3 Complete the sentences below. Choose no more than three words from the passage for each answer.

1. Lifelong learning is learning that is …………………………………………………….. .

2. Mastering learning tools is …………………………………………………………….... .

3. Equipping people for the work is ……………………………………………………….. .

4. Developing ability to discover other people and cultures is learning …………………… .

5. Education contributing to personal development is ……………………………………... .

6. Lifelong learning can instill ……………………………………………………………… .

7. Among the important things is developing the learner’s ability ………………………… .

8. The concept of lifelong learning has ……………………………………………………. .

VOCABULARY 1 Make up the phrases from the words in two boxes.

resilience, underpin, instill, inclusion, holistic, negotiate, foster, pillar, pursue, post-compulsory

community capability, conflicts, economic, education, view, the concept, social, educational, creativity, learning

2 Using the phrase created, make up your own examples of sentences.

3 Express your opinion.

1. To what extent do you agree or disagree with the ideas expressed in the text?

2. What are the ways people can get education?

LANGUAGE FOCUS

1 Study the following information.

Reporting Verbs

• In academic writing (and to a lesser extent, academic speaking) it will often be necessary to refer to the research of others and to report on their findings. In order to do so, we have to use reporting verbs such as Evans (1994) suggests that....; Brown (2001) argues that....

• The difficulty with using reporting verbs is that there are many different verbs, and each of them has slightly different, and often subtle shade of meaning. Using the correct words relies, as much as anything, on making the correct interpretation of what the writer you are studying is saying.

• In the table below, the main reporting verbs in English are classified in terms of their function, and their strength.

Function and strength	Example verbs
NEUTRAL: verbs used to say what the writer describes in factual terms, demonstrates, refers to, and discusses, and verbs used to explain his/her methodology.	describe, show, reveal, study, demonstate, note, point out, indicate, report, observe, assume, take into consideration, examine, go on to say that, state, believe (unless this is a strong belief), mention, etc.
TENTATIVE: verbs used to say what the writer suggests or speculates on (without being absolutely certain).	suggest, speculate, intimate, hypothesise, moot, imply, propose, recommend, question the view that, postulate, etc.
STRONG: verbs used to say what the writer makes strong arguments and claims for.	argue, claim, emphasise, contend, maintain, assert, theorize, support the view that, deny, negate, refute, reject, challenge, strongly believe that, counter the view/argument that, etc.

What are some of the main language points that need to be considered when using reporting verbs?

• The structure of sentences when using reporting verbs can vary, and can be flexible; for example:

e.g. Jones (1999) argues, in his study of thermodynamics, that...

As Jones (1999) argues in his study of thermodynamics,...

In his study of thermodynamics, Jones (1999) argues that...

• It is possible (and often quite attractive stylistically) to invert the subject and verb when reporting:

e.g. Thermodynamics, Jones (1999) argues, is.

• Reporting the work of others often needs an extra sentence introduction or 'lead-in':

e.g. In considering Smith's discussion on thermodynamics, Jones (1999)

argues that

• It is important to remember to put the final 's' on the verb when the subject is 'he/she'.

• Very often, in academic writing, reporting takes place in the present tense, as in the examples above; this is because of the need to bring past research into the present moment.

• If you have used the verb 'said' very often in your writing, try to replace this with something more descriptive and precise. BUT NOTE: the tendency to use variety in verbs of speech is greater in the literature review - when reporting qualitative data such as interviews, we tend to use a more restricted and prosaic range of verbs: e.g. 'said' or 'stated'. This probably derives from the need to avoid imposing an interpretation on interviewees' comments at the data analysis stage. 

• The words 'mention' or 'reckon' are informal and are often best replaced with a more formal equivalent.

• Other informal verbs of saying that are best avoided in academic writing are: 'come up with', 'guess', etc.

As regards referencing, it is usually best to put the year of publication straight after the name used, before going on with the sentence. The page reference can then be placed at the end of the sentence.

[23] Sharpling G. Reporting Verbs. Global Pad, 2015

2 Summarize the text ‘What is Lifelong Learning?’, using the reporting words.

COMMUNICATION

1 Discuss the following.

1. What is innovation?

2. What are the stages of the innovation process?

PRAGMATICS ACTIVISATION: WRITING

1 Choose one of the following topics.

1. Top 10 (5) Innovations (discoveries, technological achievements, etc.) in science.

2. Modern trends in education.

2 Create a poster or a leaflet, describing the issues.

A PROJECT

1 Study the information about life skills and skills for personal and professional development, then prepare a project.

2 Create your own personal development plan. Consult the ‘Writing Bank’ section.