Unit 03 ORGANISATION

ACADEMIC FOCUS: CLASSIFICATION

Learning Objectives VOCABULARY

Listening:
C – construct
Use a classification chart to take down notes
Use abbreviations, signs, symbols, diagrams, L – label
tables etc. in note-taking while listening
Recognize and practice signpost language A – accurate

Speaking: S – sustainability

Make a presentations using – a classification S - simulation

chart, a flow chart, sign-post language
Discuss a technical passage with peers I - innovative

F – file
Reading:
Use of classification language in academic texts I – infrastructure
Understand the main idea and the supporting
details of an informative text C – constant
Develop tree diagrams in taking short notes on A – aeronautical
classification
Use classification to make notes as you read T - transparent

Writing: I - instrument
Identify the type of language and features of the
O – optical fibre
language used in classifications
Write a description on classification of different N - navigation
objects
Use levels of generalization in writing
classification

GRAMMAR

Verb – Noun transformation / Noun – Verb transformation

Simple Present Tense – to describe about disciplines, event etc.
General and Specific Classification
The Passive Voice
Signpost Language (1) & (2) – introducing and transition between points

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 LESSON 01 - Classification

Academic texts contain certain essential elements which are common to most
subjects or disciplines, including classification. Recognizing how information is
organized within a text has a number of important benefits which will help you
in your studies.

LISTENING

ACTIVITY 01
Classification of information
Pair work

Listen to the Introduction of ‘Forms of Energy’ and complete the diagram using
the following words / phrases.

fossil fuels / coal / nuclear sources / natural gas / petroleum / renewable sources

Source: BE2408: Energy Management UoM

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SPEAKING

ACTIVITY 02
Discussion (Group Work)

1. (Pair work) Make a common list of your daily activities and put them into
categories. Eg; educational - attending lectures / social - chatting with friends

Educational Social Physical Domestic

2. Join with two other pairs and compare your categories (06 in one group).

3. Using the format in Activity 01 to present your categories to the class in the
form of a short presentation.

READING

ACTIVITY 03
Group Work

1. The activity of obtaining and comparing physical quantities is referred to as

measurement. Measurement can be done from almost any physical activity or
material. There are several different types of measurements that can be taken and
several different measuring instruments exist to be used for taking measurement.
Measurement is done in physical sciences, quality assurance and engineering work,
to attain numerical values which can later be used in various activities for several
different purposes such as comparing or evaluating. Units that are used for
measuring are amongst the earliest tools that were invented by humans. Societies in
the past required some sort of measurement tools which could be used for several
tasks such as constructing etc. and an example of such units which are still being
used today can be ‘feet’ which measures length.

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2. To understand measuring instruments, one must first understand what units are.
As mentioned earlier, units are values given to measurements that make them
usable across the world. Today, the world uses standard units such as centimetres,
meters or kilometres (in the context of measuring distance) or others for the various
types of measurements. Measuring instruments can be classified according to the
type of measurement they deal with.

3. One key measurement that is often carried out is determining the distance and
length. There are several different types of measurement tools to measure the
distance and length available in the market today. However, what measurement tool
a person chooses would depend on the distance he intends to measure. As distance
can be measured in inches, feet, miles, centimetres, meters kilometres etc. one
should first determine which of these units he requires before selecting the right
measurement tool. If measurements are on a small scale, for example the length of a
photo frame, a regular ruler could do the job. However if measurements are on a
bigger scale, for example measuring the width of a room, a measuring tape instead of
a ruler is more ideal as the former can be more convenient to use and can provide
accurate results. Odometers are instruments that are used for measuring great
distances such as miles that cannot be measured using measuring tapes.

4. Measuring the weight of an object or item refers to the mass of the item, which
remains constant no matter where the person is located. Similar to distance
measurement tools, the mass can be measured using several types of scales that
cater to the size of the object. Scientists in laboratories often have to measure small
amounts of mass, and thus use a triple-balance beam which can measure small
masses very accurately. As technology advances, more advanced scales have been
developed. Previously, measuring mass was done through scales such as balance pan
scales or spring scales, from which the reading had to be noted manually. Today,
digital scales are used in most parts of the world. These scales simply require the
user to place the object on a pan attached to it and a digital reading can be read off
the screen.

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5. Volume measurement is another key measurement taken for a variety of processes,
be it in the laboratory or the manufacture of beverages. There are several different
measurement instruments that can be used to measure volume. Units used to
measure volume include millilitres, litres, gallons etc. with instruments such as cups,
cylinders or pipettes being used to take these measurements. These instruments
usually come with markings on them so that measurements can be taken.

1. Read Paragraph 1 and 2 and answers the following questions.

1. Explain the term ‘measurement’.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………

2. Disciplines that make use of measurement are -

a. ………………………………… b. ……………………………….. c. ……………………………….

2. Use the information in Paragraphs 3, 4, 5 and Complete the diagram with the
following words.

pipette / triple balance beam / length measurement tools / cylinders / ruler / cups/
volume measuring instruments / scale / weight measuring instruments / odometer/
tape

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3. (Group Work) Read the text again and underline the correct answer.

1. The main idea of the first paragraph is -

i. the definition of measuring instruments.
ii. the application of measuring instruments.
iii. the evolution of measuring instruments.
iv. the types of measuring instruments.

2. Which of the following statements is not true about a unit of measurement?

i. A unit is a value given to measurement.
ii. A unit can be used to measure any object.
iii. The value of a unit changes with the location.
iv. The units are common all over the world.

3. The passage mainly deals about -

i. the uses of measuring instruments.
ii. the fields that measuring instruments are used.
iii. the types of measuring instruments.
iv. the units used in measuring instruments.

4. Which of the following is not a length measuring instrument?

i. Micro meter
ii. Measuring tape
iii. Callipers
iv. Scriber

5. The weight measuring instruments are -

i. mostly used in laboratories to measure small amounts of masses.
ii. designed to bear up the weight of the object measured.
iii. in an advanced stage as instruments with manual reading does not exist at
present.
iv. mostly employed by scientists to measure masses accurately.

6. Volume measuring instruments are used to -

i. measure the volume of audio cassettes.
ii. measure the quantity of a liquid contained.
iii. measure the voltage of electrical equipment.
iv. measure the level of water contained.

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 Reading focus: Taking a note
- Note-taking involves identifying the most important points in the text.
- Supporting details such as examples should also be looked at in taking a
note
- Use of symbols, arrow marks, diagrams, tables, charts make the note
clear, transparent and user friendly.

4. Re-read the text and write a short note on the text.

……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
………………………………………………………………………............................................................................

ACADEMIC LANGUAGE
Verb-Noun Transformation

Verb- Noun transformation

 Measuring instruments can be classified according to the type of
measurement they deal with.
 Classification of measuring instruments can be carried out according to
the type of measurement they deal with.

Noun-Verb transformation
 There are two groups of metals; ferrous and non-ferrous.
 Metals can be grouped into two; ferrous and non-ferrous.

Noun Verb
classification classify
categorisation category
class class
division divide
group group

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Self Study

Find six words that are either -

verb-noun transformations or noun-verb transformations.

Bring your words to class – put all the words together and
prepare a wall chart.

In preparing the wall chart classify the words either

according to meaning / theme / or your own system.

WRITING

ACTIVITY 04

Rewrite the following statements changing the underlined verb forms to noun
forms and noun forms to verb forms to bring the same idea.

a. Workshop materials can be grouped as metallic and non metallic materials.

………………………………………………………………………………………………………………………………
b. Engineer’s instruments can be categorized as measuring and marking out
instruments.
………………………………………………………………………………………………………………………………
c. There are two groups of weight units; metric and non metric units.
………………………………………………………………………………………………………………………………
d. Measuring units can be classified as metric units and non metric units.
………………………………………………………………………………………………………………………………
e. There are two main classes of hand tools. They are cutting tools and hitting tools.
………………………………………………………………………………………………………………………………

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 Academic Language

Classifications and giving examples are often found in academic texts;

Measuring instruments can be classified according to the type of

measurement they deal with.
We can classify measuring instruments according to the type of measurement
they deal with.

 Files may be classified according to their shape.

 We may classify files according to their shape.

Such statements may be followed by examples of particular objects and a

statement of their defining characteristics;

 Measuring instruments can be classified according to the type of

measurement they deal with. For example, length measuring instruments
deal with measuring distances whereas, volume measuring instruments
deal with measuring the quantity of a liquid contained.

ACTIVITY 05

Make statements about how the following objects are classified.

Base of
Object Examples
Classification
Single cut - cuts in one direction
Files Type of cut
Double cut - cuts in two directions
Ball-pein hammers - round peins
Hammers Shape
Cross-pein hammers - chisel shaped peins

Hacksaw Number of teeth Fine blades - 20-30 tpi

blades per inch (tpi) Coarse blades -14-18 tpi

Flat scrapers - flat blade

Scrapers Shape of the blade
Half-round scrapers - curved blade
Type of cutting Flat chisels - flat cutting edge
Chisels
edge Diamond pointed chisels - a sharply tapered point

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E.g. i. Files may be classified according to the type of cut. For example single cut
files have cuts in one direction but double cut files have cuts in two
directions.

ii. …………………………………………………………………………………………………………..............
…………………………………………………………………………………………………………..............
…………………………………………………………………………………………………………..............

iii. …………………………………………………………………………………………………………..............
…………………………………………………………………………………………………………..............
…………………………………………………………………………………………………………..............

iv. …………………………………………………………………………………………………………..............
…………………………………………………………………………………………………………..............
…………………………………………………………………………………………………………..............

v. …………………………………………………………………………………………………………..............
…………………………………………………………………………………………………………..............
…………………………………………………………………………………………………………..............

Academic Language

Specific Classifications
In writing classifications there are different levels of generalization. Items that
are discussed earlier are more general than the items discussed later.

Workshop materials can be classified as metallic and non metallic materials.

Metallic materials can be sub classified as ferrous and non ferrous materials.
Wood, plastic are examples of non metallic materials.
 Verbs and noun forms used in introducing more specified classifications.
Verbs Nouns
sub classify sub classification
sub category sub categorisation
sub group sub group
sub divide sub division

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ACTIVITY 06

Write short descriptions of classification of the following items using the

information given below.

1. Workshop materials: metallic and non-metallic. Metallic; ferrous, non ferrous.

Ferrous; iron, steel. Non-ferrous; tin, copper. Non metallic; wood, plastic.

................................................................................................................................................................................
..................................................................................................................................................................

2. Hand tools: cutting and hitting. Cutting; single cutting edge tools, multiple cutting
edge tools. Single cutting edge tools; chisel, scrapers. Multiple cutting edge tools;
files, hacksaw. Hitting tools; hammers, mallets.

................................................................................................................................................................................
................................................................................................................................................................................
...................................................................................................................................................................

3. Measuring unit: metric unit and non-metric unit. Metric units; kilometre, meter.
Non-metric units; mile, yard, foot, inch.

................................................................................................................................................................................
..................................................................................................................................................................

4. Engineer’s instruments: measuring and marking out. Measuring instruments; steel

rule, micro meter, vernier calliper. Marking out instruments; scriber, dividers.

................................................................................................................................................................................
..................................................................................................................................................................

5. Metals: ferrous metals and non-ferrous metals. Ferrous metals; steels, irons. Steels;
plain carbon, alloy steels. Non-ferrous metals; alloys, non alloys.

................................................................................................................................................................................
..................................................................................................................................................................

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 LESSON 02 - Flow Charts

LISTNEING

ACTIVITY 01

Listen to your teacher read a note (Part 01) about types of engineers and
complete the chart below (Note - taking while reading).
………...……..
spacecrafts,
……………...….
…………..……
Aeronautical manufacture
& aerospace ……..…………
….……………
help to improve
………
apply principles of
…………… health &
Biomedical engineering to the
………………. quality of ….....….…
……………………
...
field ………………….. in
this field are used to
prevent, …………….
design equipment & and treat …………….
Type of ………………. for
Chemical other fields - producing
Engineer large scale chemical ……………, electronics
…………………… …………., pet food,
………………………,
Plan and paper.
……………..
Civil
…………..… structures ……………
……………. roads
……………
……………
.
landscape architecture,
economic …………..……. design ,
Green
work for ………… …………..........…. design,
design
engineers …….…… …………..……… design,
…… ……………….design and
………………….design

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ACTIVITY 02

Now listen to the continuation of the text (Part 11) on ‘Types of Engineers’ and
complete the rest of the flow – diagram.

the …….…......….
of electrical and
……………….
electronic
…………… develop
…………… ……………….
………….……
……………….
. System engineering
Combines
……… other ……………are used
………….. ……………………
………………. in projects ranging
………..… ……………………
... from ……………….to
…………
chip ………..…….. to
software products.
Types of

Engineers The invention of the

Use the
……………… and the
Photonics knowledge in
development of
Engineer
…………….. ……………… ………...….

They operate ……….……

……………. Identify
……………. power ………….., develop
……………
needed to derive nuclear …………….....

………………. …...................… for

from ………………………….….

…….………. and
………………….

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READING
Types of Engineers (Part 1)

Aeronautical Engineers and Aerospace Engineers design, manufacture and operate

aircrafts, spacecrafts, missiles and rockets. The newest fighter jets and jumbo transport
airline jets, as well as the space shuttle owe their existence to these types of engineers.
These engineering fields can trace their roots all the way back to Leonardo da Vinci as
well as Orville and Wibur Wright, the Wright Brothers.

Bio-medical Engineers apply engineering principles and techniques to the medical field.
They combine the design and problem solving skills of engineering with medical and
biological science to help improve the patient’s health care and the quality of life of
individuals. By integrating physical, chemical, mathematical and computational sciences
with engineering principles, biomedical engineers develop innovative biologic,
materials, processes, implants and devices. These innovations are used to prevent,
diagnose, and treat diseases, to rehabilitate patients, and to improve health.

Chemical Engineers design equipment and processes for large-scale chemical

manufacturing, plan and test methods of manufacturing products and treat by-products
and supervise production. Chemical Engineers also work in a variety of manufacturing
industries other than chemical manufacturing, such as those producing energy,
electronics, food, pet food, clothing and paper. They also work in health care, bio-
technology and business services.

Civil Engineers plan, design, construct and maintain structures, such as buildings,
roads, bridges and dams that meet human needs.

Sustainable ‘Green’ Design Engineers comply with the principles of economic, social
and ecological sustainability in their design of physical objects. These objects may
range from small items for everyday use to large buildings, cities, and even the earth’s
physical surface. Sustainable design is closely aligned to environmental design and is a
growing trend within the fields of architecture, landscape architecture, urban design,
urban planning, engineering, graphic design, industrial design, interior design, and
fashion design. The field of sustainable design is also referred to as green design, eco-
design or design for environment.

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Part 11

Electrical and Electronics Engineers design, develop, test and supervise the
manufacture of electrical and electronic equipment such as; Broadcast and
Communication systems, electric motors, machinery controls and lighting and wiring in
buildings, automobiles, aircraft and radar and navigation systems, power generating,
controlling and transmission devices used by electric utilities. System Engineers draw
from many engineering fields and backgrounds to combine emerging technologies to
create new ideas and materials. Systems engineering techniques are used in complex
projects: from spacecrafts to chip design, from robotics to creating large software
products to building bridges. System engineering uses a host of tools that include
modelling and simulation, requirements analysis and scheduling to manage large,
complex projects.

Photonics is the science of generating, controlling and detecting photons especially in

the visible light spectrum. Photonics Engineers use this science to understand and
make use of the emission, transmission, amplification, detection, modulation, and
switching of light. Photonics as a field really began in 1960 with the invention of the
laser, and followed in the 1970s with the development of optical fibres as a medium for
transmitting information using light beams. These inventions provided the
infrastructure for the internet. Nuclear Engineers research and develop the processes,
instruments and systems needed to derive benefits from nuclear energy and radiation.
Nuclear engineers operate nuclear power plants, work with the disposal of nuclear
waste and develop nuclear power sources for spacecrafts.

ACTIVITY 03

The following words are from the above text. Match the words with their
meaning.
a. existence ……... something new and original.
b. innovative ……... continue at the same level without any change.
c. sustainability ……... it is present in the world as a real thing.
d. navigation ...…... an action or feeling that you are pretending to feel.
e. simulation ……... finding the right direction to move.
f. photons ……... basic facilities which enable something to function.
g. infrastructure ……... a particle of light.

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ACTIVITY 04

Find six new words from the paragraph. Refer to the dictionary and write the
meaning.

Word Meaning

Grammar in use - Specific structures used in the text:-

Use Simple Present tense to describe about disciplines, events,
processes, and functions in an academic text.
Use the passive structure in the simple present tense.

ACTIVITY 05

Identify six verbs in the text which are in simple present tense. (Most of the verbs
are highlighted in the text). Then classify these verbs into two major groups.

Verbs denoting physical action Verbs denoting mental activities

design apply

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ACTIVITY 06 -
Comprehension

Answer the following questions

1. Which type of engineering is rooted to the previous aviation history dominated by

Leonardo da Vinci and the Wright Brothers?
………………………………………………………………………………………………………………………………
2. What are the two major disciplines combined by the Bio-medical engineers?
I .……………………………………..…………………………………………………………………………………
II …………………………………….…………………………………………………………………………………..
3. How do Bio-medical Engineers develop innovative biologics, materials, processes,
implants and devices?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
4. What is sustainable design closely aligned to?
………………………………………………………………………………………………………………………………
5. What are the other labels assigned to the field of sustainable design?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
6. Name some of the tools used by the System Engineers?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
7. Define the term ‘Photonics’?
………………………………………………………………………………………………………………………………
8. In what manner do Photonics Engineers use the knowledge in ‘Photonics’?
………………………………………………………………………………………………………………………………
9. What is the function of optical fibres?
………………………………………………………………………………………………………………………………
10. Identify the different roles played by Nuclear Engineers
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

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 Academic Language
The Passive Voice

Maintaining Focus – In academic writing the passive is often used to maintain

the focus on the topic of the essay or article. It is used especially when the topic
has been mentioned previously and the sentence introduces new information.
Topic Passive New information
This way of classifying is based on the idea that workshop materials are
metallic or non-metallic.
This idea of green design can be through building design in
illustrated architecture or fashion design in
textile engineering.

Using the passive often sounds more natural when the focus is on the action,
idea, or event being described, rather than who or what carries it out. Compare:
Active: We can illustrate this idea of green design through building design in
architecture or fashion design in textile engineering.

Passive: This idea of green design can be illustrated through building design in
architecture or fashion design in textile engineering.

ACTIVITY 07

The following sentences are taken from the text. They are in the active voice.
Change these sentences into passive. The first one is done for you as an example.

1. Aeronautical Engineers design and manufacture aircrafts, spacecrafts and rockets.

Aircrafts, Spacecrafts and rockets are designed and manufactured by Aeronautical
Engineers.

2. Biomedical Engineers combine the design and problem solving skills with medical
and biological sciences.
………………………………………………………………………………………………………………………………
…………………………………………………………………………………………...…………………………………

3. Biomedical Engineers develop innovative devices.

………………………………………………………………………………………………………………………………

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4. Chemical Engineers plan and test methods of manufacturing products.

……………………………………………………………………………………………………………………………

5. Civil Engineers construct buildings and bridges.

……………………………………………………………………………………………………………………………

6. Green Design Engineers connect the principles of economic, social and ecological
sustainability for designing the physical objects.
………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………

7. System Engineers combine emerging technologies to create new ideas and

materials.
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

8. System Engineers use a host of tools.

……………………………………………………………………………………………………………………………

9. Photonics Engineers invented the laser and the optical fibres during 1960s and 70s.
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

10. Nuclear Engineers operate nuclear power plants. They also develop nuclear power
sources for spacecrafts.
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

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ACTIVITY 08

Given below is an incomplete text on ‘Photonics Engineers’.

The missing sentences and phrases in the text are given in the box. Reconstruct
the text using the phrase you find in the box.

include chemical synthesis, medical diagnostics on-chip data communication, /

concerned with understanding how light / a key component of photonics /
in the 1960s / transmitted, amplified, detected, modulated and switched /
of purposes / application of photonics.

Photonics Engineers
Photonics Engineers are (1)………………………………..............………............................
can be emitted (2) …………………………………........……………………………………
for a variety (3) ………………………………………………...............………. Lasers are
(4) ………………………………………………………………………………... Since the
development of the laser (5)………………………………………………… the potential
(6)……………………………………………………........….. are virtually unlimited and
(7) ........…………………………………..…………………………………………………..,
laser defence, and fusion energy.

WRITING

ACTIVITY 09

1. Write two short paragraphs on two types of engineers, using the facts you
found in Activity 01. (Don’t refer to the text)

…………………………………..

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………….

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 …………………………………..

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………….........................………………

2. Write one short paragraph on one of the types of engineers using the facts
provided in the diagram in Activity 02.

…………………………………..

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

SPEAKING

ACTIVITY 10

Imagine you have just completed your engineering degree specializing in one of
the fields mentioned above. Give a presentation on how you would plan and
design a building, maintaining ecological sustainability.

Use a flow chart to give your presentation.

87
 LESSON 03 - Signpost Language

A good presentation has a number of features that can be classified as

content-related – preparation, or delivery related - presentation. The
presentation should be relevant and interesting have a clear purpose and
message, be well organized with a clear structure and be easy to understand
with clear visuals to support it.

SPEAKING

ACTIVITY 01
Critical Thinking

1. Look at the following guidelines 1 – 12 for giving a good presentation. Decide

which of them relate to preparation (P) and which of them relate to delivery
(D) and mark them as P or D.

1. Know your audience – who they are and why they are there?
2. Know your subject and what you are aiming to achieve.
3. Make sure your presentation has a clear structure: introduction, main points
and conclusion.
4. Make sure there is a logical connection between the points and that you
include examples and / or evidence to support them.
5. Emphasize key information by repeating it.
6. Speak from notes, don’t read your notes.
7. Try to speak naturally and clearly, and try to vary your pace and your voice.
8. Use signpost language to help your audience follow what you are saying.
9. Time yourself giving the presentation so you know how long it takes.
10. At the end, summarize your message and state your conclusion.
11. Maintain eye contact with your audience – talk to them, not to the slide.
12. Practice giving the presentation – use your slides to guide you.

2. Decide which guidelines are the most important in each category.

a. Preparation - …………………………………………………………………………………………
b. Delivery - …………………………………………………………………………………………

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 Academic Language
Signpost Language (1)
Referring to slides - Using signpost language helps you to organize your
presentation to focus on particular points, and to sequence information. You can
also use certain expressions to signal that you are moving from one slide to
another, or from one point to another within a slide.

Referring to a slide: - As we can see from this slide . . .

Indicating that you want to move on: - Is it all right to move on?
Moving between slides: – Moving on to the second slide . . .
- I’d now like to move on to the next slide
Referring to specific points on a slide: - Turning to the next point . . .
- Let’s take a look at our second key category. . .

ACTIVITY 02

Look at the diagram on - ‘A model of Consumer Behaviour’. Choose one section of

the model and prepare a presentation using signpost language.

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ACTIVITY 03
Preparing and Giving a Short Presentation

1. Select a topic from your own area of study to give a short presentation.
(05 min)

Prepare your presentation

- Be clear about your objectives.

- Make sure your presentation has a clear structure.
- Prepare slides that are clear and simple – not too much information.
- Practice giving the presentation and time yourself.
- Make a paper copy of your slides. (to which you can add notes if necessary)

Deliver your presentation

- Speak naturally and clearly.

- Use signpost language.
- Look at your audience, not your notes.

2. Work in groups and take turns to give your presentations.

3. Listen to another group and give constructive feedback.

LISTENING

Academic Language
Signpost Language (2)- Sequencing – introducing & transition between points
Lecturers often show that they are introducing a new topic, or moving from one
topic to another by using certain signpost expressions

Introducing a new point: - What I’d like to focus on first of all is . . .

- So, let’s start by taking a brief look at . . .
Indicating a transition: - All right moving on to . . .
- So now that we’ve . . . I’d like to look at . . .
- So that was . . . If we can turn now to . . .
Moving between slides: - Moving on to the second slide . . .
- I’d now like to move on to the next slide

Sign post language is also used to indicate sequence or order:

- What I’d like to focus on First of all is . . ., We’ll then turn to . . .,
And lastly we’ll . . .
- First of all we have . . , and below that . . ., then . . ., After that comes . . .,
followed by . . ., Next is . . ., then . . ., Finally this brings us to . . .

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ACTIVITY 04
Listen & Complete the Diagram

1. Listen to the Introduction of ‘Forms of Energy’ and complete the diagram.

2. Listen to the lecture again and complete the following tables.

Task A - Name three things which are done due to energy.

1. …………………………………………………………………………………………

2. ……………………………………………………………………................................

3. …………………………………………………………………………………………

Task B - Write down a reason for understanding the implications of all the energy
sources.

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

Task C – Write down two problems which occur due to use of fossil fuels.

1. ……………………………………………………………………………………

2. ……………………………………………………………………………………

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 Task D – Write down two assets and one drawback.

Assets - 1. …………………………......………..

2. ……………………………………….

Drawback - 1. ………………………………………………………………………….

………………………………………………………………………….

Task E – In Nuclear Energy name which energy is harmful? Give your reasons.

Harmful Energy - ……………………………………………………………………….

Reason
…...……………………………………………………………………………………….
……………………………………………………………………………………………
……………………………………………………………………………………………

……………………………………………………………………………………………

3. Get the groups to exchange their papers and correct the answers while listening to
the third reading.

READING

Academic texts contain certain essential elements which are common to most
subjects or disciplines, including classification. Recognizing how information
is organized within a text has a number of important benefits which will help
you in your studies. For example, it can provide a framework to help you to
make effective notes while you read, and to organize your notes logically. A
key part of this is recognizing words and phrases related to classification and
understanding how they connect information in a text.

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ACTIVITY 05

1. You are going to read a text about why you should study Civil Engineering.
Read the first paragraph. Decide what the purpose of this paragraph is.

Why Study Civil Engineering?

The contribution of Civil Engineering related activities to the Gross Domestic Product of
Sri Lanka is about Rs 400 Billion each year. Civil engineers plan, construct, operate and
maintain facilities and systems that serve the basic needs of society. These include
buildings, bridges, tunnels, roadways, railways, airports, harbours, dams, pipelines, and
water and waste-water systems. Engineering, in general is a problem-solving
profession, and civil engineers focus their problem-solving capabilities on making our
surroundings better places to live. Civil engineers are frequently involved in city
planning and in managing the use of natural resources. They face the challenges of
meeting society’s needs while protecting the environment thus ensuring sustainable
development. Hence, Civil Engineering is a people-serving profession too.

Beyond the first degrees, there are numerous opportunities for students to move on to
higher degrees covering a wide range of subjects. Such degrees may be obtained by
course work, by research or by a combination of the two. These degrees often provide
the springboard for students to move into interesting positions in the industry or to
take up lecturing in academia. While we offer a range of postgraduate degrees
ourselves, leading to M.Sc. and Ph. D. very often we encourage our graduates to obtain
them from other world class universities and Imperial Colleges (U.K.), Tokyo (Japan),
Monash (Australia) and Calgary and British Columbia (Canada) or many other similar
universities.

Obtaining the civil engineering degree at University of Moratuwa ensures that

progression towards becoming a Corporate Member of the Institution of Engineers Sri
Lanka (IESL) and a Chartered Engineer designated by the IESL. In addition, our degree
is recognized by the Joint Board of Moderators in the U.K., enabling graduates to obtain
membership of the institution of Civil Engineers and the Institution of Structural
Engineers of United Kingdom.

(Source Department of Civil Engineering – Hand book UoM)

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2. Read the first paragraph again and decide the focus of ‘Civil Engineers’ and the
challenges they meet.
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
3. Read the second paragraph and discuss the opportunities available beyond the
first degree for study purposes and for work.

Study opportunities - ……………………………………………………………………………………………..

………………………………………………………………………………………………………………………………

Work opportunities - ……………………………………………………………………………………………..

………………………………………………………………………………………………………………………………

4. Read paragraph 2 and 3 and complete the given diagram with the following
phrases.
higher degrees / M.Sc, / Ph.D / course work / lecturer / corporate member

5. Work in groups and discuss the following questions

a. How much of the information in the text was new to you?

…………………………………………………………………………………………………………………………

b. Has the text made you more aware of why you should study ‘Civil Engineering’?

…………………………………………………………………………………………………………………………

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WRITING

Learning to write an effective scholarly thesis statement is essential for

writing at all levels of education. Outside the classroom, thesis statements
can also be useful in the workplace because they teach you how to focus
your content and organize your thoughts. For a distinct advantage in
writing, learn how to craft a good one.

A Thesis statement is a short statement, usually one sentence, which

summarizes the main point or claim of an essay, research paper, etc., and
is developed, supported, and explained in the text by means of examples
and evidence.

Thesis Statement Purpose - One way to describe a thesis statement is that it acts like a
topic sentence for an entire essay. Just as the topic sentence tells readers what will be
discussed in a particular paragraph, the thesis statement alerts readers as to what to
expect from the rest of the essay. However, the thesis statement is not only helpful for
readers. Writers are assisted by the thesis statement because writing one forces them to
give their ideas more focus. For example, if you are writing an essay about ‘Motivation’,
you cannot write the thesis statement without determining which side of the issue
you're going to take or whether you're going to provide a balanced look at the
argument. The thesis statement typically provides the basic skeleton for the
organization of the essay as well.

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ACTIVITY 06
Thesis Statement

1. Read the following two introductions and identify the ‘thesis statement’ in
each
a. Transport services are vital for everyone to access education, employment,
health services recreation and social interaction. The increasing demand for
transport and the costs of supplying services increase the cost of transport,
creating an economic pressure for many. Costs of transport for essential work
such as education, employment and health care cannot be eliminated and
therefore they impose a significant burden on some households, particularly
those with lower income.
(Source: TL 2240 Environmental & Social Impacts of Transport & Logistics UoM)

…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………

b. Design development involves testing a design idea through a series of practical

and skilled processes; it is the critical path from concept to realization of a first
sample. Fashion designers work at the interface between creative practices and
first sample manufactures for either mass production or custom made design.
Design development requires a number of working relationships between
designers and an extended team that may include pattern makers, sample
machinists, tailors, garment technologists, buyers and merchandisers as well as
wholesalers and retailers. It is a team effort with the designer at its core.
Effective design development considers all aspects of the design process leading
towards the intended manufacturing outcome of a garment or range of garments.
(Source: B.Des. - Fashion Design & Product Development UoM)

…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………

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ACTIVITY 07
Writing an introduction
(Group Work)

1. Study the following notes and write an Introduction. Underline the Thesis
statement.

Title: Employee Training & Performance Management

Introduction – training process / importance of training / identifying training
needs/ training methods / evaluating performance

Write approximately 200 words.

Give an indication on how the essay is organized.
Provide relevant background information.
Include a thesis statement.

2. When you finish writing, check the following -

Does the introduction include sufficient details?

Are the sentences relevant to the title?
Does the thesis statement add something new?

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