Ministry of Science and Higher Education of the Republic of Kazakhstan
Astana IT University
Course book
ENGLISH FOR ACADEMIC PURPOSES
Astana
2023
CONTENTS
MODULE 1: EDUCATION
Descriptive Analysis
PART 1
1
Reading
2
Listening
3
Speaking
4
5
6
Vocabulary
Grammar
Writing
PART 2
1
Reading
The Abstract of the article “Information technologies in
the educational process of higher educational institutions”
Radio interview “Famous people who did badly at
school/college”
Roleplay between the student who is going to do research
on the topic “IT in education” and the peer who advises
publishing it in the scientific journal.
Practicing the topical vocabulary “IT in Education”
Articles
A letter to the Editor or Editorial Office of a scientific
journal
The academic journal article “Information technologies in
the educational process of higher educational
institutions”. Doing the descriptive analysis.
The podcast “Teaching Learning Leading K12”: “Virtual
Science Teachers – Providing Free Science Learning
Resources”
Individual presentation of the descriptive analysis of the
chosen article on the topic “IT in Education”
Practicing the topical vocabulary “IT in Education”
2
Listening
3
Speaking
4
Vocabulary
5
6
7
8
9
10
Grammar
Tenses: Present, Past, Future
Writing
Descriptive analysis of the academic journal article
Vocabulary Bank
Review
Reflective Questions
References
MODULE 2: POLITICS
Facts & Opinions
PART 1
1
Reading
2
Listening
3
Speaking
4
Vocabulary
The abstract of the article “Transforming the
communication between citizens and government through
AI-guided chatbots”
Interview “The most advanced Digital Government in the
world”. Opinion Discussion
Role-play Activity: A conversation based on the given
situation
Practicing the topical vocabulary “IT in Politics”.
8
12
14
15
18
20
22
25
27
30
32
35
36
38
38
39
41
44
47
49
5
Grammar
6
Writing
PART 2
1
Reading
2
3
4
5
6
7
8
9
10
The abstract of the article “Politics of E-government: Egovernment and the political control of bureaucracy”
Listening
Interview on the theme “The Role of Technology in
Politics”
Speaking
Creating a presentation on Facts and Opinions.
Paraphrasing and summarising the article about Politics
following the rubric
Vocabulary
Practicing the topical vocabulary “IT in Politics”.
Grammar
Modal verbs
Writing
Identifying 3 Facts and Opinions on the theme “IT-in
Politics, Summarising and paraphrasing task.
Vocabulary Bank
Review
Reflective Questions
References
MODULE 3: MASS MEDIA
Case Study
PART 1
1
Reading
2
Listening
3
Speaking
4
Vocabulary
5
6
Grammar
Writing
PART 2
1
Reading
2
Listening
3
Speaking
4
Vocabulary
5
6
7
8
9
Nouns
Identifying 3 facts and opinions from the given article
52
53
55
58
62
64
66
68
72
74
74
76
News literacy: News and Social Media.
Radio interview about how false information spreads.
Practice dialog and roleplay an interview about the role of
IT technologies in media industry.
Working out the meaning of unknown words related to IT
in mass media.
Zero, First and Second Conditionals
Incorporating sources as evidence (statistics, examples,
etc.) related to chosen situational problem. Using hedging
language to soften claims.
78
81
84
Deepfake and Its Negative Impact on Society (case study
sample).
News “Can Facebook and Google detect and stop
deepfakes”.
Group work. Describing and solving situational problems
related to IT in mass media.
99
Working out the meaning of unknown words related to IT
in mass media.
Grammar
Comparatives and superlatives.
Writing
Individual Work. Case Study. Situational problems
related to IT in mass media.
Vocabulary Bank
Review
Reflective Questions
87
91
95
103
106
109
111
115
118
121
122
10
References
123
MODULE 4: HEALTH
Podcast
PART 1
1
Reading
2
3
Listening
Speaking
4
5
6
PART 2
1
2
Vocabulary
Grammar
Writing
The academic article: “Improving patient care using
digital health technologies”.
Digital Transformation Podcast
Episode “Intro to Digital Health: How Technology is
Transforming Healthcare, Hospitals, and Clinics”
Practice group work on topic digital health technologies
Practicing the topical vocabulary “IT in Health”
Reported Speech
The academic article: “Role of Chatbot in Healthcare”.
The Prospective Doctor Podcast’s episode “The Future of
Medicine: ChatGPT & AI”
3
Speaking
Practice role-play activity on topic: Chabot’s in healthcare
4
Vocabulary
Practicing the topical vocabulary “IT in Health”
5
Grammar
Reported Speech. Prepositions.
6
Writing
Writing a podcast script
7
Vocabulary Bank
8
Review
9
Reflective Questions
10
References
APPENDIX
Reading
Listening
126
130
133
135
138
141
145
148
151
153
156
158
161
163
163
164
166
EXPLANATORY NOTE
The educational and methodological manual for the discipline "Foreign Language 1: English
for Academic Purposes" is intended to serve as an educational and methodological resource for
first-year students majoring in the following fields:
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6В06101 Computer Science
6В06102 Software Engineering
6В06103 Big Data Analysis
6В06105 Media Technologies
6В06106 Mathematical and Computational Science
6В06301 Cyber Security
6B06202 Smart Technologies
6В03201 Digital Journalism
6В04101 IT Management
6B04102 IT Entrepreneurship
6B04103 Digital public administration and services
6B07101 Industrial Internet of Things.
This educational and methodological manual has been developed to enhance students' skills and
confidence in delivering informative and persuasive speeches on a wide range of academic topics.
The overall aim is to improve students’ ability to deliver extended academic speeches and
presentations, analyze, evaluate, synthesize a range of authentic academic sources, and effortlessly
express their ideas from different perspectives.
In the process of teaching first-year students, the following tasks are implemented:
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Improving students’ listening and public speaking skills through discussions, and filming
video podcast.
Enlarging students’ academic vocabulary bank.
Mastering learners’ use of complex grammatical structures.
Developing students’ skills in summarizing and critically analyzing academic articles.
Introducing students to citing sources using APA style.
Enhancing students’ critical thinking and problem-solving skills by means of the case study
method.
Encouraging student independent work and stimulating creativity.
As a result of studying this manual, students should:
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Study scientific articles
Evaluate the credibility of different sources
Differentiate between facts, opinions, and ideas in various texts
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Apply effective reading strategies such as scanning, identifying main ideas, and supporting
details
Listen and comprehend the speaker’s viewpoints and extent of agreement, both implicit
and explicit.
Listen and analyze types of supporting evidence: examples, definitions, and explanations.
Take notes from aural input for further study purposes.
Deliver cohesive and coherent presentations according to academic purposes.
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5
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Use persuasive language and evidence-based claims to deliver compelling speeches.
Ask and respond with appropriate syntax and vocabulary to open-ended higher-order
thinking questions.
 Interact with peers to give and receive constructive feedback.
 Collect, analyze, and synthesize information from multiple academic sources.
 Write quotations, paraphrases and summaries using APA 7th edition citation style.
This guide is divided into four modules, namely Education, Politics, Mass Media, and Health,
each focusing on a specific theme. The content of each module is organized into two parts, offering
a comprehensive range of activities and resources to enhance students' language proficiency.
The first module, Education, explores various aspects related to the use of technology in
educational settings. The content includes activities such as reading and analyzing academic
articles, listening to conversations and podcasts, engaging in speaking activities through role-plays
and presentations, practicing topical vocabulary and grammar, and developing writing skills
through self-study tasks.
The second module, Politics, delves into the intersection of information technology and
politics. It covers topics such as AI-guided chatbots, digital government, and the role of technology
in political processes. Students engage in reading abstracts of articles, listening to interviews and
discussions, participating in role-plays and opinion-based activities, practicing vocabulary and
grammar, and honing their writing skills through tasks like summarizing and paraphrasing.
The third module, Mass Media, focuses on the influence of IT technologies on the media
industry. It covers areas like news literacy, false information, deepfakes, and their impact on
society. Students engage in reading case studies, listening to interviews and news reports,
practicing speaking through dialogues and role-plays, enhancing vocabulary skills, and mastering
grammar concepts like zero, first, second conditionals and сomparison degrees of adjectives.
Writing tasks involve incorporating sources and analyzing situational problems related to IT in
mass media.
The fourth module, Health, explores the role of digital health technologies in patient care and
healthcare practices. Students engage in reading academic articles, participating in teamwork
activities to analyze digital health topics, practicing vocabulary and grammar, and enhancing
critical thinking skills through discussions and role-plays. The module also includes self-study
tasks on reported speech and writing activities related to healthcare and interacting with robots for
healthcare needs.
The educational and methodological manual for the discipline "Foreign Language 1: English
for Academic Purposes" offers a comprehensive and well-structured approach to teaching and
learning English in an academic context. The manual's four modules—Education, Politics, Mass
Media, and Health—provide a wide range of engaging activities and resources that cater to the
specific language needs of students.
By focusing on relevant topics such as technology in education, politics, mass media, and
healthcare, the manual ensures that students develop language skills that are applicable to realworld academic situations. Through reading and analyzing academic articles, listening to
interviews and discussions, engaging in speaking activities, practicing vocabulary and grammar,
and honing writing skills, students are exposed to diverse language tasks that enhance their
language proficiency and critical thinking abilities.
6
The manual's incorporation of self-study tasks, reflective questions, and vocabulary banks
further empowers students to take ownership of their learning process and develop independent
learning skills. By encouraging students to think critically, express their opinions, and reflect on
their learning experiences, the manual promotes a deeper understanding of the English language
and its application in academic settings.
Overall, the educational and methodological manual serves as a valuable resource for both
students and instructors in the discipline of "Foreign Language 1: English for Academic Purposes."
It provides a comprehensive framework and diverse range of activities that facilitate effective
language learning, foster critical thinking, and equip students with the necessary skills to succeed
in academic contexts.
7
MODULE 1. EDUCATION
Module objectives:
1. Demonstrate an understanding of the potential uses of IT in education.
2. Discuss the use and impact of IT on teaching and learning outcomes, including student
engagement and achievement.
3. Develop students’ reading, listening, speaking, writing skills by providing and practicing
language materials on the topic “IT in education”.
4. Apply the descriptive analysis throughout working with the academic journal article
related to the topic.
5. Apply the usage of definite and indefinite articles, grammatical present, past and future
tenses appropriately in discussing educational topics and processes.
6. Expand educational vocabulary in IT sphere through new words and phrases, idioms,
phrasal verbs.
7. Develop in-class activities and instructional materials that effectively incorporate the
current topic to achieve learning objectives.
PART 1
LESSON 1. READING
Reading an Abstract of the journal article
Objectives:
 to have a talk about the use and impact of IT on teaching and learning outcomes;
 to learn information about the academic journal article, its structure;
 to enlarge the topical vocabulary, practice it;
 to read the Abstract of the academic journal article and complete the exercises.
Warm up
 Look at the pictures and guess the topic of the module.
https://aws.wideinfo.org/soulcrazy.org/wp-content/uploads/2017/10/08124715/479-educationsoftware-erpfm-1.jpg
https://astanait.edu.kz/

1.
2.
3.
4.
5.
6.
Discuss the following questions with the peers.
How has the integration of technology affected your learning experience?
What are the advantages and disadvantages of using technology in the classroom?
How can technology be used to support personalized learning?
In what ways has technology improved the accessibility of education?
How can technology be used to improve collaboration among students and educators?
What are some strategies for using technology to enhance critical thinking and problemsolving skills?
8
7. How can teachers ensure that all students have equal access to technology?
8. How can technology be used to engage learners and make learning more enjoyable?
NOTES
Journal articles
Journal articles are manuscripts that share the findings of specific scholarly work published as
a part of a regularly published periodical. Articles in scholarly journals are typically evaluated
with some combination of the following criteria: peer review status, acceptance rates, impact
factors, stature of editor or editorial board members, and the number of times the article is cited.
The original research article fits many different fields and studies, including full Introduction,
Methods, Results, and Discussion sections. Original research is considered a primary source.
An article is deemed to be original research if:
It is the report of a study written by the researchers who did it;
The researchers describe their research question or hypothesis and the idea of the study;
The researchers describe their research methods;
The results of the research are reported;
The researchers evaluate their results and discuss possible implications.
Note that even if a study does not produce positive results, it is regarded as original research
and published.
 Pre-reading. Follow the link of the article “Information technologies in the educational
process of higher educational institutions”
(https://www.researchgate.net/publication/371027756_Information_technologies_in_the_
educational_process_of_higher_educational_institutions) and pay attention to its
structure. Identify the structural components of the academic article and describe them
briefly.
Exercise 1. Put the structural components of the article into the correct order.
___ Discussion
___ Bibliographic references
___ Title
___ Literature review
___ Materials and Methods
___ Abstract with key words
___ Introduction
___ Conclusion
___ Results
Exercise 2. Match the words with the definition.
1. Informatization
a) the process of changing the structure or organization of
2. Restructuring
something
3. Disseminate
b) to spread information or knowledge
4. Opportunity
c) the use or implementation of something
5. Application
d) a chance or occasion for something
6. Research
e) relating to or using analysis or logical reasoning
7. Analytical
f) a set of questions that are used to gather information
8. Questionnaire
9
9. Results
10. Technology
11. Idealization
12. Standpoints
g) a position or attitude that a person holds regarding an issue or
topic
h) the outcome or consequence of an action or event
i) the application of scientific knowledge for practical purposes,
especially in industry
j) the representation of something in an ideal or perfect form
k) a systematic investigation into a subject in order to discover facts
or information
l) the process of incorporating information technology into a
particular organization or system
 While-reading. Read the abstract and answer the questions:
1. What is the research about?
2. What is the aim of the research?
Abstract
Informatization of the educational process, in general, and the educational system of the higher
educational establishments, in particular, is one of the most significant tasks of restructuring and
shaping the education system in accordance with society requirements. Educational institutions
nowadays have an opportunity to disseminate new material in a way that responds to the unique
needs of each student thanks to using computer networks and online technologies. The purpose of
the academic paper is to identify and provide a brief assessment of the primary trends in
implementing information technologies in higher educational institutions (HEIs) in terms of the
specifics of their application in the educational process. In the course of the research, analytical
and bibliographic methods. At the same time, induction, deduction, analysis, synthesis of
information, system-structural, comparative, logical-linguistic methods, abstraction, and
idealization were applied to study and process data. By the way, the research authors also
conducted a questionnaire in online mode. Based on the research results, the primary and most
significant theoretical aspects of using information tools in higher educational institutions, as well
as the standpoints of scientists and heads of departments of higher educational institutions on key
aspects of the issue outlined.
Keywords: information technologies, information and communication technologies,
informatization of the educational process, information support, information educational
resources.
 Post-reading
Exercise 3. Define True / False sentences
1. Informatization of the educational process is not important in shaping the education system
according to social needs.
2. Educational institutions now have the ability to customize the learning experience thanks
to computer networks and online technologies.
3. The purpose of the academic paper is to provide a comprehensive analysis of the primary
trends in implementing information technologies in HEIs.
4. The researchers used a variety of methods to study and process data including induction,
deduction, analysis, synthesis, and abstraction.
5. The research authors did not conduct a questionnaire in online mode.
6. The research results do not provide any information on the theoretical aspects of using
information tools in higher educational institutions.
7. The opinions of scientists and heads of departments of higher educational institutions are
not discussed in the research results.
10
8. The authors of the academic paper used only analytical and bibliographic methods in their
research.
9. The use of information technologies in HEIs is a significant topic for restructuring the
education system.
10. The research provides a brief assessment of the primary trends in implementing
information technologies in HEIs.
Exercise 4. Fill in the following sentences with the words in bold from the abstract above.
(informatization, restructuring, dissemination, opportunity, application, research, analytical,
questionnaire, results, technology, idealization, standpoints).
1. Different stakeholders have varied _____ on the best way to integrate IT in education.
2. _____ of education has led to significant advancements in the learning process.
3. IT has provided more _____ for students to access education, regardless of their
geographical location.
4. The _____ of technology in education has transformed the way students and teachers
engage with learning.
5. The _____ of technology allows students to learn at their own pace and in their preferred
learning style.
6. A _____ among students on the use of technology in education can provide valuable
insights for educators.
7. The _____ of studies on the effectiveness of technology in education have been promising.
8. _____ of an IT-integrated education system can bring about significant improvements in
student outcomes.
9. _____ has shown that IT in education can improve student engagement and academic
performance.
10. Educators can use _____ tools in IT to track student progress more effectively.
11. _____ the education system to incorporate IT has enabled students to learn in innovative
ways.
12. _____ has become an indispensable tool in modern education.
Discussion.
 What is the research about?
 What is the aim of the research?
 What are some examples of how computer networks and online technologies can be
utilized in higher educational institutions to meet the unique needs of individual students?
 What research methods were used to identify and assess the primary trends in
implementing information technologies in HEIs, and how did these methods contribute to
the study of this issue?
 What were the primary theoretical aspects of using information tools in higher educational
institutions that were identified in the research, and how might these aspects evolve in the
future?
 What were some of the key standpoints of scientists and heads of departments of higher
educational institutions regarding the implementation of information technologies, and
how might these perspectives impact the future of informatization in higher education?
LESSON 2. LISTENING
Listening to the radio interview
Objectives:
• to listen to stories about people who did badly at school or at college and complete the
exercises;
• to enlarge the topical vocabulary, practice it;
• to have a talk about studying, education, academic performance.
11
 Warm-up
Do you know any stories of famous people who did badly at school or at college? Tell about them
to the class.
 Pre-listening. You are going to hear people talking about famous individuals who did
badly at school and in exams. What do you think they might say about the following?
• the syllabus
• report cards
• exams
• dyslexia
• dropping out of college
• class sizes
Exercise 1. Do you know these abbreviations? If not, consult the dictionary. Match with its
meaning
a) a qualification in a specific subject taken by students in England, Wales,
1. GCSEs
and Northern Ireland, usually at age 18.
b) a neurological disorder that affects a person's ability to focus and control
2. A-levels
their impulses
c) a qualification in a specific subject taken by students in England, Wales,
3. ADHD
and Northern Ireland, usually at age 16.
Exercise 2. Match the words from the conversation with the meanings, try the make up the
sentences with them.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Exam Results
University Exams
Academic Failures
Undergraduate
Inventor
Syllabus
Memorise
Dyslexic
Remedial Classes
a. exams taken by students studying in a university or college.
b. a student studying for their first degree at a university or
college.
c. a plan or outline of what a student is expected to learn in a
particular subject or course of study.
d. a person who is creating a new device, process, or system.
e. classes or instruction to help a student catch up on subjects or
skills they are struggling with.
f. to learn and remember information by repeating it several
times.
g. the marks or grades received by a student in an examination.
h. a learning disorder that affects a person's ability to read and
spell words correctly.
i. students who have not succeeded academically, usually
meaning they have failed exams or not achieved their
expected grades.
 While-listening
Exercise 3. Listen to Track 1.1 when people are talking about famous individuals who did
badly at school and in exams. Match speakers 1-4 to statements A-E. There is one extra
statement that you do not need.
A People with certain learning difficulties find certain types of exam tasks difficult.
B Talented people may not be interested in what is taught at school.
C Teachers do not give personal attention to unusual students.
D Pupils with problems could be helped more effectively if classes were not so large.
E Original thinking does not help you to do well in exams.
1 __
2 __
3 __
4 __
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 Post-listening.
Exercise 4. Choose the correct answer
1. What is the topic of the conversation?
A) Famous people who failed their exams
B) The importance of academic success
C) Learning difficulties and exams
D) The flaws of exams
2. What did Louis Pasteur do after finishing in fifteenth place in his Chemistry degree?
A) He dropped out of university
B) He won the Nobel Prize
C) He failed his exams
D) He became a teacher
3. What did one of Thomas Edison's teachers say about him?
A) He was too smart for school
B) He was a great inventor
C) He couldn't learn anything
D) He was the top student in the class
4. What did Emile Zola receive in his literature exam?
A) A perfect score
B) A passing grade
C) Zero
D) The highest grade in the class
5. According to Natalie, why do gifted individuals sometimes get poor exam results?
A) They are too nervous during exams
B) They find the syllabus boring
C) They don't study enough
D) They are not intelligent enough
6. What did Albert Einstein's teacher say about him on his report card?
A) He was the top student in the class
B) He would never amount to anything
C) He had potential for greatness
D) He was a troublemaker
7. What did John Lennon's report card say about him?
A) He was a natural leader
B) He had a bright future ahead of him
C) He was a clown in class
D) He was a hard worker
8. According to Mandy, what is difficult for dyslexic individuals in exams?
A) Seeing and remembering words
B) Memorizing formulas
C) Following instructions
D) Identifying correct answers
9. What is ADHD?
A) A learning disability
B) A behavioural problem
C) A physical disability
D) A mental illness
10. According to Julia, how can students with learning difficulties receive more personal
attention in school?
A) By investing more resources in education
B) By decreasing the standards for exams
13
C) By giving them more time on exams
D) By increasing class sizes
 Discussion
How far do you agree with the following ideas expressed by the speakers?
1. Gifted people get poor exam results because they're bored by what's in the syllabus.
2. Most exams only measure the ability to memorise and repeat information and they don't
suit people with original ideas.
3. In order to give students more personal attention, we need smaller class sizes.
4. Some exams are unfair to dyslexics.
LESSON 3. SPEAKING
Role play
Objectives:
 to have a talk about electronic devices, education, studying, academic performance;
 to enlarge and practice topical vocabulary;
 to role play the student who is going to do research on the topic “IT in education” and the
peer who advises publishing it in the scientific journal.
NOTES
Public speaking tips
When preparing and delivering your presentations, be aware of your audience’s needs.
Effective speeches are tightly organized and have a clear focus.
Content
In structuring your presentation, keep in mind the following principles that will result in better
reception, understanding, and retention of information for your audience members.
1. Be sure that your presentation is focused and well-organized. Limit your discussion to three
to four main points.
2.Begin with a clear introduction that asserts your thesis or topic.
3.Provide a brief outline of your presentation so that your audience knows what to expect and
can follow along more easily.
4.As you develop your discussion, clearly introduce each point that will support your topic.
5.Use skillful repetition and effective transitions to emphasize your points and to keep your
audience’s attention.
6.End with a solid conclusion that effectively wraps up your presentation.
For more information, follow
https://docplayer.net/17393048-Guidelines-for-public-speaking.html
 Warm up
 Discuss the ways in which people use electronic devices in education. Say what
possible problems might be connected with them.
 Think over the ways how the following ideas from the box might be used in
education. Then add three more ideas.
 Pre- speaking
Work in pairs and discuss the follow-up questions below:
1. What electronic devices do you find the most useful in education? Which of them do you
use every day?
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2. Do you think people rely too much on technology nowadays in the field of education?
3. How has technology changed the way you learn compared to when you were growing up?
4. What are some of the benefits of incorporating technology in classrooms?
5. Do you think that technology can replace traditional teaching methods completely?
6. What are some of the potential challenges that come with implementing technology in
education?
7. How has the use of technology affected the role of educators?
8. What role do you think that technology will play in the future of education?
Role play
Student A. Choose any topic above. Tell the peer that you are going to do the research on
this topic. Describe what the research will be about, the way you want to do it, your understanding
of this topic.
Student B. Your peer tells that he/she is going to do the research on the topic “IT in
Education”. Offer to publish his/her article in the scientific journal. You have already got the
experience in publishing, so describe the structural components of the article. Try to persuade to
publish.
 The duration is not more than 5 min.
 Exchange the roles.
Peer assessment
Student A
1. The topic is chosen appropriately - “IT in education”
2. The topic is well described using the examples and proving them.
3. The student uses a wide range of topical vocabulary and appropriate
grammatical structures. The speech is persuasive.
Student B
1. The student shares the experience of publishing his/her article.
2. The structural components of the research article are well described
and explained.
3. The student uses a wide range of topical vocabulary and appropriate
grammatical structures. The speech is persuasive.
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
LESSON 4. VOCABULARY
Objectives:
 to enlarge and practice topical vocabulary;
 to identify new vocabulary words related to the topic;
 to use the new vocabulary words in written and oral communication.
 Warm-up
Work in groups of three and complete the mind map “IT in Education” with your associations.
15
Exercise 1. Match the picture with the relevant expressions.
a)
b)
c)
d)
e)
f)
g)
h)
i)
1
2
pass an exam
take an exam
sit an exam
do badly in an exam
do well in an exam
resit an exam
retake an exam
fail an exam
do an exam
3
Exercise 2. Read the sentences and guess the words or phrases by finishing them.
1. Before an exam it's a good idea to r___ for it.
2. If you m___ c___/l___, you'll probably do badly in the exam.
3. Some schools/colleges/universities give students tests every week or month to see if they
are m___ p___.
4. The school/college/university-l___ e___ are held in May/June.
5. In some schools, colleges and universities, instead of tests and exams there is c___ a___,
with marks, e.g. 65%, or grades, e.g. A, B+, for essays and projects during the term.
6. When a student passes the university exams, he/she gets a degree and becomes a g___.
7. Students have m____ exams soon to check how well they are prepared for the real ones.
8. Everyone remembers how last year the Cyber Security teacher s____ an exam which was
so difficult that 75 per cent of the class flunked it.
9. During the examination period the educators have a hard time too: they have to m____
dozens of exam p____.
Exercise 3. Match the sentence beginnings and endings.
1 The growth in online learning
a is divided into terms.
2 Education is compulsory
b students take external exams and receive a
3 Our digital footprints
certificate.
4 The academic year
c there are also extra-curricular activities.
5 There's a syllabus for every subject d until the age of eighteen.
16
6 Some subjects are optional.
7
In
most
schools/colleges/universities
8 At the end of secondary school
9 When comparing with traditional
on-campus education,
10
Distance
education,
a
technology-mediated method,
e which means you don't have to take them.
f which says what educators are supposed to teach.
g are stored in places such as search engines, social
media platforms, and public databases.
h e-learning is a new approach in the market.
i may lead to fewer jobs for virtual teachers as more
students take classes online.
j has evolved with the evolution of technologies such
as video conferencing, TV, and the Internet.
Exercise 4. Choose the two words which can complete each sentence.
1. Robert took / passed / did the driving test last week, but he failed it.
2. How many points did you score / get / achieve in the French test?
3. Julia failed the history exam, so she'll have to repeat / retake / resit it next month.
4. Exam results will come out / be announced / appear next week.
5. Math analysis is a(n) external / internal / school/university-leaving exam.
Exercise 5. Complete each space in the text with a word formed from the word in capitals.
Last year I resigned my post as a Head of Department at a large
comprehensive school. After 23 years of teaching, I had simply had enough
of a job which is becoming increasingly (1) _____. As a Departmental Head,
PROBLEM
I saw at close hand the effect of the government's increased (2) _____ in
INVOLVE
educational matters; the job is now ten times more (3) _____ than it was
BUREAU
when I started out. Not content with loading teachers down with paperwork,
the government has also imposed standard national tests on pupils as young
as six, a fact which has left many teachers (4) _____ with their profession.
ENCHANT
But that side of things is by no means all. There is also the growing (5) _____ AGGRESSIVE
of the pupils, including the girls. There are the frequent little acts of (6) _____
RUDE
which teachers have become almost (7) _____ to stop, now that the right to
POWER
discipline pupils has been all but taken from them. There is the restlessness
and sheer (8) _____ of children brought up on a diet of computer games and
BORING
violent videos. Some people dismiss any link between computer games and
a (9) _____ in attention span, but few of them are teachers. When I started
REDUCE
out, I used to enjoy teaching history, my chosen discipline, to (10) _____
RESPECT
pupils; now I do so every Tuesday evening, teaching local history to
pensioners.

1.
2.
3.
Discussion.
Which new vocabulary terms did you learn during “IT in Education” vocabulary activity?
How can you apply these newly learned vocabulary words in your everyday life?
Which vocabulary words do you think will be most helpful in understanding and discussing
the use of technology in education?
4. What was the most challenging aspect of the vocabulary activity, and how did you
overcome it?
5. How can you continue to build your “IT in Education” vocabulary knowledge beyond this
activity?
17
LESSON 5. GRAMMAR
Articles
Objectives:
 to identify and apply the correct use of definite and indefinite articles in sentences;
 to practice topical vocabulary through grammar exercises.
Articles
NOTES
The indefinite article: 'a' and 'an'
We use the indefinite article, a/an, with singular nouns when the listener/reader does not know
exactly which one we are referring to. We also use it to show that the person or thing is one of
a group. We do not use an indefinite article with plural nouns or uncountable nouns. We use a
before a consonant sound (a banana, a university) and an before a vowel sound (an orange,
an hour).
The definite article: 'the'
The definite article the is the most frequent word in English.
We use the definite article in front of a noun when we believe the listener/reader knows
exactly what we are referring to because there is only one. because there is only one in that
context or because we have already mentioned it. We also use the definite article to say
something about all the things referred to by a noun, to refer to a system or service., etc.
For more information, follow
https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/indefinite-article
https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/definite-article
Exercise 1. Fill the article where necessary
1. ________ use of technology in education has increased exponentially in recent years.
2. Teachers are encouraged to incorporate ________ multimedia resources into their lesson
plans.
3. Students can access ________ plenty of educational materials online at any time.
4. ________ interactive whiteboards have revolutionized classroom presentations.
5. ________ benefits of using IT in education are numerous.
6. ________ disadvantages of relying too heavily on technology in the classroom are also
worth considering.
7. ________ online courses offer students greater flexibility and accessibility.
8. Some schools still struggle to provide their students with ________ fast and reliable
internet connection.
9. Teachers must ensure that ________ virtual learning environments are both engaging and
effective.
10. Many experts predict that ________ use of technology in education will only continue to
grow in ________ coming years.
Exercise 2. Decide which word or words are correct.
1 Judy goes to …… on the bus.
a) college b) a college c) the college
2 I don't know what to do. It's ……problem.
a) quite difficult b) a quite difficult c) quite a difficult
3… is my favourite subject.
a) Cyber security b) A cyber security c) The cyber security
18
4 … starts at nine o'clock.
a) School b) A school c) The school.
5 Nigel opened a drawer and took out …
a) photos b) a photos c) any photos
6 Did you learn to play …
a) violin b) a violin c) the violin
7 While I was in hospital, they gave me …
a) X-ray b) a X-ray c) an X-ray
8 I might listen to …
a) radio b) radios c) the radio
9 We need to protect …… from pollution.
a) environment b) some environment c) the environment
10 Why do they always play …music?
a) so terrible b) such terrible c) such a terrible
Exercise 3. In some of these sentences there is a mistake with articles. Underline each
mistake and write the correction.
1 My supervisor likes the classical music and listens to it all the time...
2 Sun was shining and it was a lovely day. …
3 I can play piano. …
4 My groupmates come from United Arab Emirates. …
5 I've applied to study at the University of Edinburgh.
6 I usually go to college by the bus. …
7 My husband is lecturer. …
8 Sorry I'm late for classes - car wouldn't start this morning. …
9 I once saw a beautiful student wearing a pink coat and boots! …
10 Our professor collects antiques. He's always going to auctions. …
Exercise 4. Underline the most suitable option. A dash (-) means that no article is needed.
1) Brenda is the/- ideal for a/the position of the senior lecturer. She has a/- wealth of the/experience.
2) The/- safety at the/- university is a/- major concern for our staff and students.
3) The/- smartest students in the/- country live in this city.
4) Have you seen a/the new 'Hamlet' at the/- University Theatre?
5) There is a/- beautiful countryside within an/- easy reach of a/the campus.
6) I have a/- terrible cold and am staying in the/- bed today.
7) I earn £3 an/the hour as a/- librarian on the/- Saturdays,
8) The/- charge for an/- excess luggage is £10 a/the kilo.
9) The/- most of the/- life is a/- matter of getting on with the/- others.
10) An/the/- university is officially called The/- Astana IT University.
Exercise 5. There are ten extra appearances of the in the following text. Find and cross
them.
The word processor and the calculator are without a shadow of doubt here to stay, and in the many
respects our lives are the much richer for them. But the teachers and other academics are claiming
that we are now starting to feel the first significant wave of their effects on a generation of the
users. It seems nobody under the age of 20 can spell or add up any more. Even several professors
at leading universities have commented on the detrimental effect the digital revolution has had on
the most intelligent young minds in the country. The problem, evidently, lies with the automatic
spellcheck now widely available on the word processing software. Professor John Silver of the
Sydney University, Australia, said: 'Why should we bother to learn how to spell correctly, or for
that matter to learn even the most basic of the mathematical sums, when at the press of a button
19
we have our problem answered for us. The implications are enormous. Will the adults of the future
look to the computer to make the decisions for them, to tell them who to marry or what the house
to buy? Are we heading for a future individual incapable of the independent human thought?'
LESSON 6. WRITING
Letter to the Editor or Editorial Office of a scientific journal
Objectives:
 to learn about the letter to the editor of the academic journal article;
 to distinguish formal and informal expressions;
 to write the letter to the editor of the academic journal article;
 to enlarge the topical vocabulary, practice it.
A letter to the Editor
NOTES
A Letter to the Editor or Editorial Office of a scientific journal, or it may usually be called a
Cover Letter, is a formal comprehensive letter, addressed to the Editor of a certain academic
newspaper with the intent of complementing, critiquing, informing, communicating, or
publishing a certain piece of information. Each cover letter is unique, and those addressed to
journal editors by scientists and academics when they submit their writing for publication are
no exception. As an opportunity to present original research in the best possible light, a cover
letter is indispensible for persuading a busy editor that a manuscript is worthy of peer review.
A letter can only achieve this goal, however, if it is well written, contains everything the
particular journal’s author instructions request for cover letters and offers specific and detailed
information about why the research reported and the paper itself are perfect for the journal and
of special interest to its readers.
In the Letter always be courteous and polite, use carefully constructed sentences, keep the
length of your letter rather short, never be too hasty, try not to be expressive, be concise.
For more information and examples, follow
https://www.proof-reading-service.com/blog/three-cover-letter-templates-journal-editors/
 Warm-up
Exercise 1. Divide expressions used in the letters according to the style: formal VS informal
Yours faithfully
Sir/Madam
I am writing with regard to
Whatever-your-name-is
I’m writing about
Tell me
However,
I would be grateful if you
could tell me
Lots of love
I wonder if you could
Please write back
I look forward to hearing from
you soon
 Pre-writing
Exercise 2. Guess the correct order of the following expressions in the Letter to the Editor
of a scientific journal.
a) ____ The findings show that
b) ____ I am writing with regard to submit
c) ____ I look forward to hearing from you soon
d) ____ Thank you for your time and consideration of my submission
e) ____ Dear Dr/Sir/Madam
20
f)
g)
h)
i)
j)
____ Sincerely
____ It also provides
____ The study is based on
____ I believe that the manuscript
____ The study also identifies
 While-writing. Read the letter to the editor of the academic journal article with the
recommendations. Discuss with the peer the essential components of the letter.
Marat Student
Department of social sciences
Astana IT University
Astana, Kazakhstan, 010000
+7 777-777-777
maratstudent@astanait.edu.kz
Address the
recipient in a
formal manner
Dr. Brian Editing
Editor-in-Chief
Journal of Education
New York, NY, USA 12345
editorinchief@jamebiblio.com
June 8, 2023
Dear Dr. Editing,
In the first
paragraph
state the aim
of the letter
Devote one
paragraph to
briefly
describing the
methodology,
results of the
research
I am writing with regard to submit my manuscript titled "Information technologies
in the educational process at IT university" for publication in the “Journal of
Education”. The study examines the use of information technologies in the
educational process at an IT university, identifying the major challenges and
opportunities that arise from their integration. I believe that this topic is highly
relevant to university educators and administrators, especially those who are trying
to advance their institutions' technological readiness.
The study is based on a qualitative research methodology that included observations,
interviews with educators, and focus groups with students. The findings show that
the integration of information technologies in the educational process is associated
with a range of challenges, including the need for increasingly complex technical
support systems, faculty training, and the maintenance of IT infrastructure.
However, the study also identifies a range of opportunities, including enhanced
collaboration, greater flexibility in teaching and learning styles, and improved
communication among educational stakeholders.
I believe that the manuscript presents a significant contribution to the academic
literature on the integration of information technologies and education. It also
provides insightful recommendations for further research in this area. I would be
honored if my manuscript could be considered for publication in the “Journal of
Education”.
Thank you for your time and consideration of my submission. I look forward to
hearing from you soon.
21
Identify
the
contributi
on of the
research
Finish the
letter with an
appropriate
closing
phrase
Sincerely,
Marat Student
(231 words)
 Based on the example above write the letter to the editorial office of the academic journal
article with the request to consider your article for the publication in the journal (150-200
words).
 Post-writing. Self-reflection.
1. What was my purpose for writing the letter to the editor of the academic journal? Did I
clearly convey this purpose in my writing?
2. Did I effectively analyze and address the content or argument presented in the original
article? Were there any areas where my response could have been more detailed or
nuanced?
3. Was my tone and language appropriate for the intended audience and subject matter?
4. Did I provide sufficient evidence or examples to support my desire to be published?
5. What did I learn from writing this letter to the editor? Are there any areas where I would
approach the task differently in the future, or where I would seek additional feedback or
guidance?
PART 2
LESSON 1. READING
Reading the academic journal article. Doing the descriptive analysis
Objectives:
 to have a talk about the use and impact of IT on teaching and learning outcomes;
 to learn information about the descriptive analysis of journal articles;
 to enlarge the topical vocabulary, practice it;
 to read the academic journal article and complete the exercises.
 Warm-up
Read the quotations. How do you understand them? Do you agree/disagree?
Albert Einstein
https://quotlr.com/images/quotes/education-is-not-the-learning-of-facts-its-rather-the-training-of-the-mind-to-think.jpg
https://www.azquotes.com/picture-quotes/quote-we-need-technology-in-every-classroom-and-in-every-student-and-teacher-s-handbecause-david-warlick-66-84-64.jpg
22
NOTES
Descriptive analysis of journal articles
Before you get to analyze an article or any other literature piece, it is good to understand what
is the meaning of analyzing. To analyze is the art of breaking down a literature piece and
addressing each point independently to the understanding of readers. When you analyze an
article, you are trying to demonstrate your critical thinking ability. Analyzing an article usually
is based on three main points as summarizing the main points in the piece, proceeding to the
main argument and the evidence offered by the writer in the article, reflecting on the
significance of the piece – most readers would want to see the importance of your work.
Journal articles represent dialogues between scholars in an academic community. The ability
to critically read peer-reviewed journal articles is a skill that is developed with practice
(Franco, 2020). Descriptive analysis of journal articles typically involves examining and
summarizing the key elements and findings of the article. Most scientific journal articles
follow a common structure, including sections such as Abstract, Introduction, Literature
Review, Materials and Methods, Results, Discussion, Conclusion, References. While reading
identify these sections in the article and understand their purpose.
 Pre-reading
Exercise 1. Match the academic journal article component with its correct explanation
1. Title
2. Main Topic and Question
3. Puzzle (research gap)
4. Abstract
5. Introduction
6. Methods
7. Results
8. Discussion
9. Conclusion
10. References
11. Contribution to the
Discipline and Future
Research
a) a missing piece of knowledge that the article seeks to
fulfill;
b) explains the research design, data collection procedures,
and statistical analyses used in the study. Evaluate the
methods to assess the rigor and validity of the research.
Pay attention to the sample size, data collection
instruments, variables measured, and any potential
limitations;
c) are typically found in the Abstract;
d) provides a concise summary of the entire article. Read the
abstract carefully to gain an overview of the research topic,
objectives, methods, results, and conclusions;
e) appears on the first page of the article;
f) the sources used by the authors. Assess the relevance,
credibility, and currency of the references to understand
the research's scholarly context;
g) interprets the results and relates them to the research
question and objectives. Analyze the author's
interpretation of the findings, identification of key
implications, and comparison with previous research.
Note any limitations or unanswered questions mentioned
by the authors.
h) presents the findings of the study. Carefully examine the
data, tables, and figures provided in this section. Identify
the main findings, patterns, trends, and statistical analyses
used to support the results;
i) are how the article helps fill the missing Puzzle piece, as
well as offer suggestions for future research that build on
the findings from the article;
23
j) provides background information about the research topic,
highlights the research gap, and states the research
question and objectives. Analyze the introduction to
understand the significance of the study and the context in
which it was conducted;
k) summarizes the main findings and their implications.
Evaluate the conclusion to understand how well the
research question was addressed and whether the
objectives were achieved.
 While-reading. Group work. Read the whole academic journal article entitled
“Information technologies in the educational process of higher educational
institutions”
(https://www.researchgate.net/publication/371027756_Information_technologies_in_the_educati
onal_process_of_higher_educational_institution ) and do the descriptive analysis of this
article by completing the table below.
Table 1. Descriptive analysis of the academic article
# Criteria
Ratings Notes
1 The title, the authors, the Yes No
year of publication are
identified
2 The main topic, the
Yes No
purpose are identified in
Abstract
3 Puzzle (research gap) is
Yes No
identified
4 The main idea of the
Yes No
Introduction is written
5 Methods identified
Yes No
6 Results presented
Yes No
7 Discussion interpreted
Yes No
8 Conclusion identified
Yes No
9 References determined
Yes No
10 Contribution to the
Yes No
discipline identified
11 Future research identified Yes No
 Post-reading. Compare your notes with other groups (possible answers are provided
by instructors)
Discussion. Evaluate the article according to the following points:
1. the strengths and weaknesses of the article;
2. the clarity of the writing;
3. the overall impact of the research.
24
LESSON 2. LISTENING
Listening to the podcast
Objectives:
 to listen to podcast on the topic “Virtual Science Teachers – Providing Free Science
Learning Resources”;
 to enlarge the topical vocabulary, practice it;
 to have a talk about using ICT in the educational process.
 Warm-up
Discuss in groups. Do you listen to podcasts? If yes, what are they? How do they differ from
radio?
In class make a list of podcasts students use.
 Pre-listening
Exercise 1. Match the words with their definitions
1. to station
a) very great or very strong; so powerful that you cannot resist it or
2. be thrown in at the
decide how to react
deep end
b) interesting or pleasant in a way that attracts your attention
3. overwhelming
c) to send somebody, especially from one of the armed forces, to
4. a learning curve
work in a place for a period of time
5. bunch
d) the rate at which you learn a new subject or a new skill; the
6. revitalize
process of learning from the mistakes you make
7. engaging
e) a number of things of the same type which are growing or
fastened together
f) to start or be made to start a new and difficult activity that you
are not prepared for
g) to make something stronger, more active or more healthy
 While-listening. Listen to Part 1 (Track 1.2) of the podcast “Teaching Learning Leading
K12” on the topic “Virtual Science Teachers – Providing Free Science Learning
Resources” https://teachinglearningleadingk12.podbean.com/e/suzanne-sprague-virtual-scienceteachers-providing-free-science-learning-resources-560/
Exercise 2. Answer the questions:
1. Who is a host of the podcast?
2. Who is the guest of the podcast?
3. What does the host ask the listeners?
Exercise 3. Listen to Part 2 (Track 1.3) of the podcast and answer questions:
1. What was the initial intention behind creating the organization?
a. To establish a big organization
b. To help science teachers and students during distance learning
c. To create virtual classes for students
d. To move to Germany
2. How did the creator of the organization connect with teachers?
a. Through Instagram groups
b. Through Facebook groups
c. Through Twitter groups
d. Through LinkedIn groups
3. What made Suzanne excited to wake up and start creating during the pandemic?
a. The love of teaching
b. The love of people
25
c. The love of the Internet opportunities
d. The love of earning much money
4. How did the pandemic affect the amount of time the teachers had on their hands?
a) They were busier than before
b) They had less time on their hands
c) They had more time on their hands
d) There was no change in their amount of free time
5. What did Suzanne's project combine?
a) Their love of music and art
b) Their love of writing and literature
c) Their love of science, teaching, and technology
d) Their love of nature and hiking
6. What is a challenge faced by teachers while teaching in an online platform?
a) Difficulty in seeing the students' faces
b) Difficulty in finding appropriate teaching resources
c) Difficulty in using the online platform
d) Difficulty in getting feedback and energy from students
7. What motivates Suzanne to create engaging resources for her students?
a) An expectation of boring resources
b) The need to assess the students' engagement
c) The desire to make the students take turns
d) The opportunity to sell them on the web-site
8. How does she involve their virtual students during class?
a) By telling funny stories about science experiments
b) By continuously talking to them for an hour
c) By turning off their cameras to gauge their facial expressions
d) By asking them to show their fingers to indicate the answer
 Post-listening.
Exercise 4. Answer True / False sentences.
1. Suzanne initially intended to form a big organization to help science teachers and students
during distance learning.
2. Suzanne was stationed in Germany during the pandemic and was connected to a lot of
teachers through Facebook groups.
3. The feedback from teachers using Suzanne's content was negative.
4. Suzanne enjoyed creating content for the virtual classes that she had been teaching.
5. The pandemic forced many school systems to figure out how to provide instruction to
students.
6. Many teachers did not attend the training they had before about using Google Classroom.
7. A magician interviewed by Steve had to figure out how to redo his whole act due to school
performances being canceled.
8. Online teaching is the same as traditional classroom teaching.
9. Suzanne's resources are designed to be fun and engaging to help keep students involved in
the lesson.
10. Suzanne's mental health was not affected by the pandemic.
Exercise 5. Complete the summary of the podcast with the words from the box. There are
two extra words.
satisfactory
online
host
Germany
lesson
positive
duties
energy
26
desire
founder
hands
Doctor Steve Miletto, the 1 _____ of the podcast “Teaching Learning Leading K12” had a talk
with Suzanne, the 2 _____ of a virtual science teacher platform. They discussed how her platform
was born out of a 3 _____ to help science teachers and students during the pandemic. As a military
family stationed in 4 _____, they were in lockdown and had a lot of time on their 5 _____. Suzanne
began creating content for virtual classes and shared them with teachers 6_____. The feedback
was 7 _____ , and she kept making more and more content. She shared the challenges of virtual
teaching, such as the lack of 8_____ and engagement from students, and how her resources are
designed to keep students involved in the 9 _____ .
 Discuss:
1. the teacher’s original idea
2. her experience of teaching on Zoom
3. effectiveness of the web-site
LESSON 3. SPEAKING
Debating the Pros and Cons of IT in Education.
Presentation of the descriptive analysis of the academic journal article
Objectives:
 to enlarge and practice topical vocabulary;
 to practice speaking skills through debating;
 to get familiar with the task of the student’s output – the individual presentation of the
descriptive analysis of the academic journal article.
NOTES
Perspective and stance language
Perspective is associated with objectivity, and connects what you are saying to an aspect of
the world, e.g. economic, historical, or medical. There are over thirty frequently-used
perspectives. For perspective, you can use phrases such as:
from an economic perspective ...
in economic terms ...
as for economics ...
economically speaking ...
if we take economics into account...
What the economics tells us is...
Stance refers to your opinion and is essentially subjective - the way you look at something or
your viewpoint. It is associated with support such as evidence and research. Perhaps the most
frequent way of expressing stance in spoken language is to simply give an opinion, e.g. That's
a good idea. The phrase I think… is used very frequently in both general and academic spoken
contexts. Other phrases include:
I would say ...
I would argue ...
It seems to me (that)...
in my view ...
For me ...
As far as I'm concerned...
I believe that…
My view is that…
27
NOTES
Public speaking tips
Structuring informative speeches
The purpose of any informative speech or presentation is to facilitate the learning process. We
can do this in three ways:
Help listeners become receptive to new information. Listeners are quick to judge whether or
not they will listen to new information. Our goal as speakers is to show listeners that being
receptive is vital to learning.
Help listeners understand the material. Speakers can help listeners relate information to their
own experience. Speakers can also help listeners apply that information in their work and
personal lives.
Help listeners retain the material they have received. As soon as we take in information, we
begin to lose it—unless we can learn to hold on to it.
Several basic principles result in the reception, understanding, and retention of new
information.
1.Information is more readily received when it is relevant to audience experience. Make your
presentation vital to your audience.
2.Information is more readily received when it is new. Try to introduce novelty in your
explanations.
3.Information is more readily received when it is startling. Use some attention-getting
techniques during your presentation.
4.Information is more readily received and retained when it is presented humorously.
Moderate use of humor related to your topic can be very effective.
5.Information is more likely to be understood and retained if it is associated. Try to associate
new or complicated material with familiar concepts.
6.Information is more likely to be understood and retained when it is related visually. Use
appropriate visual aids to enhance your presentation.
7.Information is more likely to be understood and retained when it is repeated. Implement
artful restatement of key words and concepts.
8. Information is more likely to be understood and retained when it is well-organized. Begin
with a clear outline and let your audience in on your organization.
For more information, follow
https://docplayer.net/17393048-Guidelines-for-public-speaking.html
 Warm-up
Think of advantages and disadvantages of using Information Technology in education. Write
your ideas on the whiteboard.
https://latestgovtjobs.in/wp-content/uploads/2020/10/pc1.jpg
28
 Pre-speaking.
(Instructors divide students into two equal groups: Group A (advocating for IT in education) and
Group B (opposing IT in education)).
In groups discuss some key points and arguments about the topic. Group A should have points
supporting the use of IT in education, while Group B should have arguments against it. Come up
with additional points
Group A: Advocating for IT in Education:
 IT in education provides students with access to a vast amount of information and
resources.
 It enables personalized learning experiences and caters to different learning styles.
 Interactive online platforms and resources enhance student engagement and motivation.
Group B: Opposing IT in Education:
 Overreliance on IT may harm students' social skills and increase isolation.
 Traditional teaching methods foster critical thinking and face-to-face interactions better
than IT.
 IT in education may contribute to screen addiction and distract students from learning.
 While-speaking. Choose two strong arguments and present them to the opposing group
using the stance and any perspective.
 Discussion
Students from both groups reflect on the debate and share their personal opinions.
Student output: individual presentation of the descriptive analysis of the academic journal
article
 Search the article on the topic “IT in Education”;
 Do the descriptive analysis of this article (based on Table 1 form Reading section);
 Follow the assessment criteria rubrics to present in class.
Peer assessment rubrics
Score
The presentation begins with an introduction including a hook (to interest the
10
audience) and an outline.
The article is chosen to the topic “IT in Education”. Provide referencing in APA
10
style.
The main topic, the research question and the puzzle are identified
10
Methods used and results are presented
10
Conclusion of the article is summarized
10
Overall appearance (text, font, color, images, no conflicting backgrounds, no
10
spelling mistakes) and organization (organized well, correct sequence of
information, effective use of space)
Speaker uses a range of grammar appropriately
10
Adequate vocabulary is used flexibly
10
Student speaks with a clear, strong voice, with eye contact with the audience. The
5
manner of presentation is interesting.
Speaker uses correct pronunciation
5
The presentation ideas are presented in a logical and coherent way
5
The presentation is between 3-4 minutes long
5
Total score
100
29
LESSON 4. VOCABULARY
Objectives:
 to enlarge and practice topical vocabulary;
 to identify new vocabulary words related to the topic;
 to use the new vocabulary words in written and oral communication.
 Warm-up
Solve the fillword. Find 13 topical words from the previous lessons. The words are written
like →, ↓, ←, ↑)
Exercise 1. In what order do these things happen? The first point has been numbered for
you.
How To Become A Distinguished Academic
____ A At the end of the first term, you do well in an exam and get outstanding grades to
continue getting a scholarship.
____ B You become a university lecturer and continue publishing research papers.
____ C At the end of the first academic year, you have the highest grade-point average in your
year.
____ D You continue your research and do a PhD.
____ E You decide to do a postgraduate course.
____ F You get a place at university. You are now an undergraduate.
____ G You get an MA or MSc.
____ H You graduate. You get your first degree. You are now a BA or BSc.
_1__ I You apply to a university.
____ J Your PhD thesis gets published in an academic journal.
Exercise 2. Complete the sentences with a word from the box. Use each word once only.
icon
website
paste
cursor
engine
pull-down menu
download
reboot
scroll down
30
highlight
a) The text appears at the position of the flashing _____.
b) Hold down the left mouse button and drag the mouse over the text that you want to _____.
c) If your computer crashes, you may have to _____.
d) To open a document, click on the relevant _____.
e) To transfer text to another document you can copy and _____.
f) If the text you want is below the part you can see, you can _____.
g) Look at the toolbar at the top of the screen and select the option you want from the _____.
h) Connect to the Internet and type out the address to go straight to the _____.
i) If you cannot find the information you want on the website, try typing out a key word into the
search _____.
j) If you need to get a whole program from the Internet, it can take a long time to _____.
Exercise 3. Use the word given in capitals at the end of each line to form a word that fits in
the space in the same line.
How does IT work?
When I was young, I always dreamed of becoming a famous (1) ________ .
SCIENCE
When I was at school I decided to study (2) _______, and then become a
ENGINE
millionaire by inventing a wonderful new IT (3) _______ which would make
PRODUCE
the world a better place. Unfortunately, I wasn't very good at technical
subjects. Any time I operate any kind of (4) _______, something terrible
EQUIP
happens. Machines which use
(5) _______, such as computers or
ELECTRIC
televisions, always seem to give me a
(6) _______ shock. The POWER / USE
instruction booklets are always (7) _______. They never help me at all.
SPECIAL
Nowadays you need to have (8) _______ knowledge just to use the gadgets. EMBARRASS
To my great (9) _______ it is always a child of six who helps me out of my
DIFFICULT
(10) _______.
Exercise 4. Decide which answer (A, B, C or D) best fits each space.
Learning how to learn
There is usually one important (1) ___ missing from most school (2) ___. Very few students are
(3) ___ how to organize their learning, and how to (4) ___ the best use of their time. Let's take
some simple (5) ___. Do you know how to (6) ___ up words in a dictionary, and do you understand
all the (7) ___ the dictionary contains? Can you (8) ___ notes quickly, and can you understand
them (9) ___? For some reason, many schools give learners no (10) ___ with these matters.
Teachers ask students to (11) ___ pages from books, or tell them to write ten pages, but don't
explain (12) ___ to do it. Learning by (13) ___ can be useful, but it is important to have a genuine
(14) ___ of a subject. You can (15) ___ a lot of time memorizing books, without understanding
anything about the subject!
1) A theme
2) A agendas
3) A taught
4) A take
5) A sentences
6) A find
7) A information
8) A do
9) A after
10) A teaching
11) A concentrate
B book
B timetables
B learnt
B give
B results
B look
B advise
B send
B afterwards
B ability
B remind
C subject
C terms
C educated
C get
C rules
C research
C subjects
C make
C lastly
C instruction
C forget
31
D mark
D organizations
D graduated
D make
D examples
D get
D themes
D revise
D at last
D help
D memorize
12) A how
13) A the way
14) A information
15) A pass
B what
B heart
B success
B waste
C why
C now
C understanding
C tell
D it
D law
D attention
D use
Exercise 5.
Complete the extracts from two school reports. Use the words from the box.
half-hearted
participated
respect
contributes
mature
applies
distracted
concentrate
insolent
effort
Report 1
Tracey has made a big (1) _____ this term, showing herself to be very (2) _____ for her age. She
(3) _____ well and (4) _____ fully to class discussions. She shows a lot of (5) _____
towards her teachers.
Report 2
On one occasion Derek was sent home for being (1) _____ to a teacher. In terms of effort, his
work can sometimes be rather (2) _____ . He is easily (3) _____ and finds it hard to (4) _____ in
class. Also he has not (5) _____ in group work as well as he should.
Discussion
1.Which new vocabulary terms did you learn during “IT in Education” vocabulary activity?
2.How can you apply these newly learned vocabulary words in your everyday life?
3.Which vocabulary words do you think will be most helpful in understanding and discussing the
use of technology in education?
4.What was the most challenging aspect of the vocabulary activity, and how did you overcome it?
5.How can you continue to build your “IT in Education” vocabulary knowledge beyond this
activity?
LESSON 5. GRAMMAR
Tenses: Present, Past, Future
Objectives:
 to identify and apply the correct use of verbs in present, past and future tenses in
sentences;
 to practice topical vocabulary through grammar exercises.
NOTES
Present tenses
There are four present tense forms: Present simple (I work), Present continuous (I am working),
Present perfect (I have worked), Present perfect continuous (I have been working).
Present tenses are used to show facts which are always true, habitual actions, summary of events;
actions which are in progress now, habits during a temporary situation, a repeated temporary
action, etc.
Past tenses
There are four past tense forms in English: Past simple (I worked), Past continuous (I was
working), Past perfect (I had worked), Past perfect continuous (I had been working).
32
past tenses are used to describe finished actions and events in the past, background description,
past before past, to talk about hypotheses (when we imagine something), for politeness, etc.
Talking about the future
When we know about the future, we normally use the present tense (present simple for
something scheduled, present continuous for plans or arrangements), will when we express
beliefs about the future, be going to to talk about plans or intentions, will be with an -ing form
for something happening before and after a specific time in the future, verbs like would like,
plan, want, mean, hope, expect to talk about the future, etc.
To find out more information on tenses, you may consult the following:
https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/present-tense
https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/past-tense
https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/talking-aboutfuture
Exercise 1. Read the following sentences and answer the questions that follow.
1. This is the principle on which I bring up my own children, and this is the principle on which I
bring up these children.
2. A growing number of educationalists are reintroducing experiential learning in the outdoors.
3. Advances in technology, however, have generated revolutionary applications that could change
the face of education as we know it today.
4. However, in view of recent developments in Internet and multimedia technologies, we have
been reassessing the potential of online learning.
Which of the extracts above refers to:
a. an activity that started some time ago and still continues
b. an activity going on now or nowadays
c. an action happening generally or repeatedly
d. an action which happened in the past and its results are obvious in the present
Exercise 2. Fill in the gap with an appropriate form of the verb in present tenses.
John: Hey Mark! (1) _____ (you / study) for your exam?
Mark: No, actually I (2) _____ (think) of going for lunch now. Would you like to join me?
John: Sure! So, how's your course going?
Mark: Great. Actually, I (3) _____ (just / read) a very interesting article about higher education. It
has to do with the number of contact hours that universities (4) _____ (offer) students. On the one
hand, it says that the more contact hours students (5) _____ (receive) from their tutors at university,
the better they will perform.
John: I agree with that. I (6) _____ (try) to see my Maths tutor for ages but every time I (7) _____
(go) to his office he's away. It would help if I had more tutorials with him.
Mark: How long (8) _____ (you / wait) to see him?
John: Nearly two weeks now. So what else (9) _____ (the article / say)?
Mark: It says the fewer contact hours you (10) _____ (have) with tutors the more time you have
to study. According to the writer, that's the purpose of university; to provide students with the
opportunity to think and learn on their own.
Exercise 3. Put each verb in brackets into a suitable past verb form. Only use the past
perfect where this is absolutely necessary.
1) While I (try) _____ to get my computer started, a passing student (stop) _____ and (offer) _____
to help me.
33
2) The Deans Office (pay) _____ little attention to Clare's complaint because she (phone) _____
them so many times before.
3) Mary (not wear) _____ her glasses at college, so she (not notice) _____ what kind of car the
man (drive) _____ .
4) Nick (lie) _____ down on the grass for a while, next to some students who (feed) _____ the
ducks.
5) Tony (admit) _____ that he accidentally (hit) _____ the other laptop, but said that he (not
damage) _____ it.
6) Sorry, I (not listen) _____ to you. I (think) _____about something else.
7) Helen (feel) _____ very tired, and when she (finish) _____her studies, she (fall) _____ asleep.
8) The police (get) _____ to Clare's house as fast as they could, but the burglars (disappear) _____.
9) I (phone) _____ you last night but you (not answer) _____. What (you do) _____?
10) We (not go) _____ out yesterday because it (rain) _____.
Exercise 4. Put each verb in brackets into a suitable future form.
Have you ever wondered what exactly (1) _____ (you do) in ten years time? Well, according to
computer expert Tom Vincent, computers (2) _____ (soon be able) to make accurate predictions
about the future. Professor Vincent, from Cambridge, (3) _____ (hold) a press conference next
week to describe the computer which he calls 'Computafuture'. 'This computer can tell us what life
(4) _____ (be) like, based on data describing past events,' explains Professor Vincent. For
example, Computafuture can predict how many people (5) _____ (live) in a particular area, or
whether there (6) _____ (be) a lot of rain during a particular period. Professor Vincent also believes
that by the year 2050, computers (7) _____ (replace) teachers, and (8) _____ (also do) most of the
jobs now being done by the police. 'Computers are becoming more intelligent all the time,' says
Professor Vincent. 'Soon they (9) _____ (direct) traffic and (10) _____ (teach) our children. And
telling us about the future.'
Exercise 5. Choose the correct answer a, b, c or d.
1. 'Are you still working on that biology project?' - 'Yeah, ___ longer than I expected.'
a. it takes
b. it took
c. it's taking
d. it hasn't taken
2. 'Are you sure our Spanish friends ___ this Saturday?' - 'I'm positive so you'd better change your
plans for the weekend.'
a. come
b. are coming
c. coming
d. came
3. 'Where's Ben? I haven't seen him for some time’. - 'I think ＿ to his hometown to see his parents.'
a. he went
b. he's been
c. he's gone
d. he's being
4. In the sequel to Deeply in Love coming out next September the hero and the heroine ___again
ata friend's wedding.
a. meet
b. met
c. have met
d. will meet
5. Thanks to the hard work of our staff, we ___ more than 5,000 units this month alone.
a. sell
b. are selling
c. have sold
d. have been selling
6. Due to the rapid development of the digitalization in our country, more and more people ___
digital skills.
a. learn
b. are learning
c. have learnt
d. learning
7. 'Hey, Rose! Your garden looks really nice!' - 'I know, ___there all morning.
a. I worked b. I'm working
c. I've worked
d. I've been working
34
8. Did you hear that the regulations ＿? From now on we have to enroll on optional courses during
the last week of August.
a. change
b. have changed
c. have been changing
d. are changed
9. 'Do you think you can meet the deadline for the sociology assignment?' - 'No way! ＿＿
Professor Holden this afternoon to ask for some extra time.'
a. I see
b. I'm seeing
c. I've seen
d. I can see
10. ＿ to visit my aunt Clara for ages but I'm always too busy to do it.
a. I mean
b. I'm meaning
c. I meant
d. I've been meaning
LESSON 6. WRITING
Writing the descriptive analysis of the academic journal article
Objectives:
 to learn about the academic research databases for searching scholarly articles;
 to write the write the descriptive analysis the academic journal article;
 to enlarge the topical vocabulary, practice it.
NOTES
Using the academic research databases
The writing of research papers must be accurate, without errors. To ensure the accuracy of the
paper, you need to refer to high-quality academic papers or journals. Therefore, using
academic research databases is the best choice for research paper writing. Compared with
searching a single journal, using a library database can save time and energy. Using the
database, students can quickly obtain safe, accurate, and up-to-date research information.
The academic research databases can be Scopus, Web of Science, PubMed, ERIC, IEEE
Xplore, ScienceDirect, Directory of Open Access Journals, JSTOR, etc.
Descriptive analysis of the academic journal article
 Using the academic research databases search the academic article on the topic “IT in
Education” and write the descriptive analysis based on the criteria and the notes below.
The possible length of the descriptive analysis may be not more than 200 words.
#
1
2
3
4
5
6
7
8
9
10
11
Criteria
The title, the authors, the year of publication
The main topic, the purpose
Puzzle (research gap)
The main idea of the Introduction
Methods
Results
Discussion
Conclusion
References
Contribution to the discipline
Future research
Notes
Guidelines
- Select the article: The first step is to choose the article you want to write the descriptive analysis.
Ensure that the article aligns with your research interests. Use the academic research databases.
35
- Read the article: Read the article carefully and take notes on the main points, visuals, and
arguments presented in the article.
- Identify the main topic, question, puzzle (research gap) that the article seeks to answer.
- Evaluate the methodology, and data sources quality of the evidence presented and whether it
supports the author's argument.
- Discuss the impact: Evaluate the results of the research. Assess the article's contribution to the
field. Consider the broader implications of the article's findings and any potential future research.
- Structure your piece of writing: A recommended structure might include introduction, summary,
critical analysis, and conclusion.
- Edit and proofread: Edit the descriptive analysis for clarity, organization, and coherence, and
proofread for errors.
VOCABULARY BANK
1. Abstract
2. Academic Failure
3. Academic performance
4. Acceptance rates
5. Access
6. Accessibility
7. Accurate
8. Achievement
9. Administrators
10. Aggressive
11. A-levels
12. Analytical
13. Announced
14. Antiques
15. Application
16. Apply to a university
17. Arise
18. Associate
19. Be a BA or bsc.
20. Be thrown in at the deep
end
21. Bibliographic references
22. Boring
23. Bunch
24. Bureau
25. Calculator
26. Campus
27. Candidate
28. Cite
29. Claim
30. Class sizes
31. Collaboration
32. Combination
33. Complementing
34. Comprehensive school
35. Compulsory
36. Concentrate
85. Enchant
86. Encourage
87. Engage
88. Engaging
89. Enhance
90. Ensure
91. Equal
92. Equip
93. Essay
94. Evaluate
95. Exam Results
96. Examiner
97. Experience
98. Exponentially
99. External exams
100. Extra-curricular
activities
101. Facial expressions
102. Flexibility
103. Founder
104. Frequent
105. Future Research
106. Game consoles
107. Gauge
108. Get an MA or msc
109. Gifted people
110. Government
111. Grade-point average
112. Graduate
113. Groupmates
114. Half-hearted
115. Hasty
116. Higher educational
institution (HEI)
117. Highlight
118. Host
119. Hypothesis
36
167. Optional
168. Original
169. Outline
170. Overwhelming
171. Pandemic
172. Paperwork
173. Participate
174. Pass/take/sit an exam
175. Paste
176. Peer review status
177. Pensioner
178. Performance
179. Periodical
180. Personalized learning
181. Plenty
182. Podcast
183. Postgraduate course
184. Potential use
185. Prediction
186. Problem-solving skills
187. Processor
188. Produce
189. Professor
190. Project
191. Public databases
192. Publish
193. Pull-down menu
194. Puzzle/research gap
195. Qualitative
196. Questionnaire
197. Readiness
198. Reboot
199. Receive a certificate
200. Reception
201. Reduce
202. Regularly
203. Relevant
37. Concern
38. Conclusion
39. Conference
40. Consequence
41. Contact hours
42. Content
43. Continuous assessment
44. Contribution to the
Discipline
45. Countryside
46. Courteous
47. Criteria
48. Criterion
49. Critical thinking
50. Critiquing
51. Cursor
52. Customize
53. Data storage
54. Definite
55. Descriptive analysis
56. Detrimental
57. Difficult
58. Digital footprints
59. Digitalization
60. Discipline
61. Discussion
62. Dismiss
63. Disseminate
64. Distance education
65. Distinguish
66. Distract
67. Do a PhD
68. Do well / badly in an
exam
69. Doubt
70. Download
71. Drop out of college
72. Dyslexia
73. Dyslexic
74. Editor
75. Editorial Office
76. Educational software
77. Educator
78. Effective
79. Effectiveness
80. Effort
81. E-learning
82. Electric
83. Electronic devices
84. Embarrass
120. Icon
121. Idealization
122. Impact
123. Implications
124. Impose
125. Incapable
126. Incorporate
127. Indefinite
128. Indispensable tool
129. Informatization
130. Infrastructure
131. Innovative
132. Insolent
133. Instruction
134. Integration
135. Intend
136. Interactive whiteboard
137. Internet banking
138. Internet
communications
139. Introduction
140. Inventor
141. Involve
142. Learning curve
143. Learning Difficulty
144. Learning disorder
145. Learning outcome
146. Lecturer
147. Leverage
148. Literature review
149. Making progress
150. Manuscript
151. Materials and Methods
152. Mature
153. Memorise
154. Mental health
155. Method
156. Miss classes/lectures
157. Mobile phones
158. MP3 players
159. Multimedia resource
160. Multiple-Choice Test
161. Nobel Prize
162. Observations
163. Offline
164. On-campus education
165. Online
166. Opportunity
37
204. Reliable
205. Rely on
206. Remedial Class
207. Report
208. Research
209. Resit / retake / fail / do an
exam
210. Resource
211. Respect
212. Restlessness
213. Restructuring
214. Result
215. Retention
216. Revise
217. Revitalize
218. Revolutionize
219. Safety
220. Satisfactory
221. Scholarly
222. Scholarship
223. School/college/university
leaving exams
224. Science teacher
225. Score
226. Scroll down
227. Search engine
228. Senior lecturer
229. Shadow
230. Source
231. Spellcheck
232. Staff
233. Standard national tests
234. Standpoints
235. Station
236. Stature of editor
237. Struggle
238. Submission
239. Supervisor
240. Syllabus
241. Technology
242. Technology-enhanced
projects
243. Technology-mediated
method
244. Term
245. Tutor
246. Tutorial
247. Undergraduate
248. Valuable insights
249. Virtual teacher
250. Website
REVIEW
1. What is an academic journal article?
2. What is the possible structure of academic journal articles?
3. Explain the meaning of the following words: informatization, disseminate, application,
research, questionnaire, technology.
4. Give synonyms to the following words: inventor, failure, memorise, opportunity, idealization.
5. Make up sentences with the following vocabulary: online dictionaries, mobile phones, Internet
communications, educational software, podcasts.
6. Provide definitions to the following words: online learning, academic year, on-campus
education, distance education, certificate, extra-curricular activities, educators.
7. Provide possible word forms from the following words: problem, involve, bureau, enchant,
rude, power, reduce, respect.
8. Make up sentences with the following vocabulary: to station, be thrown in at the deep end,
overwhelming, a learning curve, bunch, revitalize, engaging.
9. Explain the meaning of the following: Discussion, Bibliographic references, Title, Literature
review, Materials and Methods, Abstract with key words, Introduction, Conclusion, Results
10. What is an article in the English grammar? What are the types? How do they differ from each
other? Provide examples.
11. When are the articles not used in grammar? Provide examples.
12. Define the Letter to the Editor or Editorial.
13. What style is used when writing the letter to the editor of the scientific journal? Provide the
examples of the expressions.
14. What is the descriptive analysis of journal articles? How can it be done?
15. What are the forms of the present tenses? Provide the examples.
16. What are the forms of the past tenses? Provide the examples.
17. How can we talk about the future? Provide the examples.
18. What academic research databases can be applied to search the scholarly articles?
19. Provide the tips for effective public speaking in terms of the content.
20. Provide the tips for effective public speaking in terms of structuring informative speeches.
REFLECTIVE QUESTIONS
1. Have you got a clear understanding of Descriptive Analysis in reading section?
2. Was it complicated to select appropriate scientific articles to the topic “IT in Education”?
3. How would you apply the knowledge and insights gained from the Descriptive Analysis of
the chosen article to your future work or projects?
4. What specific problem or issue in the field of education was discussed in the listening section?
5. Were there any proposed solutions or strategies discussed in the listening section to address
the identified problem?
6. Was it challenging for you to listen to various conversations in listening exercises?
7. What aspects of the Descriptive Analysis did you find most challenging to understand and
articulate during the speaking lessons?
8. Looking back at your presentation on the Descriptive Analysis of the chosen article, do you
feel that you effectively conveyed the main points and key takeaways to your audience?
9. How did the speaking lessons enhance your understanding of the Descriptive Analysis and
help you clarify any areas of confusion?
10. Do you feel comfortable about writing the official letter to the editor of the academic journal
article with the request to publish it?
38
11. Reflecting on your research process, what strategies did you employ to find the article related
to IT in Education? Were there any challenges you faced during this stage?
12. How did your chosen articles help you get the understanding of the Descriptive Analysis?
13. Have you got a clear understanding how to write academically about the academic journal
articles after your presentation of Descriptive Analysis in writing section?
14. What strategies or techniques do you find helpful in distinguishing between definite, indefinite
and zero articles?
15. How confident do you feel about your understanding and usage of grammatical tenses
(present, past, future)? Can you think of any specific instances where you struggled or
encountered challenges in using them correctly?
16. What do you find most challenging about distinguishing tenses?
17. Were there any words or concepts in the vocabulary section that you found confusing or
difficult to grasp? Can you identify why they were challenging you?
18. Did you have any difficulties with pronunciation or spelling while learning the new
vocabulary words? How did you address or overcome those challenges?
19. Were there any specific techniques or activities used during the vocabulary section that you
particularly enjoyed? Why did you find them enjoyable?
20. Looking back at the vocabulary section, is there anything you would like to improve or change
in the way the words were introduced or practiced? How would you approach it differently?
REFERENCES
British council. (n.d.). Definite article. Learn English.
https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/definite-article
British council. (n.d.). Indefinite article. Learn English.
https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/indefinite-article
British council. (n.d.). Past tense. Learn English.
https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/past-tense
British council. (n.d.). Present tense. Learn English.
https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/present-tense
British council. (n.d.). Talking about the future. Learn English.
https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/talking-aboutfuture
De Chazal, E., & Rogers, L. (2013). Oxford EAP. A Course in English for Academic Purposes.
Intermediate / B1+ https://elt.oup.com/student/oxfordeap/b1plus?cc=kz&selLanguage=en
Franco, J. (2020) Introducing the Analysis of Journal Articles
https://www.researchgate.net/publication/339004879_Introducing_the_Analysis_of_Journal_Arti
cles
Jacobson Center for Writing, Teaching and Learning. (n.d.). Guidelines for public speaking.
https://docplayer.net/17393048-Guidelines-for-public-speaking.html
Mitchell, H.Q. (2010). Traveller B1 Student's book. MM Publications.
http://audiolang.info/uchebniki-traveller/
Sprague, S. (2023) Providing Free Science Learning Resources. Virtual Science Teachers.
39
https://teachinglearningleadingk12.podbean.com/e/suzanne-sprague-virtual-science-teachersproviding-free-science-learning-resources-560/
Stoika, O., Butenko, N., Miziuk, V., Zinchenko, O., & Snikhovska, I. (2023). Information
technologies in the educational process of higher educational institutions. Revista
Amazonia Investiga, 12(63), 156-163. doi:10.34069/ai/2023.63.03.14
https://www.researchgate.net/publication/371027756_Information_technologies_in_the_educatio
nal_process_of_higher_educational_institution
Umińska M., Chandler, D. (2013). Exam Activator: Classroom and Self-Study Preparation for
Exams. Longman https://sciarium.com/file/506772/
40
MODULE 2 POLITICS
Module Objectives:
1. Understand the concept and significance of e-government in the political landscape.
2. Analyze the impact of e-government on political campaigns and the democratic process.
3. Demonstrate knowledge of e-government system and its effectiveness in political
governance.
4. Discuss the advantages and challenges of e-voting and the use of new technologies in
political campaigns.
5. Apply nouns and modal verbs appropriately in discussing political topics and processes.
6. Expand political vocabulary through idioms, phrasal verbs, buzz words, and phrases related
to politics.
7. Develop the skills to write an article on politics, incorporating facts, opinions, paraphrasing,
and summarizing effectively.
PART 1
LESSON 1. READING
Reading objectives:
 Develop reading comprehension skills in the context of IT in Politics
 Be able to identify facts and opinions from the articles.
 Warm-up.
Exercise 1.



What do you see in each picture? Describe what you see in each image.
Can you find any similar things in all four pictures? What things are the same in all of
them?
What things do you notice that are different in the four pictures? How are they different
from each other?
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 Pre-reading
Exercise 2. Vocabulary Preview: In the text, you will encounter certain words related to AI,
chatbots, and government. Before reading the text, match the following words with their
definitions:
1) AI
2) Chatbot
3) Government
Definitions:
a) An artificial intelligence system that can imitate human conversations.
b) The system or group of people that govern a country.
c) The field of computer science that deals with creating intelligent machines capable of
performing tasks that would typically require human intelligence.
READING TIP: Facts and Opinions
Brainstorming:
1. Have you ever come across statements that made you wonder whether they were based on
objective facts or personal opinions?
2. Do you think it's important to differentiate between facts and opinions? Why or why not?
3. How do you usually determine whether a statement is a fact or an opinion?
4. Can you think of any examples where confusing facts and opinions can lead to
misunderstandings or misinterpretations?
5. What are some ways you think we can identify and evaluate facts and opinions in everyday
conversations or written materials?
Facts
Facts are objective statements that can be
verified and proven true or false. They are
based on evidence, observations, or widely
accepted information.
Key points/ aspects
1. Definition: A fact is a statement that
corresponds to reality, independent of personal
opinions or interpretations.
2. Verification: Facts can be confirmed
through research, observation, or reference to
reliable sources.
3. Universality: Facts are true regardless of
personal beliefs or perspectives.
Opinions
Opinions are subjective expressions of
personal beliefs, preferences, or judgments.
They reflect individual viewpoints rather than
objective truths.
1. Definition: An opinion is a statement that
expresses a personal viewpoint, belief, or
judgment.
2. Subjectivity: Opinions are influenced by
personal experiences, emotions, and values.
3. Variation: Different individuals can hold
different opinions on the same matter.
4. Examples: "Water boils at 100 degrees 4. Examples: "Chocolate ice cream is the best
Celsius," "The Earth revolves around the Sun," flavor," "I believe climate change is a pressing
"The capital of France is Paris."
issue," "In my opinion, the government should
prioritize education."
Differentiating Facts and Opinions:
1. Objectivity vs. Subjectivity: Facts are objective and can be independently verified, while
opinions are subjective and reflect personal perspectives.
2. Verifiability: Facts can be confirmed through evidence or research, while opinions rely on
personal experiences and beliefs.
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3. Universal vs. Varied: Facts hold true regardless of individual perspectives, while opinions
can vary among different people.
4. Context: Facts are relevant in discussions requiring accuracy and truth, while opinions
contribute to debates, discussions, and personal expression.
More information about Facts and opinions
https://youtu.be/XibDgW_8iHM
● prove
● might not be true
● measurement
● scientific data
● historical records
Facts VS Opinions
● can't prove
● opposite point of view
● should
● it's good, or it's bad
● persuade
(Austin Community College [IDS ICC],2015)
READING TIME
The following text was retrieved from “TRANSFORMING THE COMMUNICATION
BETWEEN CITIZENS AND GOVERNMENT THROUGH AI-GUIDED CHATBOTS” by
Aggeliki Androutsopouloua, Nikos Karacapilidisb, Euripidis Loukisa, Yannis Charalabidis
(https://www.sciencedirect.com/science/article/abs/pii/S0740624X17304008) and simplified for
B1 level readers.
There are more and more uses of AI in the government, especially when it comes to
chatbots or conversational agents. According to recent studies, these chatbots are mostly used on
social media platforms like Twitter by government agencies, political parties, and politicians.
Their main purpose is to serve political goals. They provide a new way of political communication
and can spark discussions on theoretical and policy-related topics. They are also used to influence
public opinion and shape online discussions. Some chatbots are even programmed to intervene in
policy-related discussions on social media, like a case in the UK where bots were used to track
and influence conversations about energy demand reduction. In some cases, chatbots are used to
enhance the digital reputation of politicians by amplifying their messages, creating trending topics,
or increasing the number of followers, making them seem more popular. While some chatbots may
aim to attack political opponents or spread misinformation, not all of them do. However, there is
still limited empirical evidence on the connection between chatbots and political discourse, their
impact, and how people react to them.
As the public sector looks for ways to improve citizen services and government functions,
more advanced AI applications have emerged. These applications are primarily focused on
providing automated information by governments. Virtual assistants, also known as "digital
representatives," have been adopted in various government operations to provide real-time access
to information and support. They can be used in civil protection, public safety, immigration
services, taxation services, and more. A recent study by Harvard identified five main uses of
chatbots in the public sector, including answering citizens' questions, searching documents and
providing guidelines, collecting citizens' input and directing them to the appropriate offices,
translating governmental information, and drafting documents with answers to citizens' questions.
One significant advantage of these virtual assistants is that they use supervised learning algorithms,
allowing them to learn from interactions with humans and improve their responses over time.
There is also a category of chatbots called "transparency bots" that aim to increase the transparency
of government information by monitoring and reporting on the contributions of governmental
actors in platforms like Wikipedia.
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 While reading
Exercise 3. Read the excerpt given above from the article and determine whether each sentence
represents a fact or an opinion. Mark an opinion (O) and a fact (F) above the sentences.
For example: Recent literature review suggests that chatbots are predominantly deployed on
social media (especially Twitter) by government agencies, political parties and politicians, in order
to serve mainly political purposes. (O)
This statement can be considered an opinion. While it mentions a "recent literature
review," the claim that chatbots are predominantly deployed on social media by
government agencies, political parties, and politicians for political purposes is subjective
and not a verifiable fact. It is based on the interpretation and analysis of the literature,
which can vary among different researchers or studies.
Exercise 4. True or False: Read the following statements and determine if they are true or false
based on the information in the text. Correct the false statements.
1. Chatbots are primarily used in the government sector.
2. Chatbots can be used to influence public opinion on social media.
3. Chatbots are solely programmed to enhance the digital reputation of politicians.
4. There is ample empirical evidence regarding the impact of chatbots on political discourse.
Exercise 5. Vocabulary in Context: Complete the following sentences by choosing the correct
word or phrase from the text that best fits each context.
a) The main purpose of chatbots is to serve _______ goals.
b) Virtual assistants provide real-time access to information and support in various areas, such as
_______ services.
c) Supervised learning algorithms help virtual assistants _______ their responses over time.
d) "Transparency bots" aim to increase the _____________ of government information.
 Post - reading
Exercise 6. Discussion: Reflect on the text and answer the following questions:
a) What are some benefits of using chatbots in the government sector?
b) How can chatbots influence public opinion and shape online discussions?
c) Do you think the use of chatbots in politics can have any negative consequences? Why or why
not?
LESSON 2. LISTENING
Objectives:
 Be able to understand the interview about Estonia's digital government system
 Understand how technology is influencing political systems, policymaking, and public
opinion.
Brainstorming activity
1. How can the use of technology, such as chatbots and virtual assistants, improve citizen
engagement and interaction with government services?
2. What potential benefits and challenges do you foresee in the implementation of e-governance
initiatives in terms of efficiency, transparency, and accessibility?
3. In what ways can e-governance contribute to enhancing government accountability and
responsiveness to citizens' needs and concerns?
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 Pre- listening
Exercise 1. Based on the picture, what do you think might be the topic or theme of the upcoming
discussion or audio clip?
Exercise 2. Mind Map
Carefully examine the picture of E-Estonia and create a mind map by jotting down any words,
ideas, or associations that come to your mind when you look at the picture. Include both specific
terms related to technology and governance, as well as broader concepts or themes that you think
may be relevant. Example of a Mind Map Model is provided.
Useful words: E-Government, Digital Transformation, Technology, Innovation, Online
Services, Digital Identity, Cybersecurity, Data Privacy, Digital Infrastructure,
Connectivity, Smart Solutions, Efficiency, Transparency, Accessible Governance, Digital
Economy, E-Residency, Digital Citizenship, Public Services, Digital Innovation Hub, ICT
(Information and Communication Technology), etc.
E-Estonia
Digital ID
Online Services
e-Residency
e-Governance
Digital Taxation
Cybersecurity
Innovation
Pre-teaching vocabulary:
1. Digital government - /ˈdɪdʒɪtl ˈɡʌvərnmənt/
2. Online system - /ˈɒnˌlaɪn ˈsɪstəm/
3. Filing taxes - /ˈfaɪlɪŋ ˈtæksɪz/
4. Comprehensive review - /ˌkɒmprɪˈhɛnsɪv rɪˈvjuː/
5. Digital ID - /ˈdɪdʒɪtl aɪˈdiː/
6. Blockchain - /ˈblɒkˌtʃeɪn/
45
7. Decentralized - /diːˈsɛntrəˌlaɪzd/
8. Transparently verified - /trænsˈpærəntli ˈvɛrəˌfaɪd/
9. Digitizing governance - /ˈdɪdʒɪˌtaɪzɪŋ ˈɡʌvərnmənt/
10. E-voting - /iː ˈvoʊtɪŋ/
11. Virtuous circle - /ˈvɜːrtʃuəs ˈsɜːrkəl/
12. Modern system of governance - /ˈmɒdən ˈsɪstəm əv ˈɡʌvərnmənt/
Listening theme “The most advanced Digital
https://www.youtube.com/watch?v=nPJ7IVFNEhI&t=1s
Covernment
in
the
world”:
 While-listening
Exercise 3. Read the following statements and choose the correct option (A, B, C, or D) that best
completes each statement based on the information in the passage.
1. Estonia's digital government system, e-Estonia, has been in operation since which year?
A) 1998
B) 2001
C) 2005
D) 2023
2. How long does it take to file taxes in Estonia using e-Estonia?
A) About 5-6 hours
B) About 2-3 minutes
C) About 1 hour
D) About 30 minutes
3. Which transactions cannot be done online in Estonia?
A) Getting married, getting divorced, and buying real estate
B) Getting married, selling real estate, and filing taxes
C) Getting divorced, buying real estate, and filing taxes
D) Getting married, getting divorced, and filling prescriptions
4. In the e-Estonia system, what happens when a piece of information is entered?
A) It needs to be entered again every time.
B) It becomes public and can be accessed by anyone.
C) It stays private and never needs to be entered again.
D) It is stored on a centralized server for verification.
5. According to Toomas Hendrik Ilves, why do people trust e-voting in Estonia?
A) The government directly collects and secures personal data.
B) The government indirectly collects vast amounts of data.
C) The same tools used for everyday transactions are used for voting.
D) The government has never been hacked in the past 20 years.
Exercise 4. Fill in the missing words in the following sentences based on the information from the
listening passage. Choose the appropriate words to complete each sentence.
1. In Estonia, banking, prescriptions, and even voting are all managed through a single online
system called ___________.
2. The e-Estonia system has been in operation since ___________.
3. Estonia has been filing taxes and voting online for years with ___________.
46
4. According to Toomas Hendrik Ilves, under COVID, ___________ functions break down.
5. The e-Estonia system operates on a ___________, ensuring decentralized and transparent
verification of transactions.
6. According to Toomas Hendrik Ilves, there are only three transactions that cannot be done online:
getting married, getting divorced, and ___________.
 Post-listening
Exercise 5. Read the following descriptions and match them with the correct words or phrases
from the audio. Choose six words or phrases from the list provided. There are six extra
words/phrases.
Word/Phrase Options:
1. Digital government; 2. Online system; 3. Filing taxes; 4. Comprehensive review;
5. Digital ID; 6. Blockchain; 7. Decentralized; 8. Transparently verified;
9. Digitizing governance; 10. E-voting; 11. Virtuous circle; 12. Modern system of governance
1. A system where banking, prescriptions, and voting are managed through the internet.
2. The process of submitting tax information to the government.
3. A thorough examination or assessment of something.
4. A unique identification number based on digital technology.
5. A technology that securely verifies and records transactions in a decentralized manner.
6. The process of converting traditional government operations into digital formats.
Exercise 6. Opinion Discussion
1. How do you feel about the concept of e-Estonia and its digital governance system? Do you think
it would be beneficial to implement similar systems in other countries? Why or why not?
2. The speaker, Toomas Hendrik Ilves, mentions that trust is crucial for the success of online
governance systems like e-Estonia. Do you believe that people in your country would trust such a
system? What factors do you think would contribute to or hinder the establishment of trust in
digital governance?
LESSON 3. SPEAKING
Objectives:
 Understand the impact of information technology on politics
 Develop speaking skills to articulate the relationship between IT and politics
 Engage in a group discussion on key IT-related political issues
 LEAD-IN
Exercise 1. Work in pairs and look at the photos. What words or phrases come to mind when you
think about politics? Take turns discussing your thoughts and ideas with your partner.
47
Use the following questions as prompts:
1. What is the first word that comes to mind when you see these photos related to politics?
2. What are some positive aspects of politics that you can think of?
3. Are there any negative aspects or challenges associated with politics?
Exercise 2. Fill in the table by matching the words given in the box to the corresponding
categories.
Political Ideology
Elections
E-Government
Adjectives
Electronic participation, Accountable, Liberalism, Voting, Conservatism, Transparency,
Socialism, Campaign, Fascism, Communism, Populism, President, Democracy, Parliament,
Efficiency, Progressive.
Note: SPEECH FRIGHT Be aware that public speaking is an anxiety-provoking event for
almost everyone. Many surveys show that it is people’s number one fear, that more people
would rather jump out of a plane (with a parachute!) than give a speech. And there are physical
consequences to this fear. When we are frightened or anxious, our body produces the “fight or
flight” response. In effect, as our anxiety grows about speaking, we prepare to meet a “threat.”
In response to that threat, we produce adrenaline and it, along with a number of other
hormones, rushes into the bloodstream, pumping up the body and putting the brain on sensory
alert. We become extremely sensitive to sounds and movements. At the same time, our muscles
tense, our heart rate and breathing quicken, our pores open, and our digestive system shuts
down. We are ready for extreme action, but the situation requires us to focus and speak.
However, as speakers, we can use our heightened physical energy and perceptions to enliven
our presentations. Before the presentation, anxiety can motivate us to prepare. During the
speech, we can harness nervous energy to help with voice projection, movement and gesturing.
Turned outward, heightened consciousness can become heightened responsiveness to an
audience instead of painful self-consciousness. Fortunately, there are remedies for overcoming
speech fright.
1. Rehearse thoroughly.
2. Know your subject as completely as possible.
3. Use visual aids.
4. Concentrate on your message.
5. Speak to the individuals rather than to a group.
6. Avoid formality: try a more personal approach.
7. Use physical techniques: deep breathing, smiling, stretching, exercising, yawning.
8. SPEAK AS OFTEN AS YOU CAN.
 While speaking
Exercise 3. Role-play Activity
Work in pairs and take turns role-playing a conversation based on the given questions. One person
can act as an interviewer, and the other as a respondent. Switch roles after completing the
conversation. Aim to provide detailed and engaging answers. (https://ideas4el.com/speakingtopics/politics):
48
1. How much are you interested in politics?
2. Can you tell some recent political news?
3. How often do you read articles or watch TV programmes on political issues?
4. Do you like talking about politics?
5. What are the main political problems in your country?
6. What do you think about your country’s political system?
7. What do you think about your country’s politicians?
8. What qualities make a good political leader?
9. Did you vote in the last election?
10. How do you decide who or what to vote for?
11. How have your political views changed during your lifetime?
12. How is it possible to get more people to vote?
13. How do you feel about stars who run for a position in politics?
14. Would you like to work in politics?
15. If you were a politician, what problems would you focus on?
16. What are the main political issues in the world?
17. What can cause a war?
18. What would the world be like without politics?
Exercise 4. Share your opinions, exchange ideas, and listen to others' viewpoints.
Exercise 5. Determine whether each statement is a fact or an opinion. Provide a brief explaination
for your answer.
1."Unemployment rate decreased by 2% last quarter."
2."The current government is doing a terrible job managing the economy."
3."The minimum voting age should be lowered to 16."
4."The political party in power has increased national debt significantly."
5."The proposed tax reform will benefit the middle class."
LESSON 4. VOCABULARY
Objectives:
 Understand and use essential vocabulary related to information technology in the context
of politics
 Enhance language skills in expressing ideas and opinions on IT related topics in politics.
 Warm-up. Choose the correct answers under the questions
1. What is the term for a system in which citizens can cast their votes electronically instead of
using traditional paper ballots?
2. What is the term for a person who engages in illegal activities online, such as hacking or
spreading malware, for political reasons?
3. What is the process of gathering and analyzing large amounts of data to gain insights and
inform decision-making in politics called?
4. What is the term for a government policy or practice that restricts access to certain websites
or online content?
5. What is the term for the use of technology, such as facial recognition or fingerprint scanning,
to verify a person's identity for voting or other purposes?
49
1.
2.
3.
4.
5.
Electronic voting
Cyber-activist or hacktivist
Data analytics or big data analysis
Internet censorship
Biometric identification
Exercise 1. Politics and Government
Divide the following words into the subcategories related to politics and government.
Word bank:
1. Politics,
2. Candidate,
6. Court,
7. Diplomacy,
11. Government, 12. Local government,
16. Parliament, 17. Party,
Political systems and
institutions
3. Congress,
8. Election,
13. Governor,
18. Political,
4. Council, 5. County,
9. To elect, 10. Embassy,
14. Law,
15. Mayor,
19. President, 20. Senate, 21. State
Elections and political
process
Political terminology and
concepts
WORD FORMATION
Suffix
-ation
-ity
-ness
-ment
-ance
-er
-ism
-hood
-ist
-ship
Noun Form
formation
conformity
firmness
adjustment
performance
former
formalism
neighborhood
conformist
friendship
Exercise 2. Complete each sentence with the correct form of the word in brackets to test your
understanding of political vocabulary. Choose the appropriate word form.
Example: The candidates gave passionate __________ (speak) during the debate.
Answer: speeches
Global politics refers to the 1. _________________(interact) between countries and
international 2. _____________________ (organaize) on various issues. In today's interconnected
world, these interactions greatly impact our lives. Global politics involves diplomacy, 3.
(negotiate), and 4. __________________(cooperate) to address challenges such as climate change,
terrorism, and trade disputes. International 5. ___________________(agree), like the Paris
Agreement, aim to mitigate environmental damage, while organizations like the United Nations
work towards peace and human rights. However, global politics can also lead to tensions and
conflicts, as nations compete for resources and influence. 6._________________(Understand)
global politics is crucial for informed citizenship in our increasingly globalized society.
50
PREPOSITIONAL PHRASES
Exercise 3.
Choose the correct prepositional phrase to complete each sentence.
Example: The politician was accused of/ with/ at accepting bribes.
1. The speech by the politician focused on/ with/at economic reform.
2. The politician appealed to/with/for the voters' concerns.
3. The scandal led to/with/at the resignation of the politician.
4. The politician campaigned for/with/on social justice and equality.
5. The politician was praised for/with/at his leadership skills.
6. The politician faced criticism for/with/at his handling of the crisis.
7. The politician was known for/with/on his charisma and charm.
8. The politician was accused of/with/at busing their power.
9. The politician called for/with/on stricter regulations.
10. The politician spoke on/with/for behalf of marginalized communities.
WORD PATTERNS
Exercise 4.
Write one words in each gap
Student A: Hey, have you heard 1.____________ the concept of digital governance? It's been a
hot topic lately.
Student B: Yeah, I've been reading about it. I'm upset 2. _________the lack of transparency in
how our personal data is being handled by tech companies.
Student A: I completely understand. It's important to talk about these issues in general and raise
awareness among people.
Student B: Absolutely! We should campaign 3.___________ the misuse of our data and advocate
for stricter regulations.
Student A: You're good 4._______ explaining complex topics. Can you help me understand the
connection 5.____________ digital governance and data privacy?
Student B: Of course! Digital governance is about managing and regulating technology in society,
and data privacy is a crucial aspect of it. The difference 6.___________ the two is that digital
governance focuses on the overall framework, while data privacy specifically addresses the
protection of personal information.
Student A: I'm really concerned 7._________ how our data is being used without our knowledge.
We need more control over our own information.
Student B: I share the same concern. We should give credit 8. _______ organizations that
prioritize data protection and distinguish them 9. _________ those that don't.
Student A: Agreed. It's essential to count 10._______ reliable platforms that respect our privacy
and security.
Student B: Definitely. By promoting digital governance and advocating for our rights, we can
create a safer and more transparent digital environment.
Exercise 5. Each word in bold is wrong. Write the correct word.
1. We should campaign for stricter regulations to ensure digital government accountability.
2. She is really good for explaining complex concepts related to digital government.
3. There is a strong connection among technology, innovation, and digital government.
4. Can you point out the difference for e-government and digital government?
5. Many citizens are concerned with the potential risks posed by digital government initiatives.
6. We can count for government agencies to protect our data and privacy in the digital era.
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LESSON 5. GRAMMAR
Nouns
Objectives:
 Introduce and explain nouns related to IT in politics
 Provide examples of these nouns in sentences
 Be able to use the correct usage and grammatical forms of the nouns.
NOUNS
Nouns in the English language are divided into simple, derivative, and compound nouns based
on their structure and formation. Additionally, all nouns can be classified as common nouns or
proper nouns.
Simple nouns consist of a single root and do not have suffixes or prefixes. They are often
monosyllabic words (consisting of one syllable).
Derivative nouns are formed by adding suffixes or prefixes to a root.
Compound nouns are formed by combining two or more words or word roots. They can be
formed by combining not only nouns but also other parts of speech such as adjectives, verbs, and
prepositions.
Exercise 1. Divide the words and phrases from the box into the appropriate category.
Politics, Politician, Democracy, Lawmaker, Monarch, Bureaucracy, Decision-making Process,
Republic, Policymaker, Government, Federalism, Legislature, Constitution, Ideology,
Diplomacy, Campaign, Grassroots , Election, Policy, Power, Authority, Citizen, Nation, Party,
Peacekeeping Mission
Simple nouns
Derivative nouns
Compound nouns
*Discuss your answer with your shoulder partner.
COUNTABLE AND UNCOUNTABLE NOUNS
Countable nouns indicate both animate and inanimate objects, as well as concepts that can be
counted. These nouns have a plural form, which is usually formed by adding the suffix -s, if the
noun does not have an irregular plural form.
Uncountable nouns cannot be counted and do not have a plural form. They can be classified into
abstract nouns and material nouns. Abstract nouns represent intangible concepts, while material
nouns refer to substances, liquids, and materials.
Exercise 2. Decide if these words are Countable (C) or Uncountable (U). Write (C) or (U)
next to each word or phrase.
Policy, Politician, Governance, Democracy, Election, Vote, Party, Leadership,
Constituency, Campaign, Legislator, Transparency, Bill, Diplomacy, Amendment,
Accountability, Constitution, Politics, Justice
52
Exercise 3. Form compound nouns
1.
2.
3.
4.
5.
6.
7.
a.
b.
c.
d.
e.
f.
g.
Party
DecisionPolicy
Out
Voting
PolicyPeace__________ missions
making process
rights
making
weighing
affiliation
keeping
reform
Exercise 4. Identify the structure of the compound nouns in each sentence.
Go
to
the
link
https://byjus.com/english/compoundnouns/#:~:text=A%20compound%20noun%20is%20a,closed%20or%20solid%20compo
und%20nouns to learn about Compound Nouns.
1. The government intervention in the economy caused a significant impact.
2. The peacekeeping mission was successful in maintaining stability.
3. The budget allocation for healthcare was increased this year.
4. The policy-making process requires extensive research and analysis.
5. The campaign trail is a demanding and competitive journey for politicians.
6. The opposition party aims to undermine the government's credibility.
7. The decision-making process involves considering various factors.
Exercise 5. Use the correct derivatives to complete the text
The policy-making process is a complex and dynamic process, involving multiple
stakeholders. It is crucial for 1.___________________(policy make) to carefully analyze and
evaluate the 2.______________ (feasible) and 3. _________________ (implicate) of proposed
policies before implementing them. This requires conducting thorough research to gather data and
insights. Once the information is collected, policymakers engage in 4. ____________(deliberate),
where they discuss and deliberate on the potential impacts and implications of the proposed
policies.
The complexities and 5. _______________ (implicate) of the policy-making process often
require compromise and negotiation among different parties. This involves skilled 6. ___________
(negotiate) who can facilitate constructive dialogue and find common ground. Additionally,
policymakers must consider the influence of public opinion and take into account the concerns and
feedback of citizens.
Effective policy-making requires 7. _______________ (assess) and 8.
______________(anticipate) of the potential consequences. Policymakers need to develop
strategies for effective policy implementation and evaluate its 9.______________(effect). They
also need to ensure that policies are aligned with their 10. ______________(object) and are
consistent with existing laws and regulations.
LESSON 6. WRITING
Identifying facts and opinions
Objectives:
 Be able to analyze and communicate the impact of information technology on politics
through effective writing
53


Be able to understand the significance of writing in IT within the realm of politics, and
develop effective writing skills to convey complex ideas related to IT and its impact on
political processes
Be able to identify facts and opinions from the article, justify the answer.
 Pre-writing
Exercise 1. Read each sentence carefully and decide whether it is related to writing opinions
or writing facts. Write "Opinions" or "Facts" next to each sentence in the provided table. Some
might be used in both situations.
1. Presents arguments and evidence to support a particular viewpoint. [Opinions/Facts]
2. Relies on objective information and verifiable data. [Opinions/Facts]
3. Expresses personal beliefs, preferences, or judgments. [Opinions/Facts]
4. Requires logical reasoning and critical thinking. [Opinions/Facts]
5. Aims to inform and educate the reader. [Opinions/Facts]
6. Can be influenced by personal experiences and emotions. [Opinions/Facts]
7. Encourages the reader to form their own conclusions based on presented information.
[Opinions/Facts]
 While-writing
Exercise 2. Model-analysis
Analyze an article and identify 3 facts and opinions the author has used. Read the article
carefully and identify statements that are based on objective information (facts) and statements
that express the author's personal beliefs or judgments (opinions). Write the facts and opinions and
justify your answer.
Use the following link to the article: https://www.researchgate.net/profile/AbdulAmbali/publication/228866981_E-Government_Policy_Ground_Issues_in_EFiling_System/links/562d05bf08ae518e34824751/E-Government-Policy-Ground-Issues-in-EFiling-System.pdf
 Post-writing
Exercise 3. Checklist (
or
)
1. Can you identify the fact or opinion accurately?
2. Do you support your finding with the justification?
3. Do you use clear and concise language to explain their justification for classifying each
statement?
Exercise 4. Read the following statements about the role of IT in politics. Determine
whether each statement is a fact or an opinion. Provide a brief explanation for your answer.
1.Fact or Opinion: "Information technology has revolutionized political campaigns by enabling
targeted advertising and social media outreach."
Explanation:
2. Fact or Opinion: "The use of blockchain technology in voting systems ensures transparency,
security, and trust in electoral processes."
Explanation:
3.Fact or Opinion: "The integration of artificial intelligence (AI) in political decision-making
can lead to more efficient and unbiased policies."
Explanation:
4. Fact or Opinion: "IT advancements have created new challenges for ensuring data privacy
and cybersecurity in political systems."
Explanation:
54
5.Fact or Opinion: "The use of automated bots and fake accounts on social media platforms
can manipulate public opinion during elections."
Explanation:
6.Fact or Opinion: "E-voting systems are vulnerable to hacking and manipulation, which poses
a threat to the integrity of democratic elections."
Explanation:
Example response:
1. Fact: This statement is a fact because the use of information technology, such as targeted
advertising and social media outreach, has indeed transformed political campaigns. Examples
include the micro-targeting of ads on platforms like Facebook and the ability to reach a
broader audience through social media platforms like Twitter.
(Continue with the remaining statements, providing explanations for each)
PART 2
LESSON 1. READING
Reading the article
Objectives:
 Understand the concept and significance of e-government in the political landscape.
 Be able to summarize and paraphrase the articles.
 Warm-up.
Exercise 1. Divide the words and phrases from the box into the appropriate category.
Corrupt, visionary, bipartisan, diplomatic, strategic, progressive, manipulative, partisan,
legislative, analytical, charismatic, inspirational, divisive, authoritarian, constitutional
Think critically and analyze the meaning of each word or phrase to determine its category.
Positive
Negative
Neutral
 Pre-reading
Exercise 2. Before reading the text, discuss the following questions with a partner:
1. What do you know about e-government applications?
2. How do you think e-government can transform the way the government operates?
3. In your opinion, what factors contribute to the success of e-government initiatives?
READING TIME
The following text was retrieved from “POLITICS OF E‐GOVERNMENT: E‐
GOVERNMENT AND THE POLITICAL CONTROL OF BUREAUCRACY” by Michael J.
Ahn & Stuart Bretschneider (Retrieved from Public Administration Review 71(3):414 – 424, May
2011, DOI: 10.1111/j.1540-6210.2011.02225.x) and simplified for B1 level readers.
55
Gangnam's e-government applications have brought significant changes to the way the
government operates, according to employees of Gangnam. They mentioned that e-government
has transformed the bureaucratic culture from authoritarian to citizen-centric, while also improving
transparency, responsiveness, and citizen trust in the government. Furthermore, Gangnam officials
believe that e-government applications have greatly reduced corruption and abuse of power among
public officials.
When asked about the key factors behind the success of Gangnam's e-government practice,
most officials highlighted the strong determination and support of the mayor, the substantial
budget available to Gangnam, and the demographic environment characterized by high levels of
education, income, and Internet usage. The mayor played a crucial role in initiating and promoting
all e-participation projects, leading the development of Gangnam's e-government.
The mayor recognized the political importance of e-participation applications as tools for
bureaucratic reform. The mayor consistently encouraged the participation of Gangnam officials in
the development of various e-participation applications. To motivate and mobilize the officials, a
promotion and reward system called the "Incentive System" was implemented. This system
provided monetary and non-monetary rewards based on the officials' contributions in generating
innovative suggestions that improve government efficiency and convenience for citizens.
Through the use of e-participation applications, the mayor enhanced citizen engagement and
allowed citizens to oversee government processes and decision-making. This increased
accountability, transparency, and citizen participation in decision-making, giving the mayor more
control over the bureaucracy and leverage against the Gangnam legislature. As a result, the mayor
gained political support from citizens, leading to three consecutive terms as the mayor of
Gangnam-gu.
Opening up the government process to the public and involving citizens in decision-making
became a source of power and protection for the mayor. Conducting timely surveys to understand
citizen preferences helped the mayor effectively address their needs and improve satisfaction
levels. In a citizen satisfaction survey conducted in 2001, 95 percent of citizens expressed aboveaverage satisfaction, while only 4.7% felt dissatisfied.
 While-reading
Exercise 3. Multiple Choice Test:
1. According to employees of Gangnam, e-government applications have led to:
a) Increased corruption and abuse of power.
b) Authoritarian culture in the bureaucracy.
c) Improved transparency and responsiveness.
d) Decreased citizen trust in the government.
2. What factors are highlighted as key to the success of Gangnam's e-government practice?
a) Support of the mayor, budget, and demographic environment.
b) Use of social media platforms and technological advancements.
c) Strong opposition from political parties.
d) Collaboration with international organizations.
Exercise 4. Read the text again and complete the sentences with the correct words:
1. Gangnam's e-government applications have transformed the bureaucratic culture from
__________ to ___________.
2. The mayor played a crucial role in __________ and promoting all e-participation projects.
3. The "Incentive System" provided __________ and __________ rewards to motivate officials.
56
4. E-participation applications increased __________, ___________, and citizen participation in
decision-making.
5. Conducting timely surveys helped the mayor understand citizen __________ and improve
satisfaction levels.
NOTE: Summarizing
1.Identify the main points: When summarizing a text, article, or any piece of information, it's
essential to identify the main points or key ideas. Look for the most significant arguments, events,
or concepts presented in the source material.
2.Use your own words: Summarizing involves condensing the information into a concise form.
Instead of copying the original text, try to express the main points using your own words. This
helps you understand the material better and prevents plagiarism.
3.Focus on the essential details: While summarizing, focus on the essential details and omit
unnecessary or repetitive information. Include the most relevant facts, examples, or evidence that
support the main points of the source material.
4.Maintain the original context: When summarizing, ensure that the summary maintains the
original context and meaning of the source material. Avoid distorting or misinterpreting the
author's intent or message. Strive to capture the essence of the original piece accurately.
Paraphrasing is communicating what you or someone else has said or written, using
different words.
Being able to paraphrase is an important skill in academic writing. What does it help with?
√ avoiding repeating yourself
√ avoiding quoting someone else exactly
√ developing your vocabulary
√ developing your own 'voice' in your writing
Example:
Original sentence: Visual learners struggle where there is an emphasis on giving information
orally.
Paraphrase: People who learn by visualizing have difficulty learning through communication
with a verbal focus.
What is the difference between these two?
Answer the questions on effective paraphrasing. Answer YES or NO
- Does the paraphrased sentence have a different structure to the original? YES
- Does the paraphrased sentence mainly have different vocabulary? YES
- Does the paraphrased sentence retain the same meaning? YES
- Do you keep the same word order in the paraphrased sentence? No
- Is it appropriate to keep some phrases from the original that are in common use (e.g., 'eighteenth
century' YES
Tips and techniques for paraphrasing
Also, keep in mind that there are very useful techniques for paraphrasing:
A) Changing vocabulary by using synonyms: to start - to commence, to begin, a newborn baby –
an infant and etc.
B) Changing word class: profitable (adj.) - profitability (n.), mechanical (adj.)-mechanize (v.)
C) Changing word order:
… the best explanation for the British location of the Industrial Revolution is found by
studying demand factors.
A focus on demand may help explain the UK origin of the Industrial Revolution.
57
1. What does paraphrasing mean? Why should you paraphrase?
2. What are the key steps to effective paraphrasing?
Activity on paraphrasing
Choose the best paraphrased version
Original sentence: The spread of GM trials had led to a series of protests.
⁕ Variant 1: A series of protests has resulted from the spread of GM trials √
⁕ Variant II: GM trials had led to a series of protests
Original sentence: Consultants advised the company to extend the range of their products
⁕ Variant 1: The company has been advised to make the range of products more extensive √
⁕ Variant II: Consultants suggested the company to extend the range of their products
Exercise 5. Summarize or paraphrase:
In pairs, engage in a collaborative activity. Read the sentences marked in italics and discuss them
together with the aim of summarizing or paraphrasing each of the two paragraphs.
Paragraph 1:
__________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________
Paragraph 2: _________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________
 Post-reading
Exercise 6. Reflect on the text and discuss the following questions:
1. How do you think e-government applications can benefit citizens?
2. What challenges or concerns might arise with the implementation of e-government initiatives?
3. Do you believe e-government can reduce corruption and abuse of power? Why or why not?
4. In your opinion, what role should citizens play in government decision-making processes?
5. How important is transparency in government operations? Discuss its impact on citizen trust.
LESSON 2. LISTENING
Interview
Objectives:
 Be able to enhance the listening skills while gaining knowledge and understanding of the
intersection of information technology and politics
 Identify the impact of such policies on privacy, cybersecurity, data protection, digital
reghts, and other aspects of democratic governance.
Exercise 1. Brainstorming activity
Using Word Cloud (https://wordcloud.pro/ru/studio/editor?v=5), generate a word cloud by
entering words that you associate with political campaigns. You can explore different options to
customize the appearance of the word cloud, such as font style, color scheme, and layout.
Save the result and show your peers and explain your choice of words.
58
Example:
 Pre-listening
Exercise 2. Brainstorming questions:
1. How do political campaigns collect and utilize data to target specific ads to voters?
2. What types of data are typically collected by political campaigns for targeted advertising
purposes?
3. How does the use of data in political campaigns raise concerns about privacy and potential
manipulation of voters?
4. What are the advantages and disadvantages of using data-driven targeting in political
campaigns?
5. How have advancements in technology and data analytics transformed the way political
campaigns reach and engage with voters?
 Pre-teaching Vocabulary List:
Cycle [ˈsaɪkəl] - (noun) a series of events that happen in a particular order, often repeated
Silo [ˈsaɪloʊ] - (noun) a system, process, or department that operates in isolation from others
Innovation [ˌɪnəˈveɪʃən] - (noun) the introduction of new ideas, methods, or technologies
Data [ˈdeɪtə] - (noun) information or facts that are collected and stored for reference or
analysis
Embracing [ɪmˈbreɪsɪŋ] - (verb) accepting or adopting something willingly or eagerly
Utilizing [juːˈtɪlaɪzɪŋ] - (verb) making practical or effective use of something
Laurel [ˈlɔːrəl] - (noun) honor, distinction, or fame achieved through one's own efforts
Fundamentals [ˌfʌndəˈmɛntəlz] - (noun) basic principles or essential components of
something
Donation [doʊˈneɪʃən] - (noun) the act of giving money, goods, or time to help a person or
organization
Engaged [ɪnˈɡeɪdʒd] - (adjective) actively involved or participating in something
Immediacy [ɪˈmiːdiəsi] - (noun) the quality of happening or being done without delay
Capture [ˈkæptʃər] - (verb) to record or take hold of something, usually using a device or
method
Banner [ˈbænər] - (noun) a long strip of cloth or paper bearing a slogan or design, used as a
symbol or for advertising
Dominant [ˈdɑːmɪnənt] - (adjective) exercising control or influence over others
Evolve [ɪˈvɑːlv] - (verb) to develop or change gradually over time
Magnify [ˈmæɡnɪfaɪ] - (verb) to increase in size, intensity, or importance
59
Trend [trɛnd] - (noun) a general direction in which something is developing or changing
Relevance [ˈrɛləvəns] - (noun) the state of being closely connected or appropriate to a
particular matter
Listening theme “The role of Technology in Politics”
https://www.youtube.com/watch?v=YeTpNObipjI
 While - listening
Exercise 3. Use arrays to match speakers to their respective overall ideas of their speeches.
Speaker 1
a.
Highlights
the
importance
of
integrating
digital
operations and data
within a campaign and
fostering a culture of
innovation
and
experimentation.
The
success of the Obama
campaign in 2012 was
attributed to their use of
technology and data.
Speaker 2
Speaker 3
b. Advocates for a
focus on mobile
technology and the
changing
media
consumption habits of
the
target
demographic.
Emphasizes the need
for the Republican
Party to adapt and
leverage new media
platforms for future
campaigns.
c. Emphasizes the
effectiveness of using
social
media,
specifically Facebook,
to reach and engage
with
a
younger
demographic
for
voting
purposes.
Traditional methods
like phone calls and
door-to-door
campaigns were less
successful.
Exercise 4. Listen to the audio again and read the statements below. Determine whether they are
true or false based on the information provided by the speakers (1-3). Mark your answer as "True"
if the statement is supported by the speakers' speeches, and mark it as "False" if the statement
contradicts the information provided.
1. Speaker 1 suggests that traditional methods of reaching out to young voters, such as phone calls
and door-knocking, were effective in getting them to vote.
2. Speaker 2 believes that the success of the Obama campaign was due to the digital operation and
data operation working independently of other campaign departments.
3. Speaker 3 emphasizes the importance of mobile media and suggests that the Republican Party
should focus more on embracing mobile culture for future campaigns.
4. Speaker 1 proposes that political campaigns should invest in testing donation pages, emails, and
websites, and leverage tech talent to develop tools for candidates.
5. Speaker 3 highlights the significance of immediate data capture through mobile devices and
provides examples of engaging with potential voters through banners and email lists.
6. Speaker 2 states that Twitter's dominance in the 2012 election cycle was predicted four years
ago.
7. Speaker 2 suggests that mobile and online video consumption are two areas that political
campaigns should pay attention to, given the changing media habits of Americans.
8. Speaker 2 predicts a decline in the number of voters who own smartphones by 2016.
60
 Post-listening
Exercise 5. Rewrite the following sentences using your own words while maintaining the same
meaning. Avoid using the exact words or phrases from the original text.
1. “They discovered that traditional methods like phone calls and door-knocking were ineffective
in reaching 50% of the 18 to 29 age group for voting purposes.”
_____________________________________________________________________________
___________________________________________________________________________
2. “In my opinion, the Obama campaign fostered a culture where the digital and data operations
worked collaboratively with all other departments.”
_____________________________________________________________________________
___________________________________________________________________________
3. "Nowadays, mobile devices have become the primary medium for consuming various forms of
media, ranging from news to music to videos.”
_____________________________________________________________________________
__________________________________________________________________________
4. “I believe the initial priority should be to establish a strong foundation.”
_____________________________________________________________________________
__________________________________________________________________________
5. “In my opinion, the key aspect will be the ability to instantly capture data.”
_____________________________________________________________________________
__________________________________________________________________________
6. “The shift in media consumption habits, where people are increasingly watching less live
television, particularly outside of sports, indicates the need to adapt strategies to target voters
online.”
_____________________________________________________________________________
__________________________________________________________________________
7. “Additionally, the number of smartphone owners among potential voters will continue to rise.”
_____________________________________________________________________________
__________________________________________________________________________
Exercise 6. Opinion Discussion
Based on the information provided in the audio, what are your thoughts on the role of social media
and mobile platforms in political campaigns? Do you believe they have a significant impact on
reaching and engaging voters, or do you think traditional methods still hold greater importance?
Justify your stance with supporting arguments and examples.
61
LESSON 3. SPEAKING
Presentation
Objectives:
 Develop speaking skills to articulate the relationship between IT an politics
 Demonstrate an individual presentation on facts and opinions, and be able to summarize
and paraphrase the article.
 LEAD-IN
Exercise 1. Consider brainstorming synonyms and antonyms for the following words that come
to your thoughts:
Words
Candidate:
Democracy:
Legislation:
Debate:
Polling:
Progressive
Transparent
Accountable
Credible
Influential
Synonyms
Antonyms
Exercise 2.
Give heading to the following sentence frames.
HEADINGS:
Discussing the consequences
Introduction
Presenting a balanced view
Expressing the influence of politics
Providing examples or evidence
Concluding statement.
1. __________________________________________________
- "In my opinion, politics plays a crucial role in shaping the society we live in because..."
- "I believe that politics has a significant impact on our society as it..."
- "From my perspective, politics is instrumental in shaping our society due to..."
2. __________________________________________________
- "Politics influences various aspects of our society, such as..."
- "One way politics shapes our society is through..."
- "Political decisions and policies greatly impact..."
3. __________________________________________________
- "For instance, political leaders have the power to enact laws that..."
- "An example of how politics shapes society can be seen in..."
- "Research and studies have shown that political actions, like..."
4. __________________________________________________
- "The decisions made by politicians can either enhance or hinder societal progress in terms
of..."
- "Political choices can lead to social inequalities by..."
- "Politics has the potential to bring about positive changes by..."
5. __________________________________________________
- "While politics can shape our society positively, it can also have negative effects, such as..."
62
- "It's important to acknowledge that politics alone cannot entirely determine the state of our
society, as other factors like..."
- "Although politics plays a significant role, it should be seen as a collective effort alongside..."
6. __________________________________________________
- "In conclusion, politics plays ….
- "Considering the intricate relationship between politics and society, it is evident that politics
holds …..."
Public speaking NOTE: DELIVERY. A large part of delivering an effective presentation is
creating an authoritative and confident image. To accomplish this, try the following.
1. Dress somewhat more formally than the members of your audience.
2. Before you begin your presentation, pause a few seconds to organize yourself and establish
your presence as the speaker. Look at the audience. Don’t rush to begin.
3. Stand erect behind the lectern. Be careful not to lean on it or sway behind it. To stabilize
your body, stand with your feet under your shoulders and distribute your weight evenly on
both feet.
4. If you don’t know what to do with your hands during the presentation, rest them lightly on
the lectern. It’s a neutral and effective position.
5. Make eye contact with individual members of your audience. Avoid just reading your paper
or appearing to just read it.
6. Use your voice to enliven your presentation and maintain your audience’s interest. For
example, practice varying your pace and inflection and/or incorporating strategic pauses.
7. Use hand gestures when appropriate.
8. When you conclude the prepared part of you presentation, invite the audience to ask
questions. 9. When you finish your presentation, walk back to your seat with confidence and
pride: No slinking or slouching, sighing or eye-rolling!
 While- speaking
Exercise 3. Individual presentation. Facts and opinions. (15 min)
● Choose the article to the topic “IT in Politics”
● Find 3 facts about IT in Politics
● Find 3 opinions/ thoughts/ideas about IT in Politics and paraphrase them.
● Present them using the appropriate in-text citations.
● Follow the assessment criteria rubrics to present in class
● Presentation must be between 3-4 minutes.
Assessment Rubric
The presentation includes a hook, a context, an outline
10
There are 3 facts interesting and properly-quoted facts about IT in Politics
20
There are 3 opinions/thoughts/ideas about IT in Politics
20
The provided examples are free of grammar, punctuation and spelling mistakes.
10
In-text citations and References follow the requirements of the APA style
10
63
The presentation looks attractive, well-structured, with relevant supporting images
with sources
Overall appearance (text, font, color, images, no conflicting backgrounds, no spelling
mistakes) and organization (organized well, correct sequence of information, effective
use of space) are appropriate. All the sections are with the headings
Student uses correct, precise pronunciation of terms and a clear, loud voice so that all
audience members can hear the presentation.
Student uses appropriate signposting language to guide the listeners coherently
through what is being said.
The presentation is 3-4 minutes
5
10
10
5
Total score
100
LESSON 4. VOCABULARY
Objectives:
 Develop knowledge of the impact of IT on political processes and governance
 Enhance vocabulary related to IT in politics.
 Warm-up activity. Give an example of IT being used in politics:
During election campaigns, candidates often utilize social media platforms such as Facebook,
Twitter and Instagram to connect with voters, share their policy proposals, and mobilize
supporters
TOPIC VOCABULARY
Across
1. a person who has been chosen to speak for other people (represent)
3. a person who has complete power in a country
4. the head of a government department (USA)
6. a king or queen
8. the leader of a country (USA)
9. a person who governs a town or a city
Down
2. the leader of a country (UK)
5. the leader of a state in the
7. a person of a country
64
WORD FORMATION
Adjective suffixes
-able
-ful
-ic
-ive
-less
-ous
-y
-ed (past participle)
-ing (present
participle)
-al
-ive
Example
comfortable
beautiful
fantastic
active
fearless
dangerous
sunny
interested
Adverb Suffixes
-ably or -ably
-fully
-ically
-ively
-lessly
-ously
-ily
-edly
Example
comfortably
beautifully
fantastically
actively
fearlessly
dangerously
sunnily
interestedly
surprising
cultural
informative
-ingly
-ally
-ively
surprisingly
culturally
informatively
Exercise 2. Complete each sentence with the correct form of the word in brackets to test your
understanding of political vocabulary. Choose the appropriate word form.
What is Democracy?
Democracy is a 1.__________________(fundament) inclusive and participatory system of
governance. It empowers citizens to 2.____________(act) engage in decision-making processes,
ensuring that their voices are heard. Democracy promotes equal rights, fostering a
3.______________(politic) diverse society. It encourages open dialogue and
4.______________(respect)
debate,
enabling
the
exchange
of
ideas.
5._______________(Democrat) elected leaders are 6.______________(account) to the people
and should govern transparently and responsibly. Although democracy is not without its
challenges, when implemented effectively, it can create a 7.______________(vibe) and
8.____________(pluralist) society, where individual liberties and the rule of law are upheld.
PREPOSITIONAL PHRASES
Exercise 3. Choose the correct prepositional phrase to complete each sentence.
Example: Politicians often rely on/ for/ at social media platforms to reach a wider audience.
1. Politicians use online advertisements to connect with/by/into voters during election campaigns.
2. Online advertisements help politicians spread their message across/within/against various
demographics.
3. Campaign teams strategically place advertisements at/between/over popular news websites.
4. Politicians aim to engage in/on/through voters' emotions through targeted advertisements.
5. Advertisements through/between/onto social media platforms enable politicians to reach a
wider audience.
6. Politicians invest at/into/on online advertising to increase their visibility.
7. Online advertisements allow politicians to communicate for/on/with their policy proposals.
8. Advertisements on/against/through search engines help politicians improve their online
presence.
9. Politicians use online advertisements in/within/to gain support from undecided voters.
10. Campaigns carefully target advertisements on/at/to specific geographic regions.
65
WORD PATTERNS
Exercise 4. Write one words in each gap
Student 1: Hey, have you been following the recent political campaigns on social media and mobile
platforms?
Student 2: Yes, I've been quite interested 1. _________ how they use these platforms to reach
voters.
Student 1: It's impressive how politicians are responsible 2.__________ managing their online
presence and engaging with the public.
Student 2: Absolutely. I think 3.___________ the impact of social media on shaping public opinion
and political discourse.
Student 1: True, but sometimes it can prevent politicians 4.__________ effectively communicating
their message due to information overload.
Student 2: That's a valid point. Some politicians are known 5. __________ their social media
presence, while others excel 6.________ traditional campaigning methods.
Student 1: It's interesting to draw a comparison 7.___________ the strategies used on social media
and those employed during traditional campaigns.
Student 2: Indeed. However, I sometimes feel overwhelmed 8. ___________ the flood of
information on social media during the political season.
Student 1: I understand. It can be challenging to navigate through the noise. By the way, did you
see the politician's recent post? They apologized 9.________ a controversial statement.
Student 2: No, I missed that. They should be more careful with their online messaging. Some
politicians are just bad 10. _______ handling social media and end up causing unnecessary
controversies.
Exercise 5. Each word in bold is wrong. Write the correct word
1. The candidate is responsible at organizing campaign events.
2. The government is known at taking action against technological advancements.
3. She excels with managing social media platforms during the campaign.
4. He is bad with delivering speeches in public.
5. The politician is overwhelmed of negative media coverage.
6. The voters make a comparison with different candidates' policies.
LESSON 2. GRAMMAR
Modal verbs
Objectives:
 Introducing and explaining the concept of modal verbs and their functions in expressing
possibility, ability, permission, obligation, and necessity
 Be able to correctly use modal verbs related to information technology in politics
Modal verbs are a specific category of auxiliary verbs that express various functions such as
possibility, probability, ability, permission, necessity, and obligation. Here are some key rules to
remember when using modal verbs:
Expressing possibility and probability: Modal verbs like "may," "might," "could," and "can"
are used to express possibility and probability.
Expressing ability: Modal verbs like "can," "could," and "be able to" are used to express
ability or capability.
Expressing permission: Modal verbs like "may," "might," "can," and "could" are used to
express permission.
66
Expressing necessity and obligation: Modal verbs like "must," "have to," and "need to" are
used to express necessity and obligation.
Expressing advice: Modal verbs like "should" and "ought to" are used to express advice or
recommendation.
Expressing requests and offers: Modal verbs like "can," "could," and "would" are used to
express polite requests and offers.
Exercise 1. Rewrite the following sentences by replacing the underlined phrases with an
appropriate modal verb to express possibility or probability (may, might, should, could, ).
Example:
Original sentence: The candidate is likely to win the election.
Rewritten sentence: The candidate might win the election.
1. The government is expected to pass the new legislation.
2. It is probable that they will form a coalition government.
3. The policy changes are anticipated to have a positive impact on the economy.
4. It is possible that the referendum will result in a major constitutional change.
5. The incumbent president is likely to be reelected for another term.
Exercise 2. Formulate your own questions using the modal verbs "can", “should” or
“may”. Discuss with your partner. Give short answers.
Example:
Can politicians influence public opinion? Yes, they can.
Useful phrases:
make significant policy changes
control the outcome of every election
address societal issues effectively
collaborate across party lines
guarantee absolute security
engage with the public through social media
Exercise 3. Use the given phrases to construct appropriate questions that voters may ask on
Election Day. Choose the correct phrase for each question from the options provided (A, B,
or C).
1. Excuse me, ______________?
Yes, of course. Here you are.
A) May I take the ballot?
B) Where is the polling station?
C) Can I vote if I forgot my ID?
2. Could you please tell me, ______________?
Go down the street. It is on the left.
A) May I take the ballot?
B) Where is the polling station?
C) Can I vote if I forgot my ID?
3. I'm not sure, ______________?
Of course, here is your ballot.
A) May I take the ballot?
B) Where is the polling station?
C) Can I vote if I forgot my ID?
67
4. Hello, I have a question. ______________?
No, you need to bring your ID card.
A) May I take the ballot?
B) Where is the polling station?
C) Can I vote if I forgot my ID?
5. Sorry, but can you help me find out, ______________?
It is on Mametova Street. You should take a bus to get there.
A) May I take the ballot?
B) Where is the polling station?
C) Can I vote if I forgot my ID?
Exercise 4. Exercise: Fill in the blanks with the appropriate form of modal verbs: must/have to,
mustn't, or don't have to.
1. In e-voting systems, voters ____________ provide valid identification to ensure the integrity of
the process.
2. Voters ____________ disclose their voting choices to maintain the secrecy of the ballot.
3. Citizens ____________ be registered to participate in e-voting.
4. Voters ____________ use their own personal devices to cast their votes electronically.
5. To ensure fairness, voters ____________ engage in any form of election fraud.
6. Voters ____________ follow the instructions provided by the e-voting system to cast their votes
successfully.
7. Citizens ____________ be informed about the available e-voting options to make an informed
choice.
8. Voters ____________ submit their votes before the designated deadline.
9. Voters ____________ worry about their votes being tampered with in e-voting systems with
strong security measures.
10. Voters ____________ possess basic computer skills to navigate the e-voting interface
effectively.
Exercise 5. Prepare a leaflet for E-voters using modal verbs. You can work in pairs or in
small groups.
You should imagine that you are creating a leaflet to educate and inform potential e-voters about
the process of e-voting.
- Use modal verbs to provide instructions, recommendations, and guidelines for e-voters.
- Include relevant information about the benefits, requirements, and security measures of evoting.
LESSON 6. WRITING
Summarizing and Paraphrasing
Objectives:
 Be able to analyze and communicate the impact of information technology on politics
through effective writing
 Be able to understand the significance of writing in IT within the realm of politics, and
develop effective writing skills to convey complex ideas related to IT and its impact on
political processes
 Be able to identify facts and opinions from the article and be able to summarize and
paraphrase the articles.
68
You can go to
https://www.uc.utoronto.ca/paraphrase#:~:text=To%20paraphrase%20means%20to%20restate,w
ork%20into%20a%20shorter%20form to get more information about “paraphrasing and
summarizing” other authors’ works.
NOTE: Whenever you paraphrase, remember these two points:
1. You must provide a reference.
2. The paraphrase must be in your own words. You must do more than merely
substitute phrases here and there. You must also create your own sentence
structures.
Finding new words for ideas that are already well expressed can be hard, but changing
words should not be your chief aim anyway. Focus, rather, on filtering the ideas through your
own understanding. The following strategy will make the job of paraphrasing a lot easier:
1. When you are at the note-taking stage, and you come across a passage that may be
useful for your essay, do not copy the passage verbatim unless you think you will
want to quote it.
2. If you think you will want to paraphrase the passage, make a note only of the
author’s basic point (or points). You don’t even need to use full sentences.
3. In your note, you should already be translating the language of the original into your
own words. What matters is that you capture the original idea.
4. Make sure to jot down the source as well as the page number so that you can make
a proper reference later on.
When it comes time to write the paper, rely on your notes rather than on the author’s work.
You will find it much easier to avoid borrowing from the original passage because you will not
have seen it recently. Follow this simple sequence:
1. Convert the ideas from your notes into full sentences.
2. Provide a reference.
3. Go back to the original to ensure that (a) your paraphrase is accurate and (b) you
have truly said things in your own words.
While
Summary moves much further than paraphrase from point-by-point translation. When you
summarize a passage, you need first to absorb the meaning and then to capture in your own words
the most important elements from the original passage. A summary is necessarily shorter than a
paraphrase.
 Pre-writing
Exercise 1. Discussion
1. What do you understand by the term "paraphrasing" in academic writing?
2. How would you define "summarizing" in the context of academic writing?
3. Why do you think paraphrasing and summarizing are important skills for academic
writing?
4. Can you share any personal experiences or challenges you have faced when trying to
paraphrase or summarize information in the past?
5. What are the potential consequences of not properly paraphrasing or summarizing sources
in academic writing?
6. How can paraphrasing and summarizing help you avoid plagiarism?
7. What strategies or techniques have you found helpful when paraphrasing or summarizing
complex information?
8. In what situations do you think paraphrasing is more appropriate, and when is
summarizing a better choice?
9. How do you ensure that your paraphrased or summarized information accurately reflects
the original source's meaning?
69
10. Can you think of any specific disciplines or fields where paraphrasing and summarizing
are particularly crucial? Why?
Exercise 2. Indicate whether each statement is true or false by selecting "Yes" or "No" in
the respective columns.
Statement
1. Paraphrasing involves restating information using your own words.
2. Summarizing involves condensing a larger piece of information.
3. Paraphrasing and summarizing serve the same purpose.
4. Paraphrasing helps to avoid using excessive quotations.
5. Summarizing provides a detailed explanation of the original text.
6. Both paraphrasing and summarizing require proper citation.
7. Plagiarism can be avoided by paraphrasing and summarizing correctly.
8. Paraphrasing and summarizing demonstrate academic integrity.
9. Paraphrasing involves changing the meaning of the original text.
10. Summarizing omits unnecessary details from a source.
Yes
No
 While-writing
Exercise 3. Paraphrasing Practice: Paraphrase the passage using your own words while
maintaining the original meaning. Use different sentence structures and vocabulary.
"The Cyber Local Autonomous Government Management System, like the other eparticipation applications, originated directly from the mayor. If the online survey
enabled citizens to provide their preferences and respond to government-initiated policy
and programs, this application allowed citizens to provide direct input and policy
suggestions to the government. Essentially, this application was a real-time web-posting
service, with citizens initiating the process. The expectation was that citizens would post
suggestions for new programs and policies (e.g., setting up a bicycle rack near a subway
station) that they saw as beneficial. Previously, citizens had made suggestions through
an “offline” service called Citizens’ Innovative Idea. The mayor suggested providing this
service online. The application was monitored on a real-time basis by a Gangnam official,
and technical issues were contracted out to a private firm." [1; 420]
*1. Michael J. Ahn & Stuart Bretschneider. Politics of E-Government: EGovernment and the Political Control of Bureaucracy // Public Administration Review.
- 71(3). – May, 2011. – P.414 – 424. DOI: 10.1111/j.1540-6210.2011.02225.x
Useful Synonyms and Phrases for Paraphrasing:
1. The Cyber Local Autonomous Government Management System - The online platform
for managing local government
2. e-participation applications - Digital engagement tools
3. originated directly from the mayor - was initiated by the mayor
4. online survey - internet-based questionnaire
5. citizens' preferences - public opinions
6. government-initiated policy and programs - official policies and programs
7. direct input - active participation
70
8. policy suggestions - recommendations for policies
9. real-time web-posting service - instant online posting platform
10. citizens initiating the process - citizens taking the lead
11. post suggestions - submit ideas
12. new programs and policies - fresh initiatives and regulations
13. offline service - non-digital service
14. Citizens’ Innovative Idea - a previous citizen-driven idea platform
15. monitored on a real-time basis - continuously supervised
16. Gangnam official - an official from the local government
17. contracted out to a private firm - outsourced to a private company
Exercise 4. Summarizing Exercise: Use the same article given in Exercise 3, but in this task you
need to write a concise summary of the main ideas. Capture the essential points and omit irrelevant
details. Use your own words and avoid copying directly from the original text.
 Post-writing
Exercise 5. Work in pairs. Exchange your paraphrased passages and summaries. Use the following
table to provide your feedback on the clarity, coherence, and accuracy of your partner's work.
Feedback
Check
Cross
1. Clarity:
- Did the paraphrased passage/summary effectively communicate
the main ideas of the original text?
- Were the ideas presented in a clear and understandable manner?
- Did the paraphrased passage/summary use concise and precise
language?
2. Coherence:
- Did the paraphrased passage/summary flow logically from one
idea to another?
- Were appropriate transition words or phrases used to connect the
ideas?
- Did the paraphrased passage/summary maintain the overall
structure and organization of the original text?
3. Accuracy:
- Did the paraphrased passage/summary accurately represent the
key points and information from the original text?
- Were any essential details or important ideas omitted or
misrepresented?
- Did the paraphrased passage/summary maintain the original
meaning and intent of the text?
Exercise 6. Reflection and Discussion: Discuss what challenges and strategies you have
encountered during the paraphrasing and summarizing tasks. Reflect on what you learned and
how you can apply these skills in your future writing assignments.
Prompt questions:
1. What were some of the challenges you faced while paraphrasing and summarizing the text?
How did you overcome these challenges?
71
2. Reflecting on the peer review process, what feedback did you receive from your partner? How
did this feedback help you improve your paraphrased passage or summary?
3. How do you envision applying the skills of paraphrasing and summarizing in your future
writing assignments? In what ways can these skills contribute to your academic success?
Vocabulary bank
1.
2.
3.
4.
5.
Abuse of power
Accountability
Accident
Address
Advanced AI
applications
6. Agent
7. Ambassador
8. Amplifying
9. Analytical
10. Answering citizens'
questions
11. Ambassador
12. Authority
13. AI (artificial
intelligence)
14. Avoidance
15. Attack
16. Authoritarian
17. Automated
information
18. Backward
19. Ballot box
20. Banner
21. Bipartisan
22. Blank vote
23. Blockchain
24. Budget
25. Bureaucratic culture
26. Capabilities
27. Charismatic
28. Chatbots
29. Checks and balances
30. Civil society
31. Civil rights
32. Citizen trust
33. Citizen-centric
34. Civil protection
35. Citizen engagement
36. Citizen preferences
37. Citizen satisfaction
38. Citizen services
39. Citizenship security
40. Collaborative
84. Efficient
167.Policy-related
85. Election
discussions
86. Embassy
168.Political communication
87. Empire
169.Political discourse
88. Empirical evidence
170.Political goals
89. Engaged
171.Political opponents
90. Evolve
172. Promotion
91. Experienced
173.Polling stations
92. Employees
174.Political action
93. Energy demand
committee
reduction
175.Political ideology
94. Enhance
176.Political value
95. E-participation
177.Polling day
96. Facilitate
178.Providing guidelines
97. Faction
179.Public officials
98. Failure
180.Real-time access
99. Financials
181 Reporting
100.Focus
182.Responsiveness
101.Force
183.Reward system
102.Framework
184. Real estate
103. Freedom
185.Relation
104.Frontier
186.Relevant
105.Government
187.Reliable
efficiency
188.Retransmitting
106.Government
189.Risk taking
functions
190.Rollout
107.Government
191.Routing
information
192.Senator
108.Government
193.Server size
operates
194.Silo
109.Governmental actors
195.Smack in the middle
110.Government agency
196.Social groups
111.Government office
197.Social media
112.Grassroots
198.Social welfare
113.Guilty
199.Sophisticated
114..Hereditary
200.Soviet rule
115.Hostility
201.Stand in line
116.Headquarters
202.Statement
117.Humming along
203.Statism
118.Illegality
204.Successful
119.Immunity
205.Satisfaction levels
120.Immediacy
206.Searching documents
121.Immigration services
207. Significant changes
122..Impartial
208. Source of power
72
41. Consecutive terms
42. Constitutional
43. Contributions
44. Convenience
45. Conversational
agents
46. Construction
47. Convention
48. Consume
49. Consent
50. Consulate
51. Contribution
52. Comprehensive
review
53. Coronation
54. Correlation
55. Countess
56. Court
57. Crucial
58. Customer support
systems
59. Collecting citizens'
input
60. Corrupt
61. Decentralized
62. Delegate
63. Democracy
64. Despot
65. Duke
66. Dictator
67. Despot
68. Demographics
69. Deployed
70. Denunciation
71. Dishonest
72. Disarmament
73. Dispute
74. Divisive
75. Decision-making
76. Demographic
environment
77. Determination
78. Digital
representatives
79. Digital reputation
80. Directing
81. Dissatisfied
82. Divisive
83. Drafting documents
123..Impediment
124..Informant
125.Incompetent
126..Information
provision
127. Involving citizens
128.Improve
129.Improve responses
130.Incentive system
131.Increase
transparency
132.Influence
133.Initiating
134.Innovative
suggestions
135Inspirational
136.Interactions
137.Intervene
138. Issues
139.Laurels
140.Leadership
141.liability
142.Loan
143.Lobby
144.Legislative
145.Legislature
146.Leverage
147.Limited empirical
evidence
148.Magnified
149.Milestone
150.Misinformation
151.Misrepresent
152.Modern system of
governance
153.Mole
154.Manipulative
155.Mayor
156.Mobilize
157.Monetary
158.Non-monetary
159.Opening up
160.One-two-horse race
161.Open primary
162.Open sourcing
163.Operation
164.Opportunistic
165.Online discussions
166..Policy-related
73
209.Spark discussions
210.Spread misinformation
211. Supervised learning
algorithms
212.Slogans
213.Smack in the middle
214.Taking note
215.Taxation services
216.Technological
217.Theoretical
218.To Blow Over
219.To ban
220.To Bring In
221.To Cover Up
222.To Crack Down On
Something Or Somebody
223.To Face Up To
Something
224.To get on / off your
soapbox
224.To Go Back On
225.To Put Forward
226.To Stand Down
227.To vote with your feet
228.To Win Someone Over
229.Toe the party line
230.Timely surveys
231.Translating governmental
information
232.Transparency
233.Transparency bots
234.Trace
235.Traditional
236.Transaction
237.Transformed
238.Trending topics
239.Trust
240.Tyrent
241.Up and running
242.Validity
243.Verified
244.Virtual assistants
245.Visionary
246.Virtuous circle
247.Visionary
248.Volunteers
249.Voting
250.Widely adopted
REVIEW
Facts and opinions questions
1) What is the difference between a fact and an opinion?
2) Give an example of a fact.
3) Provide an example of an opinion.
4) How can you determine if a statement is a fact or an opinion?
5) Why is it important to distinguish between facts and opinions in academic writing?
Grammar questions
1) What is a noun?
2 ) Is “love” a countable or uncountable noun? Explain why.
3) Distinguish between singular and plural nouns. Provide examples of each.
4)Can a noun function as both a subject and an object in a sentence? Explain.
5)What is the function of Modal verbs?
Public speaking questions
1) Why do we use hand gestures while presenting?
2) What are you most afraid of while presenting?
3) How do you deal with stage fright?
4) What do you want your audience to remember of your presentation?
5) How do you overcome speech fright?
Vocabulary questions
1) How has information technology transformed political campaigns and election processes?
2) What is the concept of “e-voting” and write down its advantages and potential challenges in
political elections.
3) Define “digital democracy” and explain its impact on political systems.
4) Explain the concept of “big data” and its role in shaping political campaigns.
5) What is the definition of “blockchain” and how can it be utilized in political processes?
REFLECTIVE QUESTIONS
Reading section
1) What are some potential benefits of using chatbots and virtual assistants in government
applications? How can they improve public services and accessibility?
2) How can chatbots and virtual assistants contribute to transparency in governmental information
provision? What role do "transparency bots" play in increasing openness and accountability?
3) Have you encountered chatbots or virtual assistants in your daily life? Have you ever used them?
Share your experiences and reflect on their effectiveness in providing information and support.
Listening section
1) How can the implementation of e-governance initiatives contribute to improving the efficiency,
transparency, and accessibility of government services?
2) What are the potential benefits and challenges of using technology, such as chatbots and virtual
assistants, to enhance citizen engagement and interaction with government services?
3) In what ways can e-governance systems promote government accountability and responsiveness
to citizens' needs and concerns?
4) How does the concept of e-Estonia and its digital governance system align with the principles
of modernizing government operations and embracing digital transformation?
74
Speaking section
1) How do you personally feel about discussing politics? Do you enjoy engaging in political
discussions or find them challenging?
2) What are some positive aspects of politics that you can think of based on your own experiences
or observations?
3) How important do you think it is for individuals to stay informed about political news and
developments? What benefits can come from being politically knowledgeable?
4) Reflecting on your own political views and opinions, how have they evolved or changed over
time? What factors influenced these changes?
Vocabulary section
1) How important is it for politicians and government officials to "toe the party line"? What are
the advantages and disadvantages of strict party loyalty?
2) Can you think of any recent political issues that have become "political hot potatoes"? How do
you think such issues should be handled by politicians and policymakers?
3) Reflecting on your own country's political landscape, do you believe that some elections are
"one-two horse races"? What factors contribute to a lack of competitiveness in elections?
4) In your opinion, what qualities or characteristics make a person an effective "member of
parliament" or an influential political figure?
5) How do you feel about digital governance systems like e-Estonia? Do you believe that such
systems can enhance government services and citizen participation? What concerns or challenges
do you see in implementing similar systems in your own country?
Grammar section
1) What is the function of a noun?.
2) What are types of modals?
Writing section
1) How does distinguishing between facts and opinions help in the process of organizing and
structuring your writing?
2) Reflect on the importance of considering your audience's familiarity with the topic when
determining the level of formality in your writing. How does this impact the language and tone
you choose?
75
REFERENCES
Androutsopouloua, A., Karacapilidisb, N., Loukisa, E., & Charalabidis, Y. (2019). Transforming
the Communication between Citizens and Government through AI-guided Chatbots.
ScienceDirect,
36(2),
358-367.
Retrieved
from
[https://doi.org/10.1016/j.giq.2018.10.001](https://doi.org/10.1016/j.giq.2018.10.001)
Ahn, M. J., & Bretschneider, S. (2011). Politics of E‐Government: E‐Government and the Political
Control of Bureaucracy. Public Administration Review, 71(3), 414-424. Retrieved from
[DOI:
10.1111/j.1540-6210.2011.02225.x](https://doi.org/10.1111/j.1540-
6210.2011.02225.x)
CEFR B1 Vocabulary - Lesson 36. Retrieved from
https://langeek.co/en/vocab/subcategory/802/word-list
Vocabulary. Word Patterns. Retrieved from
https://www.intercambioidiomasonline.com/2019/04/20/vocabulary-wordpatterns/#:~:text=A%20word%20pattern%20refers%20to,solution%20to%2C%20belief%2
0about).
People
in
Politics.
Crossword.
Retrieved
from
https://www.englisch-
hilfen.de/en/exercises/people_animals/politics.htm#evaluation
Compound Nouns. Retrieved from https://byjus.com/english/compoundnouns/#:~:text=A%20compound%20noun%20is%20a,closed%20or%20solid%20compoun
d%20nouns.
Freethink YouTube Channel (2020, September 18). The Most Advanced Digital Government in
the
World
[Video
file].
Retrieved
from
https://www.youtube.com/watch?v=nPJ7IVFNEhI&t=1s
Institute of Politics Harvard Kennedy School YouTube Channel (2013, March 27). 3 with
IOP:
The
Role
of
Technology
in
Politics
[Video
file].
Retrieved
from
https://www.youtube.com/watch?v=YeTpNObipjI .
Harry. (2021, June 7). 9 Phrasal Verbs about Politics [Blog post]. Retrieved from
https://www.englishlessonviaskype.com/9-phrasal-verbs-about-politics/
The Times of India. (2017, November 20). 7 Political Idioms [Web article]. Retrieved from
https://toistudent.timesofindia.indiatimes.com/news/explainer/7-political-idioms/27947.html
Politics.
Crossword.
John
O'Leary
2020-2023.
Retrieved
from
http://www.eslcrosswords.com/PoliticsADV.html#PDF
Porter, D. (2007). Check Your Vocabulary for Academic English (3rd ed.). London: A & C Black
Publishers Ltd.
76
English
Club.
Glossary
of
political
idioms
and
buzzwords.
Retrieved
from
Retrieved
from
https://www.englishclub.com/glossaries/politics-idioms.php
Grammar
And
Mechanics:
Active
and
Passive
Voice.
https://www.hunter.cuny.edu/rwc/repository/files/grammar-and-mechanics/verbsystem/Active-and-Passive-Voice.pdf
Zuhana. (2022, September 16). Advanced Grammar for IELTS: Modal Verbs (1): Can, Could,
May, Might, Be able to. IELTS Material. Retrieved from https://ieltsmaterial.com/advancedgrammar-for-ielts-modal-verbs-1-can-could-may-might-be-able-to/
77
MODULE 3. IT in MASS MEDIA
Module objectives:
1. Improve students’ reading, listening, speaking, and writing skills by providing and
practicing language materials on the topic “IT in mass media”.
2. Enhance students' understanding of the meanings, contexts, and usage of media-related
vocabulary through examples and exercises.
3. Develop critical thinking skills by means of case study.
4. Apply problem-solving skills to address IT challenges in mass media.
PART 1
LESSON 1. READING
News literacy: news and social media.
Objectives:



Expand students’ vocabulary by introducing and practicing a variety of new words.
Develop reading comprehension abilities by engaging students in various reading activities.
Analyze the case study on news literacy and social media to develop a deeper understanding
of the topic.
 Warm-up. Work in small groups and discuss the following questions related to the impact of
social media on mass media. Take turns sharing your thoughts and ideas and try to provide
examples or personal experience to support your viewpoints (5 minutes).
1. How has social media changed the way we consume and share news and information?
2. What are some advantages of using social media platforms for staying informed about current
events?
3. Are there any disadvantages or challenges associated with relying on social media for news?
If so, what are they?
4. Have you personally witnessed the spread of misinformation or fake news on social media?
How can we address this issue?
5. How has the accessibility of online content affected traditional forms of media, such as
newspapers or television?
Exercise 1. Vocabulary. Match the words on the left with their definitions on the right.
You will not need to use all the options (5 minutes):
1. Tyrant
a. feeling or showing a lack of interest and excitement
caused by having done or experienced too much of
something
2. Cruelty
b. to deal with or control (someone or something) in a
clever and usually unfair or selfish way
3. Legitimate
c. a difference especially between things that should be
the same
4. Erroneous
d. suffering that affects the mind or body
78
5. Manipulate
e. a desire to cause others to suffer: the quality or state
of being cruel
6. Reputation
f. the common opinion that people have about someone
or something
7. Distress
g. not correct
8. Lure
h. casual or unconstrained conversation or reports about
other people, typically involving details that are not
confirmed as being true
9. Gossip
i. to cause or persuade (a person or an animal) to go
somewhere or to do something by offering some
pleasure or gain
10. Obligation
j. a ruler who has complete power over a country and
who is cruel and unfair
11. Discrepancy
k. allowed according to rules or laws
l. to think of something that will or might happen in the
future
m. something that you must do because of a law, rule,
promise, etc.
Exercise 2. Read the text below and fill in the gaps with words from the exercise 1. Use each
word only once (10 minutes)
News Literacy: News and Social Media.
In the present day, individuals equipped with a smartphone or a laptop have the ability to
rapidly disseminate information and videos worldwide. This newfound capability possesses great
significance as it contributes to our comprehension of events taking place in regions that were
previously isolated from conventional journalism.
As in Syria where the effects of the violent civil war are captured by citizens who are often
trapped behind the firing line. In this digital age, it is nearly impossible for 1)_________ to mask
their 2)__________ and anyone can speak about oppression to a global audience.
But digitalization has a dark side. Social media, like Twitter and Facebook, often release
information to the public that has not been verified, or long before a 3)_________ news
organization would release it. So, it is possible for 4)_________ information to spread quickly.
Take the case of Veerender Jubbal. Several European news outlets named the Canadian Sikh
as a possible suspect for the November 2015 Paris terror attack. They even published a photo of
him wearing a suicide bomber vest.
But Mr. Jubbal was completely innocent. Someone had 5)_________ a photo on his Facebook
page and posted it on social media as a joke. It quickly spread, causing Mr. Jubbal to suffer extreme
damage to his 6)________ and a lot of emotional 7)_______. This is a dramatic example but think
about it. How many times have you fallen for click bait - those deceptive ads that 8)_______ you
79
to click with 9)________ or untrue information? For example, those ads that imply a famous
celebrity has died or suffered a terrible tragedy?
Unlike traditional journalism, social media does not have an 10)________ to the truth. Its
users are its reporters, and they are accountable to no one.
A smart news consumer is always aware of this 11)_______ between traditional media and
social media. Exercising news literacy is a skill like any other skill. It requires thoughtful
concentration and consideration. A literate news consumer uses the tools we have outlined to
evaluate the mounds of information we encounter every minute of every day.
Exercise 3. Define whether the statement true, false or not given (5 minutes):
TRUE
FALSE
NOT GIVEN
if the statement agrees with the information
if the statement contradicts the information
if there is no information on this
1) The power of spreading information and video globally is limited to individuals with
smartphones.
2) Digitalization has eliminated the ability of tyrants to conceal their cruelty in places like
Syria.
3) The photo of Veerender Jubbal wearing a suicide bomber vest was authentic.
4) Traditional journalism has a stronger commitment to truth compared to social media.
5) News literacy requires knowledge encountered every minute of every day.
Exercise 4. Answer the following questions related to the text either with a partner or as
part of a class discussion (15 minutes):
1. What are some potential risks or negative consequences associated with the release of
unverified information on social media platforms?
2. In your opinion, how can individuals distinguish between reliable information and click
bait or deceptive ads on social media platforms?
3. Discuss a personal experience or example where you encountered misinformation or
deceptive content on social media. How did you handle it, and what did you learn from that
experience?
CASE STUDY 10 min.
CASE STUDY DEFINITION
1. a published report about a person, group, or situation that has been studied over time
2. a situation in real life that can be looked at or studied to learn about something (Case Study
Definition & Meaning | Britannica Dictionary, n.d.).
Framework to solve case studies:
 Step 1: Identify the problem statement
 Step 2: Propose solutions with a pinch of creativity
 Step 3: Establish the scale and impact of the solution (Atar, 2023).
Example:
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Digitalization has a dark side. Social media, like Twitter and Facebook, often release
information to the public that has not been verified, or long before a legitimate news organization
would release it. So, it is possible for erroneous information to spread quickly.
Take the case of Veerender Jubbal. Several European news outlets named the Canadian Sikh
as a possible suspect for the November 2015 Paris terror attack. They even published a photo of
him wearing a suicide bomber vest.
But Mr. Jubbal was completely innocent. Someone had manipulated a photo on his Facebook
page and posted it on social media as a joke. It quickly spread, causing Mr. Jubbal to suffer extreme
damage to his reputation and a lot of emotional distress.
Exercise 5. Discuss the questions in pairs:
1. What is the problem in this case? Can you describe it?
2. What are the causes of this problem?
Exercise 6. Work in groups. Identify the key problem and causes presented in the
situation described below:
In recent times, there has been a rise in the popularity of financial pyramids in Kazakhstan.
These illegal schemes exploit unsuspecting individuals by promising high returns on their
investments. To reach a wider audience and gain credibility, some famous bloggers in Kazakhstan
have started promoting these financial pyramids on their social media platforms. This has raised
concerns among the public and regulatory authorities, as people are at risk of losing their hardearned money.
LESSON 2. LISTENING
Radio interview about how false information spreads.
Objectives:



Enhance ability to actively listen to the radio interview and extract key details.
Expand students' vocabulary by introducing and practicing a range of new words and phrases
related to the topic of discussion.
Develop critical thinking skills by teaching them to identify problems, causes and solutions.
 Warm-up exercise. Discuss the questions below (3-5 minutes):
1. What can you see in these pictures?
2. What do these pictures have in common?
1.
2.
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3.
Exercise 1. Vocabulary. Match the words with their definitions (5 minutes):
a. Unfounded
b. An aardvark
c. To vandalise
f. To vaccinate
g. To verify
h. Measles
d. To tamper e. Inaccuracies
with something
i. To cite
j. A hoax
1. to prove that something is true
2. to write or say the words of a writer, book, etc.
3. an African mammal with a long nose that eats ants
4. a plan to trick or deceive someone
5. to intentionally damage property belonging to others
6. to change something so that it doesn't work as intended
7. statements that are not correct
8. not based on facts or proof
9. to give a person an injection to prevent them getting a disease
10. an infectious disease which covers the body in small red spots to prove that something is
true
Exercise 2. Track 3.1. Listen to the radio interview about how false information spreads,
read the questions below and choose the correct answer (12 minutes):
1. Which statement about circular reporting is true?
a. It is the spread of true information.
b. It is when false information is validated by one other source only.
c. It only occurs with information on Wikipedia.
d. It may involve several publications.
2. Which statement is correct about journalists?
a. They are not permitted to copy information from Wikipedia.
b. They refuse to copy information from Wikipedia.
c. As soon as they include information in an article, they verify the information.
d. Many journalists may publish inaccuracies in several articles.
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3. Which statement is correct?
a. Another name for a coati is a Brazilian aardvark.
b. The American student changed the information on Wikipedia to what he believed
to be the truth.
c. Many people believed that a Brazilian aardvark was the same as a coati.
d. When writers wrote about the Brazilian aardvark they knew it was a joke.
4. Which statement is true about Wikipedia?
a. Some people add false content to a Wikipedia entry intentionally.
b. Updating information on Wikipedia is against the law.
c. There is hardly any true information on Wikipedia.
d. Many true facts on Wikipedia initially appear as false information.
5. What is true about childhood vaccines and autism?
a. There is a clear connection between childhood vaccines and autism.
b. Circular reporting incited many parents not to vaccinate their children.
c. The claims that they were connected first appeared on Wikipedia.
d. The media proved early on that the claims about vaccines and autism were false.
6. Which statement is correct?
a. Generally speaking, it’s easy to identify false information.
b. If the original source is Wikipedia or the media, the information is almost always
false.
c. Reflecting critically on information we read is something most people often do.
d. Lack of time to think and investigate can cause us to believe things that aren’t true.
Exercise 3. Track 3.1. Listen to the radio interview again and complete the expressions with
a phrase from the table (6 minutes):
In no way
By any means
In a nutshell
Thought nothing more of it
Spread like wildfire
Take things at face value
1. _______ , it’s the confirmation of false information by more than one publication.
2. … false information which is not referenced or checked and ______ is obvious as being
false.
3. … as a sort of joke, and then he forgot about it and _______ .
4. That’s not to say that all information on Wikipedia is false ______ .
5. … unsupported claims were picked up by the media and ______ .
6. We often ______ .and don’t really take the time to think critically about them.
Exercise 4. Case study. According to the interview, answer the following questions (5
minutes):
Problem:
1. What was the problem caused by the publication of the claims linking vaccines and
autism?
Solution:
2. What steps can be taken to ensure the reliability of online information and avoid
blindly believing everything we read?
Exercise 5. Work in small groups and answer the following questions below (15 minutes):
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1. Have you ever believed information and later discovered it was false? If yes, can you
share your experience?
2. Choose one problem with your group members related to disinformation and describe
it.
3. What steps can be taken to resolve the problem related to disinformation?
4. Present your answers in front of your peers.
LESSON 3. SPEAKING
Practice dialog and roleplay an interview about the role of IT technologies in media
industry.
Objectives:



Develop students’ ability to express themselves fluently and confidently in spoken
English.
Practice strategies for effective communication such as asking clarifying questions,
giving and receiving feedback, and engaging in discussions.
Develop students’ ability to express opinions, present ideas, and participate in group
conversations.
 Warm up. Take turns to select a card. Describe the underlined word to your peers without
using any of the other words (paraphrase) on the card (10 minutes):
Sentences in the cards:
1. Mass Media: Forms of communication that reach a large audience, such as newspapers,
television, radio, and the internet.
2. Artificial Intelligence (AI): The simulation of human intelligence in machines that are
programmed to think and learn like humans, enabling them to perform tasks that typically
require human intelligence.
3. Machine Learning: A subset of AI that enables machines to learn from data and improve
their performance without being explicitly programmed. It involves algorithms that allow
computers to analyze and interpret patterns and make predictions or decisions based on the
data.
4. Deep Learning: A subfield of machine learning that uses artificial neural networks to model
and understand complex patterns and relationships in data. Deep learning is particularly
effective in tasks such as image recognition, natural language understanding, and speech
recognition.
5. Virtual Reality (VR): A technology that uses computer-generated simulations to create a
virtual environment that users can interact with. VR is often used in the gaming and
entertainment industries but also has applications in journalism and storytelling.
6. Augmented Reality (AR): A technology that overlays digital information or virtual objects
onto the real world, enhancing the user's perception and interaction with their environment.
AR has applications in areas such as advertising, education, and navigation.
7. Data Privacy: The protection of personal and sensitive information from unauthorized
access, use, or disclosure. With the increasing use of AI in mass media, data privacy concerns
have become more prominent.
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8. Ethical AI: The development and use of AI systems that adhere to ethical principles, respect
human rights, and minimize potential biases and discriminatory outcomes. Ethical
considerations are important in ensuring responsible and fair use of AI in mass media.
Exercise 1. Work in small groups. Answer the questions and discuss them.
1.
2.
3.
4.
How has AI influenced mass media?
What are the benefits of AI in mass media?
What is the negative impact of AI on mass media?
What role does AI play in combating fake news?
Exercise 2. Read the dialogue below. The dialogue is about the impact of AI on mass media.
Fill the gaps with the words from the box (10 min).
Participants: Alex and Sarah are media researchers.
a) data
b) balance
c) credibility
d) detect
e) maintain
f) essential
g) critical thinking
Alex: Hi Sarah! I've been reading about the influence of AI on mass media. It's fascinating how
technology is transforming the industry. What do you think?
Sarah: AI has made its mark on mass media. One impact is automated content generation,
increasing efficiency but raising concerns about 1) ___________ and quality.
Alex: I agree. While automation saves time, AI-generated content may lack 2) __________ and
fact-checking.
Sarah: However, AI also plays a role in combating fake news. Algorithms can 3)_______
misleading content, but still human judgment remains crucial for fact-checking.
Alex: I couldn't agree more. AI should complement human expertise, not replace it.
Sarah: Additionally, AI-powered audience analytics help media companies to analyze social media
data, but privacy and 4)________ ethics must be considered.
Alex: Yes, I think, data security and privacy are 5)________. Responsible and ethical use of data
is necessary for gaining insights without compromising privacy.
Sarah: Overall, transparency, accountability, and fairness are key in AI adoption. Ethical
implications should be addressed to 6)________ journalism's core values.
Alex: Well said, Sarah. Striking the right 7)___________ between AI and human judgment is
crucial in preserving the integrity and quality of journalism.
Exercise 3. Work in pairs: Using the conversation above as an example, make a short
dialogue and roleplay it (20 minutes):
Instructions:
1. The dialogue should include information about one certain problem caused by
implementation of IT technologies in media industry as well as possible solutions of the
named problem.
2. Provide a brief and clear description of the chosen situational problem.
3. Identify causes.
4. Provide at least one solution.
Student A is interviewing an expert about the role of IT technologies in media industry.
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Student B is an expert who wants to talk about the negative role of IT technologies in media
industry.
Exercise 4. Peer reflection and feedback.
Criteria
Comments
Task achievement:
- Brief and clear description of the problem and
identifying of causes;
- Providing one solution.
Grammatical Range and Accuracy:
- Using a wide range of structures flexibly;
- Producing error-free sentences.
Lexical Resource:
- Using vocabulary with full flexibility and
precision in chosen topic.
Pronunciation:
- Using precise and clear pronunciation.
- Using stress and intonation to enhance
meaning.
Fluency and Coherence:
- Speaking fluently, maintaining eye contact.
- The dialogue is well structured and logically
connected.
Duration: 1-2 minutes.
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LESSON 4. VOCABULARY
Working out the meaning of unknown words related to IT in mass media.
Objectives:



Introduce students to a variety of vocabulary related to the mass media.
Enhance students' understanding of the meanings, contexts, and usage of media-related
vocabulary through examples and exercises.
Enable students to incorporate new vocabulary into their written communication about the
mass media.
 Warm-up (5 minutes): Take a few minutes to brainstorm and write down as many
vocabulary words related to mass media as you can. Try to come up with at least five
words or phrases.
 Take your time to come up with your own list. Once you're done, compare your list
with your groupmates and see who has the most unique or interesting words. Discuss
the meanings and applications of vocabulary words to deepen your understanding of
mass media concepts.
Topic vocabulary in contrast:
Deny/refuse
Agree/accept
Headline/heading
Feature/article
Talk show/quiz
show/game show
Announcer/commentator
Tabloid/broadsheet
Journalist/columnist
Press/media
Programme/program
Channel/broadcast
Bulletin/newsflash
Phrasal verbs:
Bring up – start discussing a subject
Come on – start to be broadcast
Come out – be published
Look up – try to find information in a
book or list, etc.
Make out – pretend that something is
true; see, hear, or understand somebody
or something with difficulty
Make up – invent an explanation, excuse,
etc.; create a story, poem, etc.
Put forward – suggest
Fill in – add information in the spaces on
a document
Flick through – turn and look at the pages See through – recognize that something is
of magazines, etc. quickly
not true and not be tricked by it
Go into – deal with something in detail
Stand out – be easy to see because of
being different
Hand out – give things to people in a
Turn over – turn a page so that the other
group
side is towards you
Phrases and collocations:
Control
in control (of sth); take control
(of sth); under control; under the contra of sb; out of control
Description give a description of sth/sb
Difference make a difference (to sth/sb); tell the difference (between); there's
no/some/little/etc difference between
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Granted
Influence
Internet
News
Place
Question
View
Watch
take sth/sb for granted
influence sth/sb; have/be an influence on sth/sb
on the Internet; over the Internet; surf the Internet
in the news; on the news; hear the news; newsflash; newspaper
take place;in place of; at a place
ask/answer a question; question sth/sb; in question; question mark
have/hold/take a view; be sb’s view that; in my view; in view of; look
at/see the view; view of sth;view from sth/swh
watch sth/sb; watch (out) for sth/sh; keep watch
Topic vocabulary in contrast
Exercise 1. Complete using the correct form of the words in the box:
1. John Sanders, MP, ______ any involvement in the scandal
when asked about it yesterday.
2. The politician ______ to say more when questioned by
reporters this morning.
3. Johnny Depp rarely ______ invitations to do interviews.
4. Johnny Depp ______ to appear at a press conference to
promote his latest film.
5. Did you see the newspaper ______ this morning?
6. If you give every paragraph of your report a ______, it will
be easier to read.
7. Living Today has got a special ______ this month on healthy
diets. There are interviews with nutritionists, menus, recipes,
and loads of other things too.
8. There's an interesting ______ in the paper about the
Constitution of the European Union.
9. I generally trust what I hear on the news, but rarely believe
anything I read in the ______.
10. The ______ involve print journalism, TV, radio and even
electronic forms of communication such as the Internet.
11. We interrupt this programme to bring you an urgent
______.
12. And we'll be back with our regular ______ at seven o'clock.
Deny
Refuse
Agree
Accept
Heading
Headline
Feature
Article
Press
Media
Bulletin
Newflash
Exercise 2. Circle the correct word or phrase:
1. It's a great computer programme / program once you get the hang of it.
2. I hate tabloid / broadsheet newspapers; they're just full of gossip, scandal and lies!
3. As a journalist / columnist for a local paper, you don't have to interview people or attend
events. You just have to express your opinions about the issues of the day.
4. There's a great talk / game show on BBC1 tonight. Contestants have to race through a
supermarket as quickly as they can, filling up their trolleys as they go.
5. On some TV channels, an announcer / a commentator tells you what the next programme is
going to be.
6. Join us at half past nine for a live broadcast / channel of the State Opening of Parliament.
Phrasal verbs
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Exercise 3. Write one word in each gap:
1. Please do not ______ over your examination papers until you are instructed to do so.
2. I had to ______ in so many forms. It took me hours!
3. I'd like everyone here to ______ forward as many suggestions as possible.
4. There was a guy in the street ______ out free tickets to that new quiz show.
5. He ______ out that he'd worked in children’s TV, but in fact he’s never been near a TV
studio!
6. Could you ______ up her number in the phone book?
7. She ______ out as one of the finest contemporary British novelists around at the
moment.
Exercise 4. Complete each second sentence using the word given, so that it has a similar
meaning to the first sentence. Write between two and five words in each gap:
1. Her latest bestseller was published last month. out
Her latest bestseller ___________________________________________ last month.
2. That story's not true, is it? up
You ______________________________________________________ , didn't you?
3. The programme starts at half past six. on
The programme ___________________________________________ at half past six.
4. The documentary didn't really explore why the rainforests are being cut down. into
The documentary didn't really _____________________________________ why the rainforests
are being cut down.
5. I had a quick look at the magazine in the dentist's waiting room. through
I ____________________________________________ in the dentist's waiting room.
6. I don't think we need to mention that now. up
I don’t think we need to ____________________________________________ now.
7. Your lies don't fool me! through
I can ________________________________________________________ your lies!
Phrases and collocations
Exercise 5. Choose the correct answer:
1 It's not always easy to ......... the
difference between fact and opinion.
A. make
B. do
C. say
D. tell
6. J.K.Rowling has .......... an enormous
influence on children’s literature.
A. had
B. given
C. done
D. set
2. The debate will .......... place tonight.
A. be
B. have
C. take
D. make
7. I could spend hours ............ the
Internet!
A. surfing
B. diving
C. sailing
D. swimming
3. In my ........., freedom of the press
must be maintained.
8. They said...... the news that the price
of petrol is going up again.
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A. mind
B. view
C. sight
D. thought
A. from
B. in
C. on
D. at
4. Media mogul Ronald Morduck has
......... control of another tabloid.
A. made
B. found
C. given
D. taken
9. The issue....... question is more
complex than you think.
A. from
B. in
C. on
D. at
5 They ......... a description of the
robber on CrimeTime and it sounded
like you!
A. made
B. told
C. said
D. gave
10 Watch. ......... for words like ‘socalled’ in articles as they express the
writer's bias.
A. about
B. around
C. over
D. out
LESSON 5 GRAMMAR.
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Conditionals: zero, first and second.
Grammar explanation:
conditionals describe the result of a certain condition. The if clause tells you the condition (If you study
hard) and the main clause tells you the result (you will pass your exams). The order of the clauses does not
change the meaning.
If you study hard, you will pass your exams.
You will pass your exams if you study hard.
Conditional sentences are often divided into different types.
Zero conditional
We use the zero conditional to talk about things that are generally true, especially for laws and rules.
If I drink too much coffee, I can't sleep at night.
Ice melts if you heat it.
When the sun goes down, it gets dark.
The structure is: if/when + present simple >> present simple.
First conditional
We use the first conditional when we talk about future situations we believe are real or possible.
If it doesn't rain tomorrow, we'll go to the beach.
Arsenal will be top of the league if they win.
When I finish work, I'll call you.
In first conditional sentences, the structure is usually: if/when + present simple >> will + infinitive. It is
also common to use this structure with unless, as long as, as soon as or in case instead of if.
I'll leave as soon as the babysitter arrives.
I don't want to stay in London unless I get a well-paid job.
I'll give you a key in case I'm not at home.
You can go to the party, as long as you're back by midnight.
Second conditional
The second conditional is used to imagine present or future situations that are impossible or unlikely in
reality.
If we had a garden, we could have a cat.
If I won a lot of money, I'd buy a big house in the country.
I wouldn't worry if I were you.
The structure is usually: if + past simple >> + would + infinitive.
When if is followed by the verb be, it is grammatically correct to say if I were, if he were, if she were and
if it were. However, it is also common to hear these structures with was, especially in the he/she form.
If I were you, I wouldn't mention it.
If she was prime minister, she would invest more money in schools.
He would travel more if he was younger.
Do this exercise to test your grammar again.
Exercise 1. Complete each sentence with the appropriate form of the verb in parentheses to
create a sentence (zero conditional):
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1. If individuals (believe) everything they read on social media, they (become) susceptible to
manipulation.
2. If disinformation (spread) on social media, it (can) influence public opinion.
3. If users (share) false information, it (can) go viral quickly.
4. If social media platforms (not regulate) disinformation, it (can) have serious consequences.
5. If users (engage) in critical thinking and media literacy, they (to be) better equipped to
combat disinformation.
6. If a software bug (occur), it (can) cause the entire system to crash.
7. When a software update (to be) available, it (enhance) the functionality and security of the
application.
8. When a company’s IT infrastructure (to be) outdated, it (can) hinder productivity and slow
down operations.
9. If a programming code (contain) syntax errors, the software (may) not functions as
intended.
10. If a cybersecurity breach (take) place, sensitive information (can) be exposed and lead to
identify theft.
Exercise 2. Complete each sentence with the appropriate form of the verb in parentheses to
create a sentence (first conditional):
1. If fake accounts (detect and remove), the impact of disinformation campaigns (to be)
weakened.
2. If individuals (fact-check) information before sharing, they (help) combat the spread of
fake news.
3. If people (share) disinformation on social media, they (contribute) to the spread of
misinformation.
4. If social media platforms (strengthen) their fact-checking mechanisms, the spread of
disinformation (reduce).
5. If users (report) fake news regularly, social media platforms (take action) against it.
6. If a major data breach (occur), the IT department (need) to work tirelessly to secure the
compromised systems and protect sensitive information.
7. If a cybersecurity threat (to be) detected, the IT team (take) immediate action to mitigate
the risk and safeguard the company’s digital assets.
8. If a hardware failure (occur), the IT team (troubleshoot) the issue and replace the faulty
components to ensure minimal downtime and uninterrupted workflow.
9. If the IT company (release) a groundbreaking new product, it likely (dominate) the
headlines in mass media.
10. If the software developers (meet) their deadline, the company’s latest application (feature)
in prominent tech magazines.
Exercise 3. Complete the following sentences using the second conditional to express
hypothetical situations related to deepfakes:
1. If deepfakes were easily distinguishable, ________________.
2. If deepfakes became indistinguishable from real videos, ________________.
3. If people were more aware of deepfake techniques, ________________.
4. If deepfakes were used for political purposes, ________________.
5. If deepfakes were completely eradicated, ________________.
6. If deepfakes were used maliciously, ________________.
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7. If the cybersecurity measures were not implemented effectively, ________________.
8. If the IT project failed to meet the clients’ expectations, ________________.
9. If the company failed to adapt to the latest technological trends, ________________.
10. If the company’s servers were to crash, __________________.
Exercise 4. Fill in the blanks with the correct form of the verb in parentheses:
1. If she _________ (watch) the news every day, she _________ (stay) informed about current
events.
a) watches / will stay
b) watches / would stay
c) will watch / stays
d) watch / would stay
2. If they _________ (publish) the article, they _________ (reach) a larger audience.
a) publishes / will reach
b) published / would reach
c) will publish / reach
d) publishes / would reach
3. If you _________ (not subscribe) to the streaming service, you _________ (miss out) on all
the latest shows.
a) don't subscribe / will miss out
b) didn't subscribed / would miss out
c) won't subscribe / miss out
d) haven't subscribed / would miss out
4. If the television network _________ (broadcast) the game live, it _________ (have) higher
viewership.
a) broadcasts / will have
b) broadcast / would have
c) will broadcast / have
d) broadcasted / would had
5. If he _________ (report) the story accurately, he _________ (gain) the trust of his audience.
a) would report / gained
b) reported / would gain
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c) will report / gain
d) reporting / would gain
6. If the movie _________ (not receive) positive reviews, it _________ (affect) its box office
performance.
a) don’t receive / will affect
b) won't receive / affects
c) didn't receive / would affect
d) hasn't received / would affect
7. If the newspaper _________ (print) that headline, it _________ (cause) controversy.
a) print / will cause
b) printed / would cause
c) will print / causes
d) print / would cause
8. If the radio station _________ (play) that song, it _________ (become) popular among
listeners.
a) plays / will become
b) play / would become
c) will play / becomes
d) play / would become
9. If the online magazine _________ (not update) regularly, it _________ (lose) readership.
a) doesn't update / will lose
b) didn't updated / would lose
c) won't update / lose
d) hasn't updated / would lose
10. If the documentary _________ (address) important social issues, it _________ (spark)
meaningful conversations.
a) addresses / will spark
b) addressed / would have sparked
c) will address / sparks
d) address / would spark
Exercise 5. Identify mistakes in these 10 sentences below:
Zero conditionals:
1. If you have a stable internet connection, you will be able to stream high-quality videos.
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2. If a website will not mobile-friendly, it may lose potential visitors.
3. If you forgot your password, you could reset it through the account recovery process.
4. If you will not update your software regularly, your system may become vulnerable to
cyberattacks.
First Conditionals:
5. If you install the latest antivirus software, it protects your computer from malware.
6. If you subscribed to the tech newsletter, you would receive the latest updates on IT
trends.
7. If the internet connection will be slow, streaming videos will buffer frequently.
8. If you missed the deadline for submitting your online application, your registration would
be rejected.
Second Conditionals:
9. If I have the coding skills, I will create my own mobile application.
10. If companies don't prioritize cybersecurity, they can face data breaches and loss of
customer trust.
LESSON 6. WRITING
Incorporating sources as evidence (statistics, examples, etc.) related to chosen situational
problem. Using hedging language to soften claims.
Objectives:



Develop skills to effectively integrate and cite sources within one's own writing.
Focus on using appropriate vocabulary and grammar effectively.
Develop critical thinking skills to analyze and synthesize information from different sources.
 Warm-up: Brainstorming
Brainstorm ideas and concepts related to negative impact of AI on mass media. This will help you
generate creative and innovative ideas that can be incorporated into your case study. Grab a pen
and paper or open a blank document on your computer, and let's get started!
Incorporating sources.
NOTE:
The three main ways to incorporate a source are:
 Summarizing - capture the key points of a text;
 Paraphrasing - rewording the relevant idea(s) from a source;
 Quoting - the original wording of the text is important to the discussion.
The “Sandwich Approach”:
 Introduce
 Insert:
summarized, paraphrased or quoted statement
 Analyze
The Sandwich Sections:
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1. Top Bread: Introduce your quote, paraphrase, or summary using the author's credentials,
where appropriate, and always using a signal phrase.
Examples:
A famous physicist from the University of Cambridge, Stephen Hawking states.....
According to Smiley (2013)....
2. Filling/Meat/Trimming: Use the quote, paraphrase, or summary.
Place "quotation marks" around two or more words directly quoted from a source.'
Paraphrase or summarize by writing the source information in your own words.
Provide an APA in-text citation following the quote, paraphrase, or summary.
3. Bottom Bread: Explain your quote, paraphrase, or summary in several sentences.
(LibGuides: English Paper Research Guide: Quote Sandwich, n.d.)
Agrees
Argues
Asserts
Claims
Insists
Observes
Suggests
Acknowledges
Admires
Endorses
Praises
Complains
Denies
Questions
Reject
 the original wording of the text is
important to the discussion
 rewording the relevant idea(s) from a
source
Introduce your
source with a
strong verb.
Quote
Paraphrase
Summarize
 capture the key points of a text
X’s analysis proves…
X’s claim shows the importance of…
The essence of X’s argument is that…
X’s perspective shows…
X’s point is similar to Y’s/my point in that…
X’s argument closely relates to…
In other words…
In sum…
Basically the point is….
Follow-up by
explaining the
relevance to your
main point.
Exercise 1. Introduce the source with a verb. Explain a quote, paraphrase, or summary in
one sentence.
Example:
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Quotation: " Mass Media is the most powerful weapon which you can use to change the world"
(Mandela, 2003, p. 33).
Sandwich Approach:
Mandela (2003) asserts that "Mass Media is the most powerful weapon which you can use to
change the world" (p. 33). In other words, Mandela (2003) emphasizes the immense influence and
potential impact of mass media as a powerful tool for effecting change on a global scale.
1. Quote: "Media has the power to inform, influence, and shape public opinion on a massive scale"
(Smith, 2018, p. 45).
2. Paraphrase: "Artificial intelligence is revolutionizing the media landscape, transforming
content creation, delivery, and audience engagement" (Lee, 2020, p. 112).
3. Summarize:
AI-powered algorithms used by social media platforms and news aggregators tend to
prioritize content based on users' preferences and past behaviors, creating a feedback loop
that reinforces existing biases and limits the availability of contrasting viewpoints. This
can lead to a fragmentation of public discourse, hindering the formation of informed
opinions and impeding the democratic function of the media. Additionally, the use of AI
in deepfake technologies raises ethical concerns, as it enables the creation of convincingly
manipulated media content that can undermine trust and authenticity in news reporting
(Johnson, 2021).
Exercise 2. Individual work
1. Choose a situational problem related to IT in mass media:
a. The newspaper industry has been impacted dramatically by the rise of digital technologies.
The “New York Times|” is one of the many companies that has had its existence threatened
by this digitization of the industry. The business model employed by the “New York
Times” enjoyed for many years of success. However, changing consumer preferences and
the availability of free digital news via online and mobile platforms has shaken that
business model of the “New York Times” to its core.
b. A prominent online news platform, Peoples Gazette Website, is known for its commitment
to factual reporting and unbiased journalism. However, a group of sophisticated hackers
targets their website, injecting false information into articles and altering headlines. As a
result, readers unknowingly spread misinformation, causing widespread confusion and
eroding Peoples Gazette Website’s credibility.
c. A recent viral video featuring Joe Biden shows just how simple it is to push disinformation
with very little effort. The 19-second clip made it sound as though Biden was echoing a
white nationalist talking point, and it was captioned “Biden proclaims the 'European'
identity of America: ‘Our culture is not imported from some African nation.’”
d. A popular news channel, Global News Network (GNN), faces a unique ethical dilemma.
They receive an anonymous tip about a major scandal involving a high-profile politician.
The information is highly incriminating, but the source insists on complete anonymity. The
news network's chief editor, Mark, must decide whether to publish the story, risking
potential legal repercussions and accusations of biased reporting without revealing the
source. Balancing the public's right to know and the importance of protecting sources,
Mark grapples with the ethical implications and the potential impact on GNN's credibility.
The decision he makes could shape the future of investigative journalism and have farreaching consequences for both the news organization and the political landscape.
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e. A prominent journalist, Rachel, discovers evidence of collusion between influential
f.
g.
h.
i.
j.
k.
l.
m.
politicians and media conglomerates, who are using the bill as a smokescreen to manipulate
public opinion and consolidate their power. Rachel faces a critical dilemma: expose the
truth, risking her own safety and career, or remain silent, potentially enabling the erosion
of press freedom. Her decision carries far-reaching implications for democracy and the
future of independent journalism.
In a digital age where online news consumption dominates, a prominent news organization,
Media Sphere, experiences a massive data breach. The breach not only raises concerns
about privacy and security but also jeopardizes Media sphere credibility as an unbiased
news source. The company's Chief Information Officer, Mark, is thrust into a crisis
management role, tasked with securing the network, investigating the breach, and
implementing stringent cybersecurity measures. Mark must navigate the delicate balance
of transparency and protecting journalistic integrity while restoring public trust in
MediaSphere's ability to safeguard critical information in the age of relentless cyber
threats.
The interactive nature of social media allows users to freely share and interpersonally
connect with people, especially celebrities and influencers, and enforce commonality and
relationships between people. This freedom of use allows for a greater expression of self
but might also encourage malicious and harassing activities online. Popular influencers and
celebrities have been targeted with relentless online harassment and abusive messages.
Online harassment mentally disturbs celebrities/influencers and negatively affects society.
The New York Times and UK-based Observer reported that more than 50 million
Facebook users had their data harvested by Cambridge Analytica in what has been
described as the social media platform's largest data breach to date. Weeks later, Facebook
admits up to 87 million accounts may have been affected.
The proposed ban on TikTok by the U.S. government raises a pressing problem concerning
freedom of choice and speech. TikTok's potential ban restricts millions of American users
from accessing the platform, effectively limiting their freedom to choose the content they
engage with and express themselves creatively.
The app “Telegram” has become a hotbed for the dissemination of fake news,
misinformation, and explicit content. The absence of stringent content moderation allows
harmful materials to spread rapidly, leading to the erosion of media integrity and public
trust. Misleading information and graphic content can influence public opinions, incite
violence, and negatively impact vulnerable populations.
A famous social media influencer, with millions of followers across various platforms, is
embroiled in a scandal after being accused of scamming their loyal fanbase. The influencer,
known for promoting luxury lifestyles and extravagant products, allegedly engaged in
deceptive practices, such as promoting fake giveaways, selling overpriced merchandise, or
endorsing fraudulent investment schemes. Disgruntled followers have come forward with
evidence, claiming they were misled and financially harmed by the influencer's dishonest
actions.
Social media users post fake luxury lifestyle content, presenting a deceptive facade of
opulence and extravagance. The proliferation of misleading images and stories fosters a
culture of comparison, driving feelings of inadequacy and unhappiness among viewers. As
individuals strive to measure up to these unattainable standards, their mental health is
adversely affected, resulting in increased anxiety, depression, and self-esteem issues.
Online mass media platforms are confronted with a persistent situational problem of
copyright infringement, as users routinely share copyrighted material without
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authorization, leading to legal ramifications for both the platforms and content creators.
Despite implementing measures to curb infringement, the vast volume of user-generated
content makes it challenging for platforms to detect and prevent every violation. Content
creators suffer financial losses and decreased incentives to produce original content when
their work is distributed without permission.
n. For the past years, as a student, I've been grappling with a growing social media addiction
that has begun to take a toll on my life. The constant lure of social media platforms keeps
me glued to my phone, spending hours mindlessly scrolling through feeds, posting updates,
and seeking validation through likes and comments. This excessive usage has severely
impacted my productivity at work, leading to missed deadlines and decreased focus. It's
also strained my relationships as I find myself disengaged during social gatherings,
preferring to check my notifications instead.
o. The dissemination of a fake image depicting a large explosion near the Pentagon sparks a
situational problem with far-reaching consequences. Shared on social media platforms, the
image triggers widespread confusion and panic, causing a brief dip in the stock market as
investors react to the perceived threat. The problem exacerbates when numerous social
media accounts, including some verified ones, unknowingly amplify the fake picture by
sharing it further.
2. Select articles on your chosen topic.
3. Find evidence (statistics, examples) in the articles. Paraphrase or summarize them.
4. Cite the chosen information in APA style.
5. Incorporate the evidence using sandwich approach.
PART 2
LESSON 1. READING
Deepfake and its negative impact on society.
Objectives:



Enhance the readers' comprehension skills, vocabulary acquisition, critical thinking abilities,
and overall reading proficiency.
Improve students’ ability to understand and interpret written material, extract key
information, make inferences.
Apply problem-solving skills to address AI challenges in mass media.
 Warm-up: Brainstorming. (10 minutes)
1. Work in small groups. Take a pen and paper.
2. Brainstorm what you know or have heard about deepfake technology.
3. Identify at least two problems caused by deepfake and write them down.
4. Exchange your notes with another group.
5. Describe the problem. Explain the causes of the given problems.
6. You will be given two minutes to prepare your speech.
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7. Present in front of your peers.
Exercise 1. Match the words with the correct definitions. There are more definitions than
words. (5 minutes)
Words:
1. Deepfake
2. Accessible
3. Detrimental
4. Sabotage
5. Distort
6. Seamless
7. Incite
8. Maliciously
9. Authentic
10. Whitelists
Definitions:
A. Deliberate destruction or obstruction of something.
B. Information, often biased or misleading, used to promote a particular cause or point of
view.
C. A manipulated video or image that appears to be real but is actually created using artificial
intelligence.
D. Lists of approved or trusted items or entities.
E. Smooth and without visible seams or transitions.
F. Able to be reached, obtained, or used.
G. Harmful or damaging.
H. To twist or misrepresent something, causing it to be misunderstood or misrepresented.
I. Genuine, real, or true.
J. The act or process of identifying or discovering something.
K. With harmful intent or a desire to cause harm.
L. To encourage or provoke someone to take action, often negative or violent.
Exercise 2. Work in small groups. Jigsaw reading: (10 min)
Instructions:
Assign each paragraph to a small group of students. In their groups, students should read their
assigned paragraph and write the summary of key points in order to become experts on that specific
part. Then, reorganize the groups so that each new group has one student who is an expert on each
section. Students should take turns summarizing and explaining their paragraph to the rest of the
group. This activity promotes collaboration and deeper understanding of the text.
Exercise 3. Work in pairs. Find situational problems, causes, solutions with
supporting evidence in the text. (10 min)
Deepfake and Its Negative Impact on Society
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Deepfake videos provide the ability to swap one person’s face onto another in a video clip
or an image. The technology that creates these videos is designed to continuously improve its
performance. Specifically, the algorithm that creates the fake videos learns, and improves the
videos by continuing to mimic the individual’s facial expressions, gestures, voice and variations,
making them more and more realistic. When starting with sufficient video and audio of a person,
the algorithm can not only create the fake video but can also make the person say things they have
not actually said. Until now, this kind of computer imaging technology was accessible only to
Hollywood’s big-budget movies, and is known as ‘computer-generated imagery’ (CGI). However,
as with other technologies, faster processors, high-performance graphics cards and smarter
algorithms make the technology more accessible to users. Anyone can now download the
Deepfake app and follow its video tutorial to create face-swap videos (Maras & Alexandrou,
2019).
2
In a society where information is consumed and reproduced quickly through social media
and other forums, Deepfakes can have detrimental effects on those who are targeted in the videos.
These videos often remain online for long periods and may be transferred to different forums when
removed; sometimes they even reappear on the same forum. These videos can be used for political
sabotage, propaganda, blackmail and even fake news, which consists of methodical disinformation
and propaganda that distorts actual news and facts by replacing knowledge with false images and
information. While there are many basic face-morphing software programs on the market, the
introduction of artificial intelligence in these programs ultimately enables the creation of more
seamless videos. Put simply, when AI technology is used in the future, it may be impossible to
determine that the video is fake. Even today, if this technology is paired with lower-quality videos
(such as CCTV footage), the videos may be difficult to distinguish as fakes (Maras & Alexandrou,
2019).
3
Using a lot of real examples of speech and moving images, a so-called neural network is
trained that can be used to create a deepfake and deceive citizens. Disinformation conveyed via
deepfakes could pose a challenge during elections, since, to the untrained eye, a deepfake may be
difficult to distinguish from a real video. Any political actor could try to discredit an opponent or
try to incite some political scandal with the goal of furthering their own agenda. After being
exposed to a deepfake, citizens may, for instance, change their attitudes toward the politician
depicted in the deepfake, or toward the politician’s party. As a result, citizens then cast their votes
on the basis of false information, and potentially in line with the goals of the political actor behind
the deepfake (Dobber et al., 2020).
4
The more video and audio data they download into the neural network, the more accurate
the new audio and video will be, to the extent that it becomes impossible to determine whether the
speech of the certain person is real or fake. At present, when a deepfake is discovered, the
appropriate correction is made and it will prove more difficult to discover the deepfake next time.
Each detection of the deepfake improves it. Of course, researchers are working hard in order to
improve methods of detecting deepfakes. For example, they pay attention to the frequency of the
flicker of the image, natural micro-changes of the color of the face, or the irregularity of head or
body movements, and so on. But all of those methods that help in identifying a deepfake today
will fail to discover it in the future. Eventually, one day, there will appear a super-realistic fake
video or audio that will be impossible to distinguish from a real one. One can use this for fun, just
as a joke to fool one’s friends, or (and much more seriously), to maliciously fool the masses by
fake speeches of famous and influential persons such as politicians (Pantserev, 2020).
5
Moreover, deepfake images and videos can be indistinguishable to the naked eye from
authentic ones. In terms of deepfakes, there was a study conducted on human detection ability with
respect to static image deepfakes. In the study, participants determined whether a pair of images
contained a deepfake or authentic image. The accuracy was low, suggesting participants
considered factors beyond facial features. Additional experiments manipulating backgrounds did
not significantly improve accuracy. This study provides valuable insights into human detection of
1
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image deepfakes. However, none of the studies explored the impact of training on improving
human detection of deepfake images (Bray et al., 2022).
6
Three solutions are provided to address the threats posed by deepfake technologies: using
machine learning systems for deepfake detection, utilizing Blockchain technology to create
whitelists of non-deepfake instances, improving human detection skills of deepfakes. In the first
approach, machine learning classifiers are trained to recognize patterns and distinguish between
real and deepfake stimuli. While this method works well for similar test datasets, it faces
challenges when applied to different datasets or new deepfake generation methods. The second
approach suggests leveraging Blockchain technology to differentiate between authentic and
deepfake instances. By storing authentic or deepfake instances on the Blockchain public ledger,
people can verify the authenticity of suspected deepfakes. However, this method has limitations,
particularly in scenarios where attackers create novel deepfake instances that have not yet been
added to the Blockchain. An alternative approach is improving human detection skills of
deepfakes. Many deepfakes exhibit visible signs that humans can potentially identify if they know
what to look for. This non-technical measure could complement technical solutions until scalable
and reliable methods are developed (Bray et al., 2022).
7
In conclusion, conducting thorough research is essential to tackle the challenges brought
by deepfake technology. As deepfake technology continues to advance, there is a growing demand
for reliable detection tools and increased public awareness in the digital age. In the future, we can
expect the development of more powerful detection systems, the need for ongoing updates in
Blockchain records, and a society that is well-informed and proactive in identifying deepfake
content.
Exercise 4. Provide your own solutions to the situational problem given in the text above. (5
minutes)
Exercise 5. Post-reading activity. (10 minutes)
Work in groups and provide solutions to the problem given below.
In recent times, there has been a rise in the popularity of financial pyramids in Kazakhstan.
These illegal schemes exploit unsuspecting individuals by promising high returns on their
investments. To reach a wider audience and gain credibility, some famous bloggers in Kazakhstan
have started promoting these financial pyramids on their social media platforms. This has raised
concerns among the public and regulatory authorities, as people are at risk of losing their hardearned money.
NOTE: Solutions
When developing solutions for a case study, it is generally beneficial for the solutions to possess
the following characteristics:
Feasible: The solutions should be practical and achievable within the given constraints of the
case study. They should take into account the available resources, time, and any limitations or
restrictions mentioned in the case study.
Relevant: The solutions should directly address the issues or problems identified in the case
study. They should be tailored to the specific context and align with the goals and objectives of
the case study.
Effective: The solutions should have a high likelihood of successfully resolving the identified
problems or improving the situation outlined in the case study. They should be based on sound
reasoning, evidence, and best practices in the relevant field.
Sustainable: The solutions should be designed for long-term viability and should consider the
potential impact and implications beyond the immediate term. They should aim to create lasting
positive outcomes and be adaptable to potential changes or challenges in the future.
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Ethical: The solutions should adhere to ethical principles and consider the interests and wellbeing of all stakeholders involved. They should avoid any actions or decisions that could cause
harm or violate ethical standards.
Measurable: The solutions should be accompanied by clear indicators or metrics that can be
used to assess their effectiveness and monitor progress. This allows for objective evaluation and
adjustment if needed.
Cost-effective: The solutions should strive to optimize the use of resources and deliver value for
the investment made. They should balance the benefits gained with the associated costs, aiming
for the most efficient allocation of resources.
Innovative: While not always a requirement, innovative solutions can bring unique perspectives
and approaches to the case study. Creative thinking and considering alternative strategies can
lead to breakthrough solutions that differentiate from conventional approaches.
These criteria can serve as a starting point when developing solutions for a case study, but it's
essential to adapt and refine them based on the specific context and requirements of the case
study itself.
LESSON 2. LISTENING
News “Can Facebook and Google Detect and Stop Deepfakes”
Objectives:
 Develop active listening techniques to enhance comprehension and understanding.
 Enhance the ability to identify key information, main ideas, and supporting details while
listening.
 Expand the range of vocabulary by learning new words and phrases.
 Warm-up (10 minutes):
1. Work in pairs. Ask your partner the questions related to disinformation. The questions
can cover various aspects, such as recognizing disinformation, ways of tackling
disinformation, etc. For example:
a. How does disinformation spread in today's digital age?
b. What are some common sources or platforms where disinformation tends to flourish?
c. What role do social media platforms play in the dissemination and amplification of
disinformation?
Exercise 1. Vocabulary. Work in pairs or groups and complete the crossword, identifying
the definitions of the words given below (10 minutes):
Enemy
Outrageous
Halt
Sue
Repercussion
Enflame
Deceptive
Victim
Scam
Refusal
Countermeasure
Hostile
Across
1. Involving deceit, deception, or dishonesty
with the intent to deceive or mislead others for
personal gain.
6. A fraudulent or deceptive scheme or activity
designed to trick, deceive, or defraud
individuals for personal gain.
Fraudulent
Accuse
Emerge
Malicious
Weaponize
Falsehood
Alter
Nefarious
Down
2. Showing or expressing hostility or
antagonism. It refers to a state of being
unfriendly, aggressive, or confrontational.
3. To provoke, intensify, or incite strong
emotions, especially negative ones such as
anger, resentment, or hostility.
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7. An unintended consequence of an event or 4. To assert or charge someone with
action, especially an unwelcome one
wrongdoing, typically a specific offense or
misconduct.
9. Having the intention to harm, hurt, or cause 5. The act of declining, rejecting, or saying no
damage to someone or something.
to a request, demand, or invitation.
12. To initiate a legal action or lawsuit against 8. A person who has suffered harm, injury, or
someone, typically seeking legal remedies or loss as a result of an event, action, or
compensation for a perceived grievance or circumstance.
harm.
13. To bring to a stop or cease an activity, 10. A defensive or responsive action taken to
process, or movement.
counteract or neutralize a threat, risk, or
undesirable situation.
14. Intended to mislead, trick, or create a false 11. To come forth, appear, or become visible
impression. It describes something that is or known, often from a hidden or unknown
deliberately misleading or giving a distorted state.
perception of reality.
16. A statement or assertion that is untrue or 15. A person, group, or entity that is opposed
lacking in factual accuracy.
or hostile to another, often seeking to harm or
undermine them.
18. To adapt or modify something, often an 17. Shocking or highly unacceptable due to its
object or concept, for use as a weapon. It extreme nature, often in terms of behavior,
involves turning something into a tool or statements, or actions.
instrument of harm or destruction.
19. To change or modify something, often in
terms of its form, appearance, or
characteristics.
20. Wicked, evil, or villainous in nature. It
describes actions or intentions that are
extremely immoral, criminal, or harmful.
2
5
13
19
4
11
3
1
10
9
16
12
6
14
17
7
20
18
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8
15
Exercise 2. Track 3.2. Listen to the 1st part of news “Can Facebook And Google Detect And
Stop Deepfakes?” and fill in the blanks with the appropriate words or phrases (5 minutes):
1. Deepfakes have started to appear everywhere. From viral celebrity face swaps to
_________ of political leaders, it can be hard to spot the difference now between real and fake. 2.
We're entering an era in which our enemies can make it look like anyone is saying anything at any
point in time. And the ___________ are starting to have real financial repercussions. 3. In the U.S.,
an audio deepfake of a CEO reportedly scammed one company out of _______. In the UK, an
energy firm was tricked into a fraudulent transfer of _________. 4. And with the 2020 election not
far off, there is huge potential for weaponize deepfakes on social media. Now ___________ like
Google, Twitter, Facebook and Microsoft are stepping up. With Facebook spending more than 10
million dollars to fight deepfakes, what's at _____ for businesses and what's being done to detect
and regulate them?
Exercise 3. Track 3.3. Listen to the 2nd part of video and answer the multiple-choice
questions (5 minutes):
1. What is the concern regarding the 2020 elections and deepfakes?
a. Foreign nations may use deepfakes to influence the outcome.
b. Candidates may not make outrageous statements during the campaign.
c. Social media companies will remove manipulated videos.
d. Leaders of organizations like the IMF may spread reliable information.
2. What did House Speaker Nancy Pelosi accuse Facebook of?
a. Allowing the spread of deepfakes.
b. Removing manipulated videos.
c. Allowing foreign nations to interfere in elections.
d. Allowing disinformation about the IMF to spread.
3. How did Facebook respond to the accusation made by Nancy Pelosi?
a. They removed all deepfake videos from their platform.
b. They updated their content review policies to address deepfakes.
c. They removed photos featuring prominent individuals.
d. They apologized and promised stricter content moderation.
4. What did two British artists do to test Facebook's stance on deepfakes?
a. They posted manipulated videos of political leaders.
b. They accused Facebook of spreading disinformation.
c. They called for stricter regulations on social media companies.
d. They created a deepfake video of CEO Mark Zuckerberg.
Exercise 4. Work in pairs or small groups. Discuss and provide solutions for the
situational problem given below and defend it in front of your peers (15 minutes):
Situational problem: In May, House Speaker Nancy Pelosi accused Facebook of allowing
disinformation to spread when the company refused to take down a manipulated video of her. In
response, Facebook updated its content review policies, doubling down on its refusal to remove
deepfakes. Two British artists tested Facebook resolve by posting a deepfake of CEO Mark
Zuckerberg on Instagram. Facebook held its ground, refusing to remove it along with other
deepfakes like those featuring Kim Kardashian and President Trump.
Exercise 5. Track 3.4. Listen to the 3rd part of news and compare your solutions with
given solutions answering the following questions (5 minutes):
1. What are the commonalities between your solutions and the given solutions from the video?
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2. Were there any unexpected similarities or differences between your solutions and the given
solutions that surprised you? Why?
3. Did the solutions in the video introduce any new ideas or alternative methods that you
found interesting or valuable? Explain.
4. In the case of social networks like Twitter and Google, what measures to combat deepfakes
were applied?
Exercise 6. Track 3.5. Listen to the fourth part of news, read the following statements
and indicate whether they are true (T), false (F), or not given (NG) based on the information
provided in the interview:
1. The DEEPFAKES Accountability Act introduced by Yvette Clarke addresses the
issue of deepfake videos and their impact on society.
2. The DEEPFAKES Accountability Act allows victims to sue creators of deepfake
videos.
3. The DEEPFAKES Accountability Act is likely to effectively enforce lawsuits against
individuals in Eastern Europe or other hostile countries.
4. According to Jeff White, he has a distinct antipathy towards individuals who
disseminate videos as genuine while in fact they are fabricated.
5. The technology to detect and prevent deepfakes is currently ahead of those who create
deepfakes for malicious purposes.
Exercise 7. Reflection. Answer the following questions:
1. What were the main points discussed in the news "Can Facebook and Google Detect
and Stop Deepfakes?"
2. In your opinion, how important is it for major tech companies like Facebook to address
the issue of deepfakes?
3. What additional measures could be implemented by Facebook and Google, or other
entities, to enhance the detection and prevention of deepfakes?
4. How do you think the spread of deepfakes impacts society and individuals' trust in
digital media?
5. Can you recall any specific new words or vocabulary that you discovered during the
lesson?
6. Were there any words that you found challenging to understand or remember? How
did you overcome this difficulty?
LESSON 3. SPEAKING
Group work. Describing and solving situational problems related to IT in mass media
Objectives:
 Develop students’ ability to express themselves fluently and confidently in spoken English.
 Practice strategies for effective communication such as asking, clarifying questions, giving
and receiving feedback, and engaging in discussions.
 Develop students’ ability to express opinions, present ideas, and participate in group
conversations.
 Warm up. Brainstorming (10 minutes):
Each student goes to the board and write down a word or a phrase related to:
Negative impact of AI on mass media:
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Spider:
Ethical
concerns
Negative impact
of AI on mass
media
Exercise 1. Answer the questions:
1.
2.
3.
4.
How reliable and accurate can AI-generated news be?
What are the risks of spreading misinformation or fake news?
What ethical dilemmas may arise with AI-generated news?
How does the integration of AI in news production impact journalists and media
professionals?
5. What are the potential consequences for employment and the journalism industry?
Exercise 2. Group work. Case Study (15 minutes):
1.
2.
3.
4.
Work in small groups. Each group will be given one situational problem.
Prepare a short presentation.
Describe the given problem, identify 2 causes and provide 2 solutions.
Summarize the key points of your presentation in one sentence and provide predictions
for the future.
5. Follow the tips in notes.
6. Present your case study and assess your peers according to peer assessment rubric.
NOTE.
Public speaking tips:
REHEARSAL
The key to any successful presentation is becoming comfortable and familiar with it by
practicing it. Below are some tips for rehearsing.
1. Rehearse frequently and in a variety of ways. For example, rehearse out loud in front of
friends and silently in your head. Ask for feedback. Tape recording yourself can also be helpful.
If you get stuck when rehearsing, continue on! Don’t return to the beginning of your presentation
and start again.
2. Time yourself so that you have a clear sense of how long your presentation will take.
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3. Conduct a complete dress rehearsal. If possible, try to do it in the room where you’ll be giving
the presentation or in a similar space. In this dress rehearsal, be sure to incorporate any visual
aids and/or electronic equipment that you will be using in the final presentation.
QUESTIONS FROM THE AUDIENCE. Answering questions from the audience is often a part
of your presentation. Keep the following guidelines in mind when doing so.
1. Listen carefully to the question.
2. Repeat each question to the entire audience and direct your answer to the audience, not to the
individual questioner. Move your eyes back to the audience as soon as the questioner is finished.
3. Compliment the questioners selectively and be specific.
4. Rephrase questions that are unclear and rambling.
5. If you don’t understand the question, admit it, saying, “I’m sorry. I don’t understand the
question.” Do not say, “Your question isn’t clear.”
6. Keep the major premise foremost in your mind while answering questions so that you are not
trapped into a tangential area, winning individual points at the risk of clouding your original
objective.
7. Try to keep your answers short.
8. If you don’t know the answer, admit it. Do not try to bluff the answer. Offer to get back to
the questioner with the information, when appropriate.
9. Use evidence rather than your own opinion in your response to questions to help the audience
to accept your position.
Exercise 3. Group presentations (15 minutes):
Peer Assessment Rubric
Speaking. (Case Study)
%
Task achievement:
- Introduction
10
- Brief and clear description of the problem and
identifying of 2 causes
10
- Providing 2 solutions
10
- Conclusion includes summary of the main part
10
and predictions
Grammatical Range and Accuracy:
- Uses a wide range of structures flexibly;
5
- Produces a majority of error-free sentences 5
with only very occasional inappropriacy.
Lexical Resource:
10
- Uses vocabulary with full flexibility and
precision in given topic.
Pronunciation:
10
- uses precise and clear pronunciation.
- uses stress and intonation to enhance meaning.
108
Fluency and Coherence:
- speaks fluently without reading with only rare 5
repetition or self-correction, maintains eye
contact
- speaks coherently with appropriate cohesive 5
features;
Duration: lasts 4-5 minutes
10
Teamwork (speaking time is distributed evenly 10
among all the team members)
Total
100%
Exercise 4. Students give peer reflection and feedback.
LESSON 4. VOCABULARY
Working out the meaning of unknown words related to IT in mass media.
Objectives:



Define and correctly use key vocabulary related to mass media.
Apply newly acquired vocabulary in written contexts.
Analyze mass media texts for vocabulary usage.
 Warm-up (10 minutes):
1. Divide into small groups of 3-4 students.
2. Take a large sheet of paper or a whiteboard, markers, and sticky notes.
3. Brainstorm (one minute) and illustrate various terms and concepts related to mass media.
4. Each group should create a central drawing or symbol representing mass media in the
center of their sheet.
5. Around the central image, you should write as many relevant vocabulary words as you can
think of related to mass media, such as "journalism," "broadcasting," "advertising," etc.
6. After the time limit (3 minutes), each group presents their works to the rest of the class,
explaining the significance of each term and how it relates to mass media.
VOCABULARY
Word patterns:
according to sb
announce sth (to sb); announce that
believe sth; believe in sth; believe that;
believe to be
comment on sth; make a comment (to
sb) about sth
confuse sth/sb with sth/sb; confused
about/by sth
correspond with sth/sb
inform sb that; inform sb about/of sth
likely to do; likely that
persuade sb to do; persuade sb that;
persuade sb of sth
point (in) doing
send sb sth; send sth (to sb)
surprise by surprise; surprised at/by sth
109
describe sth/sb as; describe sth/sb to sb
tell sb sth; tell sb that; tell sb about
sth/doing; tell sb (not) to do
hear sth/sb; hear about sth/sb; hear from sb
Word formation:
Announce announcement
(un)announced
Belief disbelief, believe,
(un)believable,
(un)believably
Communicate
communication
(un)communicative,
communicator
Convince convinced
(un)convincing
Discuss discussion
Edit editor, editorial,
edited
Humour humorous,
humourless
Power powerful(ly),
powerless(ly), empower
Ridicule ridiculous(ly),
ridiculousness
Inform information,
(un)informed,
(un)informative
Second secondly,
secondary
Journal journalist,
Write writer, writing,
journalism, journalistic
wrote, (un)written
Politics political(ly), politician
Word patterns
Exercise 1. Each of the words in bold is incorrect. Rewrite them correctly:
1. He's been described by several critics for our greatest living poet. _____________
2. I think you've confused tabloids by broadsheets. _____________
3. Do you believe about telepathy? _____________
4.There's no point of trying to get an interview with him. He never does interviews!
_____________
5. According from this report, scientists have discovered a new planet. _____________
6. The facts in this article don't correspond about my own experience at all. _____________
Exercise 2. Water has damaged part of this text about an announcement. Read it and
decide what you think each of the original words was. Write the words in the blank spaces:
The announcement
The editor sent an e-mail
every journalist on the news desk 1._________
announcing
there would be an emergency editorial meeting at 2. ________
one o'clock. I had heard
the problems the paper was facing 3
3. ________
and I heard
one of my colleagues that the paper might be going 4. ________
to close. Whatever it was, it was likely
be bad news. At the
5. ________
meeting, the editor told us
to tell anyone else yet, but the paper 6. ________
had been taken over by Ronald Morduck. He said he had only been
informed
the decision that morning. We were all so surprised
7. ________
-------- the news that nobody knew what to say. I made a comment
8. ________
---------colleague that it was time to start looking for a new job. The 9. ________
editor heard this, and finally managed to persuade us not
quit
10. _______
until we had seen what changes would be made.
Word Formation
Exercise 3. Complete the sentences by changing the form of the word in capitals when
this is necessary:
1. Why do press photographers think they can turn up at a celebrity's house completely
110
_________ (ANNOUNCE)?
2. How many means of _________ (COMMUNICATE) do you use on a regular basis?
3. Could you write an _________ (EDIT) for the next issue of the school magazine?
4. You have to have a sense of _________ (HUMOUR) to work on children’s TV!
5. There's an _________ (WRITE) rule on tabloid newspapers that the truth always takes second
place to a good story.
6. When Jill was at _________ (SECOND) school she used to dream of being a DJ on local
radio.
7. Are you thinking of a career in _________ (JOURNAL)?
8. You don't actually get a lot of _________ (INFORM) from a news report on radio or TV.
Exercise 4. Complete the text by changing the form of the word in capitals:
Politics on TV
I love watching (1) ___________ (DISCUSS) programmes, and I love politics, so you'd think I'd
enjoy watching (2) ___________ (POLITICS) being interviewed on TV. But I don't. All too
often, (3) ___________ (JOURNAL) ask them the most (4) ___________ (RIDICULE)
questions, and, when they do get an interesting question, | I sit there watching in (5)
___________ (BELIEVE) as some of the most (6) ___________ (POWER) people in the
country give totally (7) ___________ (CONVINCE) responses. It's as if they don't care whether
their reply is (8) ___________ (BELIEVE) or not. Often, they're very poor (9) ___________
(COMMUNICATE), and they're frequently even more (10) ___________ (INFORM) about key
issues than I am. I don't expect them to be particularly (11) ___________ (HUMOUR) – they
are serious people, after all - but at least they could say something interesting occasionally. It
makes me want to stand for election myself!
Exercise 5. Fill in the blanks with the correct form of the word in parentheses.
1. The company __________ (announce) their new product at the upcoming conference.
2. She is the __________ (edit) of the fashion magazine.
3. His __________ (belive) in ghosts made him afraid of the dark.
4. The movie was so __________ (humour) that the audience couldn't stop laughing.
5. Effective __________ (communicate) is essential in building strong relationships.
6. I need more __________ (inform) before I can make a decision.
7. The lawyer presented a __________ (convince) argument in the courtroom.
8. He works as a __________ (journal) for a popular news outlet.
9. The college organized a __________ (discuss) on environmental issues.
10. The __________ (politic) candidate gave a powerful speech at the rally.
LESSON 5. GRAMMAR
Comparatives and superlatives.
We can use comparatives to compare things and superlatives to say which thing is
top in a group.
Here are some examples:
I think you're taller than me. (tall)
She's the tallest in the group. (tall)
The pizzas in La Bella Napoli are better than the ones in Pietro's. (good)
It was the best pizza I've ever had! (good)
111
With
adjectives
ending
vowel + consonant, remember to double the final
It wasone-syllable
the best pizza
I've ever
had!in(good)
consonant
–er/–est.
People saybefore
Bioshock
is a more exciting game than Skyrim. (exciting)
Grand
Theft Auto
is the most exciting video game. (exciting)
big
→ bigger
→ biggest
For
withinone
add
If
theadjectives
adjective ends
–e,syllable,
just add –r
orer
–st.and est. Sometimes the spelling changes.
Don't forget the for the superlative.
large → larger → largest
La Bella Napoli is nearer than Pietro's. (near)
For adjectives with two syllables which end in y, take away the y and add ier and iest. Don't
It's not the cheapest restaurant though. (cheap)
forget the for the superlative:
easy - easier - the easiest
For other adjectives with two or more syllables, use more and most. Don't forget the for the
superlative.
interesting - more interesting - the most interesting
That book is more interesting than my homework. This TV programme is the most
interesting!
The adjectives have special forms:
good
bad
little
much
Far
Better
worse
Less
more
further/farther
the best
the worst
the least
the most
the furthest/farthest
Exercise 1. Fill in the blanks with the correct form of the adjective in parentheses to
complete each sentence using comparatives.
1. The new smartphone is _________________ (thin) than the previous model.
2. Online streaming services are becoming _________________ (popular) than cable TV.
3. Computers are becoming _________________ (fast) with each new generation.
4. Social media platforms are _________________ (addictive) than ever before.
5. The new software update is _________________ (efficient) at managing large data sets.
6. Mobile apps are becoming _________________ (sophisticated) in terms of functionality.
7. Internet speed is _________________ (high) in urban areas compared to rural regions.
8. Digital cameras are becoming _________________ (compact) while offering higher
resolution.
9. Gaming consoles are becoming _________________ (interactive) by incorporating
motion-sensing technology.
10. Artificial intelligence is becoming _________________ (integrated) into various
applications.
112
Exercise 2. Complete each sentence with the correct form of the adjective in parentheses to
form superlative statements.
1. Among all the social media platforms, Facebook is _________________ (popular).
2. This new smartphone is _________________ (advanced) device on the market.
3. Netflix offers the _________________ (wide) range of movies and TV shows.
4. The internet has become the _________________ (important) tool for information
sharing.
5. Among all the programming languages, Python is _________________ (versatile).
6. This website has the _________________ (user-friendly) interface I've ever seen.
7. The latest gaming console is the _________________ (powerful) one available.
8. YouTube is known for hosting the _________________ (extensive) collection of online
videos.
9. This app provides the _________________ (convenient) way to manage your finances.
10. Among all the operating systems, Windows is _________________ (popular) one.
Exercise 3. Rewrite the following sentences using the comparative or superlative form of
the adjective in parentheses. Be mindful of the exceptions:
Example: Facebook is a popular social media platform. (popular)

Facebook is one of the most popular social media platforms.
1. Google is an efficient search engine. (efficient)
2. This smartphone is thin than others. (thin)
3. The app's interface is user-friendly than its competitors’. (user-friendly)
4. What is the advanced programming language? (advanced)
5. Netflix is a widely used streaming platform. (widely used)
6. This gaming console is expensive than the previous version. (expensive)
7. They have quickly become successful in the tech industry. (successful)
8. YouTube is a popular video-sharing website. (popular)
9. This software is powerful than any other tools. (powerful)
10. Virtual Reality technology is one of good immersive experiences. (good)
Exercise 4. For each sentence, choose the correct form of the adjective in parentheses to
complete the sentence:
1. Instagram is __________ one of ( more popular / the most popular) social media
platform.
113
2. Among all the search engines, DuckDuckGo is __________ ( more private / the most
private).
3. This new smartphone is __________ ( sleeker / the sleekest) than the previous model.
4. The app's interface is __________ ( more intuitive / the most intuitive) than its
competitors'.
5. __________ ( More cutting-edge / The most cutting-edge) technology allows for
seamless connectivity.
6. Netflix is __________ ( more popular / the most popular) streaming platform worldwide.
7. This gaming console is __________ ( more affordable / the most affordable) than the
previous version.
8. Despite being a relatively new company, they have quickly become __________ ( more
innovative / the most innovative) in the tech industry.
9. YouTube is __________ ( more widely used / the most widely used) video-sharing
website globally.
10. This software is __________ (more efficient / the most efficient) than any other tool
available for data analysis.
Exercise 5. Complete each sentence with the appropriate form of the adjective in brackets.
Choose the correct comparative or superlative form.
1. The latest smartphone on the market is _________________ (advanced) than its predecessor.
2. Among all the tech giants, Apple is _________________ (innovative) company.
3. This new streaming service offers _________________ (wide) selection of movies than any
other platform.
4. The internet has become _________________ (essential) tool for communication and
information sharing.
5. Social media platforms are ___________________ (popular) among young people than
traditional media.
6. The virtual reality experience was ___________________ (amazing) I've ever had.
7. Computers are ___________________ (powerful) now than they were a decade ago.
8. The cybersecurity measures in place are ___________________ (stringent) in the banking
industry.
9. This website has ___________________ (user-friendly) interface I've come across.
10. The new software update has made the system ___________________ (efficient).
114
LESSON 6. WRITING
Individual work. Case study. Situational problems related to IT in mass media
Objectives:



Focus on using appropriate vocabulary and grammar to effectively.
Enhance students' critical thinking and analytical skills through writing.
Practice using hedging language effectively in academic writing.
Warm-up: Work in small groups. (10 min)
1. Discuss the questions below and write down your responses:
a. What is a case study?
b. Why are case studies important?
c. What are the typical components of a case study?
d. How can case studies be used in problem-solving or decision-making?
e. Can you think of any examples of case studies in real-life scenarios?
f. What are the potential benefits of using case studies in learning and development?
2. You will be given 5 minutes for the group discussion.
3. After the allocated time, one representative from each group should share their
answers for each question.
4. After each group's presentation, you should compare and contrast the responses.
5. Ask clarifying questions or provide additional insights.
6. Summarize the main points discussed and highlight the key aspects of
understanding case studies.

NOTE.
A case study should include background information on the specific topic, an analysis of the case
under student showing problems or effective strategies, as well as recommendations.
Your script consists of four main parts:
Introduction. It is the opening section of a case study and serves to set the context for the
study. It provides background information about the subject of the case study and introduces the
main problem or issue that the study aims to address. The introduction should capture the
reader's attention and establish the significance and relevance of the case. It also includes an
overview of the causes with supporting evidence.
Main body. it presents potential solutions or strategies to address the problem or improve
the situation. Each solution can be supported by evidence gathered during the analysis, such as
data, interviews, or research findings. The evidence demonstrates why the proposed solutions are
likely to be effective in resolving the problem.
Conclusion. Summarize the main points from the case evaluations and proposed solutions.
Also, provide recommendations or predictions for the future. Talk about the strategy that you
should choose. Explain why this choice is the most appropriate.
References. Provide all the citations using APA style.
Exercise 1. Read the situational problem below. Find the description of the problem,
causes, relevance of the case, solutions, summary of the main points and
predictions/recommendations in the script. (15 min)
Situational problem:
Using a lot of real examples of speech and moving images, a so-called neural network is trained
that can be used to create a deepfake and deceive citizens. Disinformation conveyed via
deepfakes could pose a challenge during elections, since, to the untrained eye, a deepfake may
be difficult to distinguish from a real video. Any political actor could try to discredit an
opponent or try to incite some political scandal with the goal of furthering their own agenda.
115
After being exposed to a deepfake, citizens may, for instance, change their attitudes toward the
politician depicted in the deepfake, or toward the politician’s party. As a result, citizens then
cast their votes on the basis of false information, and potentially in line with the goals of the
political actor behind the deepfake (Dobber et al., 2020).
Script:
Introduction.
In an era where technology has advanced to unprecedented heights, new challenges have
emerged, posing potential threats to the integrity of democratic processes. One such challenge
is the rise of deepfakes, sophisticated manipulated media created using neural networks that
blur the line between reality and fiction. Deepfakes have the potential to deceive citizens by
presenting fabricated information as genuine, leading to significant consequences in various
spheres, including elections. The dissemination of disinformation through deepfakes during
electoral campaigns can manipulate public opinion, disrupt democratic processes, and
undermine the credibility of political actors. It’s important to address the pressing issue of
deepfake-based disinformation and its causes which include advanced artificial intelligence,
accessible computing resources, abundant online data for training, rapid social media
dissemination, and political motivations because it may lead to widespread public deception,
erosion of trust in media and institutions, and potential destabilization of societies worldwide.
Main body:
According to Westerlund (2019), there are two ways to combat deepfakes such as
legislation and regulation, education and training.
Legislation and regulation are important tools to address deepfakes. Current laws may
need to be adapted to cover issues such as libel, defamation, identity fraud, and impersonation
using deepfakes. Privacy and copyright concerns arise due to the creation of new
representations by AI, requiring regulators to navigate complex legal landscapes. While a
complete ban on deepfake technology is unethical, introducing new laws and mechanisms of
enforcement can help prevent their harmful effects. Social media platforms could be made
more responsible for the content their users post by revising legal immunities.
According to the second solution, education and training play a crucial role in
combating deepfakes. Despite media coverage and concerns raised by authorities, public
awareness of the deepfake threat remains low. It is essential to raise awareness about the
potential misuse of AI and teach critical thinking and digital literacy skills. These skills enable
individuals, including children and older populations, to assess the authenticity of videos,
understand their social context, and identify deepfakes. People need to be cautious about
sharing personal photos and videos online, as the technology to create deepfakes is advancing
rapidly. Additionally, organizations utilizing facial recognition technology and storing facial
data must address the threat of identity theft if such data were to be compromised.
Conclusion:
The rise of deepfakes poses significant challenges to democratic processes, particularly
during elections. Therefore, to address this issue, two main solutions have been discussed:
legislation and regulation, and education and training. Adapting current laws to cover
deepfake-related issues and holding social media platforms accountable can help prevent
harmful effects. As for the second solution, education and training are vital to raising
awareness and developing critical thinking skills to identify deepfakes. Looking ahead, a
multifaceted approach will be needed, with evolving legislation, collaboration between
governments and tech companies, and prioritized education and awareness campaigns. By
taking proactive measures, we can safeguard the integrity of democratic processes and
minimize the impact of deepfake-based disinformation. The goal is to ensure technology serves
as a tool for progress rather than a threat to democracy.
116
References
Westerlund, M. (2019). The Emergence of Deepfake Technology: A
Review. Technology Innovation Management Review, 9(11).
https://timreview.ca/sites/default/files/article_PDF/TIMReview_November2019%20%20D%20-%20Final.pdf
Exercise 2. Individual work:
1. Keep working on your chosen case.
2. Develop a written response that includes the following sections:
a. Introduction. It is the opening section of a case study and serves to set the context
for the study. It provides background information about the subject of the case study
and introduces the main problem or issue that the study aims to address. The
introduction should capture the reader's attention and establish the significance and
relevance of the case. It also includes an overview of the causes with supporting
evidence.
b. Main body. it presents potential solutions or strategies to address the problem or
improve the situation. Each solution can be supported by evidence gathered during the
analysis, such as data, interviews, or research findings. The evidence demonstrates why
the proposed solutions are likely to be effective in resolving the problem.
c. Conclusion. Summarize the main points from the case evaluations and proposed
solutions. Also, provide recommendations or predictions for the future. Talk about the
strategy that you should choose. Explain why this choice is the most appropriate.
d. Incorporate supporting evidence in your chosen case (examples, statistics, quotes,
etc.)
e. References. Provide all the citations using APA style.
f. Use hedging language in your claims.
3. After completing your individual analysis, exchange your work with a peer for
review. Use assessment rubric for peer review:
Peer-assessment rubric:
Writing (Case Study)
Your answer
Task achievement:
YES / NO
- The case study begins with an introduction;
- Briefly describe the problem;
- Identify 3 causes;
- Incorporate evidence from articles;
- Provide 3 solutions;
-Summarize the main part and give
predictions/recommendations.
Grammatical Range and Accuracy:
YES / NO
- Use a wide range of structures flexibly;
- Error-free sentences.
Lexical Resource:
YES / NO
- Use vocabulary with full flexibility and
precision on topic.
Provide a reference list and in-text citation of all YES / NO
used sources in APA style (3+ articles).
3. Review your peer's work, providing constructive feedback and suggestions. Focus
on the clarity, coherence, and effectiveness of their analysis and recommendations.
117
4.
Revise your own analysis based on the feedback received and correct mistakes.
NOTE. In academic writing, it is prudent to be cautious in one’s statements so as to distinguish
between facts and claims. This is commonly known as “hedging.” Hedging is the use of linguistic
devices to express hesitation or uncertainty as well as to demonstrate politeness and indirectness.
People use hedged language for several different purposes but perhaps the most fundamental are
the following:
•
To minimize the possibility of another academic opposing the claims that are being made
•
To conform to the currently accepted style of academic writing
•
To enable the author to devise a politeness strategy where they are able to acknowledge
that there may be flaws in their claims
Following are a few hedging words and phrases that can be used to achieve this:
Introductory verbs – seem, tend, look like, appear to be, think, believe, doubt, be sure, indicate,
suggest
Certain lexical verbs – believe, assume, suggest
Modal Adverbs – possibly, perhaps, conceivably
That clauses – It could be the case that…, it might be suggested that…, there is every hope that…
(Academy, 2023)
VOCABULARY BANK
1.
2.
3.
4.
5.
6.
7.
Abridge
Accept
Accessible
According to
Accountability
Accuse
Advanced
artificial
intelligence
8. Affirm
9. Agree
10. AI-generated
news
11. Algorithms
12. Alter
13. An aardvark
14. Announce
15. Announcer
16. Antipathy
17. Argue
18. Artificial
Intelligence (AI)
19. Assert
20. At a place
21. Audience
analytics
22. Augmented
Reality (AR)
23. Authentic
24. Authenticity
25. Automated
26. Awareness
campaigns
27. Biased
28. Blackmail
29. Bring up
30. Broadcast
31. Broadsheet
32. Bulletin
33. By any means
34. Capture
35. Case study
36. Channel
37. Childhood
vaccines
38. Circular
reporting
39. Claim
40. Clarify
41. Clickbait
42. Coati
43. Collaboration
44. Columnist
45. Combating
46. Come on
47. Come out
48. Comment on
49. Commentator
50. Comprehension
51. Compromised
118
52. Concentration
53. Condense
54. Confuse
55. Consequences
56. Contend
57. Control
58. Conventional
59. Convince
60. Copyright
concerns
61. Core values
62. Correspond with
63. Cost-effective
64. Countermeasure
65. Credibility
66. Critical thinking
67. Cruelty
68. Cuts to the chase
69. Data Privacy
70. Deceive
71. Deception
72. Deceptive
73. Deep Learning
74. Deepfake
75. Defamation
76. Democratic
processes
77. Demonstrate
78. Deny
79. Depict
80. Destabilization
81. Destruction
82. Detrimental
83. Digest
84. Digital literacy
85. Digitalization
86. Discrepancy
87. Disinformation
88. Disseminate
89. Dissemination
90. Distort
91. Distress
92. Effective
93. Efficiency
94. Elaborate
95. Electoral
campaigns
96. Emerge
97. Emphasize
98. Enemy
99. Enflame
100. Erosion of trust
101. Erroneous
102. Ethical
103. Expose
104. Expound
105. Fabricated
106. Face swaps
107. Facial
recognition
technology
108. Fact-checking
109. Fairness
110. Falsehood
111. Feasible
112. Feature
113. Fill in
114. Flick through
115. Framework
116. Fraudulent
117. Game show
118. Genuine
119. Give a
description of
sth/sb
120. Gives the gist
121. Go into
122. Gossip
123. Granted
124. Halt
125. Hand out
126. Harmful intent
127. Have/be an
influence on
sth/sb
128. Have/hold/take a
view
129. Heading
130. Headline
131. Hoax
132. Hostile
133. Human judgment
134. Identity theft
135. Impact
136. Impersonation
137. Implementation
138. In a nutshell
139. In control (of sth)
140. In my view
141. In place of
142. In the news
143. In view of
144. Inaccuracies
145. Incite
146. Inform
147. Informative
148. Innovative
149. Insist
150. Institutions
151. Interpret
152. Journal
153. Keep watch
154. Legal landscapes
155. Legislation
156. Legitimate
157. Libel
158. Likely to
159. Look at/see the
view
160. Look up
161. Lure
162. Machine
Learning
163. Maintain
164. Make a
difference (to
sth/sb)
165. Make out
166. Make up
167. Malicious
168. Malicious
169. Manipulate
170. Measles
171. Measurable
119
172. Mechanisms of
enforcement
173. Media industry
174. Misinformation
175. Misleading
176. Multifaceted
177. Nefarious
178. Neural networks
179. News literacy
180. Newsflash
181. Obligation
182. Obstruction
183. Obtain
184. Offers
185. On the Internet
186. On the news
187. Oppression
188. Out of control
189. Outrageous
190. Over the Internet
191. Persuade
192. Point (in) doing
193. Politician
194. Politics
195. Preserving
196. Press
197. Prevention
198. Prioritized
199. Privacy
200. Proactive
measures
201. Proclaim
202. Program
203. Programme
204. Progress
205. Propaganda
206. Propose
207. Provoke
208. Public opinion
209. Put forward
210. Recap
211. Reflecting
critically
212. Refusal
213. Refuse
214. Regulation
215. Rehearsal
216. Relevant
217. Repercussion
218. Reputation
219. Responsible
220. Sabotage
221.
222.
223.
224.
225.
226.
227.
228.
229.
230.
231.
232.
233.
234.
235.
236.
237.
238.
239.
240.
241.
242.
243.
244.
245.
246.
247.
248.
249.
250.
251.
252.
253.
254.
255.
256.
257.
258.
259.
260.
261.
Safeguard
Scam
Seamless
See through
Send
Spot the
difference
Spread like
wildfire
Stand out
State
Sue
Surf the Internet
Sustainable
Synthesize
Tabloid
Take control (of
sth)
Take place
Take sth/sb for
granted
Take things at
face value
Talk show
Tangential
Thought nothing
more of it
To tamper with
something
Traditional
media
Transparency
Turn over
Tyrant
Under control
Undermine
Unfounded
Unprecedented
Unverified
Vaccinate
Vandalize
Verify
Victim
View from
sth/swh
View of sth
Violent
Viral
Virtual Reality
(VR)
Visual aids
262. Watch (out) for
sth/sb
263. Weaponize
264. Whitelists
265. Widespread
266. (Un)Communicat
ive
267. (Un)Convincing
268. (Un)Informative
120
REVIEW
1) What is a case study?
2) What are the main parts of the case study?
3) How can you incorporate a variety of rehearsal techniques to become comfortable and familiar
with your presentation?
4) What are the benefits of conducting a complete dress rehearsal in the same room or a similar
space where you'll be giving the final presentation?
5) How can you effectively handle questions from the audience during a presentation, while
keeping the entire audience engaged?
6) Why is it important to keep your major premise in mind when answering questions, and how
does it help you stay focused on your original objective?
7) How can you maintain composure and professionalism when faced with challenging or unclear
questions from the audience, without losing control of the situation?
8) Can you provide an example of a situation where you would use the zero conditional to express
a general truth?
9) How would you use the first conditional to talk about possible future outcomes that are likely
to happen based on a specific condition being met?
10) Give an example of a hypothetical situation where you would use the second conditional to
discuss unlikely or unreal present or future possibilities.
11) What is comparative adjective? Provide examples to illustrate your point.
12) What is superlative adjective? Provide examples to illustrate your point.
13) In your opinion, what distinguishes comparatives and superlatives?
14) Provide examples for this rule:
With one-syllable adjectives in vowel + consonant, remember to double before -er/-est.
15) Provide examples for this rule:
For adjectives with two or more syllables, use more and most.
16) Can you create your own sentences or examples using the new words from vocabulary bank
to demonstrate their meanings?
17) Write the definitions of these words: tabloid, broadcast, broadsheets, and newsflash.
18) Write the definitions of these words and phrases: headline, columnist, bulletin, and press.
19) Complete the sentence by changing the form of the word in parentheses: Are you thinking of
a career in _______ (journal)?
20) Complete the sentence by changing the form of the word in parentheses: Could you write an
_______ (edit) for the next issue of the school magazine?
121
REFLECTIVE QUESTIONS
Reading section:
1) What was your initial reaction to Case Study?
2) Have you got a clear understanding of Case study in reading section?
3) Were you able to identify any potential solutions to the situational problems in reading section
by the aid of steps which were provided by your lecturer?
4) Was it complicated to select appropriate scientific articles?
Listening section:
5) What specific problem or issue in the mass media was discussed in the listening section?
6) What were the main causes or factors contributing to the identified problem in the mass media?
7) Were there any proposed solutions or strategies discussed in the listening section to address the
identified problem?
Speaking section:
8) What aspects of the case study did you find most challenging to understand and articulate during
the speaking lessons?
9) Looking back at your presentation on the case study, do you feel that you effectively conveyed
the main points?
10) How did the speaking lessons enhance your understanding of the case study material and help
you clarify any areas of confusion?
Writing section
11) Reflecting on your research process, what strategies did you employ to find relevant articles
related to your chosen problem?
12) Describe the situational problem you selected for the case study exercise. How did the
information from your chosen articles help you gain a deeper understanding of the causes and
factors contributing to this problem?
13) How difficult it was to find effective solutions based on your chosen articles?
Grammar section:
15) How confident do you feel about your understanding and usage of comparatives and
superlatives? Can you think of any specific instances where you struggled or encountered
challenges in using them correctly?
16) What strategies or techniques do you find helpful in distinguishing between comparatives and
superlatives?
17) Can you write any sentences with comparatives and superlatives?
Vocabulary section:
18) Were there any words or phrases in the vocabulary section that you already knew?
19) Were there any words or concepts in the vocabulary section that you found confusing or
difficult to grasp? Can you identify why they were challenging you?
122
20) Were there any specific techniques or activities used during the vocabulary section that you
particularly enjoyed? Why did you find them enjoyable?
REFERENCES
Academy, E. (2023, July 12). What is hedging in academic writing? Enago Academy.
https://www.enago.com/academy/hedging-in-academic-writing/
Atar, M. (2023, May 12). How To Solve Case Study? (A Strategy By IIM L Student That
Works Every Time!). Unstop. https://unstop.com/blog/how-to-solve-case-study
Beard, J. (2023, May 22). This viral AI image of an “explosion” near the Pentagon never
happened. Indy100. https://www.indy100.com/politics/pentagon-explosion-aitwitter-fake
Bray, S. D., Johnson, S. D., & Kleinberg, B. (2022). Testing Human Ability To Detect Deepfake
Images
of
Human
Faces.
arXiv
(Cornell
University).
https://doi.org/10.48550/arxiv.2212.05056
British council. (n.d.). Comparative and superlative adjectives. LearnEnglish Teens.
https://learnenglishteens.britishcouncil.org/grammar/a1-a2-grammar/comparativesuperlative-adjectives
British Council. (n.d.). Conditionals: zero, first and second. Learn English.
https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/conditionals-zero-firstsecond
British Council. (n.d.). How false information spreads. LearnEnglish Teens.
https://learnenglishteens.britishcouncil.org/skills/listening/c1-listening/how-falseinformation-spreads
CNBC. (2019, September 26). Can Facebook And Google Detect And Stop Deepfakes?.
YouTube. https://www.youtube.com/watch?v=4YpoYvhVmDw
Dobber, T., Metoui, N., Trilling, D., Helberger, N., & De Vreese, C. H. (2020). Do
123
(Microtargeted) Deepfakes Have Real Effects on Political Attitudes? The International
Journal of Press/Politics, 26(1), 69–91. https://doi.org/10.1177/1940161220944364
LibGuides: English Paper Research Guide: Quote Sandwich. (n.d.).
https://woodward.libguides.com/englishpaper/quotesandwich
Malcolm, M. & Steve, T. (2006). Destination B2 Grammar and Vocabulary with Answer key.
Macmillan.
https://drive.google.com/file/d/0BzMH1PuFT0hQZVlmUWZPYT
Yyb00/edit?resourcekey=0-FJaYPvc3dC9bYroi1ouvjg
Maras, M., & Alexandrou, A. (2019). Determining authenticity of video evidence in the age of
artificial intelligence and in the wake of Deepfake videos. International Journal
of Evidence and Proof, 23(3), 255–262.
https://doi.org/10.1177/1365712718807226
MSNBC. (2021, July 27). Why Disinformation Online Is Easy To Produce And Tough To
Regulate. YouTube. https://www.youtube.com/watch?v=WJZNTbhdqbo
Maverick. (2023, March 30). Are deep fakes all evil when they can be used for good?
Personalized Video Email Marketing. https://www.trymaverick.com/blogposts/are-deep-fakes-all-evil-when-can-they-be-used-for-good
Pantserev, K. A. (2020). The Malicious Use of AI-Based Deepfake Technology as the New
Threat to Psychological Security and Political Stability. In Advanced sciences and
technologies for security applications (pp. 37–55). Springer International
Publishing. https://doi.org/10.1007/978-3-030-35746-7_3
Tiscareño, C. (2021, February 4). Doctors debunk myths and false information about the
COVID-19 vaccine. Dallas News.
https://www.dallasnews.com/news/2021/02/04/doctors-debunk-mythsand-false-information-about-the-covid-19-vaccine/
VOA Learning English. (2018, May 26). News Literacy Lesson 6: News and Social Media.
124
VOA. https://learningenglish.voanews.com/a/news-litearcy-lesson-6-newssocialmedia/4396418.html
125
MODULE 4. HEALTH
Module objectives:
1. Understand and learn about the different types of chatbots in the healthcare sector and their
role in the health domain.
2. Recognize the importance of digital health technologies in the healthcare system for
providing efficient and personalized healthcare services.
3. Analyze the potential impact of chatbots on patient engagement, satisfaction, and overall
health outcomes.
4. Develop students’ reading, listening, speaking skills by providing and practicing language
materials on the topic “Health in IT industry”.
5. Learn new vocabulary on topic “Health”.
PART 1.
LESSON 1. READING
Objectives:
 to identify key terms and concepts related to digital health, such as wearables, and
electronic health records and others;
 to improve students' critical thinking skills by analyzing the text;
 to analyze the benefits and drawbacks of digital health technologies, including potential
impacts on patient privacy, accuracy of diagnoses.
 Warm-up
Work in small groups and discuss the following questions related to the digital health
technologies. Take turns sharing your thoughts and ideas and try to provide examples or personal
experiences to support your viewpoints.
1. How do you understand the expression “digital health”?
2. How has it changed healthcare?
3. What are some examples of digital health technologies?
4. How can digital health improve patient outcomes and experiences?
5. What are some potential challenges or drawbacks of digital health?
 Pre-reading


Brainstorming session. Students should think of examples of healthcare devices or digital health
technologies that they have used or heard of.
Students need to identify challenges or concerns they have with the adoption of digital health
technologies and discuss how these challenges could solve.
Connected healthcare: Improving patient care using digital health technologies
Healthcare devices (which refer to medical devices that monitor patients’ vital signs) have
the capability to improve real-time, accurate diagnosis and treatment of disease. They allow
126
medical care to percolate not just traditional clinical settings, but also homes, workplaces and
travel locations. In this manner, participatory medicine lessens the burden on physical healthcare
establishments, whilst providing patients with care that integrates with their daily lives. Devices
can empower patients to self-advocate, gain control over their care and make better-informed
decisions about their health. Digital healthcare also offers new ways to facilitate prevention and
management of chronic conditions at the population level.
In the traditional model of healthcare, the general population tends to seek medical advice
when new symptoms appear and they attend a check-up with a General Practitioner (GP). This
model is changing with the increasing availability of affordable consumer technology, such as
wearables, which give patients direct access to information about their health by providing realtime clinical data, a relatively new trend known as Quantified Self (QS) [4]. According to a recent
report, the wearable medical device market is expected to reach more than US $90.4 billion by
2022 [5]. Currently, Apple has the majority market share (34.1%), followed by Xiaomi and
Samsung [6]. Facilitated by such devices, patients are taking an enhanced interest in their own
daily health, often without the support of healthcare professionals.
Within the scope of therapeutics, the use of patient-specific clinical data and Electronic
Healthcare Records (EHRs) can pave the way for personalising treatments for patients. For
example, 3D printing technologies have been applied for the on-demand production of dosage
forms tailored to individual patients, with customised dosages, drug combinations, shapes, sizes,
and drug release profiles, at the point-of-care such as within hospital or community pharmacies
[7], [8]. The field of robotics is also being exploited to support multiple healthcare services. In
particular, large robots are being used to expedite medication dispensing and perform surgical
procedures, whilst smaller ones are remotely guided to accurately deliver drug substances to
targeted disease sites within the body [9], [10].
Other digital tools including medical drones, can be used to improve medicine and
treatment access, especially for patients who have mobility challenges or those who live in poorly
accessible locations. Similarly, medical drones can be used to collect samples for delivery to local
hospitals and clinics, facilitating and accelerating services that normally take time or are
unattainable using road transport methods [11]. With many medical devices now having the ability
to connect to and communicate with other devices or systems, remote monitoring can be performed
in a continuous manner, enabling prompt interventions. Indeed, these transformative technologies
are contributing towards large-scale cyber physical systems, using in-built sensors, Internet of
Things (IoT), and cloud computing. These integrated systems of information and communication
technologies (ICTs) allow previously isolated devices to collaborate, enabling closed-loop sensing,
data collection, and on-demand outputs tailored to the needs of the individual [12].
Despite the numerous benefits of digital health technologies, a number of challenges for
their adoption remain. For example, the integration of tools into existing healthcare structures, the
need for data security and protection, as well as provision for potentially high entry costs.
Moreover, the risk of making all processes autonomous should be evaluated for their effects on
healthcare services (e.g., dramatic implications in case of system failures) and social welfare (e.g.,
limited job opportunities if human jobs are replaced by robots). To build an equitable model of
digital healthcare, it is imperative that those lacking the personal funds to purchase devices are not
left behind; often these patients have the potential to benefit most from the innovative technologies.
The purpose of this review is to provide a timely overview of the most promising modern digital
health technologies, outline where they fit into the patient pathway, and recognize the challenges
they currently face. The next steps that are required to leverage emerging digital healthcare
technologies from theoretical prospects to real-world assets for patients and the healthcare sector
alike will also be discussed.
127
Connected healthcare: Improving patient care using digital health technologies ScienceDirect
Exercise 1. Vocabulary. Match the words on the left with their definitions on the
right.
1. Healthcare devices
a) a challenge for the adoption of digital
health technologies that involves safeguarding
patient data from unauthorized access and
theft.
2. Participatory medicine
b) patient-specific clinical data that can pave
the way for personalizing treatments.
3. Wearables
c) digital tools that can be used to improve
medicine and treatment access, especially for
patients who have mobility challenges or
those who live in poorly accessible locations.
4. Quantified Self (QS)
d) medical devices that monitor patients’ vital
signs.
5. Electronic Healthcare Records (EHRs) e) integrated systems of information and
communication technologies that allow
previously isolated devices to collaborate.
6. Robotics
f) the field of technology that is being
exploited to support multiple healthcare
services.
7. Medical drones
g) a continuous way of monitoring patients
using medical devices that connect to and
communicate with other devices or systems.
8. Remote monitoring
h) affordable consumer technology that gives
patients direct access to information about
their health
9. Cyber physical systems
i) providing patients with care that integrates
with their daily lives.
10. Data security and protection
j) a relatively new trend of wearables that
provide real-time clinical data to patients.
Exercise 2. Find out appropriate answer for the question.
1. What is the definition of healthcare devices?
a) Medical devices that monitor patient's vital signs.
b) Devices used for home automation.
c) Devices used for gaming.
2. What is the benefit of digital healthcare?
a) It promotes physical healthcare establishments.
b) It lessens the burden on physical healthcare establishments.
c) It has no impact on physical healthcare establishments.
3. What is the trend known as Quantified Self (QS)?
a) Wearables that give patients direct access to information about their health.
b) A new way of dispensing medication.
c) A new type of surgical procedure.
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4. What is the expected market size of the wearable medical device market by 2022?
a) More than US $100 billion.
b) More than US $50 billion.
c) More than US $90.4 billion.
5. What is the purpose of Electronic Healthcare Records (EHRs)?
a) To provide information about the healthcare system.
b) To track patient's daily activities.
c) To pave the way for personalizing treatments for patients.
6. What is the benefit of using medical drones?
a) To replace traditional healthcare establishments.
b) To improve medicine and treatment access.
c) To provide entertainment for patients.
7. What is the risk of making all processes autonomous in healthcare?
a) Dramatic implications in case of system failures.
b) It has no risk.
c) It leads to better healthcare services.
8. Why is it imperative that those lacking personal funds to purchase devices are not left
behind in digital healthcare?
a) These patients can afford to purchase the devices.
b) These patients have no need for digital healthcare.
c) These patients have the potential to benefit most from the innovative technologies.
Exercise 3. Define whether the statement true or false.
1. Medical drones can be used to improve medicine and treatment access for patients who
have mobility challenges or live in poorly accessible locations.
2. Wearables give patients direct access to information about their health.
3. Remote monitoring cannot be performed in a continuous manner using digital health
technologies.
4. Digital health technologies do not contribute towards large-scale cyber physical systems.
5. The integration of digital health tools into existing healthcare structures is not a challenge
for their adoption.
6. Data security and protection is not a concern for the adoption of digital health technologies.
7. Patients lacking personal funds to purchase digital health devices have the potential to
benefit the least from these technologies.
8. The purpose of the review is to discuss the challenges that digital health technologies
currently face.
9. The wearable medical device market is expected to reach US $90.4 billion by 2022.
10. The next steps required to leverage emerging digital healthcare technologies will not be
discussed in the review.
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Exercise 4. Discuss following open-ended questions using information given from the
text, work in group of three person.
1. What are healthcare devices and how do they improve diagnosis and treatment of
diseases?
2. How does participatory medicine lessen the burden on physical healthcare establishments
and integrate with patients' daily lives?
3. What is the trend of Quantified Self and how has it changed the traditional model of
healthcare?
4. How can patient-specific clinical data and Electronic Healthcare Records pave the way
for personalized treatments?
5. What are the benefits and challenges of using robotics in healthcare services?
6. How can medical drones improve access to medicine and treatment for patients with
mobility challenges or living in poorly accessible locations?
7. What are the risks associated with making all healthcare processes autonomous and how
can they be evaluated?
8. Why is it important to ensure that patients lacking personal funds to purchase digital
healthcare devices are not left behind?
9. What are the next steps required to leverage emerging digital healthcare technologies from
theoretical prospects to real-world assets for patients and the healthcare sector alike?
10. How can digital healthcare technologies facilitate prevention and management of chronic
conditions at the population level?
LESSON 2. LISTENING
Objectives:
 to improve students’ listening comprehension skills
 to enrich students’ vocabulary on topic “Digital Health”
 to familiarize students with a structure of a podcast
 Warm-up
1. How do you envision the future of healthcare in the next decade?
2. In what ways do you believe technology will improve patient care and outcomes in the
future?
3. What role do you think digital health will play in transforming the healthcare industry?
 Pre-listening
1. Match the words and expressions with their definitions:
1. to fuel
2. pandemic
3. to ensue
4. to contribute to
5. telehealth
6. appointment
A. An official document issued by a healthcare professional
authorizing the purchase or use of medication.
B. A process of acquiring goods and services.
C. An agreement or arrangement to meet with a healthcare
professional at a specific time.
D. Health care provided remotely to a patient in a separate location
using two-way voice and visual communication
E. To take place afterward or as a result
F. The act of taking part in or participating actively in something.
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7. to interact
8. to engage
9. prescription
10. artificial
intelligence
11. machine learning
12. to leverage
13. drug
14. procurement
15. vendor
G. The outbreak of a disease that affects a large number of people
worldwide.
H. The capability of a machine to imitate intelligent human behavior
I. The process by which a computer is able to improve its own
performance by continuously incorporating new data into an existing
statistical model
J. The act of communicating or working together with others.
K. To play a significant part in making something happen
L. To support or stimulate
M. An organization or individual that supplies goods or services.
N. To use existing resources or advantages to achieve a desired
outcome.
O. A substance used as a medication to treat, cure, or prevent a
disease or medical condition.
 While-listening
2. Listen to the introduction of Digital Transformation Podcast’s episode “Intro to Digital
Health: How Technology is Transforming Healthcare, Hospitals, and Clinics”
(https://youtu.be/UC4GlmATDK8 ) and answer the questions:
1. What is the speaker's name and what is his role?
2. What are the three main factors contributing to the changes in the healthcare industry?
3. How is technology being used to drive change in healthcare organizations?
4. What is the main focus of the speaker's discussion today?
3. Listen to the next part of the podcast (https://youtu.be/DgsvLJXsXWA) and find the
answers to the following questions:
1. Telehealth is defined as:
a) Physically going to see your doctor for an appointment.
b) Receiving care from your doctor without physically going to see them.
c) Receiving care from a virtual doctor through augmented reality.
d) Getting medical advice from online forums.
2. What technology is essential for telehealth to function?
a) Artificial intelligence.
b) Electronic health records.
c) Video capabilities.
d) Robotic surgery systems.
3. Electronic health records (EHR) are used to:
a) Schedule appointments with doctors.
b) Automate billing and insurance processes.
c) Provide patient care remotely.
d) Enable virtual reality healthcare experiences.
4. Which of the following is an example of an EHR provider mentioned in the podcast?
a) Google.
b) Facebook.
c) Epic.
131
d) Amazon.
5. Artificial intelligence (AI) in healthcare helps:
a) Centralize and standardize patient data.
b) Improve communication between patients and doctors.
c) Replace human doctors with AI algorithms.
d) Automate administrative tasks in hospitals.
6. What does AI do with the data collected from healthcare systems?
a) Develops virtual reality healthcare simulations.
b) Makes billing and insurance decisions.
c) Provides telehealth consultations.
d) Identifies trends and patterns.
7. The primary benefit of AI in healthcare is:
a) Improved visibility and understanding of patient data.
b) Elimination of the need for human doctors.
c) Faster appointment scheduling.
d) Enhanced virtual reality experiences for patients.
8. What is the ultimate goal of leveraging technology in healthcare?
a) To replace human doctors with AI algorithms.
b) To improve healthcare outcomes and decision-making.
c) To reduce the need for electronic health records.
d) To enable virtual reality experiences for patients.
4. Listen to the final part of the podcast (https://youtu.be/yS24QbS8ps4) and fill in the gaps
to complete the sentences:
1. Supply chain management solutions can help healthcare organizations accomplish their
goal of controlling costs by helping them optimize __________ and manage their
procurement process.
2. One area of particular importance, which can be managed with or without ERP systems,
is __________ and billing. Accounting and financial systems can automate these
processes in healthcare organizations.
3. Enterprise resource planning (ERP) systems in healthcare can handle supply chain
management, financials, billing, and improve the _____ experience.
4. Project management systems are valuable in overseeing the construction of new hospitals
or expansions, while asset management solutions track assets such as __________ and
medical devices.
5. The annual Digital Transformation Report provides best practices, independent software
rankings, and insights into various technologies that can help enable and facilitate
__________ within healthcare organizations.
 Post-listening
5. Discuss the following questions.
1. Discuss the significance of telehealth in the healthcare space and its role in providing better
care.
132
2. Discuss the importance of financials, billing, and automation in healthcare organizations.
3. What are some potential challenges or ethical considerations that may arise with the
widespread adoption of digital health technologies?
NOTE:
A podcast is a collection or series of digital audio or video files that are made available for
downloading or listening/watching via the Internet.
Each individual audio/video recording is known as a podcast episode.
Podcasts are typically hosted by an individual or individuals who lead a conversation, share
stories, or report the news.
There are a few popular podcast formats to consider.
1. Scripted fiction: Scripted fiction podcasts are audio-only theatrical productions. Some
fictional podcasts might tell a single serialized story—much like a TV show or audiobook—or
they may tell a new story with each episode.
2. Interview: Interview-style podcasts typically have a host or pair of co-hosts who conduct an
interview with a person of interest, similar to a TV talk show.
3. Monologue: Single individuals produce monologue, or solo, podcasts. They might be an
expert in a particular field with information to share, a storyteller, comedian, or news anchor.
4. Nonfiction storytelling: One of the most popular types of podcasts is storytelling podcasts
that retell true stories. These podcasts may contain interviews with those involved in the story
or an expert with knowledge of the story. True crime podcasts fit within this category.
5. Conversational: Another popular podcast format involves a panel of hosts who record
themselves having interesting and entertaining conversations on a specific topic. This could
include comedy, sports, pop culture, science, history, and more.
6. Match the parts of a podcast episode with the elements it includes:
1. Introduction
2. Main content
3. Conclusion
A Interviews, discussions, storytelling, or presentation of information
B Summary of the key points
C Introduction of the host and any guests or co-hosts
D Overview of the episode topic
E In-depth exploration of the main topic
F Call to action, encouraging listeners to subscribe, leave reviews, visit the podcast website
G Brief discussion on a relevant topic to engage the listeners and set the tone for the episode
LESSON 3. SPEAKING
Objectives:



to be able confidently present the benefits and drawbacks of digital health technology;
to develop strategies for engaging and persuading listeners when discussing digital health
topics;
to improve speaking skills and vocabulary related to digital health.
133
 Warm–up
Discuss following questions

What does digital health mean to you? How do you think digital health impacts society?

Allow the students to share their thoughts and opinions on how technology is changing the
world of healthcare.
 Pre-speaking
Exercise 1.
Divide the students into groups and ask them to create or look a list of digital health technologies
they use or have heard of, such as fitness trackers, healthcare apps, telemedicine, electronic
medical records, and so on. Ask them to discuss and decide which technology they find the most
helpful. The students should share their opinions and reasons with the whole group, opening up a
discussion on the benefits and challenges of digital health.
List of Health Tech Tools:
1.
Fitness Trackers (e.g. Fitbit, Garmin, Apple Watch)
2.
Electronic Health Records (e.g. Epic, Cerner, Meditech)
3.
Telemedicine Platforms (e.g. Doctor on Demand, Teladoc, Amwell)
4.
Mobile Health Apps (e.g. MyFitnessPal, Headspace, Blood Glucose Tracker)
5.
Wearable Medical Devices (e.g. Continuous Glucose Monitors, Smart Inhalers, Smart Pills)
6.
Personal Genome Testing (e.g. 23andMe, AncestryDNA, MyHeritage DNA)
7.
Health Chatbots (e.g. Babylon Health, Woebot, Your.MD)
8.
Virtual Reality Therapy (e.g. Psious, Limbix, MindMaze)
9.
Health Sensors (e.g. Sleep Sensors, Blood Pressure Monitors, ECG Monitors)
10. AI-powered Health Diagnosis (e.g. Buoy, Infermedica, Ada Health)
Exercise 2. Speaking part.
Instructions:
1. Divide the students into pairs.
2. Give each group a list of controversial statements about digital health, such as:

Wearable technology is necessary for better health.

Telemedicine is more effective than in-person visits with a doctor.

Smartphone addiction is a growing health concern.

Social media has a negative impact on mental health.

Electronic medical records improve patient outcomes.
134
3. Instruct each group to choose one statement and debate it for 5-7 minutes. They should
assign one person to argue pro and another person to argue con.
4. Set up the timer for 5-7 minutes, depending on the complexity of the statement.
5. After the discussion, each group should present their argument to the rest of the class for
additional feedback.
Speaking Rubric Criteria:

Fluency: Smoothly delivers arguments and responses.

Pronunciation: Clear and accurate pronunciation of words.

Vocabulary: Uses appropriate vocabulary for the topic.

Grammar: Uses appropriate grammatical structures.

Content: Argues with relevant and coherent points
LESSON 4. VOCABULARY
Objectives:
 to enrich students’ vocabulary on IT in Health
 to practice using new vocabulary in context
 Warm-up
1. Match symptoms with their images.
1 bruise
2 rash
3 running nose
4 sore throat
5 bleeding
6 headache
A
https://www.ascendhealthy.com/6-ways-to-soothe-sore-throats/
B
https://korenovsk-rc.ru/foto/pershenie-i-zud-na-kozhe.html
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C
https://www.nebraskamed.com/primary-care/bruising-101
D
E
https://www.verywellhealth.com/how-to-prevent-nasal-dryness-in-copd-914869
F
https://prekrasnaja.com/bytovye-sovety-kak-ostanovit-krovotechenie-iznosa.html
https://armorpt.com/causes-of-headaches-and-when-to-seek-treatment/
2. Complete the sentences with the words from the box:
ache
hurt
dizzy
heart attack
diagnose
blood pressure
disease
sunburn
cancer
flu
1. The oncologist discussed treatment options with the patient after diagnosing them with
____________.
2. My arm ________ after falling off my bike.
3. I got a _________ from spending too much time in the sun.
4. I caught the ________ and had to stay home from work.
5. The doctor will ________ the patient's condition based on their symptoms and medical
tests.
6. He suffered a sudden ___________ and was rushed to the hospital.
7. My stomach _________ after eating too much.
8. Regular exercise and a healthy diet can lower the risk of developing certain __________.
9. Regular monitoring of _________ is essential for maintaining cardiovascular health.
10. I felt ________ after standing up too quickly.
1. ambulance
2. nurse
3. prevention
4. pharmacy
5. treatment
A. A facility where medications are prepared and dispensed.
B. A remedy or solution that leads to the elimination of a disease or
condition.
C. A substance administered to stimulate the immune system and prevent
specific diseases.
D. A written order from a doctor for a specific medication or treatment.
E. A vehicle used to transport patients to the hospital.
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6. cure
F. A procedure or examination conducted to assess a person's health or
diagnose a condition.
G. A healthcare professional who provides medical care and assists doctors.
H. The act of taking measures or actions to avoid or reduce the occurrence of
illnesses, diseases, or negative health outcomes.
I. The process of providing medical care to improve or alleviate symptoms.
J. Practices and measures that promote cleanliness and prevent the spread of
diseases.
7. vaccine
8. hygiene
9. prescription
10. medical test
3. Match the words and expressions with their definitions:
Complete the following passage with the words from the previous exercise in correct form.
In the field of medicine, various components play crucial roles in promoting health and well-being.
An 1________ swiftly transports patients to hospitals in emergencies, ensuring timely medical
care. 2________ provide compassionate care, support, and assistance to patients during their
treatment journeys. 3________ is a key aspect, as it focuses on avoiding illnesses through practices
like vaccination, maintaining hygiene, and making healthy lifestyle choices. 4________ supply
medications prescribed by doctors to aid in the treatment of ailments. 5________ encompasses a
wide range of medical interventions to alleviate symptoms and promote recovery. Sometimes, a
complete 6________ can be achieved, bringing a permanent resolution to the illness. 7________
are essential in preventing infectious diseases by stimulating the body's immune response. Good
8________ practices, such as regular handwashing, are crucial in preventing the spread of
infections. 9________ are written instructions from doctors for specific medications or treatments.
10________ are performed to diagnose, monitor, or assess various health conditions, providing
valuable information for effective medical care. Together, these components contribute to the
advancement of medicine and the well-being of individuals.
5. Solve the crossword puzzle.
1
10
5
3
4
12
2
9
7
8
14
11
15
6
16
13
137
17
18
Across:
2. A discolored area on the skin caused by
damage to blood vessels
4. A disease characterized by the abnormal
growth of cells, which can invade and damage
surrounding tissues.
6. Practices and behaviors that maintain
cleanliness and promote good health, such as
regular handwashing
7. A place where medications, prescription
drugs, and other healthcare products are
dispensed or sold
8. It occurs when the skin is damaged from
excessive exposure to ultraviolet radiation
especially from sunlight
9. To identify or determine the cause and nature
of a disease or condition through a medical
examination
12. A sensation of lightheadedness or
unsteadiness
13. Actions or measures to avoid or reduce the
occurrence of diseases, injuries, or negative
health outcomes
15. An area of irritated or inflamed skin, often
characterized by redness and itching
16. A specially equipped vehicle that transports
injured or ill individuals to medical facilities
Down:
1. Sickness, malady.
3. Any of several virus diseases marked especially by
respiratory or intestinal symptoms
5. Medical interventions or procedures aimed at
managing or curing a disease
10. A biological substance that stimulates the immune
system to develop protection against specific diseases
11. The escape of blood from blood vessels, which can
occur due to injury, trauma, or medical conditions.
14. The successful treatment or resolution of a disease
or medical condition
17. A common symptom characterized by pain or
discomfort in the head or neck area, often caused by
tension, stress, or other underlying factors.
18. A healthcare professional who provides direct care
to patients and assists with medical treatments
LESSON 5. GRAMMAR
Grammar. Reported Speech. Prepositions.
We use reported speech when we want to tell someone what someone said. We usually use a
reporting verb (e.g. say, tell, ask, etc.) and then change the tense of what was actually said in
direct speech.
1. When we use reported speech, the main verb of the sentence is usually past (Paul said
that … / I told her that … etc.). The rest of the sentence is usually past too:
 Paul said that he was feeling ill.
You can leave out “that”. So you can say:
 Paul said that he was feeling ill. or Paul said he was feeling ill.
In general, the present in direct speech changes to the past in reported speech:
 am/is →was do/does →did will →would

are →were have/has →had can →could
2. If the original statement is a question, the reported speech should be introduced with a
reporting verb such as "asked" or "wondered" and be reported in the form of a question.
 Direct speech: "Can you pass me the salt?"

Reported speech: She asked if I could pass her the salt.
To find out more information on reported speech, you may consult the following:
https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/reported-speech-statements
https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/reported-speech-questions
https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/reported-speech-reportingverbs
138
A preposition is a word or group of words used to link nouns, pronouns and phrases to other
words in a sentence. Some examples of prepositions are single words like in, at, on, of, to, by
and with or phrases such as in front of, next to, instead of.
Prepositions in English are most frequently dictated by fixed expressions. While there are some
general guidelines to follow, many prepositions are used idiomatically with certain verbs. In
these cases, it is best to memorize the phrase instead of the individual preposition.
To find out more information on prepositions, you may consult the following:
https://www.uvic.ca/learningandteaching/cac/assets/docs/Prepositions%20Final.pdf
https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/verbs-prepositions
Exercise 1. Change sentences to the reported speech.
1. "I use a fitness tracker to monitor my daily activity," she said.
2. "Doctors are increasingly using telemedicine to treat patients remotely," he said.
3. "My smartphone reminds me to take my medication," she said.
4. "I receive weekly emails from my health insurance provider with tips on staying healthy,"
he said.
5. "I downloaded an app that helps me track my food intake," she said.
6. "Healthcare providers are using AI technology to analyze patient data," he said.
7. "My fitness app gives me personalized workout recommendations," she said.
8. "More people are using wearable devices to monitor their health," he said.
9. "I can access my medical records online through a secure portal," she said.
10. "Doctors are using digital tools to improve patient communication and engagement," he
said.
Exercise 2. Make reported questions from the sentences below!
1. "How has technology improved patient care in the medical field?" asked the reporter.
2. The researcher inquired, "What impact has the rise of remote healthcare had on patients?"
3. "Have there been any advancements in digital health that help prevent chronic illnesses?"
asked the interviewer.
4. The doctor wondered, "What role can wearable technology play in monitoring a patient's
health?"
5. "What kind of privacy concerns arise with the increased use of digital health tools?"
questioned the journalist.
6. The health policy analyst asked, "What are some government initiatives to promote digital
health adoption?"
7. "Is there any evidence to suggest that digital health tools help to reduce healthcare costs?"
inquired the economist.
8. The technology expert wondered, "What is the future of artificial intelligence in digital
health?"
9. "Are there any concerns about the accuracy of medical diagnoses made by AI algorithms?"
questioned the professor of computer science.
10. The patient advocate asked, "How can we ensure that digital health tools are accessible to
all patients, regardless of socio-economic status?"
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Exercise 3. Change direct speech into indirect speech.
1. The doctor said, "Download a digital fitness app and start tracking your daily exercise
routine."
2. My fitness trainer instructed, "Try incorporating yoga and meditation into your daily
routine for better mental health."
3. The nutritionist suggested, "Start using a calorie counter app to keep track of your daily
intake."
4. My therapist advised, "Take regular breaks from staring at your computer screen to reduce
digital eye strain."
5. The dentist recommended, "Use a teeth whitening app to maintain good oral hygiene."
6. The sleep expert suggested, "Cut down on screen time before bed for better quality sleep."
7. The dermatologist recommended, "Use a skin care app to track skin changes and
recommend suitable products."
8. The physical therapist suggested, "Use wearable fitness trackers to monitor your progress
and prevent injuries."
9. The vision specialist recommended, "Use blue light blocking glasses to reduce the negative
impact of digital screen exposure on your eyes."
10. The fitness instructor recommended, "Try out online fitness classes and set achievable
goals for better digital health."
Exercise 4. Complete the sentences using appropriate preposition.
1. The new digital health app allows you to track your daily steps ____________ your
smartphone.
2. Many doctors are now prescribing digital health tools ___________ their patients to
monitor their health.
3. The use of wearable technology has become increasingly popular ___________ the
healthcare industry.
4. Digital health platforms offer a lot of benefits ___________ reducing healthcare costs and
improving patient outcomes.
5. The use of telemedicine has become more prevalent ___________ the COVID-19
pandemic.
6. Patients can now access their medical records ___________ a secure online portal.
7. Health coaches can work ___________ patients remotely using video conferencing
technology.
8. Many digital health apps provide users with personalized health recommendations
___________ their individual needs.
9. Patients can now book appointments ___________ their healthcare provider with just a
few clicks on their computer or phone.
10. Digital health companies are continuously developing new technologies ___________
enhance patient engagement and improve health outcomes.
Exercise 5. Change sentences to the reported speech.
1. "I am going to try this new health app," said Mary.
Mary said she __ try that new health app.
2. "The doctor recommended getting a fitness tracker," said Tom.
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Tom reported that the doctor __ getting a fitness tracker.
3. "I have been using a meditation app to reduce stress," said Sarah.
Sarah shared that she __ using a meditation app to reduce stress.
4. "My fitness app reminds me to drink water throughout the day," said John.
John explained that his fitness app __ him to drink water throughout the day.
5. "The AI system accurately diagnosed my medical condition," said Mark.
Mark mentioned that the AI system __ his medical condition accurately.
6. "The healthcare provider is using AI to optimize patient care," said Amanda.
Amanda reported that the healthcare provider __ AI to optimize patient care.
7. "I am considering downloading an AI-powered symptom checker," said Rachel.
Rachel shared that she __ downloading an AI-powered symptom checker.
8. "The AI chatbot helped me get quick answers to my medical questions," said David.
David explained that the AI chatbot __ him get quick answers to his medical questions.
9. "I have heard that AI is transforming the healthcare industry," said Jenna.
Jenna mentioned that she had __ that AI is transforming the healthcare industry.
10. "I read an interesting article about the benefits of telemedicine," said Jane.
Jane mentioned that she had __ an interesting article about the benefits of telemedicine.
LESSON 6. WRITING
Creating a podcast outline
Objectives:
 to familiarize students with the structure of a podcast outline
 to practice creating a podcast outline
 Warm-up
1. What are the elements of a podcast?
2. What is a podcast outline?
Before you write your own script, it is helpful to start with an outline with notes of the key
points. A good outline will create a guide that keeps you on track and ensures you hit all the
right points. It will also help you prepare transitions and get everything in within the allotted
time.
Here’s a sample of a podcast script template. In this example, each section includes a spot for
your main podcast topics or questions, segment duration and key points.
[Opening music jingle and sound effects]
Intro: Duration: ( ___)
Set the stage for your episode. Include details that set up your episode's theme. State name
of podcast show, introduce the host and the guest, say why your show exists, etc.
Topic #1: Duration:( ___ )
1. Main point
2. Supporting point
3. Supporting data
4. Supporting quote
141
[Segue] (can be a sound effect, short musical clip, or a phrase)
Topic #2: Duration:( ___ )
1. Main point
2. Supporting point
3. Supporting data
4. Supporting quote
[Segue] (can be a sound effect, short musical clip, or a phrase)
Topic #3: Duration:( ___ )
1. Main point
2. Supporting point
3. Supporting data
4. Supporting quote
Outro: Duration: ( ___)
Closing remarks or recap: summarize the main points you covered. Thank your listeners.
Include a call to action: ask your listeners to like and subscribe to your podcast, to follow
you on social media, etc. You may also tease an upcoming episode.
[Closing music jingle or sound effect]
Task 1. Create your own podcast outline. Write a list of topics, including main ideas and
supporting points. Use the table below as a sample.
Digital Transformation Podcast
Episode “Intro to Digital Health: How Technology is Transforming Healthcare,
Hospitals, and Clinics”
[Opening music jingle and sound
effects]
Intro: Duration: ( ___)
Set the stage for your episode.
Include details that set up your
episode's theme. State name of
podcast show, introduce the host
and the guest, say why your show
exists, etc.
The healthcare industry is going through a massive
amount of change as we speak. And much of that is
being fueled by and enabled by transformation and
technology. And that's what I want to talk about here
today.
My name is Eric Kimberling. I'm the CEO of Third
Stage Consulting. We're an independent consulting firm
that helps clients throughout the world with their digital
transformation journeys…
Topic #1: Duration:( ___ )
1. Main point 1
Telehealth
One of the most recent developments in the healthcare
space is this whole concept of telehealth.
Evidence: Ever since COVID and the pandemic began in
the early 20s, we saw a big massive shift towards more
telehealth.
Explanation: Telehealth is essentially being able to get
care from your doctor and appointment with your doctor
without physically going to see your doctor.
2. Supporting point
3. Supporting point
142
[Segue] (can be a sound effect,
short musical clip, or a phrase)
Topic #2: Duration:( ___ )
1. Main point
2. Supporting point
3. Supporting point
Electronic Healthcare Records
Another trend that's been in the making for longer than
the telehealth trend is the whole concept of electronic
health records.
Example: These are systems like Epic and Cerner…
Explanation: …systems that provide EHR electronic
health record capabilities that allow hospitals and other
healthcare organizations to capture information about
patients, what kind of care they're receiving, what kind
of prescriptions they're receiving, who their doctors are,
all that stuff, billing insurance, all that stuff related to
patients and all the records and the healthcare records
that go behind that.
[Segue] (can be a sound effect,
short musical clip, or a phrase)
Topic #3: Duration:( ___ )
1. Main point
2. Supporting point
3. Supporting point
Topic #4: Duration:( ___ )
1. Main point
2. Supporting point
Artificial Intelligence
Another really cool technology that is completely
transforming healthcare is the whole use of artificial
intelligence and machine learning to advance healthcare.
Explanation: Essentially what artificial intelligence is
and what it does within Healthcare is it'll capture
information about however many 10s or hundreds or
thousands or even millions of patients that might be
being addressed within any given healthcare system. And
it looks for trends and patterns.
Result: So, this allows doctors and other healthcare
providers to have better visibility and better
understanding of ways they can better provide better
healthcare and better decisions for their patients in ways
that no one human might be able to do.
Supply Chain Management
Technology such as supply chain management solutions
can help healthcare providers control costs.
Explanation: This helps them identify who the best
providers are of different materials and consumables and
other types of procurement that's necessary to support the
healthcare operations. And so, supply chain management
can help you identify the best providers. They can help
you optimize cost.
[Segue] (can be a sound effect,
short musical clip, or a phrase)
Topic #5: Duration:( ___ )
Enterprise-wide Technology
143
1. Main point
2. Supporting point
3. Supporting point
Outro: Duration: ( ___)
Closing remarks or recap:
summarize the main points you
covered. Thank your listeners.
Include a call to action: ask your
listeners to like and subscribe to
your podcast, to follow you on
social media, etc. You may also
tease an upcoming episode.
There is also the more enterprise wide technologies that
are further enabling transformation within healthcare
organizations.
Example: Systems, such as ERP systems, can do supply
chain management for example, or maybe even bits and
pieces of VHR. But they also do things like tie together
your financials, help manage billing, help provide a
better customer experience, help with scheduling and
workforce management, human capital management,
which is something that's very important within hospitals
and other healthcare providers.
Example: Another example is project management and
also asset management. If you're a big hospital provider,
a big chain of hospitals for example, and you're building
new hospitals or building a new wing or a new expansion
of your hospital, project management systems can help
manage.
So, to learn more about some digital transformation best
practices within healthcare or whatever industry you
might be in, I've included a link below that will help you
through your transformation.
And that is our annual Digital transformation report which
provides best practices, independent software rankings,
including supply chain management, ERP systems and
other sorts of technologies that might help enable your
transformation. I encourage you to download that using
the link below as well as some of the other resources that
are provided links to below.
So, I hope you found this information useful and hope
you have a great day.
[Closing music jingle or sound
effect]
Task 2. Check your podcast outline by asking yourself the following questions:
1. Is my podcast topic clear and focused? Does it have a specific theme or niche?
2. Have I set clear goals and objectives for my podcast?
3. Does my podcast outline have a logical structure? Are the main points organized in a
coherent and easy-to-follow manner?
4. Have I included an engaging introduction to grab the listeners' attention? Does it effectively
set the tone for the episode?
5. Have I included any supporting materials such as examples, statistics, or anecdotes to back
up my points and make the episode more informative?
6. Have I planned a compelling conclusion that summarizes the main points and leaves a
lasting impression on the listeners?
7. Have I considered the overall flow and pacing of the episode? Is there a smooth transition
between different sections?
8. Have I checked for any potential gaps in information or areas where more research is
needed?
144
TIPS to create an engaging podcast script
1. Keep it conversational. To avoid flat, monotone delivery it is helpful to speak your
script (like a rehearsal for recording).
2. Use delivery notes. These are notes within your script that indicate pauses, emphasis,
laughs, sighs, and other dramatic effects. These elements breathe life into your podcast
script so it feels natural.
3. Allow for some riffing. It is quite alright to go off script during your recording if you
think of something important or valuable on the spot. If you decide you don’t like it,
you can always edit it out later.
4. Maintain a reasonable pace. A good pace is not too fast and not too slow. There
shouldn’t be any long, unexplained pauses. And there shouldn’t be any moments where
you talk too fast to be understood.
5. Be yourself. You are a unique person with your own personality. It’s much easier and
more natural to be yourself than to try to be someone else. Write a podcast script that
serves your needs and shows off your personality.
PART 2
LESSON 1. READING
Roles of Chatbot (ChatGPT) in healthcare
Objectives:



to improve overall comprehension of written texts, including understanding of main ideas,
details, and supporting evidence;
to evaluate the effectiveness of various digital health interventions, such as mobile apps
and online support groups;
to practice actively engaging with texts through questioning and discussion.
 Warm–up
Ask the students to join in groups of three person and give (5-7 minutes) to brainstorm ideas for
following questions:
How could chatbots help patients manage chronic conditions like diabetes or heart disease?
What kinds of information or support might chatbots offer to people with mental health
issues, like anxiety or depression?
 How might chatbots assist doctors and nurses with paperwork, data collection, or
diagnostic tasks?
 Can chatbots help people access healthcare in remote or underserved areas?
Discuss and share some of the most interesting or innovative ideas.


 Pre-reading
Consider the advantages and disadvantages of using chatbots in healthcare, based on your
own experiences or knowledge of the healthcare industry. Take turns sharing your opinions and
reasoning, and try to come to a consensus on the benefits and drawbacks of using chatbots in
healthcare. Compare your conclusions to the information presented in the text.
145
ROLES OF CHATBOT (ChatGPT) IN HEALTHCARE
Chatbots are computer programs that use artificial intelligence to simulate human
conversation. They have become increasingly popular in healthcare as a means of providing
patients with personalized and immediate support. Here are some of the roles of chatbots in
healthcare (1):
Answering patients' questions. Chatbots can provide patients with answers to their healthrelated questions. Patients can interact with chatbots through messaging platforms or voice
assistants, and get answers to their questions quickly and conveniently.
Monitoring patients' symptoms. Chatbots can be used to monitor patients' symptoms and
alert healthcare providers when there are changes. This can be particularly helpful for patients with
chronic conditions, such as diabetes or heart disease.
Providing reminders. Chatbots can remind patients to take their medication, schedule
appointments, and follow up with their healthcare providers. This can help patients manage their
health and prevent complications.
Triaging patients. Chatbots can be used to triage patients and determine the urgency of
their condition. This can help healthcare providers prioritize patients and ensure that those who
need immediate care are seen first.
Offering mental health support. Chatbots can offer support to patients with mental health
issues, such as depression or anxiety. They can provide patients with resources, offer coping
strategies, and refer them to mental health professionals if necessary.
Improving patient engagement, Chatbots can improve patient engagement by providing
patients with personalized recommendations and resources based on their individual needs.
Conducting research: Chatbots can assist in conducting research by analyzing patient data
and providing insights into patient behavior and treatment outcomes. Preprinted Chatbots have the
potential to improve patient outcomes, reduce healthcare costs, and enhance patient satisfaction
by providing personalized, convenient, and timely support.
RESULTS OF STUDIES … Here are some specific numbers from the studies:
The study published in the Journal of Medical Internet Research found that ChatGPT was
effective in providing personalized education and support to patients with diabetes. The study
showed that patients who interacted with the ChatGPT system had a significant improvement in
their diabetes knowledge score compared to the control group (mean difference 4.4, p<0.001).
Additionally, patients who interacted with the ChatGPT system were more likely to adhere to their
medication regimen (odds ratio 1.94, p=0.04).
The study published in the Journal of Medical Internet Research found that ChatGPT was
effective in helping patients with mental health conditions. The study showed that patients who
interacted with the ChatGPT system had a significant reduction in symptoms of depression and
anxiety compared to the control group (depression: mean difference -3.3, p<0.001; anxiety: mean
difference -2.5, p<0.001). Additionally, patients who interacted with the ChatGPT system were
more likely to adhere to their treatment plan (odds ratio 2.8, p=0.02).
The study published in JAMA found that ChatGPT was able to accurately diagnose a range
of medical conditions and provide appropriate treatment recommendations. The study showed that
ChatGPT achieved a diagnostic accuracy of 90% or higher for conditions such as pneumonia,
urinary tract infection, and asthma. (5 min)
 Post-reading.
Exercise 1. Match each vocabulary word from the text with its definition.
146
1. Chatbot
2. Artificial Intelligence
3. Healthcare
4. Triage
5. Mental health
6. Patient engagement
7. Research
8. Anxiety
a) computer program that uses artificial
intelligence to simulate human conversation.
b) the capability of a machine to imitate
intelligent human behavior.
c) the organized provision of medical care to
individuals or a community.
d) the process of determining the urgency of
medical treatment needed based on the
severity of a patient's condition.
e) the state of well-being in which an
individual realizes his or her own abilities,
can cope with the normal stresses of life, can
work productively, and is able to make a
contribution to his or her community.
f) the involvement of patients and their
families in their own care to improve health
outcomes.
g) the systematic investigation into and study
of materials and sources in order to establish
facts and reach new conclusions.
h) a mental health disorder characterized by
intense feelings of fear, worry, or unease.
Exercise 2. Work in groups and find out True or False sentences.
1. Chatbots cannot provide patients with answers to their health-related questions.
2. Chatbots can be used to monitor patients' symptoms and alert healthcare providers when
there are changes.
3. Chatbots cannot remind patients to take their medication or follow up with their healthcare
providers.
4. Chatbots cannot be used to triage patients and determine the urgency of their condition.
5. Chatbots cannot offer support to patients with mental health issues.
6. Chatbots cannot improve patient engagement by providing personalized recommendations
and resources.
7. A study published in the Journal of Medical Internet Research found that ChatGPT was
effective in providing personalized education and support to patients with diabetes.
8. A study published in the Journal of Medical Internet Research found that ChatGPT was
ineffective in helping patients with mental health conditions.
9. A study published in JAMA found that ChatGPT was able to accurately diagnose a range
of medical conditions.
Exercise 3. Give open-ended answer for questions bellow:
1. How do healthcare providers feel about incorporating chatbots into their practice?
2. In what ways can chatbots better personalize their support to individual patients?
3. Are there any concerns about relying on chatbots to monitor and diagnose medical
conditions?
4. How can chatbots be most effectively integrated into mental health treatment plans?
5. What challenges may arise when implementing chatbots in healthcare settings?
6. What are chatbots and how do they use artificial intelligence in healthcare?
147
7. How can chatbots help patients get answers to their health-related questions?
8. What are some benefits of using chatbots to monitor patients' symptoms?
9. How can chatbots assist in conducting research in healthcare?
10. What role can chatbots play in triaging patients and prioritizing their care?
Exercise 4. Post reading activity.
1. Divide students into small groups and assign each group one of the roles of chatbots in
healthcare mentioned in the article (answering patients' questions, monitoring patients' symptoms,
providing reminders, triaging patients, offering mental health support, improving patient
engagement, conducting research).
2. Ask each group to create a role-play where a Chabot could be used to fulfill their assigned role.
For example, the group assigned to "monitoring patients' symptoms" could create a scenario where
a Chabot is used to monitor a patient's blood sugar levels and alert the healthcare provider if the
levels are too high or too low.
3. Each group should present their role-play to the class and explain how a Chabot could be useful
in that particular situation.
4. Discuss the potential benefits and drawbacks of using chatbots in healthcare.
For example, chatbots can provide patients with personalized and immediate support, but they may
not be able to replace the human touch and empathy that healthcare providers can offer.
5. Finally, ask students to reflect on how they think chatbots could be used in their own healthcare
experiences, and whether they would feel comfortable interacting with a Chabot for certain aspects
of their care.
LESSON 2. LISTENING
The Future of Medicine: Chat GPT and Artificial Intelligence
Objectives:


to improve students’ listening comprehension skills
to enrich students’ vocabulary on topic “Artificial Intelligence and Chat GPT in
Medicine”
 Warm-up
1. What are some of the most significant advancements in medical technology in recent
years?
2. What role does artificial intelligence (AI) play in shaping the future of medicine?
3. What role does Chat GPT or similar language models play in healthcare interactions?
4. How can AI-powered chatbots enhance patient engagement and provide personalized
healthcare support?
 Pre-listening
1. Match the words and expressions with their definitions:
148
1.
ingrained in
A. make use of or employ for a specific purpose
2.
revolutionary
B. being at the forefront or leading in a particular area or field
3.
a case scenario
C. confirm or validate the accuracy or truth of something
4.
blow someone away
D. increase in size, scope, or extent
5.
aid
6.
verify
E. tests or experiments conducted on human subjects to evaluate the
safety and efficacy of medical treatments
F. a hypothetical or imagined situation used for analysis or discussion
7.
solidify
8.
utilize
G. a way of thinking characterized by innovation, risk-taking, and
seizing opportunities to create and grow businesses
H. deeply rooted or firmly established in someone or something
9.
expand
I. a particular sphere, domain, or field of activity or interest
10. clinical trials
J. to communicate or express something
11. take for granted
K. impress or astonish someone greatly
12. ahead of the curve
L. innovative and groundbreaking
13. convey
M. strengthen or make more stable or secure
14. realm
N. fail to appreciate or value something or someone properly
15. entrepreneurship mindset O. to assist or support
 While-listening
2. Listen to the introduction of the Prospective Doctor Podcast’s episode “The Future of
Medicine: ChatGPT & AI” (https://youtu.be/Xv2VOQfVzPU) and answer the questions:
1.Who is the host and the special guest in the podcast episode?
2.What is Dr. Harvey Castro's professional specialization?
3.What type of companies has Dr. Harvey Castro started? How many companies were there?
4.What is the topic of discussion in the podcast episode?
5.What technology is being discussed as revolutionary in the podcast?
3. Listen to the next part of the podcast (https://youtu.be/ZxAR6adbKzk) and find the
answers to the following questions:
1. What is the title of Dr. Harvey Castro's book?
a) The Future of Medicine
b) The Key to New Technology
c) Chat GPT Healthcare: The Key to the New Future of Medicine
d) The Revolution of Chat GPT in Healthcare
2. How did Dr. Castro first become interested in Chat GPT?
a) He read about it in a medical journal.
b) He saw an advertisement for it on TV.
c) He learned about it from a colleague.
d) He realized its potential while using it for other purposes.
149
3. What analogy does Dr. Castro use to explain Chat GPT's function?
a) Asking a doctor for a quick diagnosis
b) Searching for information on Google
c) Typing in a patient's symptoms on a website
d) Consulting an expert for medical advice
4. What has Dr. Castro used Chat GPT for besides medical diagnoses?
a) Writing journal articles
b) Developing mobile apps
c) Starting new companies
d) Selling healthcare systems
5. What concerns does Dr. Castro mention about using Chat GPT in medicine?
a) Its accuracy in diagnosing patients
b) Its legal and ethical implications
c) Its compatibility with FDA regulations
d) Its potential to replace healthcare providers
6. How does Dr. DeRouen view the use of AI tools in medicine?
a) She sees them as a replacement for doctors.
b) She believes they can aid in diagnosis with human verification.
c) She thinks they should not be relied upon by medical students.
d) She considers them inferior to traditional medical resources.
7. What is Dr. Castro's goal in writing the book?
a) To prove the superiority of Chat GPT in healthcare
b) To criticize existing medical resources
c) To discourage the use of AI tools in healthcare
d) To introduce the topic of technology to healthcare professionals
8. How does Dr. Castro describe his first book?
a) The best book in the field of healthcare and technology
b) An advanced guide for technology enthusiasts
c) A basic introduction to Chat GPT for non-medical readers
d) A waste of time for healthcare professionals
4. Listen to the next part of the podcast (https://youtu.be/vL4ZuwfsFgw) and fill in
the gaps to complete the summary:
1. According to Dr. DeRouen, students should explore and realize that their skills in healthcare are
_________.
2. Dr. Castro suggests that having an __________ mindset is important for students and
professionals in the healthcare field.
150
3. Dr. Castro mentions that medical knowledge _________ every 72 days, emphasizing the need
for continuous learning.
4. Dr. Castro suggests using Chat GPT to create __________ or __________ to aid in studying
difficult topics in medicine.
5. Dr. Castro highlights the flexibility of Chat GPT in explaining complex topics at different
_________ levels.
5. Listen to the final part of the podcast with an outro (https://youtu.be/IBbK8ptj8LI) and
answer the questions:
1. Where can listeners buy Dr. Harvey Castro's books?
2. How can listeners reach out to Dr. Harvey Castro personally?
 Post-listening
6. Discuss the following questions.
1. How can AI and machine learning algorithms assist in diagnosing medical conditions?
2. What are the benefits and challenges of using AI and Chat GPT in medical decisionmaking processes?
3. What ethical considerations should be taken into account when integrating AI and Chat
GPT in healthcare?
4. What are the future possibilities and limitations of AI and Chat GPT in the medical field?
LESSON 3. SPEAKING
Objectives:



to develop the ability to express ideas and opinions clearly and concisely;
to practice effective communication and speaking skills in a simulated role play activity;
to gain confidence in speaking in public and facing challenging situations.
 Warm up. Brainstorming
Ask students to brainstorm their innovative ideas on how technology can enhance
healthcare, leading to solutions to real-world problems. Encourage them to think out of the box
and come up with practical solutions.
 Pre-speaking
1.
2.
3.
4.
5.
6.
In what ways do you think Chabot’s can assist in improving healthcare services?
How can Chabot’s help in diagnosis and treatment of various health conditions?
Can Chabot’s help reduce the workload on healthcare professionals? How?
What are some potential challenges of using Chabot’s in healthcare services?
Do you believe that Chabot’s can provide accurate medical advice? Why or why not?
How can we ensure that patients feel comfortable interacting with Chabot’s in healthcare
settings?
151
7. Would you prefer interacting with a Chabot or a human healthcare professional? Why?
8. How can we integrate Chabot’s into existing healthcare systems and infrastructure?
9. What specific roles can Chabot’s play in mental health healthcare services?
10. Can Chabot’s be used to monitor patients remotely? If so, how effective do you think this
would be?
Welcome to today's role-play activity of Chabot’s in healthcare.
Imagine you are a healthcare professional introducing a Chabot to your patients. Create a dialogue
between yourself and a patient who is hesitant about using a Chabot.
Explain the various roles a Chabot can play in healthcare and provide examples of how it can
improve patient care.
Emphasize at least three advantages and three disadvantages of using Chabot’s in healthcare.
Brainstorm three potential cases of using Chabot is in healthcare that you would find helpful as a
patient or healthcare professional.
Remember to keep an open mind and think critically about the potential benefits and drawbacks
of Chabot’s in healthcare.
Exercise 3. Reflection and feedback.
TIPS to record a podcast
1. Don’t forget to warm up. Rather than going into your session cold, warm up your
mouth and vocal cords by practicing your script or saying a few tongue twisters.
Properly warming up will improve your dictation and keep you from stumbling over
words.
2. Prepare a space with good lightning and neat background. Cluttered background and
dim lighting can spoil the visual perception of the video.
3. Record in a small, quiet room. Record episodes in the smallest and quietest room
possible to reduce outside noise and echoes. Shut your windows and doors, turn off any
machines or devices that make a constant noise.
4. Edit your video carefully. Cut out unnecessary fragments or mistakes, rearrange
segments if necessary, make smooth transitions and add some music and effects.
5. Use production elements sparingly. Sound and video effects have their place. They can
add life and uniqueness to your show. But they can also distract and cheapen used them
too often.
Familiarize yourself with assessment criteria:
Assessment criteria
Possible
score
Delivery
Technical production: - Podcast has a clear sound with minimal background noise, volume
is high enough and consistent throughout the whole video; - Background is neat and the
space has a good lightning.
10
Student speaks with a clear, strong voice and the manner of discussion is interesting
5
Speaker uses correct pronunciation
5
152
Student uses academic and topic specific vocabulary (minimum 10 out 50 words from
weekly vocabulary bank)
10
Student uses simple and complex grammar structures of the level with accuracy and
flexibility
10
The podcast points are discussed in a logical and coherent way
5
The podcast is between 10-12 minutes long. Speaking time is evenly distributed among all
the participants.
5
Total score 50%
LESSON 4. VOCABULARY
Objectives:


to enrich students’ vocabulary on IT in Health
to practice using new vocabulary in context
 Warm-up
Exercise 1. Match the pictures with the sentences.
A
B https://www.improjet.fr/expertises/organisation-
https://pngimg.com/image/16494
planification/lancements-commerciaux-pharma/
C
D
https://mavink.com/explore/Blue-Bandage
E https://www.indiamart.com/proddetail/ F
ayurvedic-kalp-syrup-15356753512.html
https://in.pinterest.com/pin/682858362224375564/
https://robertdebry.com/category/personal-injury-lawyer/page/18/
153
1.
2.
3.
4.
5.
6.
The nurse put a bandage on the cut to protect it.
The surgeon did an operation to fix a problem inside the body.
The broken bone was covered with a cast to help it heal.
The doctor said to take these pills to feel better.
Mom gave a spoonful of medicine to her child when they were sick.
The nurse gave me an injection to help me feel better.
2. Complete the sentences with the words from the box. Put the words in correct
grammatical form.
sprain
cough
suffer from
fever
undergo
itch
recover from
stroke
sneeze
diabetes
1.
2.
3.
4.
5.
6.
7.
8.
9.
I had a high ________ and had to stay home from work.
It takes time to ________ a bad cold.
I can't stop ________ this mosquito bite.
He ________ his ankle while playing soccer.
My aunt ________ chronic migraines and seeks regular medical attention.
She will ________ chemotherapy as part of her cancer treatment.
He ________ uncontrollably as the cold air hit his throat.
I couldn't stop ________ due to allergies.
Managing ________ requires monitoring blood sugar levels and maintaining a healthy
lifestyle.
10. After the ________, he had difficulty speaking and moving his right arm.
3. Match the following terms with their corresponding definitions
11. X-rays
12. Surgery
13. Infection
14. Physical therapist
15. Wheelchair
16. Immune system
17. Anesthetic
18. Ultrasound
19. Rehabilitation
20. Injury
A. Healthcare professional who helps patients regain physical function
and mobility through exercises and therapies.
B. The body's defense system against pathogens and foreign substances.
C. Harm or damage to the body, often caused by accidents or trauma.
D. Substance used to induce temporary loss of sensation or pain during
medical procedures.
E. Diagnostic imaging technique using electromagnetic radiation to
visualize internal structures.
F. Process of restoring functional abilities and skills following an illness
or injury.
G. Device used for mobility by individuals who have difficulty walking
or standing.
H. Medical procedure involving incision or manipulation of body tissues
to treat a condition.
I. Invasion of the body by pathogenic microorganisms
J. Medical imaging technique that uses high-frequency sound waves to
visualize internal structures.
154
4. Complete the following passage with the words from the previous exercise:
After a car accident, Jane underwent a series of 1________ to assess the extent of her 2________.
The scans revealed a fractured leg that required 3________ to repair. Unfortunately, she developed
an 4________ post-surgery, leading to prolonged recovery. As she couldn't walk due to her injury,
she relied on a 5________ for mobility. The doctors closely monitored her 6________, providing
necessary medications to strengthen her body's defenses against the infection. Before undergoing
a procedure, she was administered an 7________ to ensure a painless experience. To monitor the
healing process, the medical team used 8________ technology, allowing them to visualize the
affected area and track her progress. Furthermore, she worked with a 9________ to aid in her
10________ and regain mobility.
5. Solve the crossword puzzle.
3
2
1
6
5
9
11
13
4
7
12
10
8
Across:
Down:
1. A strip or piece of material, such as cloth or
adhesive tape, used to cover and protect wounds,
support injured body parts, or control bleeding.
2. A rigid, protective covering used to immobilize and
support a broken or injured bone during the healing
process.
4. The process of returning to a normal or healthy
state after an illness, injury, or surgery.
3. A device designed to provide mobility for
individuals who have difficulty walking or moving
independently
5. A substance that is used to numb or induce a loss
of sensation in a specific area of the body, typically
during medical procedures or surgeries.
6. A small, solid dosage form of medication that is
typically round or oval-shaped and designed to be
swallowed whole.
8. An uncomfortable sensation on the skin that
triggers the desire to scratch.
10. An elevated body temperature above the normal
range, usually in response to an infection or illness.
7. A reflex action by which the body forcibly expels air
from the lungs to clear the throat or airways
9. A sudden interruption of blood supply to the brain,
leading to the loss of brain function.
11. Physical harm or damage caused to the body, often
resulting from an accident, trauma, or external force
13. An involuntary, forceful expulsion of air through
the nose and mouth caused by irritation or stimulation
of the nasal passages.
12. A medical procedure performed by a surgeon to
treat or correct a specific health condition.
155
LESSON 5. GRAMMAR
Reported speech. Prepositions.
Exercise 1. Change sentences to the reported speech.
1."The hospital has implemented a new electronic medical record system," said IT specialist.
2. "We use telemedicine to connect with patients in remote areas," explained the doctor.
3. "The software helps us track patient outcomes and improve care," stated the nurse.
4. "We are training staff on how to use the new cybersecurity protocols," announced the IT
director.
5. "The AI system can detect early signs of disease and help with diagnosis," reported the
researcher.
6. "Digital health technologies can improve access to medical care," said the doctor.
7. Digital health has revolutionized the way healthcare is delivered.
8. Wearable technology is becoming increasingly popular for tracking health and fitness.
9. Electronic medical records make it easier for healthcare providers to access patient
information.
10. "Artificial intelligence can help doctors make more accurate diagnoses," said the medical
researcher.
Exercise 2. Make reported questions from the sentences below!
1. "What are the benefits of using digital health services?"
2. "Who developed the latest health app?"
3. "Where can I access my health records online?"
4. "Which digital health devices are recommended for monitoring blood sugar levels?"
5. "How accurate are fitness trackers for tracking calories burnt?"
6. "Do you prefer using Siri or Google Assistant?"
7. "What is your favorite Chabot for customer service?"
8. "Have you ever used a Chabot to make a purchase?"
9. "Why do you think Chabot are becoming more popular in customer service?"
10. "Which Chabot do you think is the most advanced?"
Exercise 3. Complete the sentences with one of the prepositions from the box.
in, with, by, though, of
156
1. Robots have revolutionized healthcare ___________ streamlining administrative
___________ tasks such as pill dispensing and patient monitoring.
2. The use of robots in surgery has significantly reduced the risk ___________ human error.
3. Medical professionals can control robots remotely ___________ a secure internet
connection.
4. Robots are well-suited ___________ healthcare settings due to their ability to perform
tasks that are repetitive or require precision.
5. The installation of robots ___________ hospitals requires significant investment but can
ultimately lead to cost savings.
6. The FDA closely regulates the use of robots ___________ medical settings to ensure
patient safety.
7. One potential application of robots in healthcare is assisting _______ physical
rehabilitation exercises.
8. Robotic technology is particularly useful ___________ emergency situations where quick
decision-making is required.
9. Healthcare providers must undergo specialized training to effectively operate
___________ robotic technology.
10. Ethical considerations arise when using robots ___________ patient care, prompting the
need for careful consideration and regulation.
Exercise 4. Complete the sentences using appropriate preposition of place.
1. The fitness tracker is placed ___________ my wrist, tracking my steps throughout the day.
2.
The digital thermometer is placed___________ my tongue to accurately measure my
temperature.
3. The virtual doctor's appointment was conducted ___________ a video call on my laptop.
4. The health app ___________ my phone reminds me to take my medication at the same time
every day.
5. The fitness equipment is stored ___________ the corner of my home gym, next to the yoga mat.
6. The wireless blood pressure monitor is attached to my arm, giving real-time readings
___________ my phone.
7. The Bluetooth-enabled scale is placed ___________ the bathroom floor, measuring my weight
and body composition.
8. The health tracker is worn ___________ my neck, monitoring my heart rate and sleep patterns.
9. The smartwatch is strapped ___________ my wrist, providing notifications and tracking my
fitness goals.
10. The digital health records are stored securely ___________ the cloud, accessible from any
device with an internet connection.
157
Exercise 5. Read dialog and fill in the gap with correct preposition.
Doctor: "What do you think 1.___________ the use of AI in healthcare?"
Patient: "I'm not sure, but I've heard that AI can be useful 2. ___________ diagnosing diseases
and analyzing medical images."
Doctor: "Yes, AI can help us identify patterns 3.___________ medical data and make more
accurate diagnoses. But we need to be careful 4.___________ how we use it to ensure patient
privacy and data security."
Patient: "That's true. I'm also concerned 5.___________ the ethical implications of using AI in
healthcare."
Doctor: "Yes, ethics is definitely an important consideration. We need to make sure that AI is used
6. ___________ the benefit of patients and not for personal gain."
Patient: "What about the role7. ___________ humans in healthcare with the increasing use of AI?"
Doctor: "Humans will still play a critical role 8.___________ healthcare, especially in the areas of
patient care, empathy, and communication. AI can assist us, but it cannot replace the human
touch."
Patient: "I understand. It's important that we find a balance 9.___________ the use of AI and the
human aspect of healthcare."
Doctor: "Exactly. AI can be a great tool, but it's not the ultimate solution. We need to continue to
use our medical knowledge and skills to provide the best possible care10. ___________ patients."
LESSON 6. WRITING
Writing a podcast script
Objectives:


to learn useful language for writing a podcast script
to practice writing a podcast script
 Warm-up
1. What is a podcast script? What should it include?
2. Why is it important to write a script before recording a podcast episode?
Task 1. Write a full script of your podcast based on your outline. Below you will find useful
language to help you.
Podcast elements examples
Show introduction
"Hello and welcome to [podcast title], the show that [insert concept of
show or tagline]. I'm [host name].
In today's episode, we will discuss [insert talking points] with [guest
name]. We'll discuss the ins and outs of [episode topic] and offer
158
Guest introductions
Sponsor ad
messages
Call to action
Outro
listeners a special surprise at the end. Be sure to listen all the way
through for the details!"
“Now it’s time to welcome [guest name] to [podcast name].
She/he/they are here to [purpose of guest: provide expertise, answer
questions, tell their story, etc.]. Hi, [guest first name], thanks for
joining us.”
“Today’s episode is brought to you by [sponsor name]. [Sponsor
name] is [launch into the benefits of the sponsor’s product or service
and why the listener should buy it].
Make sure to join our Facebook group [name] if you haven’t already
where we break down this episode throughout the week. And
remember, if you want to support what we do then share, subscribe,
and leave a review over on iTunes.”
"That’s all for now, but I’ll see you in the next episode of the [podcast
title] [Outro music]."
Signposting language
Introducing the topic:







Today we are going to talk about…
The topic of today’s ______ is…
This morning we are going to take a look at…
Today I’ll be talking about / discussing...
What I’m going to be talking about today is…
The purpose of today’s ______ is…
The subject/topic of my talk is ...
Explaining the structure (sections / subtopics):



In today’s ______ I’m going to cover three points.
I’m going to divide this talk into three parts.
First, we’ll look at…. Then we’ll go on to … And finally I’ll…
Introducing the first section / subtopic or first of a list of points:





Let’s start by talking about...
To begin,…
Firstly,…
I’ll start with,…
The first advantage / reason / cause etc. is...
Finishing a section:


We've looked at...
I’ve talked about….
Starting a new section:


Let’s move on to…
Now, let’s turn to…
159




And I’d now like to talk about…
The next / second …
I'd like now to discuss...
The next issue/topic/area I’d like to focus on …
To signal the end of the talk / Summing up:








To sum up, …
So, it is clear from what we have discussed today that…
I'd like now to recap...
Let's summarise briefly what we've looked at...
In conclusion, …
To summarise, …
In summary, …
Overall, …
Task 2. Check your podcast script by answering the questions below. You may also ask your
friend or groupmate to proofread it.
1. Is my script engaging and captivating from the very beginning? Does it grab the listener's
attention and make them want to keep listening?
2. Have I clearly outlined the structure and flow of the podcast episode in the script? Is it
easy to follow and understand?
3. Have I used a conversational and relatable tone in the script? Does it sound natural and
authentic?
4. Have I used clear and concise language in the script? Is it easily understandable for the
target audience?
5. Have I checked for any repetitive or redundant information in the script? Have I
eliminated any unnecessary or irrelevant details?
6. Have I included transitions and segues between different sections or topics in the script?
Do they flow smoothly and logically?
7. Have I fact-checked all the information presented in the script? Is it accurate and
reliable?
8. Have I included any references, citations, or acknowledgments for external sources used
in the script?
9. Have I proofread the script for grammar, spelling, and punctuation errors?
10. Have I practiced reading the script aloud? Does it sound natural and flow smoothly when
spoken?
11. Have I considered the timing of the script? Does it fit within the desired episode
duration?
12. Have I created a compelling and memorable conclusion to leave a lasting impact on the
listener?
13. Have I sought feedback from others or conducted a read-through with someone else to
gather their impressions and suggestions?
Familiarize yourself with assessment criteria:
Assessment criteria
160
Possible
score
Podcast Content
Podcast begins with an introduction (welcoming listeners, introducing the
speakers, the topic, context and outline)
10
Main part consists of 3-5 topics for discussion, including main ideas and supporting 20
points. The given issues are thoroughly analyzed based on academic sources.
Conclusion includes summary of the key information and outro with a call to
action for reviews and subscriptions.
10
Written script includes in-text citation and reference list organized according to
APA style (not fewer than 3 sources)
10
Total score 50%
VOCABULARY BANK
1. accelerate
2. accomplish
3. accuracy
4. accurate
5. ache
6. address
7. adhere to
8. advancement
9. advocate
10. affordable
11. ahead of the curve
12. aid
13. ambulance
14. analogy
15. annual
16. anxiety
17. apply
18. appointment
19. approve
20. Artificial Intelligence (AI)
21. asset
22. assist
23. asthma
24. attend
25. automation
26. availability
27. aware of
28. awesome
29. bandage
30. billing
31. bleeding
32. blood pressure
33. blow smb away
34. bruise
35. burden
36. button
37. cancer
38. capability
39. capture
40. case scenario
41. cast
42. centralized
43. challenge
44. chatbot
45. check-up
46. chronic condition
47. clinical trial
48. cloud computing
49. collect
50. commonality
51. communicate with
52. complication
53. concept
54. constant
55. consulting firm
56. consumer
57. contribute to
58. convenient
59. convey
60. cough
61. creativity
62. credibility
63. cure
64. customer experience
65. data protection
66. data security
161
67. date oneself
68. decision making
69. definitely
70. determine
71. diabetes
72. diagnose
73. digital age
74. digital health
75. disease
76. dizzy
77. dosage
78. drive change
79. drug
80. edition
81. Electronic Healthcare
Records
82. emergency room
83. empower
84. enable
85. encourage
86. engage
87. enhance
88. ensued
89. Enterprise-wide
Technology
90. entitled
91. entrepreneurship
92. episode
93. equitable model
94. ER Physician
95. especially
96. essentially
97. establishment
98. ethics
99. evaluate
100. excited
101. expand
102. expect
103. exploit
104. explore
105. facilitate
106. fever
107. figure out
108. Fitness Tracker
109. flashcards
110. flu
111. focus
112. fueled by
113. gadget
114. General Practitioner
115. generation
116. go-around
117. guest
118. handle
119. headache
120. healthcare devices
121. healthcare provider
122. heart attack
123. host
124. hygiene
125. identify
126. immediate care
127. impact
128. imperative
129. improve
130. in addition to
131. in-built sensors
132. include
133. increase
134. infrastructure
135. ingrained in
136. injection
137. innovation
138. insight
139. integrate
140. interact
141. interface
142. introduce
143. invent
144. involve
145. itch
146. legal
147. lessen
148. leverage
149. life-longing
150. long-term trend
151. machine learning
152. marketplace
153. massive amount of
154. medical drones
155. medical records
156. medical test
157. medicine
158. memorize
159. mental health
160. mention
161. mindset
162. mnemonics
163. mobility
164. non-traditional
165. nurse
166. obviously
167. oftentimes
168. on the back end
169. operation
170. opportunity
171. optimize
172. outro
173. pandemic
174. patient care
175. patient office
176. percolate
177. pharmacy
178. pills
179. pneumonia
180. preface
181. prefer
182. prescription
183. prevention
184. procurement
185. project management
186. provide
187. purchase
188. Quantified Self
189. rash
190. realize
191. realm
192. receive
193. recent developments
194. recover
195. reduce
196. remote
197. require
198. research
199. resistant to
200. respond
201. retired
162
202. revolutionary
203. running nose
204. sense
205. shift towards
206. sneeze
207. social welfare
208. software rankings
209. solidify
210. sore throat
211. spoonful of medicine
212. sprain
213. standard data
214. stroke
215. subscribe
216. substance
217. suffer from
218. suggest
219. sunburn
220. supplier
221. supply
222. tailor to
223. take for granted
224. telehealth
225. tend
226. throw in
227. tie together
228. tool
229. track your financials
230. transcribe
231. transferable
232. transform
233. treatment
234. triage
235. unattainable
236. undergo
237. unfortunately
238. urgency
239. urinary tract
240. utilize
241. vaccine
242. vendor
243. verify
244. via
245. virtual reality
246. visibility
247. vital signs
248. vitamin
249. wearable
250. wellness
251. wing
252. workforce management
253. workload
REVIEW
1. Explain the meaning of the following words and collocations: bruise, rash, running nose, sore
throat, bleeding, headache.
2. Give synonyms to the following words: ache, dizzy, hurt, disease, treatment.
3. Provide definitions to the following words: ambulance, nurse, prevention, pharmacy, vaccine,
hygiene, prescription.
4. Explain the meaning of the following words and collocations: a bandage, a cast, pills,
injection, X-rays, ultrasound.
5. Provide definitions to the following words: infection, physical therapist, injury, immune
system, anesthetic.
6. Make up sentences with the following vocabulary: cough, suffer from, fever, undergo, itch,
recover, sneeze.
7. What is reported speech? How is it different from direct speech? Provide examples.
8. How to transform questions from direct speech to the reported one? Provide examples.
9. How to make reported commands? Provide examples.
10. If the original statement includes a modal verb like "can," "will," or "might," what is
happening to the modal verb in the reported speech? Give example sentences.
11. Create sentences with the following prepositions: through, to, in, since, of, onto, around,
about, between, for.
12. What is a podcast? What is a podcast episode?
13. What are the elements of a podcast episode?
14. What is a call to action in a podcast? Give examples.
15. What is a podcast outline? What is the purpose of creating a podcast outline?
16. What is a podcast script? Why should a podcaster write a script before recording?
17. What are the tips and recommendations for writing a script?
18. What are the tips and recommendations for recording a podcast episode?
19. What is a signposting language? Why should it be used in a podcast?
20. Give examples of signposting language for introducing the topic, subtopics, moving on to a
new section and summing up.
REFLECTIVE QUESTIONS
1. How can you prepare yourself mentally and emotionally to perform well in front of the
camera and project confidence and authenticity?
2. What are some body language and posture tips that can help you appear more natural and
polished on camera?
3. How can you use eye contact and vocal inflections to connect with your audience and
convey a sense of trust and credibility?
4. How can you evaluate the effectiveness of your podcast and camera performance and make
modifications going forward to improve your reach and engagement?
5. What impact does the use of signposting language have on the clarity and coherence of a
speech?
6. How can signposting language be used effectively to help guide an audience through a
public speaking presentation?
7. What are some common mistakes that speakers make when using signposting language,
and how can these be avoided?
8. How can a speaker use signposting language to engage and maintain the attention of their
audience?
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9. How can signposting language be adapted for different types of speeches (e.g. informative,
persuasive, and entertaining)?
10. What are some best practices for using signposting language in a multicultural or
multilingual audience setting?
11. Were there any words or phrases in the vocabulary section that you already knew?
12. Were there any words or concepts in the vocabulary section that you found confusing or
difficult to grasp?
13. Did you have any difficulties with pronunciation or spelling while learning the new
vocabulary words? How did you address or overcome those challenges?
14. Can you create your own sentences or examples using the new words to demonstrate their
meanings?
15. Looking back at the vocabulary section, is there anything you would like to improve or
change in the way the words were introduced or practiced? How would you approach it
differently?
16. What challenges did you encounter while using reported speech in language, and how did
you overcome them?
17. In what situations do you find it most appropriate to use reported speech in language?
18. What are some common mistakes people make when using reported speech in language,
and how can you avoid them?
19. Have you ever struggled to choose between using "such as" and "like" in a sentence?
How did you resolve this confusion?
20. How has learning to use these prepositions effectively improved my writing or public
speaking abilities?
REFERENCES
Awad, A., Trenfield, S. J., Pollard, T. D., Ong, J. R., Elbadawi, M., McCoubrey, L. E., Goyanes,
A., Gaisford, S., & Basit, A. (2021). Connected healthcare: Improving patient care using
digital health technologies. Advanced Drug Delivery Reviews, 178, 113958.
https://doi.org/10.1016/j.addr.2021.113958
Božić, V. (2023). Chatbots in healthcare. ResearchGate.
https://doi.org/10.13140/RG.2.2.13525.70887
Buzzsprout. (2023, June 26). How to Write a Podcast Script [8 Free Script Templates].
https://www.buzzsprout.com/blog/write-podcast-script-examples#%23script-templateexample
Dennis. (2023). How To Write A Podcast Script. Castos. https://castos.com/podcast-script/
Eric Kimberling - Digital Transformation. (2022, January 20). Intro to Digital Health: How
Technology is Transforming Healthcare, Hospitals, and Clinics [Video]. YouTube.
https://www.youtube.com/watch?v=4iSElJn4490
Grammar: using prepositions. (2023). University of Victoria.
https://www.uvic.ca/learningandteaching/cac/assets/docs/Prepositions%20Final.pdf
McCarthy, M., & O’Dell, F. (2017). English Vocabulary in Use: Upper-intermediate :
Vocabulary Reference and Practice : with Answers and Ebook.
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https://www.pdfdrive.com/mccarthy-m-o-dell-f-english-vocabulary-in-use-upperintermediate-2017-d187434563.html
MedSchoolCoach. (2023, January 14). The Future of Medicine: ChatGPT & AI | Prospective
Doctor Podcast [Video]. YouTube. https://www.youtube.com/watch?v=swnWV4yLA0E
Redman, S. (2017). English Vocabulary in Use: Pre-intermediate & Intermediate : Vocabulary
Reference and Practice : with Answers and Ebook.
https://drive.google.com/file/d/1D7pKqFwbp1iFWOeu1-3kYL5x9ptR7v1R/view
Reported speech: questions. (2023, June 8). LearnEnglish.
https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/reported-speechquestions
Reported speech: reporting verbs. (2023, May 8). LearnEnglish.
https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/reported-speechreporting-verbs
Reported speech: statements. (2023, July 1). LearnEnglish.
https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/reported-speechstatements
Verbs and prepositions. (2023, June 14). LearnEnglish.
https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/verbs-prepositions
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