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Academic English Preparation 3

Handbook

(Module 1)

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Academic English Preparation 3

Module 1 Handbook

Contents

Welcome to the AEP3 Course at UEC Sydney ......................................................................................... 3

AEP3 Assessment .................................................................................................................................... 3

AEP3 Module 1 Course Overview ............................................................................................................ 5

AEP3 Module 1 Schedule ........................................................................................................................ 6

Learning Journal ...................................................................................................................................... 7

Bar Chart Report .................................................................................................................................... 10

Line Chart Report .................................................................................................................................. 20

Presentations......................................................................................................................................... 31

Note-Taking ........................................................................................................................................... 34

AEP3 Course Objectives and Performance Criteria ............................................................................... 35

Assessment Criteria ............................................................................................................................... 38

AEP3 Module 1 Grammar & Vocabulary Tests ...................................................................................... 42

UEC Sydney Marking Scheme ................................................................................................................ 43

Level 5, 55 Market Street Sydney NSW 2000 AUSTRALIA

T: +61 2 9283 1088

study@uec.edu.au | www.uec.edu.au

Universal Education Centre Pty Ltd

CRICOS Provider Code 00053J

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Welcome to the AEP3 Course at UEC Sydney

We hope that you will find the AEP3 course both challenging and useful for your future study.

The AEP3 course at UEC Sydney is a demanding program of study that requires commitment. You should be prepared to spend a considerable amount of time outside class working on assignments. In addition, the course has the following requirements:

Attendance & Punctuality You are expected to have 100% attendance and to arrive on time for each class. If you are absent or late, you will lose marks from learning strategies.

Submitting Work & Plagiarism You must complete all assignments. If you submit assignments late, marks will be deducted from your assignments and in learning strategies. You must hand in your OWN work. Do not copy from books, the Internet or other students’ work. If you plagiarise, you will be given a warning and your assignment will not be marked.

AEP3 Organisation AEP3 is a 10 to 20 week course divided into four 5 week modules.

AEP3 (10 to 20 weeks)

Module 1 (5 weeks) Module 2 (5 weeks) Module 3 (5 weeks) Module 4 (5 weeks)

AEP3 Assessment AEP3 assessment has 5 tasks.

Task % of Overall Course Task % of Overall Course

Writing 30% Academic Listening 20%

Speaking 20% Learning Strategies 10%

Academic Reading 20%

Grading AEP3 tasks get the following grades:

Mark AEP3 Grade

<50% D

50% -64% C

65% -74% B

75% + A

Graduating To enter a university course requiring IELTS 6.0 you need to:

- Study 10 weeks of AEP3 - Get an overall B grade - Get a minimum C grade for each assessment task

To enter a university course requiring IELTS 6.5 you need to: - Study 10 weeks of AEP3 - Get an overall A grade - Get a minimum B grade for each assessment task

To enter a university course requiring IELTS 7.0 you need to: - Study 10 weeks of AEP3 - Get an overall A+ grade - Get a minimum A grade for each assessment task

Satisfactory Course Progress If you do not get the grade you need to graduate, you can do further AEP3 modules. If you repeat AEP3 modules, you need to get a higher grade than before. If you do not, you cannot

repeat further modules. If you start AEP3 but discontinue after the third week, you will be given a D grade. The academic progress of students who repeat will be monitored by their class teacher and the

AEP co-ordinator.

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AEP3 Module 1 Assessment Components

Task % of Module Task % of Module

Writing

- Bar Chart Report

- Line Chart Report

- Writing Test

- Grammar & Vocabulary

- Journal

5%

5%

10%

5%

5%

Listening

Academic Listening

Note taking

15%

5%

Speaking

- Seminar

- Discussion

10%

10%

Learning Strategies

Participation, attendance, consultation, homework

10%

Reading

Academic Reading

Note taking

15%

5%

Course Materials Textbooks:

Academic Connections 4 Focus on IELTS

All materials used in the program are provided by UEC Sydney. In addition, you require a portfolio folder

It is also recommended that you have: a plastic sleeve for Handbook a memory stick to save assignments and homework tasks. an A4 notebook a vocabulary notebook access to an on-line dictionary eg. http://www.dictionary.com/

http://www.oxfordlearnersdictionaries.com/

Check it out!

uecaep.weebly.com

It has the:

AEP3 Handbooks

and links for:

- IELTS Practice - Reading - Academic Vocab - Grammar

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AEP3 Module 1 Course Overview Skills Introduced & Practised 1. Writing an chart report 2. Participation in discussions 3. Critical thinking 4. Skim/ scan reading & reading for detail 5. Listening for gist and detail 6. Note taking 7. Using an online classroom 8. Negotiating with teachers

IT Skills 1. Word processing 2. PowerPoint

Tasks Assessed 1. A chart report 2. A chart report in-class test 3. A presentation 4. Participation in discussions 5. Critical thinking 6. Academic reading 7. Academic listening 8. Note taking- reading & listening 9. A PowerPoint presentation 10. Learning strategies

Grammar 1. Tense review 2. Comparatives/ superlatives 3. Contrast linkers 4. Quantifiers 5. Verbs/ nouns of change 6. Adverbs/ adjectives of degree 7. Modals of speculation and deduction 8. Speculation language 9. Language for drawing conclusions 10. Nominalisation 11. Time phrases 12. Sequencers

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AEP3 Module 1 Schedule

Note: This schedule is a guide only.

Week Time Monday Tuesday Wednesday Thursday Friday

1

8.45-10.15

Student Intake Writing Skills Writing- Bar Chart Writing- Bar Chart Writing- Bar Chart

10.30-12.00

Orientation Listening note taking

Writing- Bar Chart Writing- Bar Chart Writing- Bar Chart

12.45-1.45

Course introduction

Computers- introduction to Moodle

Academic Reading Computers Academic Reading

1.45-2.15

Consultation Consultation Consultation

2

8.45-10.15

Journal Academic Discussion

Writing- Bar Chart Grammar & vocabulary

Writing- Bar Chart Grammar & Vocabulary Test

10.30-12.00

Reading Note taking

Writing- Bar Chart Writing- Bar Chart Writing- Bar Chart

12.45-1.45

Academic Listening

Computers Academic Listening

Computers Bar Chart Task Due

1.45-2.15

Consultation Consultation Consultation

3

8.45-10.15

Journal Academic Discussion

Practice Academic Reading Test

Practice Academic Listening Test

Writing- Line Chart

Writing- Line Chart

10.30-12.00

Grammar & vocabulary

Listening Note taking

Writing- Line Chart

Writing- Line Chart

Writing- Line Chart

12.45-1.45

Academic Reading

Computers Academic Listening

Computers Academic Listening

1.45-2.15

Consultation Consultation Consultation

4

8.45-10.15

Journal Academic Discussion

Writing- Line Chart

Grammar & vocabulary

Timed Writing Grammar & Vocabulary Test

10.30-12.00

Reading Note taking

Writing- Line Chart

Writing- Line Chart

Writing- Line Chart

Presentation Practice

12.45-1.45

Academic Reading

Computers Academic Reading Computers Line Chart Task Due

1.45-2.15

Consultation Consultation Consultation

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8.45-10.15

Journal Assessment Speaking Assessment

Academic Listening Test

Presentations Presentations Reports

10.30-12.00

Academic Reading Test

Writing Test Presentations Presentations Reports

12.45-1.45

Listening Note taking Test

Computers Presentations Reading Note taking Test

Graduation

1.45-2.15

Consultation Consultation Consultation

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Learning Journal

A learning journal is a collection of your notes, observations, and thoughts over a period of study. Its

purpose is to improve your learning through writing and thinking about your learning experiences.

Your learning journal is personal and will reflect your personality and experiences.

Why use a learning journal?

To demonstrate how your learning is developing

To keep a record of your thoughts and ideas throughout your experiences of learning

To help you identify your strengths, weaknesses and preferences in learning

To help you engage with Australian behaviour customs and study methods

Essentially, a learning journal helps you to be reflective about your learning. This means that your

learning journal should not be a purely descriptive account of what you did but an opportunity to

communicate your thinking process: how and why you did what you did, and what you now think

about what you did.

What is reflective learning?

Reflective learning is a process that requires time and practice. It is also an active process: involving

thinking through issues yourself, asking questions and seeking out relevant information to aid your

understanding.

Reflection is an important skill to develop, and requires you to think about how you personally are

relating to what is happening on your course.

Guidelines for writing a journal entry

Think about a topic and write about it in different ways. Write one or two sentences on each of these

areas to form a paragraph or paragraphs.

1. Explain the importance of the event you want to describe

2. Describe what happened

3. Identify your feelings, or any problems and misunderstandings

4. Describe the outcome

5. Reflect on what you have learned from the experience

6. Consider what you will do in future, based on this experience

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Example

Read the following example of a student’s learning journal entry. Label the different sections with the labels in the box. Feelings Thinking Event Description Future

Learning AEP language is hard. Note taking skills are difficult for me in class.

One day, in class, we were asked to take notes of a lecture on the environment.

At first, I was confident about my work, but my teacher said ‘Jin, did you have

a little sleep?’ You should have taken notes on both sides of the page.’ It was a

shock to me. I didn’t sleep, but I realised I hadn’t understood many things in the

lecture. I felt disappointed in my ability.

When I studied in Korea, note taking was a copying job meant for students to

write down the notes that had been put up on the board by the teacher. No

matter whether the students could keep up with the teacher’s words or not,

they could still pass the exam as long as their notes matched those on the board

because that was what the exam would be about. In Australia, however, the

situation is totally different. Even though handouts are given at the lecture,

students have to pay attention and take notes in class as well because there will

be more information given by the teacher. Therefore, good note taking skills are

very important in Australia. So I must make my listening better so I can

understand lectures at college when I get there.

So, I think I need to do some more listening practice so I can improve my note

taking skills. I could do some on-line listenings at home or in the computer

room. I think I also must concentrate more doing a listening.

Learning Journal Requirements

You need a standard 48 page exercise book to use as a learning journal.

Write your name and class on the cover

Each journal entry should have a title and a date

Each journal entry should be a minimum of 1 exercise book page; however, quality is more

important than quantity.

Each week you will be given time in class to work on your journal

You need a minimum of one journal entry for each week (1-4) of the course (ie 4 entries min)

Your teacher will check your journal each week

Your journals must be handed in for assessment in week 5.

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Learning Journal Suggested Topics

Each week, choose a topic from the following list and write at least a page about it. A situation in Australia where you were able to speak English

Habits or customs of Australians you have seen or met

A learning situation in AEP that is different from in your country

A cultural or local event you have experienced in Australia

A way you have improved your listening skills

A way you have improved your reading skills

A way you have improved your writing skills

A way you have improved your speaking skills

A way you have improved your vocabulary skills

A group work experience in AEP

Working with other students in AEP

Your weaknesses and strengths in AEP and your plans for improvement

Areas of AEP you find difficult or frustrating

Areas of AEP you enjoy

The similarities and/or differences between learning style in Australia and in your country

How much study you do outside of class

How you plan your study time

You are expected to write about a learning or cultural experience in your learning journal.

Please don’t write about meeting your friends, going shopping, or problems catching the bus;

your learning journal is not a diary!

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Bar Chart Report

Hassled by Gadgets

Do you have to get the kids to send SMS messages for you? Is your microwave just a glorified food heater? And are you always losing people when you try to transfer them on the newfangled phone at work? You are far from alone. Australians are keen buyers of high-tech appliances. But these gadgets also leave some people quite bewildered, according to a study by researchers at the Australian National University in Canberra. Mobile phones are the most confusing, social scientists Dr Mariah Evans and Dr Catherine Moore found. Thirty-two per cent of people in the survey admitted they had had trouble using theirs recently. Yet five out of ten Australians own a mobile phone, according to a recent report by the McCann-Erickson advertising company on ‘technofear’ – a jargon word used to describe the consumer’s unease with new technology. In the ANU survey, 25 per cent of people also said that they found MP3 players difficult to use. Automatic teller machines were less daunting, with sixteen percent of people finding them hard to operate. Microwaves, however, only troubled 5 per cent of the 1626 people surveyed. The research shows that manufacturers should be aware of the need to make their high-tech products as simple to use as possible, said Dr Clive Bean, a research fellow in the ANU School of Social Sciences. Highlight these words in the article. Then with a partner, try to work out their meaning from looking at how they are used in context. Finally, look up their meanings in a dictionary.

Word Type Dictionary

glorified

newfangled

keen

appliances

bewildered

study

jargon

unease

daunting

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1. How many studies are mentioned? Name them. 2. What was the purpose of the main study? 3. What do you think is the source of this article? Why? 4. Is it an example of academic writing? Why/why not? 5. Are any recommendations/conclusions drawn from the figures? Can you add any? 6. What type of chart do you think would best illustrate the most important information in this article? Why? 7. Draw the chart with a partner.

8. Without looking back at the article, decide how you would describe the information it contains in an academic style. Consider how an academic report would be organised, how many paragraphs would it have and what would be the content. Then ponder what language forms would be used.

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Bar Chart Model

The chart shows the results of two surveys on the percentage of people who have difficulty using

electronic equipment in Australia in 2005. The information looks at mobile phones, MP3 players,

automatic teller machines (ATMs) and microwave ovens.

The chart indicates that the four types of electronic equipment caused varying degrees of difficulty

for users. Mobile phones created the most trouble for users with 32% of Australians reporting

problems. MP3 players were also significantly represented with 25% of people having found them

difficult to use. Using ATMs caused the second smallest percentage of problems for the respondents

(16%), while microwaves at 5% were by far the easiest to use.

From the chart, it may be concluded that the percentage of people who had difficulty using gadgets

related to aspects of the technology itself and standardization. The chart shows that mobile phones

caused the most problems for users. This may have been the result of several factors. First,

technology might have changed regularly as competing companies attempted to provide more

services. Moreover, mobile phones could have had too many complex functions that were not

standardized between companies. MP3 players were also modern technology at the time, so the

reasons for the problems relating to them may have been similar. One cause of the difficulties in

using ATM’s might have been that people using the machines were afraid that someone could have

been watching them typing in their personal numbers; consequently, they tended not to read the

instructions properly. As for microwaves, only a few people had trouble with these. A number of

factors may have contributed to this. The first is that microwaves were old technology, so people

were familiar with them. Furthermore, they had simple functions and were therefore easy to use.

Difficulty Using Gadgets in Australia, 2005

0% 5%

10% 15% 20% 25% 30% 35%

Mobile Phones

MP3 Players ATM's Microwaves

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Read the text about gadgets and answer the following questions.

1. What 3 pieces of information from the chart are included in the introduction?

a. ______________________

b. ______________________

c. ______________________

2. What is the purpose of Paragraph 2 and how is the information organized?

3. Find examples of compare/contrast language in Paragraph 2.

4. Find 3 ways the percentages are described.

5. What is the purpose of Paragraph 3?

Bar Chart Comparison Language

Comparatives X is/was twice as high as Y three times large The percentage of people who had problems using mobiles was twice as high as the percentage (of people) having problems using ATM’s. Twice as many X as Y Three times as much Twice as many people had problems using mobiles as had problems using ATM’s. X caused twice as many problems as Y Mobiles caused twice as many problems as ATM’s Double the percentage of X as Y Treble the number Half Double the percentage of people had problems using mobiles as had problems using ATM’s. More than double the number of X as Y Slightly more than treble percentage of Approximately half (of) amount of Just under Fewer/less than Slightly more than treble the percentage of people had trouble using ATM’s as had trouble using microwaves.

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Superlatives The greatest number of + noun + verb largest percentage of highest amount of lowest smallest The greatest percentage of people had trouble using mobiles. X+ verb + the greatest number of + noun largest percentage of highest amount of lowest smallest Mobiles caused the largest percentage of problems. The most + adj (+ noun) is/was… least The least difficult gadget to use was the microwave. Adverbs/Quantifiers X is/was substantially smaller than Y significantly larger considerably more significant a great deal higher far more popular much rather somewhat slightly marginally The percentage of people having problems with ATM’s was significantly larger than the percentage (of people) who had problems using MP3’s. X is/was exactly the same as Y precisely virtually approximately practically almost nearly The number of people who prefer Italian food is nearly the same as the number (of people) who prefer Chinese food.

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Group Writing Task

Write a report with other students on the following graph. Consider what information could be included in the introduction. Think about W questions.

Bar Chart Nominalisation after ‘with’

Look at this second sentence of the description paragraph in ‘Difficulty Using Gadgets’. Mobile phones create the most trouble for users with 32% of Australians reporting problems. What information is given in the sentence? Divide the sentence into two sentences. Divide the following sentences into two sentences. a. Microwaves are the easiest to use with only 5% of people having problems. b. Beer is only slightly less popular with 28% preferring it. c. Hamburgers were the next most popular with 33% of those on low incomes eating them at least once a week. d. Teenage males and females have almost the same percentage with approximately 63% of them being unhappy with public transport. Now, do the reverse and combine these sentences using the model above. a. Similar numbers of people enjoy Italian and Thai food. 75% of people chose Italian food and 72% selected Thai cuisine. b. The second lowest percentage is for those aged over 75.

Weekly Expenditure on Fast Foods by

Income Groups in Australia, 2001

$-

$5

$10

$15

$20

$25

$30

$35

High

Income

Average

Income

Low

Income

Hamburgers

Fish and Chips

Pizza

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Only 10% of people over 75 want to try the drug ecstasy. c. The next highest response is 2 hours a night. 41% of students gave the answer 2 hours a night. d. Twice as many people have problems using mobile phones as have trouble with microwaves. 45% of people have problems with mobile phones and 22% of people are unable to use their microwaves. e. The 20-25 age group have by far the highest unemployment rate. 39% of 20-25 year olds are not able to find a job. f. Very few average income earners eat fish and chips. Only $1 is spent on fish and chips by people on average incomes each week. g. Japanese cuisine has a slightly higher percentage. Approximately 65% of Australians have eaten Japanese food in the last month.

Chart Analysis Language

Introductory phrases The chart shows + noun group

The chart indicates that + clause

As can be seen in/from the chart, + clause

As is shown in the chart, + clause

According to the chart, + clause

It can be seen that + clause

Analysis paragraph From the chart, it can be concluded that + clause information, seen figures, inferred results, data, The information presented in the chart seems to indicate that + clause Deductions and Speculation Present/future certainty `yes’ must + base verb It must rain. be + verb + ing It must be raining. uncertainty might + base verb It might rain. may be + verb + ing It may be raining. could

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certainty `no’ can’t + base verb It can't rain. be + verb + ing It can't be raining. Past certainty `yes’ must + have + p.p. It must have rained.

have + been + verb + ing It must have been raining. uncertainty might + have + p.p. It might have rained.

may have + been + verb + ing It may have been raining. could certainty `no’ can’t + have + p.p. It can't have rained.

have + been + verb + ing It can't have been raining. Sentence patterns with cause and effect This must be caused by + noun group This must have been might have been the result of because of the high may attributed to cost of pizza. could can’t This may (etc) suggest that + clause This may suggest that indicate pizza costs more. This may (etc) be because + clause This may have been because pizza costs more. Sentence patterns with adjectives and adverbs One probable cause might have been + noun group likely may be + that clause possible One probable cause might have been the high cost of pizza. One likely cause may be that pizza costs more. One probable reason for this is/was that + clause One probable reason for likely this is that pizza costs possible more. This is/was probably the result of + noun group This was possibly the possibly result of the high cost of pizza. This is/was certain to have been the result of + noun group likely to be because + clause unlikely This was certain to have been the result of the high cost of pizza. This is/was probably because + clause possibly This is possibly because pizza costs more.

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Ways of introducing more than one reason This may be/have been the result of several factors. First,. Another reason might be/have been that..

There may be/have been several reasons for this. First,.. Moreover,..

This may stem/have stemmed from two possible causes. One is/was that.. Another factor is/was that

There may be/have been more than one factor involved. First, … In addition, …

Bar Chart – ‘was or ‘had’?

Look at the following sentences - find the main verb. Then decide why that verb is used (look at what follows the verb).

Italian food is the most popular. Problems with VCRs are the highest. People having difficulties with VCRs have the highest percentage. Problems with ATMs are slightly lower. Problems with the use of ATMs have a slightly lower percentage. Chinese is the second most popular type of food. Chinese food has the second highest score at. Put in the correct verb. 1. Microwaves ________ the easiest to use. 2. The amount spent in the Inner West ______ greater than the amount outlaid in the South. 3. Hamburgers _____ a higher rate of consumption in the average income group. 4. The highest rate of consumption of hamburgers ________ in the high income group. 5. Three times as many people _______ trouble using mobile phones as _______ problems with their digital cameras. 6. Thai food ____ the next lowest percentage at 32%. 7. More than 26% of respondents _______ happy with their choice of car. 8. This is closely followed by pizza, which _______ a rate of 31%. 9. The 15-19 age group __________ an employment rate of 37%. 10. The profession with the highest level of female participation ______ nursing at 91%. 11. Teaching ______ more popular with women than with men. 12. Chocolate ________a significantly higher level of popularity than chips.

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Fast Food Model

Use the words in the box below to complete the text.

fact being favoured spending highest presented therefore which describes also as a result may because that slightly perhaps twice unlike however probably which

Expenditure on Fast Foods by Income Groups

The chart shows the amount of money spent per week on fast foods in Australia in 2001. The

information _________ high, average and low income earners _________ on hamburgers, fish and

chips, and pizza.

Of all the groups surveyed, high income earners expenditure on fast food was the ______ with a total

of $54 _____ spent each week. Interestingly, they spent more than _____ as much on hamburgers at

$29 as they did on fish and chips or pizza, _____ both had weekly outlays of under $15.

The chart also demonstrates that at $48 the weekly spend of average income earners on fast food

was only ________ lower than that of those on high incomes. They ____ spent more money on

hamburgers at $22 than on fish and chips ($16) and pizza ($10).

________, those on low incomes spent significantly less on fast food with a total weekly outlay of

$25. ______ the other two groups, fish and chips was the most _________ fast food for them with

$12 being spent on it each week, _____ was higher than their spending on both hamburgers at $8

and pizza at $5.

The information _________ in the bar chart demonstrates ____ as people’s incomes increased, so

too did their expenditure on fast food. This was obviously _______ those on higher incomes had

more money at their disposal and _________ spent more on fast food than low income earners, who

________ had to take more care with expenditure. Higher income earners ___ have also worked

longer hours and, ____________, have been more inclined to spend money on convenience food

rather than cooking meals at home. The ____ that low income earners favoured fish and chips

_______ indicates that fish and chips represented better value for money than hamburgers and

pizza.

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Line Chart Report Match the graphs and the information about the town of Grafton.

a The population fell steadily during the whole period.

b The number of crimes committed increased sharply in the 1970s but fell moderately after that.

c The number of people owning their own homes increased steadily from 1970 to 2000.

d There was a steady rise in tourism before 1990, followed by a steep climb until the end of the period.

e Unemployment increased dramatically in the 1970s but then fell gradually. Between 1990 and 2000 there was a slight increase.

f The birth rate fell steadily in the first two decades but then remained stable.

g Infant mortality remained the same during the 1970s. This was followed by a slight fall, and then another period of stability.

h There was a modest rise in the rate of heart disease before 1980. In the 1980s there was a slow decline, but by 2000 there had been a sharp fall.

Fill in the table with language from the descriptions. Add any additional words that you know.

Direction Verbs Adverbs Adjectives Nouns

Up

Down

Level

1

1970 1980 1990 2000

2

1970 1980 1990 2000

3

1970 1980 1990 2000

4

1970 1980 1990 2000

5

1970 1980 1990 2000

6

1970 1980 1990 2000

7

1970 1980 1990 2000

8

1970 1980 1990 2000

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Look at the texts again and decide:

1. What tenses are used?

2. What time expressions are used? List them here.

Draw four graphs about an imaginary town. Write a description for each of them, but in a different order. Swap your graphs and descriptions with another student, and see if they can match them.

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Smoking

How many students in the class smoke?

What is the class average of cigarettes smoked per person per year?

This graph shows the average number of cigarettes smoked per person per year in Britain over a period of sixty years. Use the following expressions to label the graph.

no change a slight dip a gradual increase a peak a sharp rise a slow fall a rapid drop

The rate of smoking in Britain

Write two sentences to describe the graph for each of the following periods. Write one sentence with a verb and an adverb, and one sentence with an adjective and a noun. Also, use a variety of time phrases. Eg: 1920-1930 The rate of smoking increased gradually between 1920 and 1930. From 1920 to 1930 there was a gradual increase in the rate of smoking. 1. 1940-1945 2. 1945-1950 3. 1955-1958 4. 1970-1975 5. 1975-1980

0

100

200

300

400

500

600

700

800

900

1920 1925 1930 1935 1940 1945 1950 1955 1960 1965 1970 1975 1980

Cig

are

tte

s

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Questions

1. What are some reasons people smoke?

2. What factors influence people’s smoking habits?

The following information gives some likely reasons for the changes in smoking rates shown in the graph. 1920s Women started to smoke. 1930s ‘The Great Depression’. Many people were unemployed. 1939- 1945 World War Two. Many soldiers were able to buy cigarettes cheaply. 1945 The war ended and only essential items were imported. 1951 Import bans were lifted. 1955 Tobacco tax was increased. 1962 Tobacco tax was increased. 1960s Increased economic wealth. 1968 An anti- smoking campaign started. 1970s The link between cancer and smoking became clear. Write a pair of sentences for each by combining the period, the change, an effect/cause verb, and the reason. For example: During the 1920s smoking rates increased slightly. This was probably because women started to smoke.

clause This may have been the result of the fact that women started to smoke.

due to noun group caused by

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Group Writing Task

Write a report with other students on the following graph.

Language Education in Ubanda

The following information gives some likely reasons for the changes in language education shown in the graph. 1969 The Portuguese colonial government began long-term preparations for independence. 1971 Independence was seized by force & diplomatic relations with Portugal were cut. 1972 Kibanda, a lingua franca, was introduced in secondary schools. 1974 Kibanda was made the national language & was taught in all schools. 1975 Diplomatic relations with Portugal were resumed, & Portuguese aid was started. 1976 Ubanda joined the Trans-African-Trade-Community, most members of which were English speaking.

0

10

20

30

40

50

60

70

80

90

100

1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980

%

Portuguese English Kibanda

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Describing Change Over Time

minimal marginal slight small slow gradual rise

modest increase There was a moderate decrease in X (from figure to figure) steady decline

marked substantial significant large dramatic steep sharp rapid sudden Between 1945 and 1950 there was a marked decline in smoking from 800 to 630 cigarettes smoked per person. slightly went up marginally increased slowly rose gradually

climbed modestly X fell moderately (from figure to figure)

decreased steadily

declined markedly dropped dramatically sharply rapidly suddenly Between 1940 and 1945 smoking rose markedly from 590 to 800 cigarettes smoked per person.

Additional Language

X reached a peak in + date at + figure X peaked in + date at + figure There was a peak in X in + date Smoking reached a peak in 1945 at 800 cigarettes smoked per person. There was a levelling out in X at + figure a period of stability Between 1968 and 1972 there was a levelling out in smoking at 750 cigarettes smoked per person. stabilized levelled out X remained steady at + figure was stable plateaued

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Between 1968 and 1972 smoking plateaued at 750 cigarettes smoked per person. There was a slight dip in X sudden X dipped slightly suddenly Smoking dipped slightly in 1957. X was at its lowest point at + figure reached In 1920 smoking was at its lowest point at 500 cigarettes smoked per person Trend Sentences There was an upward trend in X a downward Non-specific time expressions for trend sentences Throughout the whole period period indicated For/during most of the period indicated From the beginning to the end of the period (indicated) There was an upward trend in smoking over the whole period.

Time phrases

Between 1930 and 1945 X + past simple Between 1930 and 1945 smoking rose rapidly. From 1930 to 1945 X + past simple From 1930 to 1945 there was a rapid rise in smoking. Before 1930 …. X + past simple Before 1930 smoking increased gradually. After 1970 …. X + past simple After 1970 there was a steady fall in smoking. Following/After that, X + past simple Following that, there was a significant decline in smoking. In/During/Over the following/next ten years, X + past simple Over the next ten years smoking increased steadily. During the 1960s X + past simple During the 1970s smoking fell steadily. By 1980, X + past perfect (e.g. had fallen/risen to) By 1980, smoking had declined steadily. X + past simple, + reaching + figure in year Smoking fell steadily, reaching 670 in 1980.

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More introductory phrases for conclusions It may be inferred that + chart topic + was influenced by + list of general points of analysis E.g. It may be inferred that Sydneysiders’ weekly expenditure in restaurants was influenced by demographics and availability. The results of the chart relate to + list of general points of analysis The information given in the chart may be connected to aspects of + list of general points of analysis

Line Graph Nominalisation

Look at the sentence below and the nominalised form of the same idea. How has the change occurred? What are the steps in this change? The population grew rapidly. (clause) The rapid growth in the population ..... (noun group) Fill in the gaps in the instructions below change the verb into a _______

change the _________ into an ________

move them to the ____________ of the noun group

put a ______________ between them and the original noun

put ‘_______’ at the beginning

Nominalise the following sentences.

1. The population rose slowly.

2. The birth rate fell dramatically.

3. Telephone sales declined.

4. Cassette sales increased steadily.

5. Life expectancy decreased gradually.

6. The number of students of English declined markedly.

7. The learning of Portuguese fell.

8. The number of students who were learning Kibanda has risen significantly.

9. The percentage of people who spoke English levelled off.

10. Chocolate consumption dipped slightly.

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Look at the cause & effect language on page 23 and combine the above noun groups with a possible reason for the change.

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With a partner re-write the analysis paragraph for ‘Education in Ubanda’ by nominalising some of the sentences to make it more academic. The graph shows the link between language and politics in Ubanda. Portuguese study rose slightly between 1969 and 1971. This was likely to have been the result of the preparations being made by the colonial government for independence. Portuguese declined rapidly after 1971. This can be attributed to the seizing of power by force by pro-independence groups and the cutting of diplomatic relations with Portugal. Portuguese rose steadily to its previous level after 1975. A probable reason for this was that Ubanda and Portugal resumed diplomatic contact and the former colonial power began to provide aid. This would have meant that there was a need for Ubandans working on the aid projects to be able to communicate with the coordinators of those projects. In addition, the teaching of Kibanda increased rapidly. The requirement for a link language to unite the disparate groups in the country and to provide an administrative language was probably the reason for this. Furthermore, the number of students of English grew in the mid-1970s. This was almost certain to have been because Ubanda joined the Trans African Trade Community, which had a predominance of English speaking members.

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Now with your group, re-write your analysis paragraph for ‘Education in Ubanda’ by nominalising some of the sentences to make it more academic.

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Language Education in Ubanda Model

Use the words in the box below to complete the text. Change the tense where necessary.

decline stabilised same language results below percentage

approximately following study Between increase period rose

moderate slightly upward all suddenly second between

independence because have stable members may from

The graph shows the (1)___________ of school students studying languages in Ubanda, a former

Portuguese colony. Three languages are selected, Portuguese, English and Kibanda, and the

(2)___________ relate to the period from 1967 to 1980.

The chart shows that the percentage of students studying Portuguese was the (3)___________ at the

beginning and at the end of the (4)___________. (5)__________ 1967 to 1969 the percentage of

students of Portuguese was (6)___________ at 20% before rising (7)___________ to 25%. By 1972, it

had dropped sharply to (8)____________ 15%. (9)_____________ this, it declined gradually to

(10)____________ 8%. In 1975, it began to rise steadily again.

The chart also indicates that there was a (11)___________ upward trend in English (12)________.

(13)___________ 1967 and 1973 there was a modest (14)________________ in the percentage of

students studying English. The rate then (15)______________, but by 1980 it (16)_____________ to

35%.

Furthermore, it can be seen in the chart that there was a significant (17)__________ trend in the

study of Kibanda during the (18)____________ half of the period. From 1967 to 1972 there were no

students studying Kibanda in Ubandan schools; however, by 1974 the percentage of students

studying the language had increased (19)____________ to 20%. The rapid rise in the percentage

continued to the end of the period by which time (20)__________ school students were studying

Kibanda.

The graph shows the link (21)_____________ language education and politics. Until 1971 the number

of students studying Portuguese was significant (22)_____________ Portugal was the colonial power

and Portuguese would (23)__________ been the language of administration. The large drop

coincided with the coming of (24)_____________ and the severing of diplomatic relations with

Portugal. The revival of Portuguese studies in Ubanda came with the resumption of those diplomatic

relations. English teaching benefited from the (25)___________ in the number of students studying

Portuguese, and the fact that the (26)____________ of the Trans-African Trade Community, which

Ubanda joined, were English speakers (27)____________ also have been a factor. The steep rise in

the teaching of Kibanda can be attributed to the fact that in 1972 after independence was gained

Kibanda, a lingua franca, was introduced into secondary schools. Then in 1974 it became the national

(28)____________ and was taught in all schools.

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Presentations Questions 1. Apart from in Academic English, have you ever had to give a presentation? When/why? 2. When you give a talk, how do you feel? Why? Before the talk? During the talk? After the talk? 3. What can you do to lessen any negative feelings? 4. What is the purpose of a presentation? 5. When you are giving a talk to a group of people, what are the four most important things you should do? 6. When you are giving a talk, what can you do to help the audience?

Match the parts of a presentation to the signposts and put the parts of a presentation in the correct order

Asking for questions Conclusion and summary Ending Focus questions Responding to question Greeting Introduction of topic Preview / outline Starting a new section

So, to sum up…Today we have looked at… Today I’d like to talk to/speak to you about _______ _______ has asked me… I’m sorry, I don’t have that information at the moment, but if you’d like to see me later, I’ll try to get it for you. But before I begin, I’d like to ask a few questions. If there are no more questions, I’d just like to thank you all very much. Now, it’s time to turn to ____ We should now move on to ____ This brings us to ____ OK, let’s look at ____ Well, I've divided my talk into ___ sections. First/first up, I’m going to look at ______ After that, we’ll turn to ______ Following that/this, we’ll consider _____ And finally, we’ll look at_____ OK, let’s get started. This brings me to the end of my presentation, and I’d be happy to answer any questions you might have. Good morning everyone. My name’s _______ .

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Post Presentation Reflection

1. During the presentation I felt: Reasons a. in control b. terrified c. confused 2. After my presentation I felt: Reasons a. satisfied b. disappointed c. exhausted 3. Four things I did well in my presentation __________________________________________________________________________________

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4. Four things I need to improve __________________________________________________________________________________

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5. What I’m going to do to make my next presentation better before my presentation __________________________________________________________________________________

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during my presentation __________________________________________________________________________________

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6. Two things other students did that I should borrow __________________________________________________________________________________

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7. Two things other students did that I definitely shouldn’t copy.

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General Presentations Signposts

Intros Good morning everyone. My name’s _______ . Introduce Topic Today I’d like to talk to/speak to you about _______ Focus questions But, before I begin/we start/we get under way, I’d just like to ask you a few questions Outline Well, I've divided my talk into ___ sections. First/first up, I’m going to look at ______ After that, we’ll turn to ______ Following that/this, we’ll consider _____ Then, we’ll focus on _____ And finally, we’ll look at_____ There’ll be time for/ a chance to ask questions at the end. OK, let’s get started. Introducing new sections Now, it’s time to turn to ____ We should now move on to ____ This brings us to ____ I’d like now to consider ____ OK, let’s look at ____ Concluding So, to sum up, today we’ve looked at ________. We’ve talked about _________, We’ve considered _________, And we’ve discussed __________. In my opinion … (give some general remarks about the topic) Asking for questions This brings me to the end of my presentation, and I’d be happy to answer any questions you might have. Answering Questions ____ has asked me … I’m afraid I don’t have that information with me at the moment. If you’d like to see me later, I’ll see what I can do for you. Closing If there are no more questions, I’d just like to finish by saying how much I’ve enjoyed speaking with you today. Thank you very much everyone.

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Note-Taking Questions

1. When you were at university did you take notes? 2. What did you use your notes for?

Note-taking Techniques Include main ideas. Include important data such as figures & years. Include references. Use abbreviations and symbols. Try not to use ‘small’ words such as articles, prepositions & auxiliary verbs. Don’t write sentences. Use clear headings & sub-headings. Use indenting, underlining or highlighting for emphasis. Organise your notes clearly by using ‘white’ space. Write clearly.

Active Listening Note-taking Strategies Think about the content of the lecture before it begins. As you listen, identify areas you are unsure of. As you listen, think about your own opinion of the ideas in the lecture. Think of questions you can ask the lecturer.

1. What do these abbreviations mean? a) e.g. c) i.e.

b) etc. d) N.B.

2. What do these initials stand for? a) ILO c) OPEC

b) WHO d) UNESCO

3. What do these short forms mean? a) govt c) prob

b) Eng d) yr

4. Write a symbol next to each of the meanings below, and visa versa.

equal to/same as

≠

from … to/leads to/results in/causes

←

growth/increase

less than/fewer than

and/also/in addition/plus/positive

—

therefore/thus/so

∵

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AEP3 Course Objectives and Performance Criteria The primary objective of AEP3 is to prepare you for study at University level.

Objective 1: Can use a range of strategies, learning techniques and research skills to achieve tertiary study goals Performance Criteria

Use online learning platform (Moodle)

Do preparatory work for ‘flipped’ classes

Complete assignments in class and set as homework

Submit work on time

Is punctual

Work with other students in pairs and groups

Participate in class discussions

Use a range of self-assessment strategies

Identify own learning needs

Accommodate cultural differences that result in various learning styles

Use a range of learning aids

Use a range of organisational skills

Employ a range of learning strategies to achieve goals

Show evidence of a range of research skills. Objective 2: Can record information from an oral text Performance Criteria

Identify and record main points in note form

Use appropriate headings

Write notes that are later legible to the writer

Use appropriate abbreviations, key words and short phrases

Sequence notes coherently

Use vocabulary that is appropriate to the topic

Grammatical errors do not impede communication. Objective 3: Can record and summarise information from a written text Performance Criteria

Identify and record main points in note form

Use appropriate headings

Take notes from a written source related to set research assignment

Take notes in a logical order

Notes are in form of key words, short sentences and phrases

Use appropriate vocabulary and grammatical structures

Produce legible handwriting

Summarise main ideas of text in a short paragraph. Objective 4: Can write a report based on a chart and/or an analytical report Performance Criteria

Write a report which has appropriate structure, grammar and content

Structure reports with appropriate introduction, body and conclusion

Analyse chart information appropriately and draw reasonable conclusions

Use analysis structures cause/ effect, reason/ result, modality for speculation.

Structure text appropriately

Compose cohesive paragraphs using cohesive devices

Use present tense/present perfect simple

Use pronouns, articles and conjunctions to link ideas

Use specific vocabulary

Use logical connections (e.g. cause/effect, reason/result) and modality to express speculation.

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Objective 5: Can write a discussion and/or an argument essay Performance Criteria

Write an essay which has appropriate structure (introduction/body/conclusion)

Research appropriate information from a variety of sources including books and the Internet

Incorporate relevant information , avoiding plagiarism

Paraphrase effectively

Use in-text referencing

Write a bibliography

Organise ideas logically

Use conjunctions to express logical connections between ideas

Present arguments for and against a point and support them with evidence

Reach conclusion based on evidence presented

Use appropriate tenses relevant to essay title/question

Use appropriate register/tenor

Use mostly accurate spelling and standard punctuation. Objective 6: Can deliver short oral academic seminars Performance Criteria

Present researched information orally

Use appropriate signposting for text

Deliver facts/statements or arguments clearly

Elaborate on topics in response to direct questions

Respond to questions appropriately

Use suitable vocabulary and grammatical forms

Use appropriate register

Use comprehensible pronunciation/ stress/intonation

Interact with audience and maintain their interest

Make eye contact

Use verbal checks/pauses to ensure audience understands

Integrate a PowerPoint display into presentation. Objective 7: Can take part in academic group discussion Performance Criteria

Identify the purpose of an oral academic exchange

Achieve the purpose of an academic exchange and obtain and give all essential information

Initiate, maintain and end a spoken exchange

Provide/request information as required

Propose solutions and negotiate

Explain circumstances, causes and consequences

Can take turns, interrupt, seek clarification, clarify and confirm as necessary

Can speak fluently and clearly. Objective 8: Can use a word processing program and a presentation program. Performance Criteria

Use a word processing program to produce an academic assignment

Use different fonts, sizes and text formatting to present text

Cut, copy and paste text within a document

Use the spell-checker to edit a document

Create a table

Start Microsoft PowerPoint program an open, name and save a file to the correct directory

Search and find files

Use key words to communicate content

Use slide colour scheme, font, animation and slide transition features to enhance presentation

Transfer text and graphics from the internet to a PowerPoint file.

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Objective 9: Can apply a range of listening skills relevant to academic contexts Performance Criteria

Predict information about an oral text

Use prior knowledge and personal experiences to help understand new information

Participate in discussions relating to prior knowledge and personal experiences

Note detail and specific information accurately from academic oral text types

Listen for sequential detail

Take notes in sequence

Produce written responses demonstrating an understanding of the overall meaning of academic oral text types

Respond to questions arising from academic oral text types

Interact and participate effectively in pair and group discussions arising from academic oral text types.

Objective 10: Can apply a range of academic reading skills Performance Criteria

Predict information about a text

Use prior knowledge and personal experiences to help assimilate new information

Participate in discussions relating to prior knowledge and personal experiences

Skim and scan for detail and specific information from a range of written text types relevant to academic study, identifying relevant information within set time limits

Adapt reading strategies to meet task requirements

Produce written responses demonstrating an understanding of the overall meaning of a range of academic written text types

Answer comprehension questions based on the intensive reading of an academic text type

Demonstrate the ability to differentiate fact from a writer’s opinion

Demonstrate the ability to predict content from headings and textual clues

Demonstrate the ability to predict the meaning of unknown words from context

Display knowledge of a text in a test taking situation

Demonstrate understanding of a text through student interaction and discussion

Personalise responses to an academic text. Objective 11: Can search and evaluate Internet sites for academic purposes Performance Criteria

Use a variety of search engines to locate information relevant to academic tasks

Select a variety of key words to narrow search

Skim search results to choose most appropriate, relevant sites/pages for research purposes

Locate source of web pages to ascertain its validity as academic source

Skim web pages to locate key relevant information

Critically evaluate relevant information

Incorporate relevant information into in a text

Reference Internet information appropriately.

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Assessment Criteria

Writing Assessment- Chart Report

Gra

de

Task Achievement Organisation Grammar Vocabulary

Detail of description Pertinence of description Depth of analysis Reasonable speculation Relevance of ideas Logical order

Title Introduction Description of key features Analysis / contextualisation Page numbers + name in footer Unity Topic sentences Linking Paragraphing Formatting Word Count

Tenses Sentence structure Comparison & contrast Noun/adjective structures Verb/adverb structures Prepositional time phrases Variety of forms Modality Reason / result structures Complex forms Grammatical accuracy Punctuation

Expression of ideas Range of word choice: - Nouns & adjectives - Verbs & adverbs - Modals - Cause & effect - Time phrases Parts of speech Spelling

A+

25 All elements of content are relevant & extended. No more could reasonably be added. Extensive research is evident (if required). Critical thinking is considered and thoughtful. Paraphrasing very well managed.

25 Organisation is completed accurately

& with sophistication. Errors are rare.

25 Grammar is completed to a high level

& with sophistication. Complex

structures are handled well & errors

are very infrequent

25 Correct use of word choice word

forms and spelling. A wide and

sophisticated range of vocabulary is

used.

A

20 Content is relevant & complete. Little

more could be reasonably added.

sufficient

Appropriate research is evident (if required). Critical thinking is good Paraphrasing well managed.

20 Organisation completed with a high

level of accuracy. Some errors may

occur.

20 Grammar is completed to a high level.

Complex structures are used & errors

are infrequent

20 Mostly correct use of word choice,

word forms and spelling. Able to

express ideas fully. A good range of

vocabulary is used.

B

18 Most content is relevant but some parts could be more fully completed. Reasonable research is evident (if required). Critical thinking is shown. Paraphrasing may have occasional lapses. Task is correct length.

18 Organisation is completed with a

reasonable level of accuracy;

however, there are some errors.

18 Grammar is mostly accurate. Complex

structures are used but some errors

occur.

18 Vocabulary use is reasonable for

expressing ideas. Some errors with

word choice word forms and spelling.

C

15 Content is generally relevant. Some

parts could be completed more fully

& some may be inappropriate.

Research is limited. Critical thinking is limited. Paraphrasing has lapses.

15 Organisation is attempted but some

parts may be incomplete or

inaccurate.

15 Complex structures are attempted

but grammar errors occur often, and

may detract from the overall

message.

15 Vocabulary is somewhat limited for

expressing ideas. Errors with word

choice word forms and spelling are

frequent.

D

10 Some content is irrelevant or missing.

Research is inadequate. Critical thinking is inadequate. The task may be under length. Paraphrasing is insufficient.

10 Key elements are incomplete or

missing.

10 Complex structures are minimal and

grammar errors frequently occur.

Some parts are difficult to

understand.

10 Vocabulary is inadequate for

expressing many ideas clearly. There

are numerous errors with word

choice, word forms, and spelling

Total points: _____ /100 Grade: _____

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Journal Assessment Assessment considers the following factors:

Ability to make critical observations

Ability to set & record learning goals

Ability to reflect on learning experiences

Ability to reflect on Australian customs & behaviour

Criteria Mark

Extended & thoughtful completion of all tasks. 5.0

Thoughtful completion of all tasks 4.0

Satisfactory completion of all tasks. 3.5

Some tasks incomplete. 3.0

Most tasks incomplete. 2.0

Not submitted 0

Note taking Assessment Assessment considers the following factors:

Include relevant details- names, figures, years

Organise clearly- headings, sub- headings,

Use emphasis- indenting, highlighting, underlining

Use note form- abbreviations and symbols, no sentences

Avoids direct copying

Criteria Mark

Extended & thoughtful completion of all tasks. 5.0

Thorough completion of all tasks 4.0

Satisfactory completion of all tasks. 3.5

Some tasks incomplete. 3.0

Most tasks incomplete. 2.0

Not submitted 0

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Speaking Assessment Students are tested in groups of 3-4 students. Several days before the test, groups are assigned.

Groups are allocated by the teacher. Students are not able to choose their groups. Students are given

an individual mark.

Grading A+ -The student always demonstrates ability in this area all the time A -The student demonstrates ability in this area about 80% of the time. B -The student demonstrates ability in this area about 60% of the time. C -The student shows some ability in this area, but not consistently. D -The student does not demonstrate control over this objective. Frequent errors obscure communication.

A+ A B C D

Task Achievement

Identifies inconsistencies and ask for clarification

Responds appropriately and in a detailed manner

Can perform Core class speaking objectives

20 16 14 12 8

Grammar Uses clear sentences; errors rarely interfere with meaning

Incorporates a full range of grammatical forms, as appropriate

Easily constructs compound and complex sentences, as appropriate

20 16 14 12 8

Fluency Can produce lengthy sentences with ideas that flow well

Can easily sustain discussions on specific topics from authentic material 20 16 14 12 8

Pronunciation Pronunciation is clear and understandable

Stress and intonation patterns aid communication 20 16 14 12 8

Vocabulary Wide vocabulary range allows precision and details

Can use some idioms and collocations 20 16 14 12 8

Presentation Assessment Students are given an individual presentation assessment on a topic they have researched and

prepared. Depending on the task, the presentation is between 10 and 15 minutes and done

individually or in a group.

Grading A+ -The student always demonstrates ability in this area all the time A -The student demonstrates ability in this area about 80% of the time. B -The student demonstrates ability in this area about 60% of the time. C -The student shows some ability in this area, but not consistently. D -The student does not demonstrate control over this objective.

Frequent errors obscure communication.

A+ A B C D

Content and Visuals

Content is detailed and well explained

Focus is maintained

Extensive research is evident

Visuals are thoughtful, engaging and relevant

25 20 18 15 10

Grammar and Vocabulary

Uses clear sentences; errors rarely interfere with meaning

Incorporates a full range of grammatical forms, as appropriate

Easily constructs compound and complex sentences, as appropriate

Wide vocabulary range allows precision and details

Can use some idioms and collocations

Signpost language used accurately

25 20 18 15 10

Fluency and Pronunciation

Can produce lengthy sentences with ideas that flow well

Can easily sustain discussions on specific topics from authentic material

Pronunciation is clear and understandable

Stress and intonation patterns aid communication

25 20 18 15 10

Presentation Skills

Uses eye contact

Uses natural gestures

Engages with audience

Does not read presentation

25 20 18 15 10

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Learning Strategies Assessment Students are assessed on their overall learning strategies. These include:

Attendance and Punctuality (2 marks)

Class Participation (3 marks)

- Participation in group work, discussions, adherence to EOP Independent learning (2 marks)

- Preparation for ‘flipped’ classes, study for tests, completion of homework tasks and journal

Consultation with teachers (2 marks)

- Willingness to do independent work on areas of weakness Meeting deadlines (1 mark)

Attendance measurement:

AEP3 Reading & Listening Test Score Conversion Table

Raw score AEP3

weighted score

AEP3 grade Raw score AEP3

weighted score

AEP3 grade

4 19 7.5 C

5 20 8.3 C

6 1.8 D 21 9.0 C

7 2.0 D 22 9.3 C

8 2.3 D 23 9.8 B

9 2.8 D 24 10.5 B

10 3.0 D 25 10.8 B

11 3.5 D 26 11.3 A

12 3.8 D 27 11.5 A

13 4.3 D 28 11.8 A

14 4.5 D 29 12.0 A

15 5.3 D 30-32 12.8 A+

16 6.0 D 33-35 13.5 A+

17 6.8 D 36-37 14.3 A+

18 7.0 D 37+ 15.0 A+

Achieved 95-100% attendance throughout the AE course +2

Achieved 90-94% attendance throughout the course +1

Achieved 85-89% attendance throughout the course 0

Achieved 80-84% attendance throughout the course -1

AE Course attendance under 80% Automatically fail course

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AEP3 Module 1 Grammar & Vocabulary Tests Over the five weeks of the course you will need to complete the grammar and vocabulary exercises listed below IN YOUR OWN TIME. You should do the exercises in the suggested weeks as they have been scheduled to fit in with your written assignments. Every 2 weeks, your teachers will ask to see your progress and you will be tested on the units.

Module 1 Weeks 1 & 2 Grammar

Handbook: Bar Chart FOI: Units 1 & 4 Vocabulary Making Connections: Unit 1 Readings 1-2 FOI: p. 17.

Weeks 3 & 4 Grammar

Handbook: Line Chart FOI: Units 2, 3, & 5 Vocabulary Making Connections: Unit 1 Readings 3-5 FOI: p. 37. p. 57

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UEC Sydney Marking Scheme

symbol meaning example

sp spelling error sp

suprise

noun V

missing noun noun

I work in the education V

verb V

missing verb verb

I want to V to business college

pron V

missing pronoun pron

She is V sister

rel pron V

missing relative pronoun rel pron

He teaches maths, V is my favourite subject.

art V

missing article art

He sat on V chair

aux V

missing auxiliary aux

Both of them V going home

prep V

missing preposition prep

He goes V school

conj V

missing conjunction conj

The flag is red, white V blue.

ww wrong word ww

The chair was happy

w prep wrong preposition w prep

I am on a hurry

w art wrong article w art

An economy is growing.

wf wrong form wf

It is an importance book

T wrong verb tense T

Yesterday I go shopping.

# number error

singular plural #

Many person went there

sv subject verb agreement sv

He like fish.

delete; not needed He gave to me a pen for my birthday

wo word order error wo

She has eyes blue

P start a new paragraph

p wrong punctuation p p

it is my friends book.

NS start a new sentence

? I don’t understand what you are trying to

say

[ ] needs rewording

TS no topic sentence /

think about your topic sentence

join up ideas

CS Comma Splice CS

I went home, I did some work.

RO Run On RO

I went home I did some work.

F Sentence fragment F

When I went to school.

U Paragraph Unity The text does not match the topic of the paragraph.

infml Informal word infml

There was a big increase.

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