English for

Suggested answers
1, 2 Learners’ own answers.
3 Probably the Conclusions (with Recommendations) section.
Reading
2 If learners seem to find some of the language in this 
activity difficult, check they understand it by giving the L1 
equivalents.
Answers_a_restriction_b_mean_c_ceiling_effect_d_association_e_scale_f_validation_study_g_scores_3,_4'>Answers
a restriction b mean c ceiling effect d association 
e scale f validation study g scores
3, 4 In these activities learners explore what is included 
in the Discussion section. Make sure learners understand 
the italicised meta-language of research.
Answers
a 1, 2 b 2, 3, 5 c 4, 6, 7, 8, 9 d 7, 10 e – f –
5 
Answers
1 from specific to general 
2 to support the reported findings
3 The Results section is more objective as it presents the findings 
without comments. The Discussion section provides possible 
explanations for or speculations about the results.
6 This is a content analysis activity where learners make 
individual choices. You can ask them to compare answers 
in pairs after they finish.
Answers
1 L 2 I 3 E 4 L 5 I 6 E 7 E 8 L 9 I
Language focus
7, 8 Make sure learners understand they are dealing with 
compound sentences comprising a main clause and a 
subordinate clause. The subordinate clauses represented 
here are all noun clauses. Elicit what other types of 
subordinate clauses learners know (e.g. conditionals, time, 
relative).

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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 
36
Lesson 2
Module 2
Language focus
8 Allow enough time for this activity as it requires a 
careful analysis of logic, coherence and contents.
Answers
1 a 2 c 3 b 4 e 5 d
2 It – reference to this study
3 After mentioning intimacy for the first time, the authors explain 
its connection with gratitude. 
4 In addition introduces another aspect of this study.
5 The meed for further research is expressed. This part is usually 
at the end.