MODULE 3 Key - 2
MODULE 3 Key - 2
1 Before you watch. Make predictions. Look at some scenes of the video and answer.
2. What situation do you expect to see in the video? Answers will vary.
2 Watch to check your predictions. Watch the video to check your ideas on exercise 1.
Were you right or wrong? Students check their ideas.
3 Watch for details. Watch the video again and choose the correct options. True or false?
-Do you feel identified with the student in the previous video? Why (not)?
6 What would you probably say to a friend in each situation? Read and choose one option.
7 Procrastinating is a bad habit that prevents us from achieving greater goals. Research
indicates that 50% of student population procrastinate in a problematic manner. In pairs,
imagine that you are the authors of a blog which gives tips to university students to avoid
procrastinating. Write down dos and don’ts.
9 Complete the definitions with one item from the VOCABULARY section.
1. To tend to get distracted: not pay attention to the things you are supposed to be doing.
2. To put off doing something: delay (a job/a task).
3. To waste your time: spend time doing things that aren’t important.
4. To prioritize tasks: arrange tasks in order of their importance.
5. To multitask: do lots of different tasks at the same time.
6. To get things done: complete tasks.
7. To leave things until the last minute: do tasks just before the time they need to be done.
8. To do things ahead of time: do things in advance.
9. To use your time wisely: be careful with your time.
10. To get started: begin a job or a task.
11. To meet a deadline: finish something at the time it is meant to be finished.
12 As you are attending English level I, can you give future students pieces of advice about
what to do to pass the first mid-term? Write them down and share your ideas with the
class.
2 Use the information below to write true sentences about you and a classmate. To know
3. Do you think the study techniques are great equalizers? Students’ own ideas.
3 Read the different study techniques A-D and complete the blanks 1-4 with the correct
one.
A- THE POMODORO TECHNIQUE - 4 C- THE SQ3R TECHNIQUE - 3
B- THE RETRIEVAL TECHNIQUE - 1 D- THE SPACED TECHNIQUE - 2
4 Complete the summaries with the words given, there is an extra one. Then, join the ideas
with the appropriate study technique.
TIME
This technique encourages students to engage with • THE POMODORO TECHNIQUE
the material in an active way. They use
…questions… to study the information and
remember it later on.
Students work with a text following five different • THE SPACED TECHNIQUE
……steps……… to understand and remember it.
This technique shows the students a simple way to
increase their understanding of a text.
5 Answer:
1. Do you use any of the previous techniques? Students’ own ideas.
2. Would you like to try any of them? Why? Why not? Students’ own ideas.
3. Complete this idea:
If I use the Pomodoro technique, it will help me to organize my time / study all the
GRAMMAR FOCUS
Look for more examples in the previous text!! Write them down here:
If you practice this technique, you will remember the information later on.
If your exams are months away, this will help you hold yourself accountable.
This Technique will be useful if you get distracted while working on a project or want to
understand how long a task takes.
6 Match the sentence halves.
a-3 b-1 c-2 d-5 e-4
8 Put the words in order. Then, complete with the missing clause.
Some possible ideas.
1. If a student has a study technique, … it will be easy for him/her to pass the exams.
2. I’ll have a good academic performance if … I choose an appropriate study
technique.
3. If I design a study planner, … I will be well prepared for the exam.
4. If I get distracted in class, … I won’t understand the topics.
5. I’ll fall behind my classmates if … I don’t follow the class.
6. If a student doesn’t have a quiet place to get down to study, … He/She will find it
difficult to concentrate while studying.
9 Extract sentences with modal verbs from the text about study techniques and from the
second part of Harrison Bergeron. Let’s look at other modal verbs. Remember those
worked in Module 1 page 21.
Create questions you think would be on a test and trade them with other classmates.
With law breakers, society would return to its previous competitive ways.
8
Another noise interrupted George’s thoughts, now he was thinking of his son.
6
2 The dancers weren’t very good because they had been handicapped for the
audience.
Answers may vary: Because in the past the physical and mental differences among the
3 Vocabulary. Label the picture with the words from the box.
1 shaved eyebrows
4 black caps
6 - 300 pounds
of metal
4 Answer.
1. Why couldn’t the announcer read the news report? Because of the impediments he
3. What type of handicaps did Harrison have? Why? He had different handicaps. He
was wearing huge earphones and big glasses to reduce his intelligence. He had a red
rubber nose; black caps and his eyebrows were shaved off to reduce his good look
7. The news report said that Harrison had escaped from prison. text video
8. The announcer mentioned the reasons for Harrison’s arrest. text video
10. The announcer said that Harrison was extremely dangerous. text video
a. According to Swales (1996), research abstracts are usually written following an inner
b. That inner pattern is organized into what Swales called stages / moments / moves.
results – conclusion.
e. All / Not all the moves appear in abstracts and their order can / can’t vary.
f. There is / isn’t a connection between the moves and the number of sentences in each
one of them.
2 Focus on the title of the abstracts below and anticipate their content.
Students’ ideas.
3 Read and identify the moves that appear in them. Then, highlight the sentences in each
move.
Previous procrastination research has provided considerable support for procrastination as a failure of self-
regulation. However, procrastination has rarely been examined in relation to models of self-regulated
learning. The purpose of this study was to understand the motives and reasons for academic procrastination
from a self-regulated learning perspective. The current study employed a mixed-methods design in which
participants completed several survey instruments of academic procrastination, self-regulation, and
academic motivation and participated in semi-structured interviews. Findings indicated that academic
procrastination was related to poor self-regulatory skills and defensive behaviors including self-handica-
pping strategies. Only limited support for students’ demonstration of procrastination as an adaptive beha-
vior (or, active procrastination) was also indicated. Limitations and implications for future research are
discussed.
Abstract: The purpose of this study is to investigate the study habits of university students in
Nigeria. The sample consists of 441 education students chosen from four federally owned
universities in Nigeria. They responded to a 35 item (3 – point scale) questionnaire which elicited
students’ study habits. Time put into studies, method used in studying and contents of studies were
used as the frame of reference for measuring study habits. Descriptive analysis of data showed that
students put some reasonable length of time into reading; some students used memorization
technique; majority of the students depended on their course handouts or lecture notes as the main
sources of information and read mostly for the purpose of passing examinations or tests. They read
to absorb information as given by their lecturers and not necessarily to search for new or additional
information. It was concluded that although university students in Nigeria read mostly for the
purpose of passing examinations and they do not seem to pursue their studies correctly and
thoroughly, they were found to be diligent. Some recommendations were made as to how to make
university education in Nigeria more beneficial.
Keywords: Undergraduates' study habits.
Source: https://www.herdsa.org.au/system/files/Nneji.pdf
Possible answer: Both of them have only four moves but they are not the same.
SPEAK YOUR MIND
1 Complete the opinions with an appropriate expression according to the point of view
given. You can also use the expression that appeared in Modules 1 and 2.