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 
40
Lesson 3
Module 3
Audioscript 
29
Interviewer: Welcome to the programme. 
Woman: Thank you. 
Interviewer: I understand you have written a book about 
how technology is used in teaching and have interviewed a 
number of people about it.
Woman: That’s right. I interviewed a number of teachers and 
I particularly needed to interview someone who teaches 
technology. I decided to ask a Facebook friend of mine, 
Professor Nellie Deutsch from Canada. She is an online teacher 
on the Atlantic University MA program in the USA and she 
also teaches English in a face-to-face traditional high school.
I did a course on Moodle for teachers with her and we became 
Facebook friends. I sent her a message on Facebook asking if I 
could send her some questions about the impact of technology 
on education. And you know what? She immediately said yes. I 
emailed my questions to her, and very soon received an answer 
in a format I hadn’t known before. Even here she acted as a real 
teacher; she encouraged me to explore the program. Thank you, 
Nellie, for my learning experience.
4, 5 
Answers 
See Activity 6 for the answers to Activity 4. The answers to 
Activity 5 are underlined in the audioscript below. 
Audioscript 
30
Answer 1 
 
Nellie: Well, the first thing that made me use it was that I 
found that in a class of 40 students and more, I didn’t really 
have a way of connecting with them individually. I would 
be talking to the whole class. And that kinda made me feel 
uncomfortable because I knew that talking to the whole class 
was like talking to another person but that person didn’t really 
exist. So I had to find a way to talk to each one of them and 
connect with each one for learning, and the way that I found 
in 1992 was the internet. I was able to use technology to reach 
each one of my students outside the classroom. 
1
In other 
words, I connected with them from home, first with emails, 
then with Moodle, voice, audio, and then, eventually, video. 
Answer 2 
I found web quests and started creating web quests for each 
of my literature topics. I started connecting my students 
with other teachers around the world, and that made it more 
exciting. 
2
I mean, I took my students out of the classroom. It 
started just with regular, weekly computer classes. It was really 
scary at the beginning, but the transition was really fast because 
the students and I worked together as partners in learning.
Answer 3 
First of all, I was transformed as a person. I became more open to 
the world. As I learned about onine tools, I became an e-learner 
myself. I was transformed, I would say, as a teacher too because 
I was able to use lots of tools and my knowledge base just got 
larger and larger. I wasn’t really thinking about the content – I 
was thinking about how I was going to reach my students and 
they were going to reach each other. 
3
In a word, it became a 
socially engaging endeavour. They were learning socially with 
others around the globe; they were also getting an idea that 
English was more than a language of communication. It was a 
way to really learn about yourself and others in a process.