English for

Follow-up
15 Set this activity as homework.
16 In class, put learners in pairs. Ask them to give 
feedback on their classmates syllabus using the questions 
as guidelines. 

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English for Academics Book 2 Teacher’s Guide
© Cambridge University Press and British Council Russia 2015
www.cambridge.org/elt/english-for-academics
PHOTOCOPIABLE 
45
Lesson 3
Module 3
Reading 
10 
Answers 
1 B 2 A 3 C
11 
Learners’ own answers.
Language focus 
12 
Answers 
1 Verb+ing 2 formally, critically 3 no 4 practise, perform, do
13 
Learners’ own answers.
14 Put learners in groups of three or four. One learner 
is a teacher/instructor, the others will play the role of 
students. Tell learners that while giving instructions, they 
will also have to check whether their instructions are clear 
to the audience (students). The audience (students) should 
show understanding or lack of understanding.
Follow-up
15 Set this activity as homework. 
16 In class, ask learners to work in pairs and give 
feedback on their partner’s Assessment section. Ask 
learners to focus in their feedback on how well the 
assessment tasks suit the learning outcomes and the 
appropriateness of the language used. 
instrument or a lab experiment – in this case, a demonstration 
or a presentation better allows you to do this. Probably I 
should mention a portfolio too, which is a very powerful 
instrument to measure the progress students have made.
In a word, from a wide range of assessment tasks – a term 
paper, a project, a multiple-choice test, a problem-solving task, 
an oral examination, to name just a few – a course designer 
should choose 
2
the one which best provides effective and 
objective evaluation of the achievement of the course goals. 
I hope there is no need to say that students should be aware 
of 
3
the criteria of evaluation well in advance. Well, now let’s 
look at …