic ethics, which has passed the way of formation from medieval universities to
organizations, included in the Bologna Process, is understood in various aspects.

1 part. First, it is the academic ethical "purity" of the scientist, the need to be honest about
scientific data that is being studied or researched in a scientific team. The conclusions of the
study and situations of falsification of facts for them cannot be predetermined. Moreover, it
should be borne in mind that such a manipulation or adaptation can be conscious or unconscious.
The motivations for such "achievement" can be very different - from ideological to career or
political. A scientist must be ready to go beyond the framework of his worldview, ready for
cardinal changes and ideological catastrophes - and it makes no difference whether he likes the
revealed truths or not, whether they fit into the generally accepted picture or even a moral
convention or not. The path of the scientist is very dangerous. Truth, knowledge, the obligation
to cognize and convey knowledge and morality can come into confrontation, for example, over
the problems of cloning living beings, over the issue of euthanasia, and even the issue of
disclosing knowledge about the manufacture of conventional weapons and dirty nuclear
warheads at home. Any doctrinal narrowing of the field of research, evasion of drawing proper
conclusions from scientific research is a kind of dishonesty, which thereby goes beyond the
limits of academic ethics, the ethics of the scientist and researcher. Obviously, we are talking
about the inadmissibility of dogmatism.

2 part. Secondly, if we talk about university science, then you need to be competent in the
process of presenting the material. Of course, the horizon of our beliefs and perceptions
somehow determines our vision of the world and how a person retells his worldview - i.e. how
this or that discipline is taught. The teacher can be wrong. And this really is a consequence of the
level of his qualifications, the desire to improve it and informally participate in scientific
research. Third, the aspect of human faith is closely related to the previous aspect of
understanding academic ethics. The fragment from the Old Testament, which speaks of the tree
of knowledge, has not at all exhausted its relevance now. If he ever runs out of it at all. A man of
science lives in a world of people, the main feature of which is insufficiency, incompleteness,
imperfection. That is why he suffers. In the end, the scientist's thirst to know everything to the
end is a hopeless attempt to overcome this incompleteness - to know everything. Here we come
to the well-known thesis of I. Kant that knowledge is unattainable and in itself insignificant - the
path to it is essential for a person. Obviously, for a scientist who is honest with himself, the most
important thing is the path. The basis of ethical relations and the code of honor of higher
educational institutions in Russia is the concept of "academic decency", which, in turn, is defined
in terms of five fundamental values that create the foundations of the academic process: honesty,
trust, fairness, respect and responsibility.

Task 2. Read the text. Discuss with your partner and find out the main differences and similarities
between cheating, Plagiarism, Fabrication, and Falsification. The results present in the form of a
Venn diagram.

Cheating, Plagiarism, Fabrication, and Falsification

Cheating occurs when a student attempts to complete or take credit for work by any
dishonest means or assists another in doing so. Some examples of cheating include, but are not
limited to, lying to obtain an academic advantage; copying from another’s exam or assignment or
collaborating on an exam or assignment, unless specifically allowed by the instructor; submitting
the same work in more than one course without instructor permission; falsifying data collected in
research or laboratory courses; taking or receiving copies of an exam without the permission of
the instructor; and using notes or other information devices inappropriate to the test conditions.

Plagiarism occurs when the ideas, organization, or language of another are incorporated into
one’s work without properly crediting the original source with a citation or other disclosure. It
includes re-writing or re-formatting material without acknowledging the original source of the
ideas. Even if the language and organization are in the student’s own words, any ideas or
information that are not common knowledge must be acknowledged in a reference.

Fabrication or falsification occurs when unauthorized information is created, altered or

reported in an academic activity. Some examples of fabrication or falsification include, but are
not limited to, creating data sets in a context in which data should be collected from an actual
experiment; unauthorized altering, falsification or omission of data, information, or results; and
fabricating sources of information.

Task 3. Read the information. Write an article by following this structure to the theme
“How to avoid plagiarism”.

Method of writing a scientific article

Before writing a scientific article for publication, it is important to understand what types of
them exist:
Theoretical - based on theoretical calculations and calculations of certain patterns. As a rule,
they are accompanied by calculations confirming their reliability.
Practical (empirical) - the material presented is supported by a performed experiment or
experience. Survey data and statistical parameters can also be presented.
Survey - contain an analysis of the achievements related to a particular issue, carried out and
received recently.
So, the technology of writing a scientific article includes the following steps:
Formulating a goal is where the work should start. The author sets a task for himself, solves
it, and then, based on the results, draws a conclusion about what has been achieved.
After that, you can draw up a plan and adhere to it when conducting research and forming
the text. It must be remembered that in the beginning there must be a goal setting. And at the
end, a conclusion on the results of achieving the goal.
It is imperative to rely on the research that has already been carried out in this area and
check that personal data does not duplicate someone else's information.
 The results of individual developments must have novelty and value.

Structure of a scientific article

Name

Annotation

Keywords

Research methods

Introduction

Results

Discussion

Conclusion

Bibliography

Task 4. Go to the link and watch the Ted Talks “Cheating Can Be a Good Thing” by
Andrew Haaheim.

https://www.youtube.com/watch?v=0IJ5zITWsF4
Task 5. Questions for discussion.

1. Academic dishonesty not only deprives student in gaining knowledge, but can also lead to failing
grades on assignments, failing grades on course or even student expulsion from University. Do
you agree with this statement.
2. Is this plagiarism? If you use the idea of your best friend and he doesn't mind your use?
3. "Help" during the exam (Cheating)
• Is receiving (or giving) an unfair advantage
• The person who receives the help
• The person who is to blame help

Task 6. Do these tasks by answering these questions

1. What is it?
2. Are these problems in education? Why?
3. How we solve these problems?

Unit 2. How to captivate in audience?

Task 1. To identify strengths, weaknesses, opportunities, threats of “Public speaking” by

SWOT analysis.
Task 2. Answer the Questions in pairs.

1. Why Is Public Speaking Important?

2. What skills do I need to be a good public speaker?
3. Is public speaking a skill or a talent?
4. How to gain confidence for public speaking?
5. What are the qualities of a public speaker?

Task 3. Go to link and watch the video “How I Overcame My Fear of Public Speaking” by
Danish Dhamani. Make a summary of this video showing the key idea of the speech.

https://www.youtube.com/watch?v=80UVjkcxGmA&t=46s

Task 4. Plan a five-minute oral presentation on a selected topic. Prepare the

introduction and the conclusion carefully. Show your plan to other class members
and evaluate.

Task 5. To make public presentation of the project to theme which refers to task 4.

Task 6.
 Unit 3. Is my source credible: how to evaluate resources?

Task 1. Complete a mind map, illustrating your ideas.

Why we should pay attention to while working with resources?

Credible
resources

Non-credible
resources

Task 2. Ask questions for each one of the hats about credible and non-credible resources
Task 3. Fill in the gaps.

reporting credible examine qualifications links investigate

What Is the Difference Between a Credible Website & Non-Credible Website?

Author's Credentials. Look at who wrote the website's content and what ________he has in
that field of knowledge. If he is qualified, he will have mentioned his credentials on the website.
It's also important to look at what organization or institution the author is associated with. If a
link and/or contact information for the organization or institution is posted, the website is more
likely to be_______. Finally, you should look to see where else the author has been published.
For example, if he has written articles for peer-reviewed scholarly or professional journals on the
same topic as the one he has written about on his website, you can generally trust that the
website is a credible source.

Author's Research. Look to see what research went into writing the website's content. If a "works
cited" or "reference" list is present, you know that the author did his research. You should also
_________some of the links in this list to see if other credible sources are ______ the same
information. If the author does not refer to where he got his information and if he is not an expert
in his field, the website is not credible.

Date of Article. Look at when the article on the website was written, or when the content of the
website was last updated. If you don't see a date anywhere but the article refers to old news as if
it were current or if it contains many dead______, chances are the website hasn't been updated in
a while. It's important to determine the date because even if the information was credible at one
point, new research may have made the information obsolete.

Type of Website. Look for educational websites (those that end in ".edu") or government
websites (those that end in ".gov"), as the information provided on these sites is more likely to be
credible. Of course, you still need to _______ who wrote the content. For example, a student
may have written an article, on a topic that he knows very little about, published through his
college's server. Other websites, such as those made by individuals, businesses and
organizations, commonly end in ".com," ".org" or ".net." Many of these websites do contain
credible information, but just as many don't. Be wary of business websites as they often contain
biased information to encourage you to purchase their products. Also, many individuals create
websites as hobbies and may have no more expertise on the topics they are writing about than
you do.

Task 4. Watch the following video-series and take notes.

How to evaluate sources?

https://www.youtube.com/watch?v=bZ122WakNDY

Task 5. You should find that this resource is credible or non-credible.

Arguments Predictions

Theme

Bologna education system

What is the Bologna education system and what is its essence, you can find out by
finding out the goals and reasons for changes in the work of European universities. The
goal of the Bologna educational process: Building a European educational zone as the
main direction of the continuous development of civil mobility with a real possibility of
further employment after graduation. Improvement and stabilization of intellectual,
scientific, social and cultural potential. Raising the prestige of the European university
system. Ensuring the competitiveness of European universities and institutions in the
global competition for influence, money and students. Achieving compatibility and
universality of national HE systems. Improving the quality of education. Increasing the
role of higher education institutions in the development of common cultural values,
giving universities the status of carriers of continental consciousness. The need to build a
common European educational space is dictated by: an urgent need to reformat European
education in order to organize a counterbalance to educational schools in the USA,
Canada, Australia, Southeast Asian countries, which attract a significant flow of students
from Eastern Europe and the Third World; the globalization of the economy, which
requires a change in fundamental approaches to the training of highly qualified
 specialists. The Bologna education system has become necessary for the following
reasons: The influence of its informational, intellectual, and creative components on the
efficiency of professional labor is increasing. At the forefront are flexible, short-lived
production projects that temporary teams and teams implement more fruitfully than
permanent staff. The concept of gradual career growth is disappearing: there are fewer
and fewer specialists staying at the same enterprise. Personalization of professional tasks
displaces uniformity of conditions and interchangeability of employees. The labor force
is becoming non-standardized. Traditional forms of labor are losing their identification.
The isolation of professional castes is being destroyed, which leads to the formation of
floating parameters of specialties. Vocational education aimed at acquiring one
qualification is becoming a thing of the past. A gradual radical change in approaches to
assessing the professionalism of an employee led to the need to introduce education
according to the Bologna system, designed to redirect the emphasis from the forms and
content of the educational process to its results.

Source: https://edunews.ru/education-abroad/sistema-obrazovaniya/bolonskaya.html
© edunews.ru

Task 6. Case study. Learning Theories

Learning theories attempt to give explanation into ways that people acquire knowledge,
attitudes and skills. These theories are used by the educators to improve learning processes and
they have also been promoted by psychologists. Despite the fact that there are numerous diverse
theories on learning, they fall into 3 major groups: behaviorism, cognitivism, and
constructivism. Teachers all over the world apply these theories to make their students learn
efficiently.

Task:
1. Identify the reliable resources concerning learning theories.
2. Analyze your learning and\or teaching experience and identify at least two
teaching strategies for each learning theory.
3. Find a video (or create a video) that demonstrates those teaching strategies.
Analyse the process from both learner and teacher perspectives.
4. Evaluate the long-term pedagogical effect of applying those strategies into a
learning process.
6. Present your findings to the class.

Unit 4. The language structure of the English academic

publications: how to write a first-class scientific paper?
 Task 1. Read the text and classify the transition words with the types of essays.

Narrative essays
Narrative essays tell a story and are generally the most personal type of essay you'll
write. They allow you to exercise creativity and imagination. Narrative essays may be
based on a particular prompt, such as "Write about the first time you drove a car by
yourself," or a more open-ended prompt, like "Write about a time you had to overcome a
fear." You may be required to submit a narrative essay (usually called a personal
statement) for college or graduate school applications.

Descriptive essays
Descriptive essays provide a detailed description of your subject matter. This may be a
person, place, thing or event. Descriptive essays, like narrative essays, allow for a more
creative approach to writing. Unlike narrative essays, which provide a complete story,
descriptive essays need only discuss the subject.

Expository essays are used to explain something in a neutral way. Writers use expository
essays to demonstrate their knowledge or expertise in a certain area. Teachers often
assign expository essays to test their students' understanding of a topic. Expository essays
can take different formats but typically include:An introduction with a thesis statement
explaining exactly what the essay will discuss. The body that details the facts of the
subject matter, often citing sources. A conclusion that summarizes the main points

Persuasive essays
Persuasive essays are essays meant to persuade readers to adopt an opinion or take a side
using both facts and emotional appeals. In support of an argument or cause, persuasive
essays can include moral and emotional reasoning to connect to the reader.
I think…, because, and, compared to, again, soon, on the whole, for the same reason,
but, and then, obviously, however, take the case of, always, besides, absolutely, summing
up, for example, on the contrary, in any case, later, forever, in conclusion, next, as I have
noted, on this occasion, definitely, as has been noted, moreover, as a result, in contrast,
finally, in addition, on the other hand, first (second, etc.), and then, without a doubt, for
instance, as I have said,

Narrative Essays Descriptive Essays Expository Essays Persuasive Essay

Task 2.

Task 3. Write an academic essay (250 words) on one of the given topics.

1. The Impact of Culture on Education

2. Education and the Role it Plays in Personal Development
3. Girl’s Education and Gender Inequality

Task4. Read and ask.

Components of a Good Essay
 An essay is a piece of writing that is written to convince someone of something or to
simply inform the reader about a particular topic. In order for the reader to be convinced or
adequately informed, the essay must include several important components to make it flow in a
logical way. The main parts (or sections) to an essay are the intro, body, and conclusion. In a
standard short essay, five paragraphs can provide the reader with enough information in a short
amount of space. For a research paper or dissertation, however, it is essential that more than five
paragraphs are present in order not to overwhelm the reader with too much information in one
paragraph.
Intro:
 Must contain an attention grabber for the reader or at least make the essay sound
interesting, may begin with a quote about the particular topic
 Ensure that the intro moves from the general to the specific in regards to the topic
 Provides the reader with a “road map” of the essay in a logical order
 At the end there should be what is called a thesis statement, arguably the most important
component of the intro
 The thesis statement states the aim of the paper and may give insight into the author’s
examples and evidence
Body:
 Includes the evidence and support of the paper in addition to the author’s ideas
 Paragraphs must include a topic sentence which relates the discussion back to the thesis
statement
Logical ordering of ideas: 3 types of order
1. Chronological order---order of time, good for narratives
2. Spatial order-good for descriptions of locations; top to bottom, e.g.
3. Emphatic order-least important to most important; most common for
college writing
 Ensure that transition sentences are present to create a good flow to the essay
 Include substantial examples and evidence to support your argument and remember to
cite, cite, cite!
 Make sure each example is relevant to your particular topic
Conclusion:
 This section should wrap all of your arguments and points
 Should restate the main arguments in a simplified manner
 Ensure that the reader is left with something to think about, particularly if it is an
argumentative essay.

Task 5. Two-four – all together. Questions for discussion.

1. How is the concept of "teacher" defined in various sources? What are the tasks facing the
teacher?
2. What are the goals and objectives of organizing additional education for children in
cultural and sports institutions?
3. "Distance learning: what marks will children get"

Task6. Mini lecture.

Essay: Common mistakes
More lyrics!
The lyrics capture the reader. It will be very interesting for him to know how you came to life,
how beautiful the sunset is in your small homeland, how great it is that you came to the Golden-
domed, how you enjoyed the ringing of bells before taking up the pen. More old epithets, more
metaphors and comparisons - this will surely be appreciated. If they figure it out.
The bigger the intro, the better
Be sure to tell the reader about your life, about who your parents and grandparents were, about
what prompted you to the topic of the essay. The introduction, which takes half a text, will
certainly intrigue the reader.

Do not elaborate on anything. Common words are your everything!

And in general, you need more water and stamps. Talk about how important it is that you went to
study specifically as a teacher, translator, engineer, manager, in what wonderful place your
university, office or city is located, how great it is if wars end all over the world. Asking to write
about what you would like to change in your university? Be sure to tell us about the
improvement of the qualifications of teachers and the increase in salaries, new renovations or
deepening of the curriculum. Do not give any specific names or facts.

More facts!
Don't know how to make an elephant out of a pug? Go from the opposite - fill your essay with
facts. Surnames, dates, names of studies, their results, city and world news - everything will
work. Your reader will certainly be amazed at your erudition and ability to work with
information. Keep your conclusions short - you are writing for academics who themselves are
able to find logic and summarize.

The longer the sentences, the "smarter" the author looks

Remember the classics and their half-page sentences? After all, you can do that too - everyone
went through the syntax at school, and after a little practice it is not difficult to use participial
and adverbial phrases. Use as many smart and simply long words as possible, build large and
wordy sentences. This will make you very smart in the eyes of the reader. The reader will simply
get scared after the first paragraph and will close your essay, disappointed in their own
intelligence.

Never, under any circumstances, re-read your text.

Chukchi is not a writer, Chukchi is a reader. You didn’t write for yourself, but for others, so let
these others read your essay and admire your talent. It does not matter at all how many "fleas"
the reader will catch in your text, and how logical the presentation seems to him. You are a talent
with no need for proofreading and editing. And the point.

Answer to these questions

1. What do you think?
2. How do you propose to do this?
3. What do you think this might lead to?
4. How can the obtained information be used in practice?

Unit 5. Academic writing: how to create successful pieces?

Task 1. Match the definitions with the notions.

№ Notions Definitions

1 Hypothesis a) The chapter of the research paper which focuses on

the ideas, arguments and findings in the recorded
work produced by researchers and scholars.

2 Introduction The chapter which briefly and simply summarizes

the main findings, contributions and
recommendations of the project.

3 Rationale The part of the project which may contain

illustrations, samples or any data recording.

4 Literature review A tentative explanation based on theory to predict a

causal relationship between variables.

5 Explanation A list of all the sources cited in the research paper,

organized either alphabetically by author surname.

6 List of references f) General overview of the background of the problem;

explanation of the necessity and importance of the
research.

7 Conclusion A brief description of each part/chapter including

introduction, main body and conclusion.

8 Structure h) A statement which seek to make something

intelligible, about why things are the way they are.

9 Summary i) The part of the research paper which gives a reader

a general overview of the whole research project.

10 Appendices j) A thesis of chief points of the chapter.

Task 2.

Task 3. Choose the appropriate chronological sequence of writing a Conclusion:

_______a) Leave the reader with a final thought.
_______b) Highlight a prediction about the future of the topic
_______c) Bring to mind the content of paper
_______ d) Write a few paragraphs summarizing what you did and found
_______e) Show your contribution to the research

Task 4. Unfinished sentences

“In today's lesson, I learned ... (and the student can name 2-3 specific aspects of their
knowledge or skills). Either this information allows us to conclude that ... Or this decision was
made because ... ”and the like. Each subsequent student should also begin their presentation with
the proposed formula.
Task 5. Jigsaw puzzle. Make the parts of the text in order

Structure of the paper

_______The Discussion section allows the most freedom. This is why the Discussion is
the most difficult to write, and is often the weakest part of a paper. Structured
Discussion sections have been proposed by some journal editors. While strict
adherence to such rules may not be necessary, following a plan such as that proposed
may help the novice writer stay on track. References should be used wisely. Key
assertions should be referenced, as well as the methods and instruments used.
However, unless the paper is a comprehensive review of a topic, there is no need to be
exhaustive. Also, references to unpublished work, to documents in the grey literature
(technical reports), or to any source that the reader will have difficulty finding or
understanding should be avoided.

_______Once the research question is clearly defined, writing the paper becomes
considerably easier. The paper will ask the question, then answer it. The key to successful
scientific writing is getting the structure of the paper right. The basic structure of a typical
research paper is the sequence of Introduction, Methods, Results, and Discussion (sometimes
abbreviated as IMRAD). Each section addresses a different objective. The authors state: (I) the
problem they intend to address—in other terms, the research question—in the Introduction; (II)
what they did to answer the question in the Methods section; (III) what they observed in the
Results section; and(IV) what they think the results mean in the Discussion.
________The Methods section should provide the readers with sufficient detail about the
study methods to be able to reproduce the study if so desired. Thus, this section
should be specific, concrete, technical, and fairly detailed. The study setting, the
sampling strategy used, instruments, data collection methods, and analysis strategies
should be described. In the case of qualitative research studies, it is also useful to tell
the reader which research tradition the study utilizes and to link the choice of
methodological strategies with the research goals.
________The Results section is typically fairly straightforward and factual. All results
that relate to the research question should be given in detail, including simple counts
and percentages. Resist the temptation to demonstrate analytic ability and the richness
of the dataset by providing numerous tables of nonessential results.
_______In turn, each basic section addresses several topics, and may be divided into
subsections. In the Introduction, the authors should explain the rationale and
background to the study. What is the research question, and why is it important to ask
it? While it is neither necessary nor desirable to provide a full-blown review of the
literature as a prelude to the study, it is helpful to situate the study within some larger
field of enquiry. The research question should always be spelled out, and not merely
left for the reader to guess.
(Adapted from: Perneger, T. V., & Hudelson, P. M. (2004). Writing a research article:
advice to beginners. International journal for quality in health care, 16(3), 191-192.)
Task 6. Сomplete it with words in the list.
sufficient convince address grasp
rejection ill-conceived high quality coherent
How to write a research proposal
Most students and beginning researchers do not fully understand what a research
proposal means, nor do they understand its importance. To put it bluntly, one's
research is only as good as one's proposal. An (1) _________________ proposal
dooms the project even if it somehow gets through the Thesis Supervisory
Committee. A (2) __________ proposal, on the other hand, not only promises success
for the project, but also impresses your Thesis Committee about your potential as a
researcher.
A research proposal is intended to (3) __________ others that you have a worthwhile
research project and that you have the competence and the work-plan to complete it.
Generally, a research proposal should contain all the key elements involved in the
research process and include (4) ____________ information for the readers to
evaluate the proposed study.
Regardless of your research area and the methodology you choose, all research
proposals must (5) __________ the following questions: What you plan to
accomplish, why you want to do it and how you are going to do it.
The proposal should have sufficient information to convince your readers that you
have an important research idea, that you have a good (6) _______ of the relevant
literature and the major issues, and that your methodology is sound.
The quality of your research proposal depends not only on the quality of your
proposed project, but also on the quality of your proposal writing. A good research
project may run the risk of (7) ________ simply because the proposal is poorly
written. Therefore, it pays if your writing is (8) ________, clear and compelling []

Unit 6. International academic conferences to international

educational dialogue

Task 1. Read an article https://www.scribbr.com/dissertation/abstract/. In pairs

decide if the statement about writing an abstract is True (T) or False (F).

1. Not all abstracts will contain precisely the same elements, you can write your
abstract through a process of reverse outlining.
2. The abstract should tell a condensed version of the whole story, and it should
only include information that can be found in the main text.
3. A good abstract is any size, not impactful.
4. It’s better to avoid unnecessary filler words, and avoid obscure jargon.
5. You might not include a sentence or two summarizing the scholarly
background to situate your research.

Task 2. TAKE A POSITION. posters "For", "Against", "This is a difficult question for
me"

For Against This is a difficult

question for me

Do you agree with these benefits?

Attending a conference has several benefits:
 Getting feedback on hisresearch project,
 Discussing ideas with other researchers,
 Learning about other projects in his field,
 Practicing giving a talk in front of an audience (this is not an easy task… it requires to
explain your work in a simple way in a fixed amount of time) and answering questions about
your work sometimes in a foreign language.
 Connecting with other people in your field that you may work with in the future.
 Travelling (this is not the main goal of attending a conference but it is always nice to see
other places)

The first thing is to prepare your presentation before attending the conference (if you have
to give a talk). By doing this, you will not be worried about giving a talk and can then focus on
listening to other talks and meeting people.
The second advice is to carefully look at the program (schedule) of the conference to select the
events and talks that are the most interesting for you to attend.
The third advice is to check the list of people who will attend the conference to see which people
from your field will attend the conference. This can give you some idea about who you may
want to try to talk with.
The fourth advice is to try to attend all the social activities and try to talk with as many people as
possible. If you have name cards, bring some with you, and exchange it with other people, or
ask for their name cards.
The fifth advice is to focus on attending conferences that are good and relevant to your field. If
one attends conference that are irrelevant, of low quality or cover a too broad field of research,
then he is unlikely to meet people that will be interesting for his research work, and he may not
get interesting feedback on his work. Thus, it is always important to send papers to
relevant conferences and journals.

Task 3. Write a scientific article for the international academic

conference (5 pages) on a topic “The model of a modern foreign language teacher”
taking into account the structure of academic paper.

Task 4. VIDEO WATCHING AND DISCUSSION

https://www.youtube.com/watch?v=qCso2KZWxGo

Task 5. Role play. Imagine you are at the international academic conference. Divide into two
groups. One group is going to prepare their speech. A representative of this group should be
ready with the speech, while another group is listening to the speech very attentively and ready
to ask some questions. Then take your turns.
Topics for discussion:
1. Teacher training in the context of continuous education.
2. Professional development of the teacher based on the standards of the teachers’ competence.
3. Readiness of the future teacher to professional activity in information and educational space.
4. The use of ICT in the teachers' professional development.

Task 6. Basket of ideas, concepts, names about International

academic conference