OXFORD EAP

UNIT 1:
LEARNING
1-A: Listening and Speaking
Presentations(1)
Learning Objectives
This unit covers:

Listening & Speaking

• Understanding main ideas in a
presentation
• Noting down key Information
• Identifying questions asking for
information roboto-black.TTF

Reading
• Asking questions for further information
• Understanding a text
• Identifying factual information
• Identifying statistics and time
references
Writing
• Identifying parts of a simple sentences
• Writing simple sentences
• Writing compound sentences using and, but
and or.
Vocabulary
• Using academic vocabulary
• Vocabulary building: Identifying verbs and
nouns.
Academic Language Check
• Present and past simple and progressive forms
• Writing simple sentences
• Writing compound sentences

OXFORD EAP
 A FACT: is a statement that
can be verified. It can be
proven to be true or false
through objective evidence.

FAC - can be proven true or false

through

T
objective evidence.

- relies on denotative
language.

- frequently uses measurable

or verifiable numbers,
statistics, dates and
measurements.
 AN OPINION: is a statement that expresses a feeling, an
attitude, a value judgment, or a belief.

It is a statement that is neither true nor false. Or it may

feel true for some, but false for others.

OPINI
- cannot be presently verified.

ON
- relies on connotative language.

- can mean different things to different people.

- uses value judgment words and

comparisons such as “best,” “most,”

Discussio
n
1. Complete the steps in the process
using the verbs.
accept apply attend complete enroll graduate
apply accept
_________for a course⇨_________ a place on the
enroll attend
course
complete graduat
_________on the course⇨________
e the course
_________the course⇨________ from the university

2. Work in pairs. Explain where you are

in the process.
Discussio
n
3. Work in pairs. Respond to statements
5. Explain your reasons for choosing to
1-4. State.
• Whether you think it is a fact or an opinion go university. Use the following
• What you think are the reasons for it. phrases to help you.

1. More students in UK apply for business course My main reason for choosing … is that …
than any other subject. I choose to go to university because
2. Seven of the top ten universities are in the
USA.
3. Students who pay for their education study
harder.
4. In China, 97% of university students complete
4. Work
theirincourse.
pairs.InRead three
the USA, overcommon
50% drop out.
reasons for going to university.
Evaluate each reason. Is it good or
bad?
1. To get a better paid job.
2. To meet interesting people.
3. To improve self-confidence.
1A: Listening & Speaking
This module covers: 2. You are going to watch extracts from
• Understanding main ideas in a presentation.
three short task at an orientation day for
• Noting down key information.
international students. Match each
• Identifying questions asking for information.
speaker to the subject you think they will
talk about.
1. Speaker 1: Clare Theakston , Head of student affairs
• Asking questions for further information. 2. Speaker 2: Patrick O’Connor, 2 year student.
nd

3. Speaker 3: Sarah Wilkes, Program Coordinator

TASK 1: Understanding the main
idea
1. Read the definition. Discuss questions A. Giving details about the orientation day
B. Welcoming the students
1-3. C. Giving a personal view of university.
1. Who is a university orientation day for?
Prospective students and parents.
3. Watch extract 1-3 and check your answer
2. What kind of things happen on an orientation day? in 1.
Tours around the campus, introductions to facilities,
overviews of diff erent courses
TASK 2: Understanding key
1. Watch extract 1 again. Pick what
information the
3. What information do students receive?
Prospective students and parents. speaker does.
1. Welcomes the student
2. Explain the program for the day
3. Explain what her department does
4. Introduces all the member of a
team
1A: Listening &
Speaking
•Academic Language
•Note Taking (1) Noting key Information in talks and
lectures, You will often need to write down facts and
figures (numbers) quickly. To do this:
• Do not write complete sentences
• Write only the content words (the words which carry
the main meaning).
• Do not include unnecessary word, such as
determiners (the, this, etc.) and auxiliary verbs (is,
have, etc.)
• Use symbols instead of words or phrases (@,instead
of at)
• Use abbreviations (p.m. instead of afternoon).
•Text: ‘The talk on life in the UK at 3 p.m. will be in room
7A, not 8A as advertised. That’s room 7A.’
•Note: Talk-Life in the UK @ 3 p.m. room 7A(not 8A)
1A: Listening & Speaking
TASK 2: Understanding key
information
2. Watch extract 2 again and complete notes
1-3.
1. Most important aspect of the Orientation Week Program:
Make the transition to university
…………………………………………………………………………………………………………………………………
easier
People coming from a big city and professional backgrounds; finding people
2. Was nervous/unsure about:…………………………………………………………………………
with the same interests
A community and a place to call home
3. New BCU students will find:…………………………………………………………………………

TASK 3: Critical thinking-responding

to the content of a talk
1. Which speaker do you think provided the most useful information? Give reasons.

2. How did speaker 2 make students feel less worried? Give examples.

3. How would you feel if you were a new student at this university? Explain your answer.
TASK 4: Noting key information
1. Watch extract 3 again. Note down the changes to
the programme.
Afternoon plenary session 1.30 p.m.
McDonald Theatre
Student Council presentation 2.30 p.m.
Lecture Hall2
Sports societies meeting 2.30 p.m. Byton
House
Life in the UK 3.00 p.m.
Room
For BAon using
advice study facilities, visit the Library information centre Monday-Friday 9 a.m. to 9
p.m.
Work and visas 4.00 p.m.
Changes
Lecture Hall 2 in the Programme
Walking tour 4.45 p.m. Meet
in main
Life reception
in the UK 3 p.m. 7A
Room 8A
Work and Visas 4 p.m. 1 Hall 2
Lecture
Walking Tour 4.45 p.m. Meet in Main
reception
Library Information Centre Monday – Thursday 9 a.m. to 9 p.m. ; Friday 9 a.m. to

Monday-Friday 9 a.m. to 9 p.m.

8 p.m.
1A: Listening & Speaking
TASK 4: Noting key information
2. Match sentences 1-4 with student notes a-d

1. A lecture on the history of the university a. Library closed Wed. a.m.

begins at 4.30 p.m. in clarendon Hall.

2. The seminar on work opportunities during b. Register for travel pass office 3B 9.00→
the vacation will be at 6 p.m., not 6.30 p.m.

3. The library will be closed for staff computer c. Lecture (History of Uni.) 4.30 p.m.
training on Wednesday morning. Clarendon Hall

4. All students who need a travel pass should

register in office 3B from 9.00 a.m. d. Work opportunities seminar @ 6 p.m. not
onwards. 6.30
1A: Listening &
Speaking
TASK 4: Noting key
information
3. Work in pairs. In notes a-d.
1. Identify the words from sentences 1-4 that are not used.
2. Find examples of an abbreviation, a symbol, and a key content
word.
TASK 5: Taking Notes on Factual
Information
1. Listen to a programme organizer giving four more pieces of information.

Note down the key Answers

information. 1. Level 2, 8.30-5.30, Mon-Fri

1. Student Affairs office 2. Closed till Thurs at 9

2. Library 3. 20% off fares, from Student’s Union

3. Student travel discount cards 4. Taylor Building, opposite Student’s Union, reg by 28

4. University Medical Service Sept.

2. Work in pairs. Explain why you noted down some words and not others.
1A: LISTENING
& SPEAKING
Academic Language
Questions (1) Asking for further information
After lectures or talks, and in discussions, you will
often need to ask questions to get further
information. . You can use a number of common types
of question. For example:
Is there… Is there Internet access
everywhere on campus?

Where can I… Where can I get more

information about that?

How can / do… How do I take books out of the

library?

Can I / you… Can you borrow them?

Do I / you have to… Do you have to pay?

What happens if… What happens if you miss it?

1A: Listening &
Speaking
TASK 6: Identifying questions asking for
information
1. Listen to an extract from a question and answer session at the end of the
orientation day talks. Note down key information about:
1. Free 2. Journals 3. The
internet access university bus

2. Complete the questions the students

ask.
1. Is there free internet access everywhere on the
________
can I
campus?
do _____
2. Where I get more information about that?
3. What timetake books out of the library?
How ____
happens
4. __________ the iflast bus from town?
do you
5. What ___________ you miss it?

3.
6. Listen
And is theagain
universityand check
bus free your
or _______ haveanswers
to
in 2.
pay?
TASK 7: Asking questions to get further
information
1. Work in pairs. You are going to take part in a
question and answer session in similar to the one
in Task 6. Student A: turn to page 162. Student B:
turn to page 164.
TASK 8: Critical thinking-evaluating information
questions
1. Evaluate your partner’s questions. Check that they
have:
Used a correct question form
Stressed the most important words
Asked another question to get further information
1B: Reading
This module covers:
• Understanding a text
• Identifying factual information
• Identifying statistics and time references

TASK 1: Discuss the topic of a text

1. Work in groups. Discuss questions 1-3.
1. Approximately how many people from your country go
abroad to study at university? Do people from other
countries come to your country to study? If so, which
countries?

2. Think of three reasons why people choose to study in a

different country.

3. Think of three reasons why universities may want to attract

international students.
2. Work in pairs. You are going to read
a text called The
internationalization of higher
education. Before you read, discuss
what you think the title means.
1B: Reading
TASK 2: Understanding topic, purpose, and main
idea
1. When reading academic text, you need to understand the topic, purpose and
main ideas. Select the best description (a) or (b) for feature 1-3
1. The topic of a text:
a. What the text is about
b. The style the text is written in
2. The purpose of the text is:
a. Who the text is written for
b. The reason for writing.
3. The main idea is:
a. The most important thing that the author wants to communicate.
b. The most important thing that the reader understand in the text.

2. Read the text quickly and identify (a) the topic, and (b) the purpose.
1. The international nature of higher education.
2. To describe the changing situation in higher education.
1B: Reading
TASK 2: Understanding topic, purpose, and main
idea
3. Read the text again and decide which statement 1-3 contains the main idea.

Give Reasons
1. Subjects taught in universities are more internationally relevant in the past.
2. International corporation between universities is stronger than in the past.
3. Universities have a greater international mix of students than in the past.

Statement 3 contains the main idea. While 1 maybe true,

there is no reference to the subjects taught at universities.
2 maybe true as well, but there is historical reference to
university cooperation without comparison to today.
Paragraph 1 outlines the growth and increased mix of the
international student body.
 THE INTERNATIONALIZATION OF
HIGHER EDUCATION
1. Tertiary education represents 34% of today's global market for education, and more students travel
abroad for their university studies than ever before. Recent research suggests that in the region of four
million tertiary-level students enroll each year in universities outside their native country. This number is
steadily increasing. The largest numbers of international students are from China, the USA, and Western
Europe.
2. International universities are not a new phenomenon. Nine hundred years ago, students from around
Europe travelled to the first universities in Bologna, Paris, and Oxford. Over the centuries, this trend
continued, creating strong academic networks, and helping information and research results to cross
borders.
3. In the early part of the 20th century, the United States started to attract students and professors from
around the world. American universities created a system where good teaching and first-class research
took place under one roof. These universities were rich and had many of the best students, the best
departments, and the most modern laboratories. Today, the vast majority of universities worldwide are
following the US model.
4. Towards the end of the 20th century, universities in a number of other countries started to encourage more
students from overseas. Today, many universities around the world have a large proportion of foreign students. For
example, around 20% of the students at universities in the UK are now from another country. At the University of
Oxford, students currently come from over 140 countries, and overseas students make up one-third of the student
body. This broad international approach is mirrored in the teaching, as over 40% of the university's academic staff
are citizens of foreign countries. Other countries which have a high proportion of foreign students include Australia,
New Zealand, Japan, and some European countries, such as Luxembourg and Switzerland. The United States has
over 20% of the world's international students, but this accounts for less than 5% of its total student numbers.

5. However, universities are not only attracting foreign students, they are also exporting their ideas abroad.
By the 1990s, popular Western universities were becoming more financially-driven and were beginning to
act more like businesses. They moved closer to their customers by establishing international branch
campuses, particularly in Asia and the Middle East, or by making alliances with local universities. In this
way they could offer a British, Australian, or American degree, for example, in the host country, so that
the local student did not have to travel abroad. Overseas branch campuses are today a big part of the
growing internationalization of higher education.
1B: Reading
TASK 3: Identifying factual information in a
text
1. Read the text again and identify the statistics and time
references.
Recent research suggests that in the region of four million tertiary-level students enroll each year in universities outside
their native country; 900 years ago; Over the centuries; In the early part of the 20th century; Today; Towards the end of the
20th century; Today; around 20% of the students at universities in the UK; come from over 140 countries; make up one­-third
of the student body; over 40% of the university's academic staff; over 20% of the world's international students; less than
5%; By the 1990s; today
2. Complete the student notes relating to the following dates.
students
1. 900 years from around Europe traveled to the first universities in Bologna, Paris, and Oxford
ago __________________________________________________________________________________________.

2. During the the United States started

early part to attractof
students and the
professor from 20th
around the worldcentury

universities in a number of other countries started to encourage more students from overseas
_________________________________________________________________________________.

popular
3. In the late Western
20th century universities were becoming more like businesses
_____________________________________________________________________________________________.

4. Inoverseas branch
the 1990’s campuses are a big part of the growing internationalization of higher education
__________________________________________________________________.

5. Today _______________________________________________________________________________________________.
1B: Reading
TASK 3: Identifying factual information in a
text
3. Note down what information statistics a-g refer to.
share
a. 34% of the global education market which is tertiary
_____________________________________________________.

b. 4 Million number of students who enroll in foreign universities annually

_____________________________________________________________.
proportion
c. Around 20% of students in UK universities who are foreign
________________________________________________________.
different nationalities represented at the University of Oxford
d. Over 140 ____________________________________________________________.
University of Oxford academic staff from outside UK
e. Over 40% ____________________________________________________.
percentage of global international students in the US
f. Over 20% ____________________________________________________.
the proportion of foreign students within the total number of US students
g. Less than 5% _________________________________________________________________________.
1B: Reading
TASK 3: Identifying factual information in a
text
4. Identify the information that states which countries:
a. Are the most popular with foreign students.
b. Provide the highest number of international students.
1B: Reading
TASK 4: Critical thinking-extending the ideas in a
text
1. Work in groups. Note down benefits of the internationalization of higher
education for (a) individuals, (b) institutions, and (c) countries. Think about:
• Programme of study.
• Knowledge of other cultures and languages.
• Preparation for the global labor market.
• Income for the institution.
• Benefits to the local and national economy.
 TASK 5: Using present and past simple and progressive forms
1. Put the verbs in brackets into the correct form - present or past simple or
progressive
increased
1. From 1975 to 2010, the number of international students worldwide __________ (increase) by over 400% from fewer than
doubled
one million to over four million. doubled
The figure _________ (double) to two million in the 25 years to 2000 and then ________
is increasing
(double) again in the ten years from 2000 to 2010. Today, the figure _____________ (increase) at an evenare experiencing
faster rate. Latin
America, Oceania, and Asia _________________ (experience) the biggest increases in the number of overseas students.

2. Educational norms and valuesvary

_____ (vary) between cultures. In some culturesis there __ (be) an emphasis on

understanding and learning established facts. In otherputcultures, universities traditionally ____ (put) a strong emphasis on
are changing
independent study is becoming and critical
and critical thinking. Today, attitudes ______________ (change) and this more independent
approach to academic study ______________ (become) more popular across the world.

3. Bill Gateswas studying

______________ started
(study) at Harvard University when he ________ (start) the software company Microsoft with Paul
left Gates ____ (leave) the university
Allen. finishedbefore he _________ (finish)
becamehis studies. He ________ (become) one of the most
is
influential and successful IT entrepreneurs in the world and today __ (be) one left
of the richest people in the world.works
He ____
(leave) Microsoft in 2008 and now _______ (work) fill time for his charity.

2. Write at least four sentences about education in your country. Use the forms in
Academic Language.
1B: Reading
TASK 5: Using present past simple and progressive forms
Work in pairs. Compare sentences using the questions
below
1. Are the sentences clear and easy to understand?
2. Do the sentences accurately use the forms in Academic
Language?
3. Is there anything that could be improved?
TASK 6: Critical thinking-responding to a content of a
text
I Read claims 1-3 from the text. Decide if each claim is a good
thing or a bad thing.
1. The vast majority of universities worldwide are following the US model.
2. Many universities around the world have a large proportion of foreign
students.
3. Popular Western universities were becoming more financially-driven and
were
Work in beginning to act more
pairs and discuss yourlike a business.
answers in I. Give reasons.
Do you agree that the internationalization of higher education is a good
thing?
1C: Writing(1) Simple
This module covers:
Sentences
•Identifying parts of a simple sentence
• Writing simple sentence
1C: Writing
TASK 1: Understanding simple sentence structure
1. Read Paragraph 1 about higher education in China. Identify the subject, verb,
and object in sentences 1-4.
Example: Peking University has 30 colleges.
Subject verb Object

Sente Subject Verb Object Paragraph 1:

nce
China has over 4,000
1 China Has Over 4,000 universities
universities and colleges. More
and colleges
than fi fteen million students
2 More than fifteen Attend Higher education
million students institutions attend higher education

3 Chinese universities Have Varied teaching and institutions. Chinese

research programs universities have varied
4 Chinese higher education Is - teaching and search programs.
expanding
Chinese higher education is

expanding.
1C: Writing
TASK 1: Understanding simple sentence structure
2. Work in pairs. Discuss questions 1 and 2.
Answer: Sentence 4
1. Which sentence does not have an object?
2. Is the word order (subject+ verb+ object) the same or different in your language?
ACADEMIC LANGUAGE
Language Reference Page150
Sentences (1) Subject+ verb + object; Subject+ verb + complement
Subject + verb + object
Simple sentences in English have a subject (s) and a verb (v).
Chinese higher education is expanding.
S V
Many sentences also include an object (o). Typically the subject and the object are nouns, (e.g. university,
students) or noun phrases (e.g. Chinese universities, more than 15 million students).
More than 15 million students attend higher education institutions.
S V O
Subject + verb + complement
A complement is a word or phrase that gives more information about the subject of the sentence. Some verbs
(such as appear, be, become, and seem) are followed by a complement (c) instead of an object
The university is Peking University is a teaching and research
modern.
S V C university.
S V C
1C: Writing
TASK 2: Identifying parts of a simple sentence
1. Identify the subject, verb, object or compliment in sentence 1-5.
1. Four hundred students studied law.
2. King Saud University has about 40,000 students.
3. Harvard and Yale are Ivy League universities.
4. Most universities offer a range of qualifications .
5. The University of Bologna was the world's first university.

Sentenc Subject Verb Object Compliment

e
__
400 students studied la
1 w __
King Saud University has About 40,000 students
2 __
Harvard and Yale are Ivy League universities
3 __
Most universities offer A range of qualification
4
The university of Bologna was __ The world’s first university
5
1C: Writing
ACADEMIC LANGUAGE
Language Reference Page150

Sentences (2) Subject+ verb + adverbial

Some simple sentences have an adverbial (a). An adverbial gives information about when, where, or
how something happens. You can use an adverbial with or without an object or complement

The university rejects over 20,000 applicants every year.

S V O a

Barack Obama studied at Harvard Law School.

S V a

TASK 3: Identifying parts of a simple sentence (2)

1. Find the adverbial in sentences 1-4.
1. Over 40 British prime ministers studied at Oxbridge. at Oxbridge

2. Riyadh University became King Saud University in 1982. in 1982

3. The number of higher education students in China is growing in China; every

year
every year. in Cambridge,
Massachusetts
4. Harvard University is located in Cambridge, Massachusetts.
1C: Writing
TASK 4: Writing simple sentences
1. Order the words and write simple sentences 1-6.
Sample answers
1. 32 academic departments/ Massachusetts Institute of 1. MIT has 32 academic departments.
Technology (MIT)/ has
2. at UK universities / study/ many international students
2. Many international students study at UK universities.
3. starts / in September / the US academic year
3. The US academic year starts in September.
4. is / at UK universities / business and management studies /
4. The most popular degree course at UK universities is business
the most popular degree course
and management studies.
5. in the world/ is/ Princess Nora bint Abdulrahman University/
5. Princess Nora bint Abdulrahman University is the largest
the largest
women-only university in the world.
6. women-only university 6 its name / The Imperial University
6. The Imperial University of Peking changed its name to Peking
of Peking/ in 1912 /changed/ to Peking
University in 1912.
1C: Writing
TASK 4: Writing simple sentences
2. Write four simple sentences about higher education in your country. Write
sentences that consist of a subject, a verb, and an object or complement and/
or adverbial.
Example: Turkey has about 150 universities and academies. Around 100 are state
universities. Over one million people study at universities in Turkey. Turkish universities teach
many different subjects.
 1C:
WRITING(2)
COMPOUND
SENTENCES
LESSON 1
COMPOUND SENTENCES
A compound sentence is two
sentences joined by a conjunction.

Conjunctions

• And – I have a kitten and a puppy.

• But – I like the color green, but pink is better.
• Or – Do you want chips or a pickle?
• Because – I went to the hair salon because I
needed a hair cut.
1C: Writing
TASK 1: Understanding simple sentence structure
1. Read Paragraph 2 and answer questions 1-3.

Paragraph 2: GLOSSARY
EU (n) the European
In the UK, university students fund part of the cost of tuition and the government funds Union
fund (v) to pay for
the other part. 2Student tuition fees are up to £9,000 a year for EU students, but they tuition fees (n) the
money you pay to
are higher for non-EU students. 3Students' parents or sponsors pay the fees or the study at university
students take out a loan.

1. Who funds the cost of university tuition? 1. Students and the

government
2. How much are student tuition fees in the 2. Up to £9,000 for EU students; higher for non-
EU students
UK? 3. Parents, sponsors or
loans
3. How do students pay the tuition fees?
2. Read Paragraph 2 again. Identify the difference between sentences in
paragraph 2 and simple sentences.
1C: Writing
TASK 2 : Writing compound sentences
1. Match each coordinator 1-3 with it’s function a-c.

1. and a. To connect alternatives

2. or b. To add information

3. but c. To introduce a contrast

2. Complete sentences 1-3 with and, but, or . Use each coordinator only once.

andit receives more than five applications for each available place.
1. The university is very popular ______

orthey must demonstrate their language level in a different way.

2. A student must have a high IELTS score ___
but
3. Last year, over 17,200 people applied for a place at the university, ______ only 3,500 were accepted.
1C: Writing
TASK 2: Writing compound sentences
3. Read the pairs of sentences 1-6 about the University of Oxford’s Department
for Continuing Education. Rewrite them as compound sentences with the most
appropriate coordinator, and ,but or or. Sample
1. In the late 19th century, more and more adults answers
1. In the late 19th century, more and more adults wanted to continue
wanted to continue their education. They didn't have their education but (they) didn’t have the opportunity.
the opportunity. 2. A new University Extension programme offered courses to the
2. A new University Extension programme offered courses to
general pubic, and people from many different backgrounds
the general public. People from many different backgrounds
attended.
attended .
3. People could attend courses in Oxford or (they could) arrange for
3. People could attend courses in Oxford. They could arrange
courses in their own towns.
for courses in their own towns.
4. The programme had several name changes but (it) became the
4. The programme had several name changes. It
Department for Continuing Education in 1990.
became the Department for Continuing Education in
5. Today the department runs over 800 courses, and over 15000
1990.
students from 18 to 80 enroll on courses each year.
5. Today, the department runs over 800 courses. Over
6. Students can take full-time courses or (they can) study part-time.
15,000 students from 18 to 80 enroll on courses each
year.
6. Students can take full-time courses. They can study
1C: Writing
Sentence (4) Using compound sentences
Sometimes writer will express facts or ideas using simple sentences .
For example: Student tuition fees are up to £9,000 a year for EU students. They are higher for non-EU
students.

However, joining two ideas together in compound sentences shows the relationship between the ideas and makes
your writing more fl uent. For example:
In the UK, university students fund part of the cost of their tuition and the government funds the other part.
Student tuition fees are up to £9,000 a year for EU students, but they are higher for non-EU students.

TASK 3: Developing writing-from notes to compound

sentences
1. Research the following information about your place of study or another
•institution.
Number of • Courses/ Programme of • History
students study
2. Use your notes from 1 to write simple sentences. INDEPENDENT STUDY
It is important to check your writing for accuracy.
Example: English department - biggest department in university. About Using correct punctuation helps readers to follow
your ideas clearly. Remember to start your
250 students. The English department is the biggest department in the
sentences with a capital letter and end them with a
university. It has about 250 students. full stop,
 Refer to the Language Reference on page 151
about the use of commas before coordinators.
1C: Writing
TASK 3: Developing writing-from notes to compound
sentences
3. Connect some of your simple sentences from 2 to make compound sentences
using and, but, and or. Use each coordinator at least once.
Example: The English department is the biggest department in the university, and it has about 250
students.
TASK 4: Critical thinking-evaluating your writing
1. Read the sentences you wrote in Task 3. Check that you have:

• used only key information in your notes.

• expanded your notes to make simple
sentences
• joined simple sentences into compound
sentences
• used the coordinators and, but, and or at least
once
• used capital letters and the correct
punctuation
• checked your spelling.
1D:
TASK 1: Using academic vocabulary
Vocabulary
1. Select an appropriate academic word to complete the
text.
achieve institution expand proportion
available fund phenomenal trend
goal

proportion
Most countries would like to see a greater _____________ of their population
trend
going to university and this indeed is a general __________. This growth in
phenomenon
the higher education sector is now a worldwide ______________. But as the
number of students going institutions
to university increasingexpand
and the ____________
fund
themselves __________ to accommodate them, governments are faced with
a problem: how to _______ this expansion. Some politicians believe that
asking the students to pay is the answer. achieve
goal argue that some people who have to invest their own money to
They
available
________ their ______ in life are more motivated. Others argue that this
discourages people from poor backgrounds, and that a university
education should be ____________ to everyone despite their economic or
social background.
1D:
TASK 1: Using academic vocabulary
Vocabulary
2. Complete sentences 1-7 using your own ideas.
Example: My goal in life is to become a geologist.

1. My goal in life is to _________________.

2. Only a small proportion of people in my country ___________________.
3. ____________________ is an important institution in my country.
4. A recent trend in my country is that more people are
_____________________.
5. The foreign languages that are available to study at school are
_______________.
6. ____________________ fund(s) university courses in my country.

3.
7. Work in pairs.
_________________ Discuss
is expanding all your answers in 2
the time.
1D:
Vocabulary
TASK 2: Vocabulary-building: Identifying verbs and
nouns
1. Real dialogues 1-7. note down which words in bold are verbs(v) and which are noun(s).
1. A: I hear they are going to expand the university campus (v)again.
B: Yes, but the expansion will create many new jobs in(n) the area.
2. A: He achieved many things in his (v)life.
(n)
B: I think his greatest achievements were in the field of nanotechnology. INDEPENDENT STUDY
3. A: Can you give me some advice about studying abroad? (n) Try to be active in building your
B: Well, I can advise you about studying in(v)the UK. vocabulary. When you learn a new word,
(v)
4. A: My teacher encouraged me to study maths at university. try to identify which word class it
B: I didn't need any encouragement to study(n) physics. belongs to. Then note down related
5. A: I want to apply for a course in medicine at London University.
(v) words of different classes: e.g. educate
B: Then you need to fill in an application form on the UCAS (n)website. (v) education (n).
(n)
6. A: Is your research about new metals?  Read a short text related to your area
B: No, we are researching new types of(v) plastic. of study, Write word families for at
(n)
7. A: What is the attraction of studying in another country? least four new words.
(v) me.
B: It was the idea of a new culture that attracted

1. Write sentences about your own studies using the words in the list.
achieve advise encourage apply research attract
Example: My high school teacher encouraged me to study medicine at university.
1E: Academic Language
TASK 1: Present and past simple and progressive
forms
1. 1 Read this extract from a presentation about Yale University. Put verbs 1-15 into the
correct form: present or past simple or progressive.
Yale University in the USA is
_______ (be) one of the top universities in the world. Itsgoes
history ________ (go) back over three
was trying
hundred years. At that time, the colony didn’t
of Connecticut ___________ (try) to become more have
independent. However, it
_____________ (not I have) enough leaders or people who established
could govern. So, in 1701, Connecticut ____________ (establish)
became
Yale School changed
to train its political leaders. The school __________ (become) Yale College in 1718 and then it _______________
(change) its statusisand
entering are university __________ (enter) its fourth century
its name to Yale University in 1887. Today, the
is ____________ (be) very different from
and its goals attracts
those of three hundred years ago. Yale ____ (be) now a truly global
university and is
it ________ (attract) students from many received
different countries. But this globalization of the university ____
(be) not a new phenomenon. are is expanding
Yale first ___________ (receive) students from outside the United States nearly two
centuries ago. International issues _____(be) at the centre of its curriculum and the university ____________ (expand) its
international collaborations all the time.
1E: Academic Language
TASK 2: Writing simple sentences
1. Read sentences 1-5 about King Saud University. Identify the subject (S), verb (V),
object (O) or complement (C), and/or adverbial (A) in each.

1. King Saud University is the premier university in the Kingdom of

S V C A

Saudi Arabia.
S V C A

2. It is the oldest university in Saudi Arabia.

S V O

3. The university has about 40,000 students.

S V O A

4. It has students from a number of different countries.

S V C A

5. Tuition is free at the university.

1E: Academic Language
TASK 3: Writing simple sentences
1. Combine pairs of sentences 1-8 using a coordinator: and, but, or or.
1. The department has 15 teaching staff. There are three research fellows.
1. The department has 15 teaching staff and there are three research fellows.
2. Steve Jobs studied at Reed College, Oregon. He dropped out after six
2. months.
Steve Jobs studied at Reed College, Oregon, but dropped out after six months.
3. You can study on campus. You can study online.
3. You can study on campus or you can study online.
4. I needed a score of 6.5 at IELTS. I only got 6.0.
4. I needed a score of 6.5 at IELTS but I only got 6.0.
5. Students can do a research project. They can do a literature review.
5. Students can do a research project or they can do a literature review
6. There are two semesters. Each semester is 14 weeks long.
6. There are two semesters and each semester is 14 weeks long.
7. We can eat in the refectory. We can eat in the cafe.
7. We can eat in the refectory or we can eat in the cafe
8. Internet access is free. You need a password from the office.
8. Internet access is free but you need a password from the office
THANK YOU