English for

Lead-in
1 Encourage learners to think about their own experience. 
If time allows, elicit a brief report from each pair.
Suggested answers
1 Learners’ own answers.
2 To inform the reader of the scope of your research, to show 
that the theme is topical, to describe the context of your work 
and briefly explain the background of your research
3 Objectives, hypothesis, brief literature review, gap(s) in the 
existing research, etc.
Reading
2 You can ask learners either to stay in the same pairs 
for the activity or do it individually. After completing it, 
ask them to compare the ideas in the text with those that 
came up in the Lead-in. Ask learners if they agree with the 
stages described in the text or if they have their own ways 
of describing the stages of an Introduction.
Answers_1_context_2_centrality_3_researchers_4_niche_5_objectives_6_findings_7_value_3'>Answers
1 context 2 centrality 3 researchers 4 niche 
5 objectives 6 findings 7 value
3 Text 2 is intended to exemplify the stages in Activity 2. 
Allow learners enough time to establish the links between 
the jumbled parts of Text 2 and their descriptions in 
Activity 2.
Answers
1 C 2 A 3 E 4 B 5 D
4 This activity recycles the topic of academic titles 
presented in Unit 1, Lesson 3. Accept all well-reasoned 
answers and note that the differences are quite subtle.
Answers
Title C is inappropriate as it focuses on lecturing rather than on 
interactive teaching.
Title B is the original title of this article. It is attention-grabbing 
because it is short, rhythmical and uses a rhetorical technique 
(antonyms in the same sentence).

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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