Unit-2: Symbols

symbol
s
A c a d e m i c F o c u s : D e fi n i n g a n d
explaining

Oxford EAP Pre-Intermediate

Page 01 of 49
Unit-2: Symbols

Learning objectives
Listening and Speaking Reading
• Listening for the main and supporting ideas in a lecture. • Identifying definitions and explanations in a text
• Understanding spoken definitions. • Identifying the language of simple definitions and
• Defining and explaining a simple concept in a seminar explanations
discussion. • Understanding meaning from context
Vocabulary
Writing • Academic verbs
• Writing simple definitions • Collocations (1): Verbs and nouns
• Writing definitions with relative clauses Academic Language Check
• Writing definitions with prepositional phrases • Definitions and explanations
• Writing extended definitions • Definitions using defining words and phrases

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 Unit-2: Symbols

1. Read the definition of concept. Answer

Discus
questions
concept 1-4.an idea or a principle that is connected with
(n) /'konsept/

sion
something abstract, e.g. He can't understand the basic concepts of 2. Work in pairs. Find these words in a dictionary.
mathematics.
Student A: symbol
1. What type of word is concept? Student B: code
A noun. 3. Tell your partner your definition. Think of
2. How do you pronounce it? three more examples for each word.
/'konsept/
4. Work in pairs. Discuss what you do if
3. What is the definition of concept? you don't know the meaning of a word.
An idea or a principle that is connected with Give examples.
something abstract
If I don't know the meaning of a new word, I ...
4. What example is given?
Usually, I ... if I don't know the meaning of a new word.
He can't understand the basic concepts of
mathematics.

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Unit-2: Symbols

2-A: Listening &

This module covers:

Speaking
1. Listening for the main and supporting ideas in a lecture.
2. Understanding spoken definitions.
3. Defining and explaining a simple concept in a seminar discussion.

TASK 1: PREPARING FOR A

LECTURE
1. Read the extract from an email sent by the lecturer.
Complete the task in pairs. Next Tuesday's lecture is A Brief History of Cryptography.
Before you attend the lecture, read the opening lines of
a. Decode what the letter says.
Dear David, I hope you are well. this letter written in code to a man called David:
Efbs Ebwje, J ipqf zpv bsf xfmm.
b. How does the code work? a. Decode what the letter says.
Each letter is substituted with the following letter in the alphabet.
b. How does the code work?

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Unit-2: Symbols

2-A: Listening &

TASK 1: PREPARING FOR A
Speaking
LECTURE
2. Work in pairs. Read the words from the lecture and their definitions.
Take turns to:
complex (adj) with
many different parts,
not a simple structure
a. Define two or more components of a computer
b. Explain why a computer is a complex piece of component (n) one
equipment. part or element of a
3. Work in pairs. Discuss which ideas 1-3 you would expect to be structure or system
covered in the lecture.
1. A definition of cryptography
2. Toe people who contributed to its development
3. Famous spy films where codes are used

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Unit-2: Symbols

2-A: Listening &

TASK 2: Understanding the main
Speaking
ideas in a lecture
1. Watch Extract 1 and check your predictions in Task 1.3.

2. Work in pairs. Predict other ideas which might be covered in the lecture.

As you give feedback, note that option 1 provides a key term and 2, a topic area
which helps to define it. While it would provide an interesting socio-cultural
connection, option 3 is less likely to be covered in an academic lecture focusing on
the history of cryptography.

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Unit-2: Symbols

2-A: Listening &

TASK 2: Understanding the main
Speaking
ideas in a lecture
3. Watch Extract 2 and complete notes 1-4.

1. Most basic type of code works by

replacing each original letter in a text with a different character
_________________________________________________________________.
2. Early example, Caesar cipher. _________________________________________________________________.
replaced each
3. Ciphertext lettermore
became with complex
the letterwhen
three places further down the alphabet, e.g A→D
_________________________________________________________________.
cryptographer
4. Crib started to use many different keys in a message.
used to _________________________________________________________________.

guess the meaning of the rest od the ciphertext.

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Unit-2: Symbols

2-A: Listening &

TASK 3: understanding definitions of
Speaking
technical terms
1. Watch Extract 2 again. Match words or phrases 1-5 with definitions a-e.

1. Cipher a. An answer key

2. Substitution cipher b. A code
3. Key c. A code replacing each original letter with a different character
4. Crib d. The coded message
5. Ciphertext e. The component that tells you how to create the code

2. Note down the language which helped you match the definitions in 1.

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Unit-2: Symbols

2-A: Listening & AI-Kindi

TASK 3: understanding definitions of • 9th century

Speaking
• _____________________
technical terms
3. Watch Extract 3. Complete the notes on slides 2-4. _____________________
_____________________
_____________________
Frequency analysis The ‘personality’ of Q _____________________
_____________________
• letters appear with different • Rate letter _____________________
frequency • ______________________________ _____________________
• e.g. letter E =____________ __________ ____________________ _____________________
______________________________ • ______________________________ _____________________
______________________________ ______________________________ _____________________
______________________________ ______________________________ _____________________
______________________________ __________ _____________________
_____________________
_____________________

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 Unit-2: Symbols

2-A: Listening &

TASK 3: understanding definitions of
Speaking
technical terms
4. Compare your notes. Help each other to complete the information.

ACADEMIC language  Language reference page 151

Defining (1) Give spoken definitions

When we explain how a particular device, system, or concept works, we often need to give definitions of
key terms.
Give Definitions
A cipher is another word for a code.
A substitution cipher is when you create a code by replacing text.
The key is the component which tells you …
A crib is a type of answer key.
Ciphertext means the coded message.

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Unit-2: Symbols

2-A: Listening &

TASK 4: practicing spoken
Speaking
definitions
1. Match sentence halves 1-5 with a-e to make definitions.

1. A cryptographer is another word a. Allows you to enter a protected area.

2. Breaking a code is when b. For someone who makes and breaks code.
3. A password is a word which c. Code used by sailors.
4. Morse is a type of d. You find a solution to it.
5. Substitute means e. To replace one thing with another.

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Unit-2: Symbols

2-A: Listening &

TASK 4: practicing spoken
Speaking
definitions
2. Complete definitions 1-5 in your own words.

you write down the key points and supporting ideas a person says or
1. Taking notes is when____________________________________________________.
writes
for a university
2. A lecturer is another word___________.

of class for discussing ideas

3. A seminar is a type____________________.

involves the study of past

4. History is a subject which_______________________.
events
being responsible for your own learning
5. Self-study means____________________________.

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Unit-2: Symbols

2-A: Listening &

TASK 5: UNDERSTANDING spoken
Speaking
definitions and explanations
2. Listen to an extract from a student conversation. Complete sentences 1-6 using the
speaker’s exact words.
is another word
1. A cipher ______________ for
a code.

is when you
2. A substitution cipher _________ replace the original letters with other characters.

3. explain
Can you ______ what a key __?is
is the component _____
4. The key __ whichtells you the operation to perform to create the code.

means
5. Ciphertext _____ the coded message.

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Unit-2: Symbols

2-A: Listening &

TASK 6: explaining new terms and
Speaking
1. Work in pairs. Explain the concepts below. Student A: read the notes on page 162.
concepts
Student B: read the notes on page 164
A. Speed reading
B. Memorization
2. Work with someone who heard the same explanation as you. Evaluate your
understanding of the concept.
The explanation was:
1. Very clear
2. Quite clear
3. Not very clear
4. Difficult to understand

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Unit-2: Symbols

2-A: Listening &

TASK 7: Defining and explaining in an
Speaking
informal discussion
1. Work in groups of three and hold a short discussion. Use guidelines 1-6.
1. Think of an object or concept in your area of study.

2. Make notes on how you can explain it.

3. Think about the terms which will be new to your audience.

4. Use the expressions in Academic Language to make definitions of these terms.

5. Present the object or concept to the group for no more than two minutes.

6. Make notes as you listen to their presentations. At the end, ask questions.

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Unit-2: Symbols

INDEPENDENT STUDY

2-A: Listening & In seminars and

discussions, you will often
need to give explanations
TASK 7: Defining and explaining in an of new or technical terms.

Speaking
 Practise doing this by
informal discussion
2. Evaluate your partners' presentations. Did they: giving an explanation of
a specific term related
1. Give a clear explanation of the subject? to your subject to your
partner. Then ask them
2. Explain the key technical term? to explain the term
back to you.
3. Answer your question?

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Unit-2: Symbols

2-b
This module covers:

Reading
• Identifying definitions and explanations in a text.

• Identifying the language of a simple definitions and

explanations.

• Understanding meaning from context.

Oxford EAP Pre-Intermediate

Unit-2: Symbols

2-b
TASK 1: Previewing the topic of a text

reading
1. Work in groups. Discuss questions 1-3.
1. Does your country or culture use Arabic numbers (1, 2, 3, 4, etc.) or does it have a different system of symbols? If it has
more than one system, when is each used?
2. What are Roman numerals? When and where are Roman numerals usually used? Which numbers are represented by the
Roman numerals in photographs 1-3?
3. Most ancient number systems began with simple bars such as I, II, and, III. What do you think this is?
Answers
1. Student's own answers.
2. Note that Roman numerals are often used to suggest importance (in recurring grand events like the Olympic Games)
or timelessness. Photograph 1: 23. (The image is taken from the Los Angeles Memorial Coliseum, home of the 19B4
Olympic Games.) Photograph 2: five minutes to three. (The image is of a traditional clock face.) Photograph 3: 45.
(The image is taken from the 2011 American Football Super Bowl, where Pittsburgh Steelers played the Green Bay
Packers.).
3. Student’s own answer.
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Unit-2: Symbols

2-b
TASK 2: Reading for detail
reading
1. Read Text 1. complete the notes.
Numbers 1-3
Most civilizations used ________________________.
System used in their historical civilization ______ , ___________, and __________
system now used in ____________.

Modern Arabic
Numerals 1, 2, and 3 come from ___________.
But join when _________.
Number of bars humans see as separate without counting ____.
Effect on early written notation _____________________________________________.

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Unit-2: Symbols
Text 1 GLOSSARY
1. A numeral is a sign or symbol that represents a number. People have for many years been at a glance (idm) with one
interested in the origin of such symbols. Take Roman numerals for instance. The first three look
numerals (I, II and Ill) use bar notation. This means that they follow the simple rule of denote (v) to mean or be
containing as many bars as there are units. The numeral for four, IV, however, breaks the a
rule. Romah numerals are not alone in using this system. Ifrah (1998), in his book on the sign of something
history of numerical notations, shows that in all civilizations, the first three numbers were derive (from) (v) to
initially denoted by repeatedly writing down the symbol for 'one', usually a bar, as many come from
times as necessary. In most civilizations, this was followed by a different symbol for four and sth; have sth as its origin
beyond. Other examples of this are the Cuneiform numerals T, TT, TTT and H, used in
notation (n) a system of
ancient Mesopotamia, and ancient Indian numerals ( -, =, D and+). Today, the Chinese
signs
denote the numbers 1, 2 and 3 using one, two and three horizontal bars, yet they employ a
or symbols used to
different symbol for number 4. Even modern Arabic numerals (1, 2, 3 etc.) derive from the
represent
same principle. The numeral for one is a single bar and the numerals for 2 and 3 derive from
something
two and three horizontal bars that became joined together when they were hand written.
2. One theory that explains the evolution of numerals is subitization. Subitization is defined as
the ability to determine the number of something without actually counting. Research has
shown that subitizing becomes much more difficult after the number 3. In other words,
humans can easily distinguish between the numerals I, II and Ill but beyond this, bar
notation becomes difficult and we are unable at a glance to accurately distinguish between,
say, 111111 and 1111111. This difficulty may explain the effect on early notation, as 'new'
numerals were created to make it easier for us to tell the difference between the numbers
denoted.

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Unit-2: Symbols

2-b
TASK 2: Reading for detail
reading
1. Read Text 1. complete the notes.
Numbers 1-3
Most civilizations used symbol for 'one' written
________________________.
repeatedly
Roman, ___________,
System used in their historical civilization ______ Mesopotamian
and __________
Ancientnow
system Indian
used in ____________. modern Chinese

Modern Arabic
Numerals 1, 2, and 3 come fromhorizontal bars
___________.
But join when handwritten
_________.
three
Number of bars humans see as separate without counting ____.
Effect on early written notationnew numerals made it easier to tell difference between
_____________________________________________.
numbers

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Unit-2: Symbols

2-b
TASK 3: IDENTIFYING DEFINITIONS

reading
1. Note down the definitions for terms 1 and 2 in Text
AND EXPLANATIONS
1.
1. Numeral
ACADEMIC language
A sign or symbol that represents a number.  Language reference page 1
2. Modern Arabic
The ability to determine the number of something Defining (3) Identifying definitions and explanations in a
without counting. text
Authors of academic texts often use certain typical phrases for giving
definitions and explanations.
2. Note down the explanations given in Text 1 of : Definitions
a. What bar notation is? A numeral is a sign or symbol that ...
Subitization is defined as the ability to …
Using the same number of bars as units when counting. Explanations
This means that they follow the simple rule of containing …
b. What bar notation is? In other words, humans can distinguish between …
People are unable to distinguish between the numbers
when there are more than four bars together.

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Unit-2: Symbols

2-b
TASK 3: IDENTIFYING DEFINITIONS

reading
3. Identify the language in Text 1 that introduces definitions and explanations.
AND EXPLANATIONS
Definitions: ... is a XXX that represents; ... is defined as XXX
Explanations: This means that ... ; In other words ...

TASK 4: Writing DEFINITIONS AND

1. Complete sentences 1-5 with appropriate definitions or explanations. Use the phrases in the list.
EXPLANATIONS
definetertiary education __ as
1. Educators _____ post-secondary education at either a university or college.

2. University graduates are generally more employable. In other words

__________ they are more likely to get a job than non-graduates.

is definedthe
3. Colour blindness _________ as inability to see colour or certain colour differences.

4. One in a hundred people is ambidextrous. This means that

___________ they can use both left and right arms and/or legs equally well.

5. ‘Logograph’ is another term

_____________ for
‘ideogram’ – a picture or symbol which represents a word.

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Unit-2: Symbols

2-b
TASK 4: Writing DEFINITIONS AND

reading
EXPLANATIONS
2. Link pairs of sentences 1-4 using appropriate definitions and explanations.
Example: Some poems are acrostic. The first word of each line gives a message.
Some poems are acrostic. This means that the first word of each line gives a message.

1. A few people are tri-lingual. They can speak three languages.

2. Some trees are deciduous. They lose their leaves in autumn.
3. Many people suffer from dyscalculia. They have difficulty with numbers and mathematics.
4. The numbers 2, 3, 5, 7, and 11 are prime numbers. They can only be divided by 1 and themselves.

Sample answers
1. A few people are tri-lingual. In other words, they can speak three languages.
2. Deciduous trees are defined as trees which lose their leaves in autumn.
3. Many people suffer from dyscalculia. This means that they have difficulty with numbers and mathematics.
4. Prime numbers are defined as numbers that can only be divided by 1 and themselves.

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Unit-2: Symbols

2-b
TASK 5: Understanding meaning from

reading
text
1. Read Text 2. Match the researcher to the research process.
1. James McKeen Cattell a. Tested time taken to count separate dot
2. Bertrand bourdon b. Tested ability to count separate dots

1. Read Text 2 again. Note down definitions for terms 1-5. Use phrases a-e and Academic Language
to help you.
Example: Subitization is the ability to determine the number of something without counting.
1. Subitization ability to determine the numbers of something without counting
2. Dot is another term for a small round mark.
3. Enumeration means identifying the number of something.
4. Chronoscope is defined as a device for measuring small amounts of time.
5. Replication is another term for copying something exactly.

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 Te x t 2
As noted, subitization is defined as the ability to determine the number of
something without actually counting. Subitizing was first investigated more
than a century ago, by psychologists who were interested in the way that
people perceive and speak about numbers. In 1886, American psychologist
James McKeen Cattell briefly showed cards to people and asked them to
identify how many dots were on them. Test subjects could enumerate these
dots accurately when there were small numbers. However, the greater the
number, the more difficulty they experienced. Cattell demonstrated that
correctly enumerating something becomes much more difficult after the
number three. Subsequent studies investigated the precise time required to
enumerate items. In 1908, Bertrand Bourdon, at the Sorbonne in Paris, using
a chronoscope, showed that the time required to enumerate a number of
dots increases gradually from one to three. However, after three, the time
needed increases sharply. At the very same point, the number of errors also
increases. It takes on average less than half a second to correctly enumerate
up to three items but it takes almost a second for four items and over a
second to enumerate five items. This result has been replicated hundreds of
times and remains valid to this day.
J a m e s M c Ke e n
Cattell
Unit-2: Symbols

2-B: rEADING
TASK 5: UNDERSTANDING meaning from
text
3. Use your definitions and the information in Text 2 to complete notes 1-5.
more than a century ago
1. Subitizing was first researched ___________________.

2. The first methods used were enumerating dots on cards

____________________.

3. Average length of time to determine:

less than half a second on average

The number of three items _________________________.

one second
The number of four items _________.

over a second
The number of five items ___________.

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Unit-2: Symbols

2-b: Reading
TASK 6: critical thinking-evaluating ideas
in Work
3. a text
in pairs. Discuss what you have learnt from Texts 1 and 2.
Include the following points: INDEPENDENT STUDY
Dictionaries are good
1. Ways of denoting number sources for definitions of
new words and terms.
 Find words in a text that
2. Historic forms of numbering
you can guess the
meaning of and write a
3. Modern Arabic numerals definition for them. Then
look the word up in the
4. Academic who worked in the field of psychology and the number dictionary and compare
your definitions.

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Unit-2: Symbols

2-c: writing (1)

This module covers:

1. Writing simple definitions

2. Writing definitions with relative clauses

TASK 1: Completing simple definitions

1. Work in groups. Follow instructions 1-3. Example: 'My subject is economics so I often use
symbols for different currencies. This symbol US $
1. Think of two symbols that you see or use in your studies. means United States dollars and ... ' 'That's
interesting. What is the symbol for Chinese yuan?'
2. Explain their meaning and use to the others in your group.

3. Ask follow-up questions after each explanation you hear.

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Unit-2: Symbols

2-c: writing (1)

TASK 1: Completing simple definitions
2. Look at symbols 1-6 and complete simple definitions (a) and (b).
1. Symbol 1 means at
__.
email addresses
2. You can find symbol 1 in ____________.
1. Symbol 2 means No entry
______.
road signs
2. You can find symbol 2 on ________.
female and male
1. Symbol 3 means ____________.
2. They’re often used in scientific context
____________.
‘No telephones’
1. Symbol 4 means ___________.
doors of banks or cinemas
2. You can find symbol 4 on ___________________.
1. Symbol 5 means ‘restaurant’
________.
public places like stations
2. You can find symbol 5 on __________________.
thumbs up
1. Symbol 6 means ________.
social media websites
2. You can find symbol 6 on ________________.

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Unit-2: Symbols

2-c: writing (1)

TASK 2: Understanding simple definitions
1. Complete sentences 1-3 using the information in Paragraph 1.

&
symbol
1. An ideogram is a ______ represents
which ________ an idea or concept.
2. whichmeans _____
is an ideogram _____ horse
in Chinese.
3. & __ which
is a symbol _____ is used in some letter-based language to mean and.

Paragraph 1
Many languages use letters to represent certain sounds and these
letters are put together to form words. However, other languages, such
as Mandarin Chinese, use ideograms to represent words. An ideogram
is a symbol which represents an idea or concept. An example of this is
the symbol for horse in Figure 1. Ideograms also occur in letter-based
languages, for example the symbol for and shown in Figure 2.

Figure 1. Figure 2.

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Unit-2: Symbols

2-c
writing

ACADEMIC language Language reference page 151

Defining (4) Relative clauses

In academic writing, relative clauses are often used in definitions. For things and ideas use which
or that. For people use who or that. For places use where.

Term being defined Verb General word Relative clauses

An ideogram is a symbol which represents an idea or concept
Emoticons are symbols that people use to show their emotions
A chronoscope is an old device which measures small period of time
A cryptographer is someone who creates code and ciphers
A laboratory is a place where people do scientific experiments

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Unit-2: Symbols

2-c
TASK 3: writing simple definitions
1. Write definitions for items 1-7 using a relative clause.
using relative clauses
writing
1. A degree a qualification you get from a university. _________________________________________________________________
A carnivore
2. A degree is an
a qualification
animal eats which/ that _________________________________________________________________
only meat. you get from a university.
3. A hierarchy a system organizes people / things into levels of importance.
A carnivore is an animal which / that eats only meat.
_________________________________________________________________
4. A vegan a person doesn't eat animal products. _________________________________________________________________
A logo
5. A hierarchy is a system
a symbol which/
a company that
uses as organizes
its specialpeople or things into levels of importance.
sign. _________________________________________________________________
6. A thermometer a device measures temperature. _________________________________________________________________
A settlement
7. A vegan is a person
a placewho / that
people doesn't
live. eat animal products.
__________________________________________________________________

A logo is a symbol which / that a company uses as its special sign.

A thermometer is a device which / that measures temperature.

A settlement is a place where people live.

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Unit-2: Symbols

2-c
TASK 3: writing simple definitions
2. Think of an example for items 1-4. Write a definition for each using a relative clause.
using relative clauses
writing
Example: A professor is someone who researches and teaches at a university.

1. A person ( e.g. a mathematician, an academic)

_________________________________________________________________________________________________________________
___________________________________________
2. A place (e.g. a university, a reception area)
_________________________________________________________________________________________________________________
___________________________________________
3. A device (e.g. a microscope, a sat-nav)
_________________________________________________________________________________________________________________
___________________________________________
4. A process (e.g. photosynthesis, cultivation)
_________________________________________________________________________________________________________________
___________________________________________

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Unit-2: Symbols

2-c: writing (2)

This module covers: Paragraph 2
1. Writing definitions with prepositional phrases

Extended Definitions
A pictogram is also a symbol which represents an idea or concept.
2. Writing extended definitions However, it is different from an ideogram. Whereas an ideogram is a
symbol which is used in place of a word, a pictogram is a pictorial
1. Read paragraph 2 and note down: representation of an idea. For example, Figure 1 shows a pictogram of
an escalator and Figure 2 is a pictogram showing a warning sign for
motorists.
1. How a pictogram is different from an ideogram?
A pictogram represents an idea or concept visually.
An ideogram replaces a word.

2. Which of symbols 1-6 on page 030 are pictograms?

Symbols 4-6 are pictograms.

2. Read Paragraph 2 again. Identify examples

of relative clauses.
Figure 1. Figure 2.

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Unit-2: Symbols

2-c: writing
TASK 2: Writing simple definitions using
prepositional
1. phrases
Note an example for items 1-5. Write definitions using a prepositional phrase.
Example: astronomy is the scientific study of the universe.
1. An area of study ( e.g. Astronomy, ecology, psychology)

2. An area / room in a building ( e.g. A lecture hall, a cellar)

3. A device ( e.g. A telescope, a memory stick)

4. A mode of transport (e.g. A bus, a plane)

5. A tool or implement ( e.g. A drill, scissors)

1. Write a definition of something used in your own area of study. Use a prepositional phrase.

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Unit-2: Symbols

2-c: writing
TASK 3: Identifying extended definitions
1. Identify the prepositional phrases (P) and the relative clauses (R) in definitions 1-4.
Example: A parallel processing system is a system of interconnected computers that work on the same
application at the same time.

P R
1. Sign language is a system of communication that is used by deaf people.
P R
2. A postcode is a group of letters and numbers which indicates an address.
P R
3. A lynx is a species of wild cat with black spots and long pointed ears.
P R
4. A bibliography is a list of sources which you put at the end of an essay.

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Unit-2: Symbols

2-c: writing
TASK 4: writing extended definitions
1. Write complete sentences to define items 1-5.
Example: C.C.T.V. / system of security cameras / linked to one monitoring system
C.C.T.V is a system of security cameras which are linked to one monitoring system.

1. greenhouses / buildings / glass roof and walls / people grow plants

2. shorthand / method / quick writing/ uses symbols and abbreviations

3. Uranium / a chemical element / can produce large amounts of energy

4. a stenographer / an employee / a court of law/ writes what is said in court

5. a Dalmatian / a breed of dog / black spotted coat / often kept as a pet

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Unit-2: Symbols

2-c: writing
TASK 5: Writing sentences with a
definition and/or
1. Look at the diagram of aexplanation
British car number plate. Complete the paragraph using the phrases in
the list.
that the car is from which distinguishes it from other cars which give the car its unique
identity for the area of manufacture of
origin
of origin
A car number plate is a sign ‘which distinguishes it from other cars’ . It is attached to the front and back of a car.
for the
The letters on area
the farthat
left (the car
e.g. is from
GB) show the country ______• The first two letters of theofnumber
manufacture
( e.g. FE) are a
which
code _________ , ______________. The two numbers give
( e.g. 07)the car its the
indicate unique
yearidentity
___________. The three letters at the
2.
end In each
(e.g. GVX) sentence of the__________________________.
are random letters paragraph, identify (a) the term being defined or explained, (b) the
general word, and ( c) the relative clause and/ or prepositional phrase.

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Unit-2: Symbols

2-c: writing
TASK 5: Writing sentences with a
definition
3. and/or
Select from items explanation
1-4 and write a similar paragraph including a definition and explanation. Use at
least one relative clause and/ or a prepositional phrase.
1. a car number plate ( or a property postcode or similar) in your country
2. a device or piece of equipment ( e.g. a mobile phone, a calculator)
3. the information on the cover of a book (e.g. Oxford EAP Bl)
4. an academic discipline (e.g. psychology)

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Unit-2: Symbols

2-d: vocabulary
TASK 1: academic verbs
1. Select an appropriate academic verb to complete the text.
Increased shown determine distinguish between occur derive
from
Languages are not static; they change. For example, it is easy to distinguish between
______________ the English spoken in the 14th
century and the 15th century. Languages also expand over time - English has _______increased
by 33% since the 1600s as
new words, which often _________ derive from
other languages, have been added.
However, a recent study has shown
_____ that in the last century the rate of change has slowed down. Researchers
have been able to determine
________ this by analyzing large amounts of text. Apart from a few specific words relating to
new technology, such as ‘live stream’, the study found that many expressions whichoccur
____ in everyday speech,
such as ‘at the end of the day’, remain in common use for longer.

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Unit-2: Symbols

2-d: vocabulary
TASK 1: academic verbs
2. Complete questions 1-5 using your own ideas.
1. How do you distinguish between _______________________?

2. How can we determine the age of ___________________________?

3. When does / do ______________________ occur in your country?

4. Why has __________________________ increased so much in the last 50 years?

5. Does research show that ______________________________________?

3. Work in pairs. Ask each other your questions.

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Unit-2: Symbols

2-d: vocabulary
TASK 2: Collocations (1): Verbs and nouns
1. Collocations are words which commonly go together. Select the correct word to complete
sentences 1-8.
Example: No one was able to open/break/undo the code until an Arab mathematician, Al-Kindi, found a way.
1. If you follow/hold this rule, you won't make a mistake.
2. Consider all options before you do/give/make a decision.
3. He told/gave a talk on the history of cryptography.
4. They set/set-up a target of raising $100,000.
5. The research was made/carried out by a team at Harvard University.
6. The two countries did/reached an agreement on the ownership of the land.
7. It took scientists many years to calculate/solve the answer.
8. Al-Kindi did/used a technique called frequency analysis.

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Unit-2: Symbols

2-d: vocabulary
TASK 2: Collocations (1): Verbs and nouns
2. Select three collocations from 1 and write sentences of your own.
Example: I gave a talk to my class last year about the science of climate change.
1. __________________________________________________________________________.
2. __________________________________________________________________________.
3. __________________________________________________________________________.

2. Work in pairs. Discuss your sentences. Remember to ask for:

INDEPENDENT STUDY
• Explanations of key terms When you learn a specific
collocation, check which
• Definitions of new words other verbs collocate with
the noun, e.g. follow a
• More information to extend your discussion rule, break a rule.

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Unit-2: Symbols

2-E: Academic language

TASK 1: Definitions and explanations
Check
1. Complete definitions 1-5 using one word. The first letter is provided for you.
means
1. Breaking a code _____ solving it.

whichcools the computer.

2. The fan is the component _____

termfor code making.

3. Cryptograph is a ____

typeof rock
4. Granite is a ____

5. Excavation is when
____ you dig the ground for old buildings or objects.

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Unit-2: Symbols

2-e: Academic language

TASK 1: Definitions and explanations

Check
2. Put the words in the correct order to complete conversations 1-4.
1. A is / cryptography / what ?
B the study/ making and breaking/ of/ it's / codes
2. A does / what / auditorium / mean ?
B the place / it's / a theatre audience / sits / where
3. A what / is / you / a first draft / can / explain ?
B of something I it's I that you write, such as an essay/ the first
version
4. A what / mean / orca / does
B killer whale / it's / another/ for / a / name

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Unit-2: Symbols

2-E: Academic language

TASK 2: Definitions using defining define
Check
and phrases
1. Match words 1-6 with definitions a-f.

1. Intelligence _____ a) Having excessive body fat that may damage health

2. A metre ______ b) The ability to understand, learn, and think

3. A phoneme _____ c) A symbol that represents one of the sounds of a language

4. Obesity ____ d) The distance travelled by light in 0.000000003335 of a second

5. Basic ____ e) The process of physical deterioration of the body

6. Ageing _____ f) One of the earliest computer languages

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Unit-2: Symbols

2-E: Academic language

TASK 2: Definitions using defining define
Check
and phrases
2. Write full sentences defining the words in 1. Use at least three different defining words or
phrases.
Intelligence is defined as the ability to understand, learn, and think.
1. ___________________________________________________________________________________.
A metre is defined as the distance travelled by light in 0.000000003335 of a second.
2. ___________________________________________________________________________________.
A phoneme is a symbol that represents one of the sounds of a language.
3. ___________________________________________________________________________________.

Obesity is defined as having excessive body fat that may damage health.
4. ___________________________________________________________________________________.
Basic is one of the earliest computer languages.
5. ___________________________________________________________________________________.

Ageing can be defined as the process of physical deteriorations of the body.

6. ___________________________________________________________________________________.

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Unit-2: Symbols

2-E: Academic language

TASK 2: Definitions using defining define
Check
and phrases
3. Work in pairs. Compare and evaluate your sentences. Did your partner:

• Use a range of defining words or phrases?

• Accurately define each word?

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Unit-2: Symbols

let's
together
work
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