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 
13
Lesson 3
Module 1
modeled on the interests of industrialism and in the image 
of it. I’ll give you a couple of examples. Schools are still pretty 
much organised on factory lines: ringing bells, separate 
facilities, specialised into separate subjects. We still educate 
children by batches … You know, we put them through the 
system by age group. Why do we do that? Why is there this 
assumption that the most important thing kids have in 
common is how old they are? You know, it’s like the most 
important thing about them is their date of manufacture. 
Well, I know kids who’re much better than other kids at the 
same age in different disciplines, or at different times of 
the day or better in smaller groups than in large groups or 
sometimes they want to be on their own. If you’re interested 
in the model of learning, you don’t start from this production-
line mentality. I believe we’ve got to go in the exact opposite 
direction. That’s what I mean about changing the paradigm.
9 
Answers
●
Summary C is the best. (Summary A is too long and too 
detailed. In Summary B the speaker presents his/her own vision 
and evaluates the presentation.
●
The features of a good summary: it is short, focused on the 
main points of the talk, expressed in your own words, neutral, 
descriptive and non-judgemental.
Language focus
10 
Suggested answers
●
The first one … , The second … , After that
●
mentioned, presented, gave some examples to … , started by 
Follow-up 
12 To encourage your learners to be brief, you could use 
the technique ‘Money Summary’. Each word costs money. 
For example, a student has $2.00 to spend, and each word 
costs 10 cents, except for a, an and the, which are free. 
The aim is to summarise the talk without going over the 
amount of money the group possesses.

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