English for

English for Academics Book 2 Teacher’s Guide
© Cambridge University Press and British Council Russia 2015
www.cambridge.org/elt/english-for-academics
PHOTOCOPIABLE 
52
Module 3
Module wrapping-up
Language focus
12 
Answers 
1 Today, I’m going to talk about … 
2 Can I have your attention, please? 
3 This lecture is important because … 
4 Why don’t we start today with … 
5 By the end of the lecture, you will be able to …
13 
Learners’ own answers.
Follow-up
14, 15 These are the last homework activities of the unit. 
They give learners the opportunity to demonstrate what 
they have learned. 
16, 17 In class, ask learners to play the role of students 
in order to create an atmosphere of a real-life class. 
Encourage learners to use the checklist while listening. 
Appoint a time keeper who will signal 3, 2, 1 minutes left. 
Ask learners to provide feedback on each other’s lectures. 
First, ask the presenter to say what he/she feels has been 
achieved. Then allow other learners to comment on his/
her performance using the questions given in Activity 17. 
Be the last to give your feedback. 
Module wrapping-up
This brief self-evaluation and reflection activity aims to 
give learners a sense of another milestone reached in 
developing the skills necessary for their academic careers.
Listening
10 
Answers 
a 1, 2, 3 b 2 c 3 d 3 e 3
Audioscript 
44
Lecture 1
Speaker 1: Good morning, everyone. Are you all right? Could 
you write down the topic of today’s lecture – ‘Introduction to 
Space Tether Systems’? What is a ‘tether’? 
Students: A chain? A rope?
Speaker 1: Right, a tether can be a rope, a cable or a chain that 
is used to tie something. In this lecture, I’m going to explain 
what a space tether system is, and what types of space tethers 
exist. Later we’ll consider several approaches to developing 
mathematical models of space tether systems and we’ll 
discuss the limitations and benefits of applying tethers in 
space. OK, let’s start, shall we?