10
Unit Objectives
Grammar:
Arts and entertainment
non-finite clauses; conversational English
Vocabulary: performance reviews; academic verbs
Scenario: an informal talk; informal presentation
Study skills: seminar/discussion skills
Writing skills: critical reflective writing
10.1 PERFORMANCE
IN THIS LESSON
Lesson topic and staging
This lesson looks at entertainment. Students start by
discussing arts and cultural events in Scotland and
their own experience of such events. They read mini-
reviews from a listings magazine, which provide
vocabulary on performance reviews. Then they listen
to people talking about events from the listings and
identify more useful phrases for review events. They
end by discussing performance-based events they
have attended and writing their own reviews.
Objectives
By the end of the lesson, students will have:
• looked at arts and entertainment in Scotland and
thought about their own experiences
• focused on connections between two tables
• read and listened for gist and specific information
• learnt about vocabulary for performance reviews
• described and reviewed performance-based events
• written a review about those events.
Timings
If short of time, omit question 2 of Exercise 4 or set
Exercise 9 for homework.
Possible lesson break: after Exercise 4 or 6b.
WARM-UP
Focus students’ attention on the unit title and ask
what the word arts means, then refer to the lesson’s
title and the picture. Elicit the type of performance it
shows and where is it taking place. Finally, look at the
quote and ask if students agree with it. Why/Why not?
David Cronenberg quote: Entertainment actively tries
to engage people and changes to meet their interests.
Art, however, appears to be of a higher nature and its
message is not always clear. Art wants to make you
think about things you’d never even considered and
to question what you see and feel.
New Language Leader Advanced Arts and entertainment
SPEAKING
1 Go through the instructions, then divide students
into pairs. Give them four minutes to go through
the tables. Make sure they justify their decisions.
• Do a class check and give students the correct
answers. Ask if they are surprised by the figures.
Table 1: 9 dance (incl. ballet) 19 art galleries
31 live music 54 cinema
Table 2: 3 acting and performance 23 none
30 creative work on computer, etc. 69 reading
books
2 Critical thinking: Analysing and responding to
data.
For classes preparing for IELTS/PTE-A, remind
them they will be expected to describe an image or
graph in the writing exam and therefore it is a good
idea to practise comparing data from a diagram.
• Put the pairs from Exercise 1 into groups of four
and give them three minutes to discuss the first two
questions before doing class feedback.
• Do question 3 as a class activity and give groups a
bit longer to discuss question 4.
• During class feedback, check understanding of the
reasons given and brainstorm some others.
1 Table 1 shows what type of arts and
entertainment events people in Scotland
attended in 2012. Table 2 shows the activities
that people took part in.
Table 1: most popular = going to the cinema;
least popular = literary events
Table 2: most popular = reading books;
least popular = acting/performance
2 Suggested answers: There are connections
with regard to the types of arts and
entertainment in each table: cinema = film,
photography, acting and performance;
theatre = acting and performance; live music =
playing a musical instrument; art galleries =
art and sculpture; dance = dance; literary
events = reading.
1
 Generally, there is much greater attendance at
events in these areas than there is participation.
The greatest discrepancy is in the field of
literature, with 69 percent of people actively
reading, but only 4 percent attending literary
events. Only dance goes against this trend, with
9 percent of people attending events, but 12
percent of people taking part in dance activities.
Both tables show greater engagement with
low-brow culture (cinema, general reading, live
music) than with high-brow culture (classical
music, literature, art/sculpture).
READING
3a Give students three minutes to discuss the
questions in pairs or small groups before opening
the discussion to the class. Elicit the main reasons
why students attend arts and cultural events.
3bRefer students to the title of the reading text and
ask what it is about.
• Go through the instructions with the class and
check they understand what a listings magazine is.
• Students do the task individually in one minute.
• During feedback, ensure they justify their answers.
1 A, B, F 2 B, C, E, F, G 3 none 4D 5H
6 none
4 Give students three minutes to answer the
questions in part 1 before checking in pairs.
• Do class feedback and then do question 2 as a class.
1aD bE cH dB e B, F, G fG gF
VOCABULARY: performance
reviews
5 Students do the activity individually, then compare
answers in pairs before doing class feedback.
• Encourage them to make their own sentences to
show they have understood the meaning.
1 adaptation 2 duo 3 bill 4 venue 5 virtuoso
6 tale 7 choreographer 8 company
6a Students do this without looking at the text.
• Take class feedback, asking students to justify why
words should or shouldn’t be combined. Do not
give them the answers, but allow them one minute
to check the text for the correct combinations.
Students create their own sentences, in class or for
homework, using the compound adjectives.
New Language Leader Advanced Arts and entertainment
a awe-inspiring: extremely impressive
b award-winning: rewarded with a prize or
other official recognition c laughter-packed:
very funny d out-of-the-way: not in one of the
usual, central venues e star-studded: featuring
many celebrities f live music-enhanced: the
performance uses live music g sample-heavy:
dominated by sampled music h British-born:
born in Britain i Rambert-trained: having
learnt his skill at the Rambert school of ballet
j R&B-influenced: influenced by the genre of
music, R&B (originally Rhythm and Blues,
recently urban)
6bDo this as a quick class activity. Elicit why the
reviewer might have made up these combinations.
The created ones are probably those with
limited coverage or frequency of use, or coined
with a clear creative flair, e.g. laughter-packed,
sample-heavy, Rambert-trained.
LISTENING
7a Students listen to people talking about the events
from Exercise 3. Play the recording once only and
let them do the task individually.
• Do class feedback and make sure students give
justification for their answers.
1B 2F 3C 4E 5A
Audio script 10.1
1 It was OK, but, well, the music is rather dated. I
mean, the musical’s over twenty years old now
and it was always very much of its time, wasn’t
it? But, er, still, I was pretty impressed by the
sets and it’s such a lovely romantic story.
2 Astounding! What more can I say? I completely
forgot that the characters weren’t real animals
and the tale was quite magical. Great stuff.
Well worth the cost of the ticket.
3 Experimental music isn’t really my kind of
thing, but I guess these guys created a good
atmosphere with their music. I liked the clips
from the old movies, but, well, it probably
went on a bit long for me, to be honest. Not
quite my thing.
4 Well, it lived up to the hype, mainly because
those guys are so talented. You really can’t go
wrong when you’re seeing people like that – I
mean, they’re legends, really. The venue’s good
2
 as well – not too big and a great atmosphere,
although it took ages to get there. Top marks
5
all round, I’d say.
Well, it could’ve been better. Mind you, his
performance is certainly up there with the best,
but, I don’t know, in the end the production
doesn’t really hold up. Perhaps I’m too much
of a fan of the original movie. They just didn’t
get the atmosphere of the New York docks over
very well. But, that’s not to say it’s not worth
seeing, just that it’s not the best. And you can’t
always have that, can you?
7bElicit the answers to the first question without
replaying the recording. Then students do the
activity as per Coursebook by listening once only.
• During class feedback, elicit what the sentences
mean. Explain that they show opinions of events.
1 dated 2 Well worth 3 kind of thing
4 to the hype 5 not, not, not
SPEAKING AND WRITING
8 Students work in pairs to discuss performance-
based events they have attended.
• Before they do the activity, check that students
understand what performance-based events means.
• For class feedback, ask some students to tell the
class about the event their partner described.
If students have never attended a performance-
based event, include ones that were shown on TV.
9 Discuss the purpose of a review (to inform,
describe and present an opinion on whether a
performance, book, etc. is good or not, why/why
not, and to recommend it or not to others).
Bring in some reviews and ask students to read
them, underlining any useful language/phrases.
• For class feedback, compile a list of useful phrases
extracted from the reviews and discuss any queries.
• The writing can be done in class or for homework.
HOMEWORK OPTIONS
Students do exercise V2–6 on page 145 either in class
or for homework.
Students do the reading, vocabulary and
pronunciation exercises for this lesson in
MyEnglishLab.
New Language Leader Advanced Arts and entertainment
10.2 THE POWER OF
MUSIC
IN THIS LESSON
Lesson topic and staging
This lesson focuses on music and how it can help
people. Students begin by discussing different types
of music, then read and analyse a press release about
an orchestra whose instruments have been made from
recycled materials. The text links to grammar focus of
non-finite clauses, which will probably be new for
most students. Students analyse and practise the
structures. They then consider how music can impact
a person’s life and discuss ideas relating to a benefit
concert they are going to hold in their own town or
city. They finish the lesson by writing a press release.
Objectives
By the end of the lesson, students will have:
• thought about different kinds of music
• read for gist, specific information and to analyse
language use for effect
• focused on vocabulary choices
• learnt about non-finite clauses
• discussed how music can impact our lives
• come up with ideas for their own benefit concert
• written a press release.
Timings
If short of time, omit Exercise 3 and/or 10a, or set
Exercises 9 and/or 11 for homework.
Possible lesson break: after Exercise 7.
WARM-UP
With books closed, write The power of music on the
board. What do students understand by this phrase?
VOCABULARY AND SPEAKING
1a Before playing the extracts to the class, students
read the questions and compare ideas in pairs.
• Elicit answers, writing all the types on the board.
Then create a list of the instruments they hear.
• End by eliciting further examples for both lists.
1 pop 2 classical 3 rock 4 blues 5 country
6 folk 7 hip-hop 8 jazz
1bStudents discuss the questions in small groups.
• During class feedback, focus on their feelings about
classical music.
3
READING
2 Give students 30 seconds to read the heading of the
press release, then ask what they think the text will
be about and why the orchestra is making their
debut at a museum.
• Give students a minute to do the task before doing
a quick class feedback.
Ensure they give answers using their own words.
1 25 June 2 at the MIM Music Theatre, in the
Musical Instrument Museum 3 2008
4 Cateura 5 Fabio Chávez 6 in March 7 in
Phoenix (Arizona), USA 8 Curator for Latin
America and the Caribbean 9 white fish stew,
grilled beefsteak, rice pudding (a Paraguayan-
inspired menu) 10 Saturday, 10 August
3 Students complete the activity individually, then
compare answers in pairs.
• Check answers as a class and make sure students
justify their choices.
1 para 2: ‘where a violin can cost more than a
house’ 2 para 3: ‘because the Recycled
Orchestra’s story resonates so strongly with
MIM’s global mission … to share their
incredible stories, their passion, and their joyful
music’. Also, para 4: ‘The exhibit and August
residency is MIM’s way of recognising their
achievements as we invite the community to
celebrate youth, social and musical innovation,
and the sustaining value of the arts.’
3 para 4: ‘material poverty need not be an
obstacle to a life rich in music’. Also, para 5:
‘Their story represents the intrinsic need by
people around the world to make music.’
4 para 1: ‘(The Recycled Orchestra) is already
inspiring people around the world’. Also, the
effect on the members of the orchestra – para 2:
‘children find hope …’ and in para 4: ‘helping
them express creativity, build self-confidence,
and strengthen community.’
4a Critical thinking: Understanding and responding
to vocabulary choices. Give students about 30
seconds to scan the text, underlining the word
story each time it appears.
• Then give students a minute to discuss in pairs
why this word has been used so much.
• During class feedback, elicit the number of times it
was used and discuss why this might have been.
New Language Leader Advanced Arts and entertainment
Four times. It gives narrative power to the
orchestra and the event. It suggests that this is
not just a one-off event. It is saying to people:
‘You should attend because this is something
that will continue to develop in the future, and
you were there.’
4bGive students two minutes to find positive words
and phrases in the text individually, then allow
them time to discuss their answers in pairs.
• Go through the text as a class, eliciting the positive
words and phrases. Check students understand
meaning and focus on pronunciation and word
stress patterns if needed.
Students write their own sentences using a
selection of the words. This could be done for
homework.
• Briefly identify the purpose of this press release (to
recommend seeing the Paraguayan Recycled
Orchestra play) and explain that Exercises 3, 4a and
4b all relate to promotional press releases.
Ask students if they were aware of the way the text
was written when initially reading and explain
that the cumulative effect of the methods analysed
is to bring about a positive feeling in the reader.
Tell them that later they will be writing a press
release, and they should employ these methods.
inspiring, life-changing, astonishing,
heart-warming, hope, visionary, innovative,
a favourite, resonates so strongly, incredible,
passion, joyful, unparalleled, extraordinary,
to value greatly, creativity, self-confidence,
strengthen, driving force, achievements,
celebrate youth, etc., strong parallels, hope and
resilience, innovation and creativity, incredible
variety, opportunity, Paraguayan-inspired menu
These words and phrases emphasise the
qualities of the orchestra and aim to attract the
public to the event.
4c This question is best answered as a class.
GRAMMAR: non-finite clauses
5 Focus students on the three sentences and for each
one elicit the clause that does not have a subject.
Explain that these are called non-finite clauses.
2 helping them express creativity
3 to share their incredible stories
4
6 Individually, students match the types of non-finite SPEAKING
clause to the sentences in Exercise 5.
• Allow time for them to check their answers in pairs 10a Put students in groups of three to discuss the
before doing class feedback.
a3 b1 c2
7 Students read the explanation individually. Check
understanding of a subordinate clause is. Refer to
page 144 of the Language reference if needed.
• Give students two minutes to discuss the questions
in pairs then do class feedback. Check
understanding of time reference.
1 to found, to help, to share 2 to found: past; to
help: present; to share: future
8 Students work in the same pairs to identify other
non-finite clauses in the text.
• Do class feedback but make sure students also
identify the type of non-finite clause in each case.
Infinitive clauses: para 2: to plunder the landfill
final para: to learn about Family Day
Past participle clauses: para 1: Never before
seen in the United States para 2: In a
shantytown constructed on the landfill
-ing clauses: para 3: featuring eight of the
Recycled Orchestra’s innovative instruments
para 5: leading to the incredible variety of
instruments
Students can look at the Language reference on page
144 and do Exercises G1–1 and G1–2 on page 145
either in class or for homework.
9 Give students two minutes to do this activity
individually or in pairs.
• During class feedback discuss the non-finite clause
types used in each sentence.
If time is short, set this exercise for homework.
1 f, to stimulate 2 e, watched 3 a, Blamed
4 b, reducing 5 d, producing 6 c, to escape
New Language Leader Advanced Arts and entertainment
changes and effects. Allow them three minutes.
• Open the discussion to the class and find out if
anyone in the class plays a musical instrument. Ask
what they play, when they started playing and how
it has changed their lives.
10b Go through the task with the class before asking
students to discuss their ideas in the same groups
as Exercise 10a. Monitor and help as needed.
10c Join groups together and ask them to share ideas.
• Do a round-up to quickly elicit the causes, venues
and performers chosen.
WRITING
11 Discuss as a class what students learnt about the
press release on page 98 from Exercises 2, 3, 4a and
4b and elicit what information they should include
and a logical order structure.
• If this is the first time students have written a press
release, it might be useful for them to brainstorm
and plan their ideas first in the groups they worked
in for the speaking activities.
• They then write their own version of the press
release. Remind them to write no more than 100
words and encourage them to use at least three
non-finite clauses as well as positive words and
phrases for emphasis.
• The actual writing of the press release could be
done in class or for homework.
• When the writing has been done, collect all the
press releases and pin them on the board so that all
the students can read them, then do a class
discussion to choose the best one, i.e. the one that is
the most persuasive but not exaggerated.
HOMEWORK OPTIONS
Students do the reading, listening, grammar, reading
and vocabulary exercises for this lesson in
MyEnglishLab.
5
10.3 DIGITAL
WONDERLAND
IN THIS LESSON
Lesson topic and staging
This lesson looks at the impact of digital technology,
particularly the internet, on entertainment. After an
initial discussion, students read four short texts
connected with this topic and consider the opinions
given. These texts give students practice in identifying 4a Critical thinking: Identifying and evaluating
and evaluating main points and provide examples of
academic vocabulary for the students to learn. The
listening is a webcast by a Canadian student,
discussing the internet and technology. This recording
provides examples of features of spoken English for
the grammar focus. Students analyse these features
and then practise them during a group discussion.
Objectives
By the end of the lesson, students will have:
• considered the impact of the internet and digital
technology on entertainment
• read for specific information and for gist
• focused on identifying and evaluating main points
• learnt about academic verbs
• listened for specific information
• learnt about features of spoken English
• used features of spoken English to discuss issues
related to entertainment and the internet.
Timings
If short of time, set Exercises 6b or 8 for homework.
Possible lesson break: after Exercise 6b.
SPEAKING
1 Focus on the title and ask what students think it
means. Ask why anyone would use the word
wonderland with digital (because the digital
technology might lead to a completely different
place/reality which is magical and full of wonder).
Has digital technology really made our lives a
wonderland?
• Put students in groups of four and give them five
minutes to discuss questions 1a and b before doing
class feedback.
• Either do question 2 in groups again or, if short of
time, as a class brainstorm. Listen to students’
suggestions and discuss how likely they are.
New Language Leader Advanced Arts and entertainment
READING
2 Give students two minutes to do this activity then
do class feedback. Ensure they justify their answers.
1 a B, D b A, C 2iC ii D iii B iv A
3 Do as Exercise 2, but this time give students three
minutes before doing feedback.
1C 2A 3B 4D 5C
main points.
For classes in universities and university
preparation courses, highlight the importance of
selecting key points when reading around a topic
in preparation for writing an essay or dissertation.
Being able to recognise key information and then
assess its value to an argument will make effective
use of time and result in a more focused argument.
• Go through the instructions with the class and then
give students five minutes to do the task.
A living room is a space where people come
together and watch TV; this is similar to the
past; nowadays though, people are multi-
tasking using digital technology; 25 percent
mesh – interact with TV show; 50 percent stack
B Justin.tv – a young person with an always-on
camera; broadcast live on the internet;
thought it would be short-lived and not really
popular – people would not want to expose
themselves to the world; in fact, the opposite
was the case
C young people in Shanghai use internet cafés;
places of entertainment, and becomes a habit
to go there; good for self-image to go there;
authorities feel this is not good for public and
social morality
D recently more and more use of digital
technology in performance, e.g. theatre; also,
interactive performances have developed; this
is a new form of art
4bGive students three or four minutes to compare
note in pairs and answer the questions. Encourage
them to notice examples of vocabulary or style in
the texts, referring to the methods used in Lesson
10.2 (Exercises 4a, 4b, 5 and 6).
• Do class feedback.
5 Do question 2 in pairs for two minutes followed by
class feedback, or do it as a whole class.
6
VOCABULARY: academic verbs S2: Yeah, Doctor Google.
S1: Yeah, exactly.
6a Refer students back to the extracts and give them
S3: I do that.
two minutes to find the verbs.
S1: Do you?
• Allow them time to quickly compare answers in
S3: Yes. I buy all my medicine off the internet as
pairs before checking as a class.
well.
For classes in universities and university
S2: Do you?
preparation courses, remind students that they
S3: Yeah.
will frequently come across these verbs in their
S1: Do you?
future studies and should therefore try to become
S3: Yes. It’s much cheaper.
familiar with them.
S1: But I mean ‘cos the thing is, symptoms are so,
you know, symptoms could relate to anything,
1 reveal 2 enable 3 distribute 4 indicate
and the symptoms for, you know, like a brain
5 reinforce 6 erode 7 emerge 8 analyse
tumour, could be very similar to symptoms for
6bGive students two minutes to complete the just headache or something like that, so it can
sentences individually. really sort of cause a lot of panic, I think.
• Then give them a minute to check answers in pairs. S2: Well, I think I am one of those people who is
Explain to students that these verbs are used a lot actually addicted to the internet. Erm, and I …
in academic contexts and are therefore quite S3: I’ve seen you at work, yes.
formal. Ask them to look back at the sentences in S2: Yeah, you can see my screen. Erm, ‘cos, erm,
Exercise 6b and substitute a less formal verb for I’m one of those people who, I get home from
the academic verb. work, I put the TV on and I get my laptop out,
so I sit watching a film or TV and I’m
1 indicate(d)/reveal(ed) 2 reinforce 3 analyse constantly surfing the internet at the same
4 erode 5 distribute 6 reveals/indicates time. So if there’s an actor or someone that
7 enables/enabled 8 emerge turns up on screen, ‘Ooh, I wonder what else
he was in,’ so …
S1: Yeah, yeah, yeah.
LISTENING
S2: Erm, yeah, and it just means that you never,
7a Tell students they are going to listen to three you never really fully concentrate on any one
students talking about the internet and television. thing because I’m constantly doing several
• Read through the topics with the class, checking things at the same time and I’m sure the
understanding, before playing the recording. internet is to blame for that. But I wouldn’t be
• Do a class check. without it, that’s for sure.
S1: Oh no, erm …
a5 b1 c2 d6 e4 f3 S2: It’s enriched our lives, surely. I mean, it’s not
without its problems, but I certainly – I mean,
everything depends on it now, so at work we
Audio script 10.3
couldn’t do a lot of our work without the
Student 1, Student 2, Student 3
internet now because we use email. So …
S1: I think a lot of people do seem to be addicted S3: Yes, if the internet goes down we, we’d stop
to, to surfing the internet and I think, erm, er, working.
I think in some ways it can be really good ‘cos S2: You’d have to actually talk to people!
you can, you can, er, I don’t know, you can S3: Yeah, have to play solitaire with actual cards!
find out loads of stuff that you weren’t – you S2: Well, I actually, I actually left, I left Facebook
know, initially planning on finding out. You for about three years because I got so irritated
might have gone on to look for information with people putting what they had for dinner,
about one thing and then you’re like, ‘Oh!’, or …
followed the link to, to this next thing, and, S3: Food pictures are the worst, yes.
and on like that. But then the bad side of it is S2: Oh, what is the point? Erm, and just moaning
people who look up illnesses and symptoms about their lives when it was something really
and things like that. minor and they just put, ‘Oh, I feel really sad

New Language Leader Advanced Arts and entertainment 7

 today.’ And then all their friends go and
comment, ‘Oh, what’s wrong, what’s wrong?’
‘Oh, I can’t say on here.’ And you just think,
‘What on earth was the point in you saying?’
and it was all about getting attention from
people.
S1: Erm, I think it’s quite scary how, how
companies sort of get hold of your data on,
just through monitoring your sort of, your
internet usage. So you could be looking on, on
a department store’s website for, you know,
you could be looking at sofas and you log into
Facebook and then, er, on the ad bar down the
side it’s like, ‘Oh, looking for a sofa? Well try
this at …’, you know, ‘Try this shop or
whatever,’ I think that’s quite scary.
S3: It is scary but then I also think I would rather
have something that’s relevant to me than
something that’s completely irrelevant.
S2: That, that sort of thing doesn’t bother me too
much. Erm, I’d be, I try to be quite careful
about not having my full name with my date
of birth together in the same place, and that
sort of thing. But it doesn’t bother me if I get
sent adverts for something because, like you
say, I’d rather have an advert that I’m actually,
I might be interested in rather than something
completely random, so …
S3: And as long as it, it’s automated and it’s not,
say … the way they read it, it’s … not really a
person looking into your browsing history, it,
it’s just automated. But I, I guess it is a fine line
because you don’t always know how much of
your personal data they have. But then I don’t
have anything that’s worth money, so what
are they going to steal? Think, you know,
there’s a healthy level of paranoia but also
shouldn’t be too paranoid about it.
7bStudents listen a second time and make notes on
the topics, then check in pairs before class feedback. Students do Exercise V1, 3–5 on page 145 in the
Students could discuss their own views of the
issues. However, this could be done after the
Grammar section (Conversational English).
GRAMMAR: conversational English
8a Ask students if the listening in Exercise 7 was easy
or difficult. Elicit what made it difficult and discuss
differences between spoken and written English.
• Students read through the features, then match
them to the extracts as they listen.
• Students check in pairs before class feedback.
New Language Leader Advanced Arts and entertainment
1a 2c 3b
8bGive students time to read the features before
listening to Audio script 10.5.
• After listening, allow students time to compare
answers in pairs before doing class feedback.
4f 5d 6e 7g
8c Refer students to Audio script 10.3 on page 178 and
ask them to work in pairs to find more examples of
features of conversational English.
• Students check in pairs before class feedback.
Students can look at the Language reference on page
144 and do Exercise G2–3 on page 145 either in class
or for homework.
9a Discuss the changes made as a class before students
complete the rewrite.
• Students check in pairs before class feedback..
9b Students work in the same pairs, deciding who
will rewrite each text. Give them five minutes to do
this and then time to discuss each other’s ideas.
• Round up by discussing each text as a class, writing
an agreed conversational version up on the board.
SPEAKING
10 Divide the class into groups of five or four if
necessary (with only one monitor).
• Do the first three questions as per Coursebook in
about five minutes. Ensure that students focus on
using the features of conversational English.
• Do class feedback, with the monitor students
feeding back on the use of spoken features.
• Change the monitors, giving students four minutes
to talk about the two remaining issues.
• Finally, do class feedback again.
HOMEWORK OPTIONS
Language reference.
Students do the reading, listening and grammar
exercises for this lesson in MyEnglishLab.
8
10.4 SCENARIO:
GLOBAL VILLAGE
IN THIS LESSON
Lesson topic and staging
This lesson provides practice of the key language
needed when giving an informal talk. Students begin 4 Tell students they are going to listen to two
by discussing reality shows and typical participants.
They then read the producer’s guidelines on what the
ideal candidates should be like and listen to two
auditions. These auditions provide examples of useful • Allow time for students to compare notes in pairs.
language for informal talks, which students analyse
and practise. Their task is then to prepare and take
part in auditions themselves, as well as use the Key
language and the Useful phrases provided. They then
take part in a producers’ meeting to decide on the best • Do class feedback and encourage students to justify
candidates and end by writing a short report on their
selection process and results.
Objectives
By the end of the lesson, students will have:
• discussed reality shows and the characteristics of
typical participants
• read and listened for specific information
• listened to and practised using language necessary
for giving an informal talk
• made an audio or video recording of their talk
• taken part in a role-play audition for a reality show
• presented decisions and provided justification
• written a short report for senior management.
Timings
If short of time, set Exercise 8a for homework.
Possible lesson break: after Exercise 6 or 7.
SPEAKING
1 Focus on the title of the lesson. Elicit what students
think it is about and what is going to happen.
• Put students in small groups then give them about
four minutes to discuss the questions.
• Do class feedback.
SITUATION
2 Students read the situation individually.
• Check that they have understood with some simple
comprehension questions that they should answer
in their own words, e.g. What is the show? Where is it
taking place? Where will it be shown? How many
contestants will there be? What will they have to do?
Elicit examples of modern conveniences.
New Language Leader Advanced Arts and entertainment
• Students then discuss in groups what qualities the
producers might be seeking in a contestant.
• Do class feedback and build up the agreed
characteristics on the board.
3 Students read the guidelines, then discuss, in their
groups, their opinions of the producer’s guidelines.
• During class feedback, tweak the characteristics on
the board and add anything they feel is missing
candidates in their auditions and that they should
note down all the attributes the candidates
mention. They should only need to listen once.
• Do class feedback and elicit the attributes. Only
play the recording again if necessary.
• Students refer to the producer’s guidelines and
decide who should be in the show and why.
their decisions.
Tony: natural-born winner, global business
contacts, languages, a leader, fit, strong, healthy,
almost perfect, rude, impatient, arrogant, likes a
challenge Robert: a builder, very useful,
terrified of spiders, laid back, tolerant, friends
from all over world, no time for laziness, loves
fishing, be part of a community
Audio script 10.6 and answer key to Exercise 6
(in bold)
1 Hi! I’m Tony and I’m from Scotland. I guess
there’s only one way to describe what I am
and that’s a natural-born winner. That is, all
my life I’ve come top in everything – you
know, sports at school, my studies at uni, in
my banking career. I work with people from
all over the world, clients and colleagues, and
I’m good at languages, so I’d probably be a bit
of a leader on the island. And as for surviving
on the island, well, I reckon that won’t be an
issue, as I’m fit, strong and healthy – I play
squash three times a week and I never take
days off sick. But then again, that doesn’t
mean that I’m perfect. Just almost perfect!
What I mean is, I don’t suffer fools gladly, so I
guess I can seem rude or impatient – perhaps
arrogant. But then again, is that really so bad?
Well, anyway, trying to win The Global Village
will be a challenge that’ll fire me up to even
greater efforts and it’s a challenge I want to
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 take on. And when I take something on, I
come out on top. Always.
2 Hi. I’m Roberta. I’m from Australia and I’m a
builder, which is why I reckon I’d be good to
have on the island. Need a rain shelter? No
problem – I’ll knock one up in under an hour.
Awesome. Seriously, a builder is a must-have
on the island, surely? One thing though, I’m
totally terrified of spiders. Euurgh, sends
shivers down my spine! Apart from that, I
guess you could say that, by and large, I’m
pretty laid back – you know, I’m a tolerant
kind of a girl, I’ve got mates from all over the
world and I don’t get wound up much by
people. Mind you, I’ve got no time for
laziness, especially when everyone needs to
pull together to get things going. Oh yeah,
and another thing is, I reckon my hobby’ll
come in pretty useful: I love fishing. I’ve done
it from boats and everything. So, all in all, I
reckon I’d be a great choice for The Global
Village and it’d be a great chance for me, to be
part of an awesome global community like
this. Like I said, the island needs a builder.
KEY LANGUAGE: an informal talk
5a Explain that auditions are informal talks where
someone tries to ‘sell’ themselves and that key
phrases are used to supply information informally.
• Give students time to read the sentences before
listening again and completing the gaps. Then
allow a minute for them to check in pairs.
• Do class feedback.
For classes preparing for IELTS / PTE-A, ask
students to repeat the phrases to practise
pronunciation and intonation. Practising
contractions is also helpful for PTE-A and IELTS as
it will help students sound more natural and fluent.
1 That is 2 And as for 3 But then again
4 Well, anyway 5 reckon 6 by and large
7 all in all 8 Like I said
5bRefer students to Audio script 10.6 on page 178 and
give them two minutes to find the phrases before
matching them to the expressions given.
• Allow time for students to compare answers in
pairs before checking as a class.
a5 b3 c4 d2 e7 f6 g8 h1
New Language Leader Advanced Arts and entertainment
6 Put students in pairs to look at Audio script 10.6
and find more examples of informal language.
• Do class feedback and see if they can find formal
equivalents for the informal language they find.
See Audio script 10.6 for bold answers.
7 Students listen to the producers discussing the two
candidates from Exercise 4. Play the recording twice.
• After doing the activity, students discuss their
answers in pairs.
• Do class feedback and elicit justifications.
They select Roberta because she has good
practical skills, identifies with the concept of the
show and has a smart character. Also, she does
have clear opinions on some things, which
could be interesting to observe in the show.
Audio script 10.7
Mel, Danny, Lucy
M: Right then, what do you think?
D: Well, I reckon they’re both pretty good, but
with weak points. Overall, I’d go for Tony.
L: Really? I’m not so sure. Tony seems rather too
full of himself. I really don’t know that he’d be
a good team player.
D: Ah, but Lucy, that’s why I think he’d be good.
It could be good to have someone who might
challenge the group. And, you know, perhaps
the group will have an effect on him. We
might see him become more collaborative –
you know, less competitive.
M: OK. Well, anyway, let’s look back at the
criteria before we go off track. All in all, I don’t
reckon Tony meets that many of the criteria
points. He hasn’t particularly shown
collaboration skills, but then again, his job will
involve some for sure. As for practical skills,
I’m not sure what he offers.
L: Exactly. And he seems too focused on the
show as a competition. That is, he doesn’t
show much interest in the cultural experience
– about learning about other people and so on.
D: Fair enough. Like I said, I did think they both
had some weak points. What about Roberta?
She’s obviously got great practical skills, what
with the fishing as well as the building.
M: For sure. And she comes across as quite smart.
L: Sure, although not sure how smart it is to go to
a deserted island when you’re scared of
spiders!
10
 • Swap the roles around and repeat the procedure,
D: Indeed! Although I guess that means she’s
making sure at this stage that no one talks about
someone who’s up for fun and stuff.
their opinion of the candidates.
L: Yes, and all in all, she has a positive attitude
10a Refer students to the selection guidelines in
towards the concept of the show, doesn’t she?
Exercise before they choose their two characters.
M: Yeah, she does. And Danny, you talked about
• Give them a few minutes to make notes on each of
how Tony might challenge the group, but, you
their choices, justifying their decision.
know, so would Roberta if others are a bit
10b Focus students’ attention on the Useful phrases
lazy. That could be interesting to see – you
box. Go through them, checking understanding
know, how people from different cultures
and pronunciation. Remind students to use these
regard what is and what isn’t laziness.
phrases in their discussion.
D: That’s a good point. You’re right, cultural
• Allow ten minutes for them to discuss their notes
difference should come into play there. That’ll
and agree on their choice in the same groups as
be interesting to watch.
Exercise 9, for their discussion.
M: OK then, so let’s decide. I reckon Roberta
• Finally, have a quick class feedback.
would be a good choice and Tony wouldn’t be
Ask students to write a discursive essay: What is the
right for this show. Maybe he’d be better on
perfect candidate for a reality TV show? For students
that business show – you know, the one which
preparing for IELTS, set a word limit of 250–280
is more about conflict and competition. Lucy, I
words and for PTE-A, 200–300 words. Give them a
think you agree with me. Is that right?
time limit of 40 minutes.
L: Yeah, it is. I think it’s a straightforward
11Students now use their notes to write a short report.
decision.
• Discuss as a class who the target audience is, the
D: Yes, well, it seems Tony doesn’t meet enough
register to be used and the contents and structure.
criteria, really, so let’s go for Roberta. Right,
• Allow planning time and help as needed.
who’s next?
• If time is limited, set the report for homework.
M: We’ve got someone from Iceland and someone
Stick the completed reports around the room, so
from Mali. First up is this one, who I think is
that all students can read them. Discuss the merits
quite interesting because …
of each one and decide which are the best ones
and why.
TASK: informal presentation
8a Read through the instructions with the class and
HOMEWORK OPTIONS
check they understand that they are going to create Students do Exercise KL–4 on page 145 in the
a new personality for themselves and give a short Language reference.
presentation in character lasting 1–3 minutes. Stress
the aim: to promote themselves. Students do the reading, listening, useful phrases and
• Give students ten minutes to do this individually. Key phrases exercises for this lesson in
Remind them to include as much of the Key MyEnglishLab.
language as they can and that they will not be able
to read their notes during their talk.
8bStudents compare and discuss ideas in pairs.
• When practising their talks, encourage students to
give each other feedback in their pairs.
8c If audio/video recording devices are available, get
pairs to record each other doing their talk.
9 Ask pairs to join with another pair to form a group.
If there is an odd pair, they form a group of six.
• Remind students to take notes during the auditions
so they can justify their opinions on each candidate.
• Give students 15 minutes to either do the auditions
or to watch the recorded versions.

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10.5 STUDY AND
WRITING SKILLS
IN THIS LESSON
Lesson topic and staging
This lesson is in two parts. In the first part, students
look at seminar and discussion skills. They begin by
discussing the differences between a lecture, seminar
and tutorial. Then discuss the pros and cons of
seminars and how they benefit students. Next they
consider differences between real-life and staged
conversations. They watch a seminar on conversation,
take notes and consider the language used in
seminars, and finally they rehearse their contribution
to a seminar. In the second part, they focus on critical
reflective writing and study a model used for critical
reflection. They analyse different aspects of it and
refer to a blog for examples. Finally, they write a
critical reflective blog.
Objectives
By the end of the lesson, students will have:
• discussed differences between a lecture, seminar
and tutorial
• considered the pros and cons of seminars
• analysed the skills developed by seminars and how
to prepare for one
• listened for specific information and taken notes
• focused on useful phrases for seminars
• rehearsed their contribution to a seminar
• discussed critical reflective writing and examined a
model for doing critical reflection
• analysed and produced a critical reflective blog.
Timings
If short of time, set Exercise 17 for homework.
Possible lesson break: after Exercises 8 or 9.
STUDY SKILLS: seminar/discussion
skills
1 Students discuss the questions in pairs.
• During class feedback, ensure that all students
understand the different teaching formats.
Some students may not know much about lectures,
seminars or tutorials so try and pair them with
students who are or have been at university.
This activity could be done as a class.
New Language Leader Advanced Arts and entertainment
1 In a lecture, a lecturer or teacher gives facts
and figures to what could be a large group of
students, and does not normally take
questions until the end. A seminar is a study
group, in which a teacher helps a group of
students, normally quite small, discuss or
research a topic. In a tutorial, a tutor meets a
very small group of students, or even just one
student, for tuition or discussion of their
specific needs.
2 Seminars can help students develop / express
their ideas, defend a position / argue a point,
speak more effectively, interact with others.
Problems may occur if students are
unprepared or if some students dominate to
the exclusion of others. Personal issues may
sometimes come to the fore.
2 Give students a minute to the activity individually.
• Allow them time to check in pairs before doing
class feedback. Ensure they justify their answers.
• Once the activity is completed, ask if they can think
of any other skills that a seminar may help develop.
probably 1, 2, 3, 4, 5, 7
3 Go through the instructions with the students and
then give them three minutes to discuss the
questions in pairs before class feedback.
4a Tell students they are going to watch the beginning
of a seminar and give them time to read the
questions before playing the video.
• Allow students to compare answers in pairs.
• Then do class feedback.
Possible answers:
1 Chair/seminar leader: confident, firm but fair
2 leaning in, raising their hands a little, making
eye-contact with the speaker or seminar leader
Study skills video 10.1
Shanice, Jane, Felipe, Natasha, Ben
S: Hi, everyone. So, I’m leading the seminar
today. Er, we’re going to be looking at the
language of drama and trying to answer the
question ‘How real is it?’ To start with, I
thought we should confirm what we mean by
drama so that we’re all clear about that.
We’re thinking about drama in quite a broad
sense. Obviously, we’re including plays in the
theatre, Pinter or Mamet or whatever. But
we’re also thinking about TV drama, stuff like
12
 CSI, soap operas like EastEnders, Coronation
F: True. Something else we get in real
Street and, of course, screenplays of films –
conversation is a lot of hesitations, false starts,
Pulp Fiction and so on. So those are the
fillers, overlaps, pauses …
parameters of the discussion. Is that alright?
N: Can you repeat that, please? I’m taking a few
J: What about radio drama?
notes.
S: Yeah, obviously, that’s part of it, too. OK,
F: Yeah. Hesitations, overlaps, pauses, fillers,
hopefully, everyone’s done the reading and
false starts – I mean, these are really common.
the conversation analysis task. Yeah? Did
S: Alright, is everyone happy with these terms?
everyone record a minute or two of
Do we need to clarify anything?
conversation and try to transcribe it?
N: What do we mean by fillers exactly?
ALL:Yes/Yeah.
F: Well, words like er, well, you see – you know,
S: OK, so first, we’re going to look at the features
those kinds of words and phrases. Things that
of real conversation and then we can compare
we use when we don’t know what to say and
real conversation with the language of drama
we’re thinking – playing for time.
and see how similar or different they are. So
N: OK, thanks.
what are the features of real conversation?
J: Er, I don’t think it matters if conversation is
What did you find from your research? Would
like this, anyway.
anyone like to start? … Silence. No one wants
S: Sorry, what do you mean by that?
to be first! Uh, Felipe, I know you spent some
J: Well, conversation is only really for those
time on the task. Do you want to kick off?
people who are involved in it.
F: Yeah, I’m, I’m happy to do that. Well, in real
S: Yes, go on.
conversation you get a lot of repetition. People
J: That’s why we often can’t understand other
say the same stuff again and again. But as well
people’s conversations. If we listen to them on
as the topic, they also repeat the language, too.
the bus, for example. The participants can
So you hear the same words, the same phrases
often understand one another because of
over and over. Also, in real conversation, the
shared background information or from non-
sentences are usually very short – much
verbal behaviour. I think this has implications
shorter than when we write.
for dramatic language. You see, when we look
J: Sorry, but can we really call them sentences,
closely at dramatic language, what we find is
though? I mean, aren’t sentences something
that …
we only use in writing – you know, capital
S: OK, that’s interesting. Let’s come back to that
letters at the beginning, full stops at the end?
later when we look at the language of drama.
Isn’t speech more of a continuum?
N: Sorry, can I cut in here?
F: OK. Maybe sentences is the wrong word.
S: Go ahead, please.
Perhaps I should’ve said utterances. But it’s
N: Well, we’re all talking about conversation as if
true, they tend to be relatively short.
it’s all the same – you know, there’s only one
S: Right. What else?
type – but it’s well-known that men and
B: The language is pretty informal. In the one I
women talk in different ways.
analysed, I noticed a lot of idioms,
B: But how do you mean?
expressions, phrasal verbs, quite a bit of
N: A lot of research has been done by people like
swearing, too. There’s also the speaker’s accent
Deborah Tannen. Men are always trying to
or dialect. I recorded a conversation with my
compete with each other, even in conversation;
Scottish flatmate. He’s got a really strong
you know, one guy tells a story, then another
accent and he uses words like lass and fitba.
guy tries to tell a more interesting story and
N: Fitba? What’s that?
then the third bloke tries to beat them all by
B: Football.
telling the best story of all.
N: Ah.
S: Does Tannen actually say that?
S: Well, everyone’s got an accent of some sort,
N: I don’t know, but women don’t talk like that.
haven’t they? I mean, some people have got
The way they talk is much more collaborative –
regional accents, some people have got class
they support each other.
accents.
B: What? I don’t think that’s true at all!

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13

N: It is though!
S: Alright. Wait a minute, hang on. I think
Natasha has a point, but maybe we can
4d Students now watch the second part of the
generalise, too.
J: Yeah, you’re right. A lot of conversation is
cooperative. Doesn’t matter if you’re a man or
a woman. If we didn’t cooperate, conversation
couldn’t happen. The way we take turns, for
example.
B: Sorry, does anyone know why they’re called
soap operas?
S: Sorry, what?
B: Yeah, soap operas. Does anyone know why
they’re called that?
S: Right, OK… We don’t want to get off track
here, but does anyone know the answer?
J: I heard it was because when they first started
in America, they were sponsored by soap
manufacturers.
S: Right. Thanks. OK, let’s try to stay focused.
We were talking about how real conversation
is cooperative. Er, had you finished what you
were going to say?
J: Er, well, almost. Except maybe to mention
Grice’s maxims.
N: Sorry, whose maxims?
J: Grice. Paul Grice, a linguist. Grice called it the
Cooperative Principle.
S: How many of us are familiar with this?
F: I am.
S: OK. So not all of us. Jane, could you explain?
J: Well, Grice claimed there are four maxims, or
rules, of conversation. Basically – and I’m
paraphrasing – we should be true, be brief, be
relevant and be clear.
S: Alright. I’m going to try to summarise what
we’ve said so far. We said that real
conversation is repetitive, full of short
utterances, false starts, pauses, hesitations. The
speakers may have a particular accent or
dialect. But perhaps this isn’t important if, if
the speakers can understand each other. We
recognised that there may be some differences
between the way men and women speak, but
that conversation is basically a cooperative
activity.
4bGive students half a minute to read the instructions
and points, then play the first part of video again.
a4 b5 c3 d2 e1
New Language Leader Advanced Arts and entertainment
4c Students work in pairs to make notes on what they
remember under each point from Exercise 4b. Do
not check this.
seminar, noting the key points.
Study skills video 10.2
Shanice, Jane, Felipe, Natasha, Ben
S: Right, we’re going to turn now to the language
of drama. Let’s compare what we know about
real conversation with the way scriptwriters
and dramatists use language.
S: Yes, Felipe, did you want to say something?
F: Well, I think the main point is that if characters
in plays and films spoke the way we speak in
real conversation, it would be a terrible mess.
I mean, the audience wouldn’t be able to make
any sense of it. And it would be impossible for
the actors to pull it off. All those overlaps, for
instance. I mean, can you imagine a lot of
characters all talking at the same time?
J: I guess what many modern dramatists are
trying to do is to get as close as possible to real
speech, but without the whole thing
degenerating into that mess that you were
talking about. So, it’s an, an approximation of
real speech.
S: Can we think of any good examples of this?
F: Well, I think Harold Pinter is a good example.
You get a lot of pauses on Pinter’s dialogue –
he’s famous for his pauses. There’s lots of
repetition – it’s often illogical, like conversation.
J: True. Pinter’s got a great ear for dialogue. In
one article I found they called it ‘the language
of the bus stop, the café and the living room’.
But he’s also shaped it; he’s crafted it. It’s got a
rhythm. It’s kind of poetry.
F: Yeah, I agree with that. But it’s a very dark
kind of poetry.
S: Dark? Can you say a bit more about that?
F: Yeah, well, it’s the way the language is used.
Pinter’s plays are power struggle – you know,
fights over territory. These characters, they use
language as a weapon. They often have battles
with each other, linguistic battles.
S: Mmm. Good point.
F: You don’t know what the characters are
thinking. But you have a feeling that they’re
about to explode into violence. I don’t think
I’ve explained that very well.
S: Yeah, I think we know what you mean.
Natasha, what you do think?
14
 N: Well, I was just thinking that Pinter’s had a big
influence on the next generation of dramatists
– people like Martin Crimp and Caryl
Churchill. They’ve tried to take this imitation
of real speech even further.
S: But why? I mean, why do these dramatists
want to use demotic language – real speech –
anyway? What’s the point? What are they
trying to achieve?
F: Well, I think if you have real language, you, I
mean, the audience identifies more with the
situations and the characters. They mean more
to you.
B: Yeah, and I think we could say the same thing
about a lot of modern films. Think about
Quentin Tarantino – for example, Reservoir
Dogs. There’s a kind of poetry about that
language, too. And the characters often do
explode into violence.
N: I’m not sure about that. I mean, how much do
we identify with the characters in Reservoir
Dogs?
B: Well, anyway, in all these cases, there’s still a
script, isn’t there? There has to be a script of
some sort, otherwise it’d all be a terrible mess.
If it was like real conversation, people
wouldn’t be able to understand it.
S: Yes, I think that’s the point someone was
making earlier. Alright, I’m going to
summarise what we’ve said so far.
4e Once again, students compare notes in pairs.
• Do class feedback.
If characters in plays and films spoke like we do
in conversation, it would sound very messy.
Modern dramatists (e.g. Pinter) have tried to
create an approximation of real speech. His
characters use language as a weapon and often
have linguistic battles. The next generation of
dramatists takes this imitation of real speech
even further so that the audience identifies even
more with the situations and characters.
However, there still has to be a script.
5 Refer students to Video script 10.1 on page 179 and
to the phrases in bold in the first paragraph.
• Discuss as a class which functions they relate to.
New Language Leader Advanced Arts and entertainment
1 Is that alright? 2 we’re going to be looking at
the language of drama. 3 I’m leading the
seminar today. 4 I thought we should confirm
what we mean by drama, so that we’re all clear
about that. We’re thinking about drama in quite
a broad sense.
6 Give students four minutes to do this activity in
pairs, referring to Video script 10.1.
• Join pairs to make groups and share their ideas.
• Finally, elicit the phrases and their functions.
Asking for clarification or repetition: What
about radio drama? Can you repeat that, please?
What do we mean by fillers exactly? Sorry, what
do you mean by that? Sorry, what?
Checking participants have the necessary data:
Did everybody record a minute or two of
conversation and try to transcribe it?
Explaining the structure of the seminar: first
Inviting participation and contributions:
Would anyone like to start? Do you want to kick
off? Right, what else? Yes, go on. Go ahead,
please. We don’t want to get off track here, but
does anyone know the answer?
Challenging a statement/contributing a new
point: Sorry, but can we really call them
sentences, though? Sorry, can I cut in here?;
Does Tannen actually say that?
Contributing a new point: True. Something
else; Sorry, does anyone know why they’re
called soap operas?
Checking everyone has understood: Is
everyone happy with these terms? Do we need
to clarify anything? How many of us are
familiar with this?
Ensuring participants keep on topic: OK, that’s
interesting … let’s come back to that later.
Alright. Wait a minute. Hang on. I think
Natasha’s got a point, but maybe we can
generalise, too. let’s try to stay focused here. We
were talking about …
Summarising: I’m going to try to summarise
what we’ve said so far.
7a This activity could be done in pairs or as a class.
• Ensure students justify their decisions in feedback.
3, 4, 6
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7bGive students two minutes to decide in pairs on the
function of each phrase, then check as a class.
If students have difficulty thinking of functions,
you can use examples from the answer key. Do not
say which function matches which phrase.
1 challenging a statement (in a conciliatory way)
2 asking for clarification or repetition 3 giving
a considered opinion; summarising the
discussion 4 inviting participation and
contributions 5 acknowledging someone else’s
contribution, referring to an earlier point
6 bringing the seminar, or a part of it, to an end
8 Give students three minutes to brainstorm ideas.
• Allow time for them to discuss ideas in pairs before
referring them to the answers given on page 163.
• Do a brief class feedback.
9 Put students in groups of four to choose a topic.
Then divide them into pairs to plan and practise
their role-play. Give 20 minutes for each seminar.
WRITING SKILLS: critical reflective
writing
10 Students discuss in pairs what the quote means.
• Elicit ideas from the class.
11a Go through the instructions as a class and focus
their attention on the model on page 105.
• Give students a few minutes to do the activity
before comparing answers in pairs.
• Do class feedback.
1 what now? 2 so what? 3 what?
11b This activity could be done in pairs or as a class.
1 analysis = so what? 2 description = what?
3 evaluation = what now?
12 Students discuss their answer in pairs before doing
class feedback.
3
13 Students discuss the questions in pairs before the • After writing (or in the following class), ask
discussion is opened up to the class.
14 Give students two minutes to find the examples in
the blog, referring back to Exercises 11a and 11b.
• Allow time for them to compare answers in pairs
before class feedback. Feed in answers as useful.
New Language Leader Advanced Arts and entertainment
Possible answers:
Descriptive: I had had to spend a lot of time
helping a friend of mine I recorded my sister
on my mobile, in the living room It took me a
long time (about two hours) to do the
transcription It was very late when I finished
the transcription
Analytical: These things put me at a distinct
disadvantage during the seminar
Consequently, I could not contribute very much
to the discussion Overall, I think my
preparation was poor The most successful part
of the seminar for me was … I can see what a
linguistic debt modern playwrights owe Pinter
Thinking more about this, I wonder if this is
because …
Evaluative: I must organise my time in a more
effective way, which allows for unexpected
events, or emergencies. I should consider how
to stay more focused.
15 Give students three minutes to find examples.
• They check answers in pairs before class feedback.
(Line numbers are within paragraphs.)
1 para 1 2 para 4, line 5; para 5, lines 4–5
3 para 1, line 3 4 para 5, line 9–10
5 para 4, lines 5–7 6 para 1, lines 4–5; para 3,
lines 2–5 7 para 5, lines 2–4
8 para 4, lines 9–10 9 para 3, lines 4–5
10 para 4, lines 3–4 11 para 3, line 6; para 4,
lines 9–10
16 This activity is best done as a class.
The language is personal but not too informal.
There are no slang words or contractions.
17 Go through the instructions as the class, checking
students understand what to include and how to
balance other elements relating to critical reflective
writing. Then students plan their own blog.
• The writing can be done in class or for homework.
If done in class, allow 15–20 minutes for writing.
students to work in small groups and to swap and
read each other’s blogs. Ask them to decide which
one is the best one and why.
HOMEWORK OPTIONS
Students do the study skills, writing and academic
collocations exercises for this lesson in MyEnglishLab.
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