How to be a responsible leader

In this last learning activity of level six, you will learn about giving oral
presentations. That is, important elements related to the organization and
presentation of data and concepts around a topic. As a consequence, you will learn
about the vocabulary that is used for the different stages of an oral presentation as
well as how to present statistical and numerical data. Finally, you will learn about
styles for crediting sources and referencing information. In addition to the topic of
oral presentations, you will learn some vocabulary related to responsibility and
leadership. You will put into practice the use of certain vocabulary related to
leadership in preparing and giving oral presentations.

Introductory material

Dear learner,

This material will help you study the topics related to learning activity 4.

You will learn about:

1. Oral presentations.

2. Signposting.

3. Composite words.

4. Vocabulary and contexts about leadership and responsibility.

Lets begin!

1. Oral presentations

A. How to be a good presenter

a. During the last learning activity of level 5, we listened to Richard and Caroline
giving an oral presentation about the future of food. Now, its time for you to
learn how to be a good presenter. To do that, there are a few important
aspects to take into account.
 To become a good presenter you should:

Introduce the subject and the structure of the presentation at

the beginning.

Speak clearly and more slowly than you would in a

conversation.

Explain, rephrase and clarify new or difficult words.

Recap and summarize each part of the presentation at the

end.

Lets see a few expressions that can be used in oral presentations to illustrate
the points mentioned above.

Fuente: SENA

Sentences which can be part of a spoken presentation

Phrase Purpose
I would like to talk about
Introduction of the subject.
education in Colombia.
This presentation will explore
Introduction of the structure of the
the different levels of education
presentation.
that exist in Colombia.
 As has become clear with the
examples, communication
technologies are much more Clear spoken language.
commonly used in education
nowadays.
Let me put it this way Rephrase difficult terms or words.
In other words, learning
English as a foreign language
has become crucial for
students in Colombia since it is Explanation of important facts.
the main language for
international trade and
commerce.
To summarize, the main
features of the Colombian Summary of the main aspects of the
educational organization are as presentation.
follows.
Let me recap the main points Recap of important points of the
so far. presentation.

b. Another important skill necessary for becoming a good presenter is to know

how to prepare notes for a presentation. It is appropriate in academic
contexts to give a presentation from notes that you have prepared, rather
than reading aloud from a text or slides.

Fuente: SENA
 Preparing notes for a good presentation:

Make a card for each part of the presentation and number the cards
in the appropriate order.

Give each card a title. For example: Introduction.

Write notes using bullet points or numbers / letters to help you keep
organized and to remind you of the main points of the presentation.
Dont write complete sentences or paragraphs.

Write key phrases at the bottom of the card to summarize that

section of the presentation, or key words or phrases to help your
transition to the next section.

Practice your presentation at home and time yourself to make sure

the length is appropriate for the time allowed for your talk.

Example of an oral presentation card.

Fuente: SENA

B. Dealing with data

a. When you are giving oral presentations, it is more useful to present

statistical and numerical data graphically. By showing graphs or charts,
you will present patterns rather than statistics in detail. This will make your
presentation more clear. For that reason, it is important to know how to
prepare the graphics and how to describe them appropriately.
Your oral presentations or academic texts can include:

Line graphs: These present specific trends in data, often on a time line.

Fuente: SENA

Bar charts: Illustrate comparison in trends or patterns.

Fuente: SENA
 Pie charts: Compare percentages of a whole piece of data.

Fuente: SENA

b. When you are describing or interpreting figures there are some terms you
need to know. Here, you will find some useful vocabulary that you can put
into practice when preparing oral presentations.

The majority For example: The majority of students are enrolled

in the Arts and Economics programs.

The same as For example: The enrolment in the Arts program is

the same as in the Economics program.

Almost For example: Almost 20% of the students are studying

Law.

Approximately For example: Approximately the same

proportion of students are enrolled in the Medicine and Dentistry
Program and the Engineering program.

Just under For example: Just under 20% of students enrolled in

Law.

Just over For example: Just over half of the students are
enrolled in Economis and Art.
 c. When you are describing numbers or statistics, you can also use specific
verbs depending on the pattern you need to present. For example:

Stay the Change

Rise Fall Peak
same frequently

Go up. Plummet. Level out. Fluctuate. Soar.

Increase. Decline. Stabilize. Rocket.
Grow. Go down. Reach a peak.
Decrease.
Plunge.
Drop.

You can also use the verbs above in a combination of verb + adverb to
specify the nature of the changes you are describing. For example:

Verb + adverb

Rose dramatically A very significant rise

Fell substantially A very significant fall

Increased considerably A significant rise

Dropped slightly A minor fall

Decreased noticeably A significant fall

Grew marginally A minor rise

Declined steadily A continuous fall

C. Crediting sources

Preparing an oral presentation often requires you to search for information from
books, articles or websites. In order to avoid plagiarism, it is very important to
credit the sources in a list of references or bibliography. This list goes at the end
of you presentation.
There are several conventions that you can use for writing references and
bibliographies. For example, APA (American Psychological Association) and
MLA (Modern Language Association) styles are widely used internationally. In
addition, in Colombia, we also have the ICONTEC norm, which is the national
convention. Your style selection basically depends on your school or
departments preferred style for referencing. For that reason, we recommend
you to check with your academic authority about its preferred norm and use it
regularly in your work.

Note: After you have chosen a style for referencing, the most
important thing is to use it consistently throughout your work.

Do not mix styles.

Now, we will learn how to use the APA style, which is widely used in academic
contexts and can be included in your oral presentations.
 APA style

When referencing using APA style, these are the patterns you need to follow:

Books: Author surname, Initials. (Date of publication). Book title. Place of

publication: Publisher.

For example:
Wells, J.C. (2014). Sounds interesting: Observations on General and
English Phonetics. Cambridge: Cambridge University Press.

Journal articles: Author surname, Initials. (Date of publication). Article

title. Journal title, Volume number, page numbers.

For example:
Smith, R.A. (2001) Developing technology in the language classroom.
Journal of Educational Technology and Media, 7, 125-157.

Websites: Author, if available. Web page title. (Date of publication, if

available). Date of retrieval, web address.

Note: Whether it is a book, a journal or a webpage, all references must be

presented in the same list. Every list of references or bibliography must be
organized alphabetically.

2. Signposting

In order to make your presentations effective, motivating and easy to follow, you
can use signpost language. 'Signpost language' is comprised of the words and
phrases that people use to express to the listener what has just happened, and
what is going to happen next in an oral presentation.
 Section of
Language
presentation
- The subject/topic of my talk is...
- I'm going to talk about...
Introducing the
topic - My topic today is
- My talk is concerned with...
- Im going to divide this talk into four parts.
- There are a number of points I'd like to make.
- Basically/ briefly, I have three things to say.
- I'd like to begin/start by...
Overview (outline - Let's begin/start by...
of presentation)
- First of all, I'll...
- and then Ill go on to
- Then/ next...
- Finally/ lastly...
- That's all I have to say about...
Finishing a
section - We've looked at...
- Moving on to
- Lets turn now to
- The next issue/topic/area Id like to focus on
Starting a new - Id like to expand/elaborate on
section
- Now we'll move on to...
- Now I'd like to discuss...
- Now let's look at...
- Where does that lead us?
Analyzing a point - Let's consider this in more detail...
and giving
- What does this mean for...?
recommendations
- Translated into real terms...
 - Why is this important?
- The significance of this is...
- For example...
- A good example of this is...

Giving examples - As an illustration...

- To give you an example...
- To illustrate this point...
- To sum up...
- To summarize...
- Right, let's sum up, shall we?
- Let's summarize what we've looked at...
- So, If I can just sum up the main points...
- Finally, let me remind you of some of the topics we've covered...
Summarizing and - To conclude...
concluding
- In conclusion...
- In short ...
- So, to remind you of what Ive covered in this talk
- Unfortunately, I seem to have run out of time, so
- Ill conclude very briefly by saying that
- Lets recap...
- Simply put...
- In other words...
Paraphrasing and - So what Im saying is...
clarifying
- To put it more simply...
- To put it another way...
- Im happy to answer any queries / questions.
Invitation to
discuss / ask - Does anyone have any questions or comments?
questions - Please feel free to ask questions.
 - Would you like to ask any questions?
- Any questions?

In other words, signpost language guides the listener through the presentation. A
good presenter will usually use a lot of signpost language, so it is a good idea to
learn a few of the common phrases, even if you spend more time listening to
presentations than giving them! Signpost language is usually fairly informal, so it is
relatively easy to understand.

3. Composite words

Some words are composed of identifiable parts: a stem (base form or root) plus a
prefix and / or a suffix. Lets see how this works:

Have a look at the identifiable parts of the word unquestionably:

Prefix un-
Stem question
Suffix -ably

By adding the prefix un to the stem question we give it a negative meaning.

Then, by adding the suffix ably we end up with a completely new type of word: an
adverb. In the end, the new word (composed by a stem, a prefix and a suffix) has a
whole new meaning.

Note: Recognizing each of the parts that compose words can help you
understand their meanings.

Before moving on, lets learn a bit more about how to use prefixes and suffixes.

a. A prefix is a letter or a group of letters that you can add only at the beginning of
a word. Each prefix has a particular meaning associated with it.
 poly-
nano- ante-
sub-
multi- un-
bio-

For example:

Nano- is related to things that are very small, for example: Nanotechnology.

Prefixes can also be used to form an antonym, or negative form of a word.

For example:

Wanted unwanted.

Relevant irrelevant.

b. A suffix can be a letter or group of letters that you can add only at the end of a
word. Suffixes change the part of speech (type of word, i.e. from noun to adverb)
and also changes their meanings.

-ance
-tion -ness
-al
-ly -ic
-ent

Here are some common suffixes:

1. To form nouns: -tion, -ance, - ness, -ment.

As in: Addition, acceptance, sadness and movement.

 2. To form adjectives: -ant, -ive, -able, -ic, -al, -ent.

As in: Ambulant, active, drinkable, alcoholic, recreational and absorbent.

3. To form adverbs: -ly, -ily.

As in: Clearly and daily.

4. People: -ist, -yst, -or, -er.

As in: Chemist, analyst, actor and reader.

Note: You can find a list of the most common prefixes and suffixes in
English, and their meanings, as a supplement in the glossary of this
learning activity.

4. Vocabulary and contexts about leadership and responsibility

Being a leader implies having the capacity to organize a group of people to achieve
a common goal. Leadership involves making decisions about different things. It is
said that people are born to be either leaders or followers; however, it is believed
that leadership is a skill we can learn.

Now, lets have a look at some vocabulary related to being a leader:

Word Meaning
A person who manages or controls other people,
Leader (noun)
because of his or her ability or position.
Work done or help provided, especially for the
Service (noun)
public or for a person or an organization.
A powerful emotion or its expression, example: the
Passion (noun)
emotion of love, anger, or hate.
The process of making choices, especially,
Decision-making (noun)
important choices.
Someone whose job is to control or organize
Manager (noun)
someone or something, especially, a business.
The quality or ability that makes a person a leader,
Leadership (noun)
or the position of being a leader:
 The process by which messages or information is
Communication (noun) sent from one place or person to another, or the
message itself.
The way in which things are connected or work
Relationships (noun)
together.
The duty or use that someone or something usually
Role (noun)
has or is expected to have.
Objective (noun) Something that you aim to do or achieve.
Having the skills or knowledge to do something well
Competent (adjective)
enough to meet a basic standard.
Consistent (adjective) Always happening or behaving in a similar way.
Making choices quickly and surely, without having
Decisive (adjective)
any doubts.
Responsible (adjective) Having the duty of taking care of something.
Able to carefully control the way that you work, live,
Disciplined (adjective)
or behave, especially to achieve a goal.
Cautious (adjective) Not acting quickly in order to avoid risks; careful.
To cause people to do or believe something by
Persuasive (adjective)
explaining why they should do.
The ability to attract the attention and admiration of
Charismatic (adjective)
others, and to be seen as a leader.
Aggressive (adjective) Using strong, forceful methods.
To be the person who makes decisions that other
To lead (verb)
people choose to follow or obey.
To have confidence in something, or to believe in
To trust (verb)
someone.
To help someone to feel confident and able to do
To encourage (verb) something, or to give advice to someone to do
something.
To fill someone with confidence and desire to do
To inspire (verb)
something.
To give messages or information to others through
To communicate (verb)
speech, writing, body movements, or signals.
To enforce (verb) To cause a law or rule to be obeyed.
To do what you are told or expected to do
To obey (verb)
according to someone in authority or a rule or law.
To criticize (verb) To express disapproval of someone or something.
Finally, have a look at the following leadership idioms, their meanings and
examples:

Idiom Meaning
To take on a leadership role and become
responsible for a situation.
Take charge
Example: The company is in a mess. We really
need someone who can take charge and sort this
out.
To be better prepared or more successful than
someone else.
One step ahead
Example: I think John should be promoted to
manager. He is always one step ahead of everyone
else.
The history of someones performance.

Track record Example: Rachel is an excellent leader and she

has a very good track record for leading companies
successfully.

To be prepared to do some hard work.

To roll up ones sleeves
Example: Alex sets a good example because he is
always willing to roll up his sleeves.

Willingness to cooperate as part of a team.

Team spirit Example: Richard is very good at encouraging

team spirit among his staff members.
To coordinate peoples efforts; to gather people
together for a common purpose.
Rally the troops
Example: Michelle is very good at rallying the
troops and motivating them to work to their best
potential.
 Contextualization

Read the following two texts. The first one is an article about Ununpentium, a new
element of the Periodic Table of Elements, and the second one is an editorial
written by Luis Gerardo Sarmiento, one of the scientists who discovered it.

Text 1

August 30, 2013

Ununpentium, the Newest Element

by Michael Lemonick

Illustration by Greg Robson / Pumbaa.

When the Russian chemist Dmitri Mendeleev published his periodic

table of elements in 1869, there were just fifty-nine entries in it. The
table grouped those elements: hydrogen, oxygen, and carbon, along
with less familiar substances like osmium, rhodium and yttrium,
according to their shared chemical properties and the weight of their
atoms.
What makes an element distinct is the number of protons it has in its
nucleus: hydrogen has one proton, helium has two, and on up the
periodic table to uranium, which has ninety-two. Creating new elements
began with physicists bombarding existing ones with other particles; as
the nuclei careened around they would sometimes smash together and
form atoms with more than ninety-two protons. First came neptunium,
in 1940, with ninety-three protons, then plutonium, with ninety-four
(which, it turns out, does exist in trace quantities in nature). In the years
since, scientists continued creating heavier and generally more
unstable atoms. Ununpentium element has a hundred and fifteen
protons. (Its name means one-one-five, as the prefix un corresponds
to one and pent is associated with five).

A few artificial elements have important practical applications.

Plutonium can be used in nuclear weapons; its also the fuel for some
nuclear reactors and has been used to power space probes, including
Voyager 1 and 2. Until now ununpentium has no practical uses. Its so
unstable that it doesnt stay around long enough to make anything out
of it. Almost immediately after the Swedish scientists created it by
smashing twenty-proton calcium nuclei into ninety-five-proton
americium nuclei at high speed, the ununpentium decayed into element
113ununtriumwhich itself decayed into lighter elements. Its half-life
was found to be only a hundred and seventy-three milliseconds. But the
decay chain, plus the X-rays, gamma rays and the short-lived nuclei
spat out in their death throes, convinced the physicists that the one that
got away was indeed element 115.

In fact, this was the second sighting of the element: Russian scientists
had claimed the discovery of element 115 back in 2003, but the
International Union of Pure and Applied Chemistrychemistrys
equivalent of the International Astronomical Union, which famously
demoted Pluto from planet status in 2006, wouldnt acknowledge it
without a confirming experiment from another team. The Helmholtz
Centers work must still be reviewed by both the I.U.P.A.C. and the
International Union of Pure and Applied Physics, but ununpentium is
now a step closer to inclusion on the periodic table. If that happens, the
International Union will assign it a permanent official name.
 Ununpentiums brief life doesnt mean its completely useless: nuclear
physicists can try and deduce from properties more about how atomic
nuclei are put together and how they fall apart. The latest experiment
created about thirty atoms worth of element 115; physicists will
continue trying to make larger batches in order to explore its properties
more fully.

Ununpentium is not, however, the heaviest known atom. In general, its

harder to make new elements the further up the periodic table you go.
But owing to the complex structure of heavy nuclei, atoms more
massive than ununpentium were created earlier. I.U.P.A.C. has already
signed off on element 116 (livermorium), element 117 (ununseptium)
and element 118 (ununoctium), although the latter two havent been
assigned permanent names yet. Ununoctiums half life is just 0.89
milliseconds.

While its generally true that heavier atoms are more unstable than
lighter ones, theres at least the possibility, first proposed by the
physicist Glenn Seaborg back in the nineteen-sixties, that if an atom
gets heavy enough it could arrive at an island of stability, far less
prone to immediate decay than its neighbors on the periodic table.
Unbinilium, for examplethe still-theoretical element 120might be
one of them. Perhaps it could live for minutes, or even days. Thats still
far too short a time for almost any practical use. But for scientists who
study nuclei for a living, the prospect of keeping an element that heavy
around for more than a handful of milliseconds is an almost
unimaginable luxury.

Taken from: Lemonick, M. Ununpentium, the Newest Element. The New Yorker.
(August 30, 2013).
 Text 2

By Luis Gerardo Sarmiento

Fuente: SENA

Luis Gerardo Sarmiento is a Doctor of Physics from the National

University of Colombia. In 2010, he travelled to the University of Lund
(Sweden) as an intern in the national doctoral program, funded by
Colciencias. There he joined the Nuclear Structure Group to work
with Prof. Dirk Rudolph. In Europe, he has worked in several
research experiments about super heavy elements sponsored by the
European Nuclear Science and Applications Research Project and
Nuclear Chemistry sponsored by Helmholtz-Institut Mainz U.
Recently, he was part of the group that published the results of his
latest research in the journal Physical Review Letters. The article
describes the experiments that confirmed the existence of a new
chemical element, the Ununpentium (Z = 115, symbol Uup). The Vice
Rectory of Research at the National University of Colombia invited Dr
Sarmiento to write this editorial for the universitys Research Bulletin.
The Research System of the National University of Colombia extends
sincere congratulations on this momentous achievement.

The year 2010 is one that everyone remembers differently. Some like
me remember the football World Cup which gathered millions of
spectators to enjoy the display of tactics and goals of the different
selections. Colombians, on that occasion, were fans of good football.
That same year a trilogy of physics interns, who were one step ahead,
played abroad, to the music of the deafening vuvuzelas and visited the
University of Lund, in Sweden. Our home team was the Nuclear Physics
group at the UN; our house, the National University of Colombia; our
coach, Professor Fernando Cristancho; and our sponsor, Colciencias.
The year 2010 is one that everyone remembers differently. Some, like
me, remember the football World Cup which gathered millions of
spectators to enjoy the display of tactics and goals of the different
selections. Colombians, on that occasion, were fans of good football.
That same year a trilogy of physics interns, who were one step ahead,
played abroad, to the music of the deafening vuvuzelas and visited the
University of Lund, in Sweden. Our home team was the Nuclear Physics
group at the UN; our house, the National University of Colombia; our
coach, Professor Fernando Cristancho; and our sponsor, Colciencias.

Science, like football, is a team game and just as there is not a forward
line that doesnt depend on an excellent defense, there is not a trainer
who can get on the pitch to play a game that has planned in his head.
Science should be played as football is: one game at a time, but with a
clear long-term objective (the World Cup).

Football is more than a multiplication of talents displayed during the 90

minutes on the pitch: it is also the physical, technical and psychological
training of all members. And although sometimes the forward players
seem to take the glory of victory with their goals, it is undeniable that
they are part of a team, a tradition, a school. The whole team needs to
take charge of the objective with determination.

The training my squad mates and I received by 'el Profe' Cristancho,

was what enabled me to stand out when I had the chance to 'play' in
2010, the year I started research on "super heavy elements". Being in
the right place at the right time is not much if you are not ready to score.
You need to be competent enough in the subject area and have passion
and love for what you do. Neither experience nor knowledge can be
improvised: adequate reaction capacity requires training and
preparation.

Doing research in basic sciences is like inventing new plays on a

blackboard: some work, some dont; and, there is no way to know
before you try them. Many of the discoveries that one day seem a
scientific curiosity; will tomorrow mean a change in the technology that
accompanies us. The basic science research is that which though slow
 for those short on vision opens and states the way to applied science.
Support by new technologies can take you through the path of
knowledge and help you propose effective innovations, both in the field
of basic research and also in applying the new discoveries to the
solution of technical problems, whether industrial, political or social.
That is, if we know that a play works, we still use it to score again and
again, now that we know about its effectiveness.

Many of the students who 'played' abroad have wished to put on the
Colombian shirt again because it is our land, it is our school, it is part of
our academic and personal roots and we owe an honor debt to them.
One of us is already wearing the yellow shirt and the other two sooner
than later will be looking forward to doing so too. Unfortunately,
sometimes it seems that it is easier to synthesize a new chemical than
create jobs in basic sciences in Colombia. But again, the solution to this
problem should come from a team action.

At the end, it is all about gathering sponsors, players and coaches who
understand that winning a match does not win a Football World Cup,
nor kicking plays earn points. The road to the Cup is long and full of
difficulties, but if you know how to play, you are disciplined and embrace
a team spirit; it will be full of excitement and goals.

Luis Gerardo Sarmiento

PhD. Physics. - National University of Colombia
Researcher - University of Lund, Sweden.

Comprehension

A. After reading text 1, decide if the following statements are true or false:

True False
1. Dmitri Mendeleev predicted the appearance of new
elements.
 2. The first periodic table of elements had more entries than
the modern one.

3. Ekasilicon, ekaaluminum and ekaboron were all

hypothetical names given to unknown elements.

4. Ununpentium is a non-natural element.

5. In 1940, Plutonium was the first super heavy element

created.

6. Fuel for Voyager 1 and 2 space ships was made out of

Plutonium.

7. By the time the article was written, ununpentium had

already been approved by the International Union of Pure
and Applied Chemistry.

8. Scientist who discovered Ununpentium will continue

researching in order to prove its properties and use.

9. The new element has not been given an official name yet.

10. Ununpentium is the heaviest element known so far.

B. Text 1 has been re-organized into a series of phrases that can be used in an
oral presentation. Read the sentences and, then, place them into the correct
section of the presentation.

a. Im going to talk about elements in the periodic table.

b. Please feel free to ask any questions about Ununpentium and super heavy
elements.

c. Basically, I have three things to say. Firstly, Im going to start by telling you
about the Dmitri Mendeleev and his predictions about the appearance of new
elements. Then, Im going to explain how Ununpentium was discovered. And,
finally, Im going tell you about the possible uses of Ununpentium.

d. Now, moving on to the uses of UnunpentiumUnfortunately, these have not

yet been discovered.

e. That's all I have to say about Mendeleev predictions on natural elements.

f. Translated into real terms, scientists who discovered Ununpentium still have
a lot of work to do.

g. The significance of the approval by the International Union of Pure and

Applied Chemistry is that when it happens, the new element will be given a
definite name and will be permanently included in the periodic table of
elements.

h. Super heavy elements can have artificial uses. A good example of this is
uranium, which has been used in nuclear weapons.

i. To conclude, Ununpentium still has a long track to go and so the scientists

who discovered it.

j. I'd like now to recap that there are natural as well as unnatural elements.

k. To put it more simply, a super heavy element is the one that has a larger
number of protons in its nuclei.

l. My topic today is Ununpentium: the newest element that has been discovered
by scientists.

m. Im happy to answer any queries about the discovery of the new element,
Ununpentium.

n. Let's look now at the composition of Ununpentium. The new element has a
hundred and fifteen protons.

Section of presentation Language

Introducing the topic
Overview (outline of presentation)
Finishing a section
Starting a new section
Analyzing a point and giving
recommendations
Giving examples
Summarizing and concluding
Paraphrasing and clarifying
C. Read the following sentences that were extracted from text 2. Write the correct
expressions from the list to complete the sentences.

a. one step ahead e. competent

b. objective f. passion

c. disciplined g. take charge

d. determination h. a team spirit.

1. A trilogy of interns, who were _________________, played abroad and

visited the University of Lund, in Sweden.

2. One game at a time but with a clear long-term ___________ (the world
cup).

3. The whole team needs to _____________ of the objective with

_____________.

4. You need to be _____________ enough in the subject area and have

______________ and love for what you do.

5. The road to the Cup is long and full of difficulties, but if you know how to
play, you are _______________ and embrace _____________; it will be full
of excitement and goals.

D. Now, match the expressions used in to their correct definitions.

1. Determination _____ 5. Competent _____

2. One step ahead ____ 6. Passion _____

3. Objective ____ 7. Take charge ____

4. Disciplined _____ 8. A team spirit ____

 a.
To be better prepared or more
successful than someone else.
c.
Have the skills or knowledge to do
something well enough to meet a
basic standard.
e.
Willingness to cooperate as part of a
team.
g.
To take on a leadership role and
become responsible for a situation.
b.
The ability to continue trying to do
something, even if it is difficult.
d.
Able to carefully control the way that
you work, live, or behave, especially
to achieve a goal.
f.
Something that you aim to do or
achieve.
h.
Something that you are strongly
interested in and enjoy.

Practice 1

A. The following phrases are related to oral presentations about the Universe and
space. Write the phrases to the correct section of a presentation.

Fuente: SENA
a. Humans landing on Mars is significant in that it will allow us to
answer many questions.
b. So what Im saying is that life can exist on other planets.
c. First of all, I'll talk about Andromeda, our nearest galaxy.
d. Unfortunately, I seem to have run out of time, so I just want to say
thanks for listening to me talk about the Universe.
e. Now, I'd like to discuss the composition of stars.
f. Let's consider gravity in more detail.
g. Now I'd like to recap the number of planets in our solar system.
h. My talk is concerned with relativity.
i. The next issue Id like to focus on is Earths size.
j. Id like to elaborate on Mercury, the closest planet to the Sun.
k. Im going to divide this talk into three parts. Firstly, I will describe
the Solar system. Then, Im going to talk about Earth and, finally, Ill
tell you about the inhabitants of Earth.
l. We've looked at Mercury.
m. As an illustration, I would like to mention the rings that surround
Saturn.
n. Finally, I will talk about one of Jupiters natural satellites.
o. Please, feel free to ask questions about our solar system.
p. Now, we'll move on to Pluto, which is now considered a dwarf
planet.
q. Let's summarize what we've looked at about Mars.
r. To put it more simply, there are other planets in the Universe that
are similar to Earth, so life could also exist in those places.
s. To give you an example, Moon is a natural satellite.
t. If you would like me to elaborate on any feature of the Milky Way;
our galaxy, please ask.
u. Translated into real terms, if the moon disappears, live on Earth
would be threatened.
v. A good example of an artificial satellite is the International Space
Station.
w. Im happy to answer any queries about Dark Matter.
x. That's all I have to say about black holes.
Section of presentation Language

Introducing the topic

Overview (outline of
presentation)

Finishing a section

Starting a new section

Analyzing a point and

giving
recommendations

Giving examples

Summarizing and
concluding

Paraphrasing and
clarifying

Invitation to discuss /
ask questions
B. The following paragraph is an introduction to an oral presentation. Add a phrase
from the box into the gaps to complete the introduction.

Then, Ill discuss / Im going to divide my presentation / Finally/

Firstly, I will / I would like to talk about / for example

Good morning. ____________________________ the importance of English as

a foreign language (EFL). ____________________________ into three parts.
____________________________ briefly describe the history of English
language. Secondly, I will talk about the role of English in the globalized world,
especially in the area of education. ____________________________ the role
of English in popular culture, ____________________________: English in
music and movies. ____________________________ we will look at how we
can promote the use of English as a tool of international communication.

C. Write the verbs into the correct graph. Remember to use the appropriate verb
depending on the pattern observed.

Stabilize. Decline.
Reach a peak. Decrease.
Increase. Plummet.
Soar. Go up.
Plunge. Drop.
Rocket. Go down.
Fluctuate. Grow.
Level out.
Graph Verb

Fuente de imgenes: SENA

D. Look at the graphs below. Based on the information given, complete the
sentences with the correct phrases from the box.

rose dramatically / fell substantially / increased considerably (2x) /

dropped slightly / decreased noticeably / grew marginally / declined
steadily / leveled out

1. From 2002 to 2004 world temperatures _______________________.

Average World Temperatures

50C
43C 42C
41C
36C 37C 36C 37C 36C 37C 37C

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Fuente: SENA

2. The number of people who took holidays in Colombia __________________

from 2002 to 2006.

People who took holidays in Colombia

5000
4000 4560
3968 3985 4120 4023 3985
3000 3624
2985
2000 2589 2654 2589

1000
0
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Fuente: SENA
3. Ethanol prices ___________________ in the last year in contrast to gas
prices _____________.

Petrol vs. Ethanol Prices

(Price per Galon USD)
$4,00 $3,60 $3,70 $3,70
$3,50
$3,50 $3,30
$3,00
$2,50
$2,00 $2,30 Petrol
$2,15 $2,20 $2,10 $2,05
$1,50 Ethanol
$1,00
$0,50
$-
2010 2011 2012 2013 2014

Fuente: SENA

4. Train ticket sales __________________ in contrast to plane tickets which

________________.

Plane tickets vs. Train tickets sales

(USD Billions)
20 18

15 14
12
10
10 9
8

0
1990's 2000's 2010's

Train tickets sales Plane tickets sales

Fuente: SENA
 5. The worlds population _______________________ during the last decades.

World's population
(Millions)
8000
7000 6850
6000 6100
5000 5200
4400
4000 3700
3000 3000
2500
2000
1000
0
1950's 1960's 1970's 1980's 1990's 2000's 2010's

Fuente: SENA

Practice 2

A. Complete the sentences with the correct form of the words in brackets.

1. The sample requires ____________ (analyze) at the laboratory.

2. Food prices have increased ____________ (consistent).

3. The meeting was very ______________ (produce).

4. The Russian scientist Dmitri Mendeleev was the _________ (invent) of the
periodic table of elements.

5. My brother is studying ____________ (economize).

6. The writer finished the book _________________ (success).

7. Richard wants to become an _______________ (archeology).

8. Scientists ____________ (conclude) made us realize of the existence of a

new element: the Ununpentium.
B. Add a prefix to the word in brackets to match the definition.

Meaning Definition
1. A unit of mass equal to 1.000
grams (grams). Retake

2. Not allowed by the law (legal). Illegal

3. To take an exam again (take).

Misunderstand
4. Not liked by many people
(popular). Kilograms
5. To think you have understood
someone or something when you Multilingual
are have not (understand).
6. To speak many or more than two Incorrect
languages (lingual).

7. Not correct or not true (correct). Unpopular

C. Underline the stem of the words in italics.

1. Her performance made her feel disappointed.

2. The seats on the bus were very uncomfortable.

3. The data was collected inaccurately.

4. Ten minutes later, her reappearance on the stage surprised everyone.

5. My sister is so unimaginative.

6. Interdisciplinary work is the new trend in the academic world.

7. Your smile is completely unforgettable.

8. Her dads death made everyone inconsolable.

D. Write out the following references using APA style. All the necessary
information is given in the following boxes.
Books

Title: Every day a time

Title: Solitude
Author: Michael Phillip Rosenberg
Author: Abella Bebeau
Publisher: Werxford University Press
Publisher: Llinster
City: Werxford
City: New York
Date of publication: 2012
Date of publication: 2006

_____________________________ ______________________________

Journal article

Article title: The effect of National Article title: The Impact of Perceiving
business of the Internationalization English Vowels: Effects on
Process Categorical Perception Abilities
Author: Anisa Lewis Author: Frank Cooper
Name of the journal: Journal of the Name of the journal: International
American National Business Studies Journal of Applied Linguistics
Volume and page number: Volume 6 pp. Volume and page number: Volume 2
21-33 pp. 8-15
Date of publication: 2010 Date of publication: 2013

_____________________________ ______________________________
 Website

Article title: Industrial Innovation Article title: Feeling good at midlife

Author: Adam Parker Author: Barbara Collins

Web address: Web address:

http://www.morganstanley.com/profil http://www.drbarbaracollins.com/

es/adam-parker-chief-us-equity- Date you saw this article on the internet

strategist/ (i.e. retrieval):

Date you saw this article on the 30 October 2011

internet
(i.e. retrieval):
5 July 2003

_____________________________ ______________________________

Pronunciation practice

Note: This practice must be completed using the multimedia version of the
study material. There you will find the corresponding sound files.

A. Intonation

There is no simple definition for what intonation means. However, lets try to
definite in the simplest way in order to understand what it means and how to
use it in English.

To understand intonation we need to know what tone means. Tone refers to

the changes in speech that make our voices sound as high or low. As
listeners, we can distinguish differences in tone to convey a meaning, as
listeners. As speakers, we use different tones to communicate diverse
meanings.
 Intonation: refers to the combination of several degrees of
high and low tones that are used in languages to create and
understand meanings. The possible combinations of tones
give languages their rhythm.

As you can see, intonation plays an important role in

communication. Therefore, we encourage learners of
English as a Foreign Language to study and practice
this essential function of speech.

To make it easier, we are going to start learning about intonation by looking at

short pieces of speech; for example, one-syllable words. Lets begin with Yes
and No and two important single tones:

Falling tone:

\ yes \ no

Rising tone:

/ yes / no

Apart from these, we can have certain combinations that will give us extra
information about the message speakers are transmitting. Lets take a look of
some of the functions of single and combined tones in English.

Fall \ yes \ no

It transmits a neutral position. If we answer Yes or No to a question with a

falling tone, it means that is all we want to say and that we are probably not
comfortable discussing that topic. It gives an impression of conclusion.

For example:

A. Did you bring the books for Elizabeth?

B. \ No.
 Rise / yes / no

Opposed to the previous example, if we answer Yes or No to a question

with a rising tone, it will probably mean there is more to follow. It is
considered as an invitation to continue with the conversation.

For example:

A. Do you like tea?

B. / Yes!
A. Would you like a cuppa?
B. Sure.

Fall-rise \/ yes \/ no

This tone will help us communicate that we agree up to some extent. It

usually means that we will not make any further comments of the topic,
probably, because it is a sensible matter and we do not want to cause
distress.

For example:

A. My mom cooked dinner for us. Shes a brilliant cook!

B. \/ Yes.

Rise-fall /\ yes /\ no

This tone is probably the most emphatic one. It usually means we strongly
agree or disagree. It can also transmit a very strong sense of surprise.

For example:

A. This dress looks horrible on me, dont you think?

B. /\ No!
 Note: Contrasting tones in a Yes and No answer can convey a
different meaning.

Go to the multimedia, listen and compare:

Example 1 Example 2

A: Have you visited A: Have you visited

Europe? Europe?
B: \ No B: / No

This answer will make it Although the answer was

difficult for A to continue
with the conversation since
B has shown little interests
about the topic.
the same as in Example 1,
speaker Bs answer is an
invitation for A to explain or
tell more about the topic, in
this case, visiting Europe.

Go to the multimedia and select one of the options from the box to match the
tone used and intention conveyed by speakers B in each Yes or No answer.
Some options can be used more than once. One example is done for you.

Response with reservations / Not comfortable with the topic /

Emphatic approval / Emphatic disapproval / Invitation to continue

Example:

a. A. Do you like my new haircut?

B. \/ Yes!

Response with reservations______________

b. A. Do you know if Jane is coming to the party?

B. \ No.
 _____________________________________

c. A. Isnt the book great?

B. /\ Yes.

___________________________________

d. A. You did cheat in you exam, did you?

B. /\ No.

___________________________________

e. A. Isnt this coffee very expensive?

B. / Yes.

___________________________________

f. A. Is Robert in the same class as you?

B. \ No.

____________________________________

g. A. Ive heard Weston College is a great place to study.

B. \/ Yes.

____________________________________

h. A. Have you seen Anna recently?

B. / No.

_____________________________________

Go to the multimedia and practice the different tones of the following

questions:

a. Do you agree with euthanasia?

b. Do you think there is extraterrestrial life in the Universe?

 c. Evolution is a fact, isnt it?

d. I love popcorn. Do you?

e. Bogota is the best city in Colombia to live.

f. Learning English is very important for me. Is it for you?

g. Do you think gay marriage should be legal in every country?

h. Do you think global warming is real?

B. In some contexts t is pronounced as a voiced sound t in American English. Go

to the multimedia and listen to the following groups of words. Then, for each
group, click on the word containing a t that has been pronounced as a voiced t.

a. Communicate.
Competent.
Consistent.

b. Objective.
Relationship.
Equality.

c. Almost.
Criticize.
Team.
 d. Study.
Estimate.
Imaginative

e. Get moving.
Get off.
Get close.

f. Curtain.
Cultivate.
Fertilize.

g. Meeting.
Shuttle.
Tasteful.

h. Gilt.
Television.
Laxative.

i. Topic.
Paradigmatic.
Spiritual.

j. Object.
Attic.
Vibrant.

C. English vowels can be either long or short. Go to the multimedia and listen to
the following pairs of words. Match them to the correct vowel.

i Reed Rid

Cart Cut

Part Pat

u Full
 Fool
Turn Ton

D. Go to the multimedia, listen to the following sentences and decide whether

linking has occurred between the subject of the sentence and the next word.

a.
Yes No

b.
Yes No

c. Yes No

d.
Yes No

e.
Yes No

E. Choose the word that the transcription represents better.

preznt Presence Presents

luz Loose Lose

mrl Marital Martial

rilti Realty Reality

pent Patient Patience

pjr Pure Pore

 References

Lemonick, M. Ununpentium, the Newest Element. The New Yorker. Consultado

el 30 de septiembre 2014, en
http://www.newyorker.com/tech/elements/ununpentium-the-newest-element.

Sarmiento, L. (2013). It is not an offside! Consultado el 30 de septiembre 2014,

en http://www.viceinvestigacion.unal.edu.co/VRI/boletin/20130912-editorial.html

Document control

Name Position Dependence Date

Theme expert Direccin de

Author Asesora English Formacin
Kelly Johanna November
Dot Works - Profesional.
Vera Diettes 2014
Programa de Direccin
bilingismo General

Copy editor Centro

Rachman Bustillo October
Adaptation Lnea de Agroindustrial.
Martnez 2015
Produccin Regional Quindo