English for

6 
Answers
See the audioscript below.
Audioscript 
31
Question 1 
Why and when did you start using technology?
Question 2 
How did you start using technology?
Question 3
What changed for you?
Question 4
What was your students’ response?
Question 5
How would you describe your educational approach?
7 
Learners’ own answers.
Reading
8 
Suggested answers
1 to present a professional biography / create an academic 
profile and promote oneself as an academic 
2 on a personal or university site
9, 10 
Suggested answers
They are both researchers and scientists, though their research 
areas are different. They have both published their research 
in journals. Dr Larin is an associate professor, whereas Dr 
Janisniszweski is a medical writer, researcher and science 
blogger. Dr Larin is a member of several societies and has won 
several awards.

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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 
42
Lesson 1
Module 3
6 
Answers 
It invites students to the course / informs them of the objectives 
of the course / provides a sense of what the course will be like. 
It provides a contract between students and lecturers about 
obligations. It is a resource of practical information. It documents 
and shares your beliefs about teaching.
Audioscript 
33
Lecturer: I’d like us to think a little bit about what a syllabus is for 
before we get into the different elements of a syllabus. Well , your
syllabus is one of the most important documents you create for 
your class and it plays several major roles.
First of all , a syllabus invites students to the course you’ve
designed: it informs students of the objectives of the course 
and provides a sense of what the course will be like. The second 
function is to provide a kind of contract, if you like
that term , between you and your students – in other words, 
what students are expected to do, and what professors are also 
supposed to do. In a way , it is an agreement that you and your
students are bound by. The third function of a syllabus is to 
be a resource to which students and teachers can refer to for 
practical information such as the schedule office hours. And 
finally , it documents and shares your beliefs about teaching. 
To sum up, your syllabus is a living, creative document. 
It brings students and instructors together. So I want you
to think about writing a syllabus and designing a course 
as a sort of fun activity, in which you can share with 
students what you know. And in the process of sharing that 
knowledge you can influence so many young minds in a 
meaningful way.