Aep3 Module 1 Handbook

Academic English Preparation 3
Handbook
(Module 1)
1
Academic English Preparation 3
Module 1 Handbook
Contents
Welcome to the AEP3 Course at ELS 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
ELS Sydney Marking Scheme ................................................................................................................. 43
ELS Sydney
Level 1, 17 O’Connell NSW 2000
Phone: +61 2 9283 1088 Fax: +61 2 9283 1760
Email sydney@els.edu
Website: www.sydney.els.edu
Universal Education Centre Pty Ltd, ABN 19 003 525 764
CRICOS Provider Code: 00053J
2
Welcome to the AEP3 Course at ELS Sydney
We hope that you will find the AEP3 course both challenging and useful for your future study.
The AEP3 course at ELS 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 AEP2 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
- Get an overall A grade
- Get a minimum B grade for each assessment task
- 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 Listening
- Bar Chart Report 5% Academic Listening 15%
- Line Chart Report 5% Note taking 5%
- Writing Test 10%
- Grammar & Vocabulary 5%
- Journal 5%
Speaking Learning Strategies
- Seminar 10% Participation, attendance, 10%
- Discussion 10% consultation, homework
Reading
Academic Reading 15%
Note taking 5%
Course Materials
Textbooks:
 Academic Connections 4
 Focus on IELTS
All materials used in the program are provided by ELS 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!
elsaep.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

8.45- Student Intake Writing Skills Writing- Bar Chart Writing- Bar Chart Writing- Bar Chart
10.15
10.30- Orientation Listening note Writing- Bar Chart Writing- Bar Chart Writing- Bar Chart
12.00 taking
1 Course Computers- Academic Reading Computers Academic
12.45-
introduction introduction to Reading
1.45
Moodle
1.45- Consultation Consultation Consultation
2.15
Journal Writing- Bar Chart Grammar & Writing- Bar Chart Grammar &
8.45-
Academic vocabulary Vocabulary Test
10.15
Discussion
10.30- Reading Note Writing- Bar Chart Writing- Bar Chart Writing- Bar Chart
2 12.00 taking
12.45- Academic Computers Academic Computers Bar Chart Task
1.45 Listening Listening Due
2.15
Journal Practice Practice Academic Writing- Line Writing- Line
8.45-
Academic Academic Listening Test Chart Chart
10.15
Discussion Reading Test
10.30- Grammar & Listening Note Writing- Line Writing- Line Writing- Line
3 12.00 vocabulary taking Chart Chart Chart
12.45- Academic Computers Academic Computers Academic
1.45 Reading Listening Listening
2.15
Journal Writing- Line Grammar & Timed Writing Grammar &
8.45-
Academic Chart vocabulary Vocabulary Test
10.15
Discussion
10.30- Reading Note Writing- Line Writing- Line Writing- Line Presentation
4 12.00 taking Chart Chart Chart Practice
12.45- Academic Computers Academic Reading Computers Line Chart Task
1.45 Reading Due
2.15
Journal Academic Presentations Presentations Reports
8.45- Assessment Listening Test
10.15 Speaking
Assessment
10.30- Academic Writing Test Presentations Presentations Reports
5
12.00 Reading Test
12.45- Listening Note Computers Presentations Reading Note Graduation
1.45 taking Test taking Test
2.15
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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 on 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.
On 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
Difficulty Using Gadgets

in Australia, 2005
35%
30%
25%
20%
15%
10%
5%
0%
Mobile MP3 Players ATM's Microwaves
Phones
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 cause varying degrees of difficulty for
users. Mobile phones create the most trouble for users with 32% of Australians reporting problems.
MP3 players are also significantly represented with 25% of people finding them difficult to use. Using
ATMs causes the second smallest percentage of problems for the respondents (16%), while
microwaves at 5% are by far the easiest to use.
From the chart, it may be concluded that the percentage of people having difficulty using gadgets
relates to aspects of the technology itself and standardization. The chart shows that mobile phones
cause the most problems for users. This may be the result of several factors. First, technology
changes regularly as competing companies attempt to provide more services. Moreover, the phones
have too many complex functions that are not standardized between companies. MP3 players are
also modern technology, so the reasons for the problems relating to them may be similar. One cause
of the difficulties in using ATM’s might be that people using the machines are afraid that someone
could be watching them typing in their personal numbers; consequently, they tend not to read
instructions properly. As for microwaves, only a few people had trouble with these. A number of
factors may contribute to this. The first is that microwaves are old technology, so people are familiar
with them. Furthermore, they have simple functions and are therefore easy to use.
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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.
Weekly Expenditure on Fast Foods by

Income Groups in Australia, 2001
$35
$30
$25 Hamburgers
$20
Fish and Chips
$15
$10 Pizza
$5
$-
High Average Low
Income Income Income
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.

15
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.
1 2 3 4
1970 1980 1990 2000 1970 1980 1990 2000 1970 1980 1990 2000 1970 1980 1990 2000
5 6 7 8
1970 1980 1990 2000 1970 1980 1990 2000 1970 1980 1990 2000 1970 1980 1990 2000
a b c d
The population fell The number of crimes The number of people There was a steady
steadily during the committed increased owning their own rise in tourism before
whole period. sharply in the 1970s homes increased 1990, followed by a
but fell moderately steadily from 1970 to steep climb until the
after that. 2000. end of the period.
e f g h
Unemployment The birth rate fell Infant mortality
There was a modest
increased dramatically steadily in the first remained the same
rise in the rate of
in the 1970s but then two decades but then during the 1970s. This
heart disease before
fell gradually. remained stable. was followed by a
1980. In the 1980s
Between 1990 and slight fall, and then
there was a slow
2000 there was a another period of
decline, but by 2000
slight increase. stability. 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
20
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
900
800
700
600
Cigarettes
500
400
300
200
100
0
1920 1925 1930 1935 1940 1945 1950 1955 1960 1965 1970 1975 1980
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
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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
100
90
80
70
60
50
40
30
20
10
0
1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980
Portuguese English Kibanda

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.
24
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
25
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.
26
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.
27
Look at the cause & effect language on page 19 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.
29
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.
30
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 So, to sum up…Today we have looked at…
Conclusion and summary Today I’d like to talk to/speak to you about _______
Ending _______ 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.
Focus questions But before I begin, I’d like to ask a few questions.
Responding to question If there are no more questions, I’d just like to thank you all very
much.
Greeting Now, it’s time to turn to ____

We should now move on to ____
This brings us to ____
OK, let’s look at ____
Introduction of topic 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.
Preview / outline This brings me to the end of my presentation, and I’d be happy to
answer any questions you might have.
Starting a new section Good morning everyone. My name’s _______ .
31
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.
33
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

 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

 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

 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.
35
Objective 5: Can write a discussion and/or an argument essay
 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

 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

 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.

 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.
36
Objective 9: Can apply a range of listening skills relevant to academic contexts
 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

 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
 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.
37
Assessment Criteria
Writing Assessment- Chart Report

Task Achievement Organisation Grammar Vocabulary
Detail of description Title Tenses Expression of ideas
Pertinence of description Introduction Sentence structure Range of word choice:
Depth of analysis Description of key features Comparison & contrast - Nouns & adjectives
Reasonable speculation Analysis / contextualisation Noun/adjective structures - Verbs & adverbs
Grade
Relevance of ideas Page numbers + name in footer Verb/adverb structures - Modals

Logical order Unity Prepositional time phrases - Cause & effect
Topic sentences Variety of forms - Time phrases
Linking Modality Parts of speech
Paragraphing Reason / result structures Spelling
Formatting Complex forms
Word Count Grammatical accuracy
Punctuation
25 25 25 25
All elements of content are relevant Organisation is completed accurately Grammar is completed to a high level Correct use of word choice word
& extended. No more could & with sophistication. Errors are rare. & with sophistication. Complex forms and spelling. A wide and
A+ reasonably be added. structures are handled well & errors sophisticated range of vocabulary is
Extensive research is evident (if
are very infrequent used.
required).
Critical thinking is considered and
thoughtful.
Paraphrasing very well managed.
20 20 20 20
Content is relevant & complete. Little Organisation completed with a high Grammar is completed to a high level. Mostly correct use of word choice,
more could be reasonably added. level of accuracy. Some errors may Complex structures are used & errors word forms and spelling. Able to
A sufficient occur. are infrequent express ideas fully. A good range of
Appropriate research is evident (if vocabulary is used.
required).
Critical thinking is good
Paraphrasing well managed.
18 18 18 18
Most content is relevant but some Organisation is completed with a Grammar is mostly accurate. Complex Vocabulary use is reasonable for
parts could be more fully completed. reasonable level of accuracy; structures are used but some errors expressing ideas. Some errors with
B Reasonable research is evident (if however, there are some errors. occur. word choice word forms and spelling.
required).
Critical thinking is shown.
Paraphrasing may have occasional
lapses.
Task is correct length.
15 15 15 15
Content is generally relevant. Some Organisation is attempted but some Complex structures are attempted Vocabulary is somewhat limited for
C parts could be completed more fully parts may be incomplete or but grammar errors occur often, and expressing ideas. Errors with word
& some may be inappropriate. inaccurate. may detract from the overall choice word forms and spelling are
Research is limited. message. frequent.
Critical thinking is limited.
Paraphrasing has lapses.
10 10 10 10
Some content is irrelevant or missing. Key elements are incomplete or Complex structures are minimal and Vocabulary is inadequate for
D Research is inadequate. missing. grammar errors frequently occur. expressing many ideas clearly. There
Critical thinking is inadequate. Some parts are difficult to are numerous errors with word
The task may be under length. understand. choice, word forms, and spelling
Paraphrasing is insufficient.
Total points: _____ /100 Grade: _____
38
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
39
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.
Format
Part Time Task Focus
3- 4 mins Provide personal information about Tests ability to provide basic personal
1
general topics. information on general topics.
4- 5mins Talk with other one or two other Tests ability to interact with other students,
2 students relating to an allocated topic. give and ask for opinions and work towards
completing a task together.
4- 5 Answer questions relating to topic in Tests ability to discuss and give opinions
3
part 2. relating to a theme.
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.
A+ A B C D
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.
Task  Identifies inconsistencies and ask for clarification
Achievement  Responds appropriately and in a detailed manner 20 16 14 12 8
 Can perform Core class speaking objectives
Grammar  Uses clear sentences; errors rarely interfere with meaning
 Incorporates a full range of grammatical forms, as appropriate 20 16 14 12 8
 Easily constructs compound and complex sentences, as appropriate
Fluency  Can produce lengthy sentences with ideas that flow well
20 16 14 12 8
 Can easily sustain discussions on specific topics from authentic material
Pronunciation  Pronunciation is clear and understandable
20 16 14 12 8
 Stress and intonation patterns aid communication
Vocabulary  Wide vocabulary range allows precision and details
20 16 14 12 8
 Can use some idioms and collocations
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.
A+ A B C D
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.
Content and  Content is detailed and well explained
Visuals  Focus is maintained
25 20 18 15 10
 Extensive research is evident
 Visuals are thoughtful, engaging and relevant
Grammar and  Uses clear sentences; errors rarely interfere with meaning
Vocabulary  Incorporates a full range of grammatical forms, as appropriate
 Easily constructs compound and complex sentences, as appropriate
25 20 18 15 10
 Wide vocabulary range allows precision and details
 Can use some idioms and collocations
 Signpost language used accurately
Fluency and  Can produce lengthy sentences with ideas that flow well
Pronunciation  Can easily sustain discussions on specific topics from authentic material
25 20 18 15 10
 Pronunciation is clear and understandable
 Stress and intonation patterns aid communication
Presentation  Uses eye contact
Skills  Uses natural gestures
25 20 18 15 10
 Engages with audience
 Does not read presentation
40
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:
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
AEP3 Reading & Listening Test Score Conversion Table

AEP3 AEP3
Raw score weighted AEP3 grade Raw score weighted AEP3 grade
score score
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+
41
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
42
ELS Sydney Marking Scheme
symbol meaning example

sp
sp spelling error
suprise
noun noun
missing noun
V I work in the education V
verb verb
missing verb
V I want to V to business college
pron pron
missing pronoun
V She is V sister
rel pron rel pron
missing relative pronoun
V He teaches maths, V is my favourite subject.
art art
missing article
V He sat on V chair
aux aux
missing auxiliary
V Both of them V going home
prep prep
missing preposition
V He goes V school
conj conj
missing conjunction
V The flag is red, white V blue.
ww
ww wrong word
The chair was happy
w prep
w prep wrong preposition
I am on a hurry
w art
w art wrong article
An economy is growing.
wf
wf wrong form
It is an importance book
T
T wrong verb tense
Yesterday I go shopping.
number error #
#
singular plural Many person went there
sv
sv subject verb agreement
He like fish.
He gave to me a pen for my birthday
 delete; not needed
wo
wo word order error
She has eyes blue
P start a new paragraph

p p
p wrong punctuation
it is my friends book.
NS start a new sentence
I don’t understand what you are trying to
?
say
[ ] needs rewording
no topic sentence /
TS
think about your topic sentence
 join up ideas
CS
CS Comma Splice
I went home, I did some work.
RO
RO Run On
I went home I did some work.
F
F Sentence fragment
When I went to school.
The text does not match the topic of the paragraph.
U Paragraph Unity
infml
infml Informal word
There was a big increase.
43
44

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Academic English Preparation 3

Satisfactory Course Progress

Task % of Module Task % of Module

Note: This schedule is a guide only.

Week Time Monday Tuesday Wednesday Thursday Friday

Why use a learning journal?

What is reflective learning?

Guidelines for writing a journal entry

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

Feelings Thinking Event Description Future

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

Learning Journal Requirements

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

Word Type Dictionary

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?

7. Draw the chart with a partner.

Difficulty Using Gadgets

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

X is/was twice as high as Y

X caused twice as many problems as Y

Double the percentage of X as Y

More than double the number of X as Y

The greatest number of + noun + verb

The greatest percentage of people had trouble using mobiles.

X+ verb + the greatest number of + noun

Mobiles caused the largest percentage of problems.

The most + adj (+ noun) is/was…

The least difficult gadget to use was the microwave.

X is/was exactly the same as Y

Write a report with other students on the following graph.

Weekly Expenditure on Fast Foods by

Bar Chart Nominalisation after ‘with’

What information is given in the sentence?

Divide the sentence into two sentences.

Divide the following sentences into two sentences.

b. Beer is only slightly less popular with 28% preferring it.

a. Similar numbers of people enjoy Italian and Thai food.

b. The second lowest percentage is for those aged over 75.

c. The next highest response is 2 hours a night.

f. Very few average income earners eat fish and chips.

g. Japanese cuisine has a slightly higher percentage.

Chart Analysis Language

The chart shows + noun group

From the chart, it can be concluded that + clause

Deductions and Speculation

certainty `yes’ must + base verb It must rain.

uncertainty might + base verb It might rain.

certainty `yes’ must + have + p.p. It must have rained.

uncertainty might + have + p.p. It might have rained.

certainty `no’ can’t + have + p.p. It can't have rained.

Sentence patterns with cause and effect

This must be caused by + noun group This must have been

This may (etc) be because + clause This may have been

Sentence patterns with adjectives and adverbs

One probable cause might have been + noun group

This is/was certain to have been the result of + noun group

This is/was probably because + clause

Bar Chart – ‘was or ‘had’?