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GENERAL ENGLISH · ENGLISH IN VIDEO · ADVANCED (C1-C2)

THE
BOOK
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1 Warm up

Discuss the following questions.

1. What was the last book you read, in any language?

2. Explain what this expression means: Never judge a book by its cover. Do you agree?

3. Think of five things that the front and back of a book cover usually include.

2 Watch for main idea

You are going to watch a TED talk from the Small Thing, Big Idea series called, "Why books are here to
stay." Before you watch, read these questions and try to predict the answers. Then watch and check
your ideas.

1. In what ways is a book like a person?

2. Why were early books luxury items?

3. Why did people use to throw away the paper covers of their books?

4. What relationship do readers have with authors through their books?

5. What attractive features do traditional books have, as opposed to e-books?

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3 Watch for detail

Read these sentences from the talk and complete the gaps with a suitable discourse marker from the
list. Then listen to the talk again to check your ideas.

The speaker, Chip Kidd, uses lots of discourse markers. These are words or phrases which
help to structure a talk and call the listener’s attention to a point and its significance. Discourse
markers improve the listener’s understanding and enjoyment.

Actually And frankly frankly I mean in and of itself

in and of themselves of all things or what have you Such that you know

1. The physical object of a book is almost like a person. , it has a spine and it has a
backbone. It has a face.

2. it can sort of be your friend. Books record the basic human experience like no
other medium can.

3. Before there were books, ancient civilizations would record things by notches on bones or rocks
.

4. , they were luxury items.

5. It wasn’t until the turn of the nineteenth into the twentieth century that book jackets could be
seen as interesting design .

6. I look at that and I think, "I want to read that. That interests me."

7. The physical book itself represents both a technological advance but also a piece of technology
.

8. And then you have, , the smell of a book. Fresh ink on paper or the aging paper
smell.

9. The book itself, , can’t be turned off with a switch.

10. A shelf of books, , is made to outlast you, no matter who you are.

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Now write the discourse markers next to their meaning or function, as they are used in the talk.

a. And other similar things/etcetera →

b. Alone, without considering external factors →

c. Surprisingly →

d. To clarify/make something clear →

e. To emphasise →

f. With the result that →

Read sentences 1-10, focusing on achieving fluency with the discourse markers.

4 Mini presentation

You are going to plan and deliver a mini presentation about a book cover (1-2 mins). You can access
the internet on your phone to find an example or remember a book cover that has made an impression
on you. The book can be something you have already read or something you think you might like to
read, in any language. It can be any genre - fiction, non-fiction or even a children’s book.

You should include these points:

• Basic information about the book - title, author, genre

• What information the cover illustration gives about the content of the book
• What you like/don’t like about the cover
• Why you enjoyed the book or think you would enjoy the book

You must also include at least 3 different types of discourse markers from the previous exercise.

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Deliver your presentation to a classmate or the teacher. Your listener should do three things:

1. Make a note of the discourse markers that you use in your presentation.
2. Stop you after 2 minutes by saying, "Thank you very much."
3. Ask you a follow-up question.

5 Discuss

Discuss any of these questions in pairs or small groups.

1. People organize their book collections in lots of different ways. What are the advantages and
disadvantages of each of these ways?

• alphabetically by author or title

• by topic, e.g. crime, travel, cooking, etc.

• by the colour of the cover

Can you think of any other ways?

2. Do you think e-book readers will ever completely replace traditional books? Why/not?

3. The speaker says: I will lend books to people, but of course, the rule is, "Don’t do that unless
you never intend to see that book again." To what extent do you agree with this statement?

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Transcripts

2. Watch for main idea

Chip: I will lend books to people, but of course, the rule is "Don’t do that unless you never intend
to see that book again."

Chip: The physical object of a book is almost like a person. I mean, it has a spine and it has a
backbone. It has a face. Actually, it can sort of be your friend. Books record the basic
human experience like no other medium can.

Chip: Before there were books, ancient civilizations would record things by notches on bones or
rocks or what have you. The first books as we know them originated in ancient Rome. We
go by a term called the codex, where they would have two heavy pieces of wood which
become the cover, and then the pages in between would then be stitched along one side
to make something that was relatively easily transportable. They all had to completely be
done by hand, which became the work of what we know as a scribe. And frankly, they
were luxury items.

Chip: And then a printer named Johannes Gutenberg, in the mid-fifteenth century, created the
means to mass-produce a book, the modern printing press. It wasn’t until then that there
was any kind of consumption of books by a large audience.

Chip: Book covers started to come into use in the early nineteenth century, and they were called
dust wrappers. They usually had advertising on them. So people would take them off and
throw them away. It wasn’t until the turn of the nineteenth into the twentieth century
that book jackets could be seen as interesting design in and of themselves. Such that I
look at that and I think, "I want to read that. That interests me."

Chip: The physical book itself represents both a technological advance but also a piece of
technology in and of itself. It delivered a user interface that was unlike anything that
people had before. And you could argue that it’s still the best way to deliver that to an
audience.

Chip: I believe that the core purpose of a physical book is to record our existence and to leave
it behind on a shelf, in a library, in a home, for generations down the road to understand
where they came from, that people went through some of the same things that they’re
going through, and it’s like a dialogue that you have with the author.

Chip: I think you have a much more human relationship to a printed book than you do to one
that’s on a screen. People want the experience of holding it, of turning the page, of
marking their progress in a story. And then you have, of all things, the smell of a book.
Fresh ink on paper or the aging paper smell. You don’t really get that from anything else.

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Chip: The book itself, you know, can’t be turned off with a switch. It’s a story that you can hold
in your hand and carry around with you and that’s part of what makes them so valuable,
and I think will make them valuable for the duration. A shelf of books, frankly, is made to
outlast you, (Laughs) no matter who you are.

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Key

1. Warm up

10 mins.
In this stage, the topic is introduced and personalised. First ask students to work in pairs on question 1 for a couple
of minutes - they can talk about a book in any language that they were reading for any reason. Then, working
with the whole class, work through questions 2 and 3. For question 2, ask if there is an equivalent expression in
students’ own languages. For question 3, you could bring in a book to show students to prompt them.

1. Students’ own answers

2. This means that we should not judge something on its appearance, as first impressions can be wrong.
3. Students may mention: the title, the author, an illustration, the name of the publisher, the genre, a summary or
blurb, an endorsement or review, and a bar code/price.

2. Watch for main idea

10 mins.
In this stage, students watch a short TED talk (about 3 mins) by designer Chip Kidd. Before watching, students
work in pairs to read the questions and try to predict the answers. You could do a quick round-up of some of
their ideas and record these on the board to check after they watch. Then watch the talk - it’s best if students
concentrate on watching rather than trying to make notes at the same time. After watching, students can work in
pairs again to agree their answers before you check answers with the whole class and compare these with their
predictions. Finally, you could ask students if there was any information that was new or surprising for them in
the talk.

1. A book has similar "body parts" to a person - a spine/backbone and a face (the cover). Books can also be your
friend.
2. Early books had to be written and put together individually and by hand, so they would have been expensive.
3. Paper book covers, or dust wrappers, had advertising on them until the turn of the 20th century, so they had
no relevance to the book and weren’t worth keeping.
4. Reading a book is like having a dialogue with the author.
5. Traditional books give people something to hold and handle and also something to smell.

3. Watch for detail

15 mins.
In this stage students listen for detailed information from the talk and define the meaning/function of discourse
markers. Go over the information at the start of the exercise and tell students that discourse markers are frequently
used in business and academic presentations. Understanding these will improve their own listening and speaking
skills at this level and can also add valuable points to scores on advanced speaking exams. Students can then
look through the sentences in pairs and decide which discourse markers would be appropriate - some have similar
meanings/functions so they may come up with a couple of possible answers - these will be discussed later. If
they get stuck, they should just move on to the next one. Then students listen again to the talk and check their
ideas/fill the gaps. Go over the answers (alternatively, students could check the transcript) and then explain the
next task: categorising the meanings/functions. Do the first one as an example, using the context of the sentence
to establish that the function is to clarify. Students continue in pairs - if they need support you can tell them how

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many items are in each category. Check answers. The final stage is to read the sentences out loud, focusing on
fluency. You may want to drill students at this stage.
Gaps:

1. I mean 2. Actually
3. or what have you 4. And frankly
5. in and of themselves 6. Such that
7. in and of itself 8. of all things
9. you know 10. frankly
Functions:

a. or what have you b. in and of itself/themselves

c. of all things d. I mean, Actually, frankly, And frankly
e. you know f. Such that

4. Mini presentation

15 mins.
In this stage, students respond to a key point in the talk and also activate the discourse markers from the previous
exercise. This task is in the same format as an IELTS Speaking Part 2 and the involvement of a listener also supports
preparation for Cambridge speaking exams. Go over the task instructions - having an image supports students
with their speaking (they could do a search for a specific book or for "best book covers") but they could also just
recall a cover from a favourite book. Try not to spend too much time on selecting an image. Students can then
have about 4-5 mins to plan what they want to say. They can make notes, but they should only write key words,
not whole sentences. They should be ready to translate the title of their chosen book, if not in English. Remind
them to include at least three types of discourse markers. When students have completed their planning, go over
the instructions and set up pairs for the next stage. The role of the listener here is very important - they are not
passive. (If this is a 1-1 lesson, the teacher is the listener.) After the mini presentations, check on the use of target
language - discourse markers, and clear up any questions. If you have time, and your class setting allows, students
could change partners and repeat the speaking, making improvements. An extension/homework task would be
for students to write their presentation to demonstrate their understanding of discourse markers.

5. Discuss

10 mins.
In this stage, students can speak more freely to respond to some of the themes of the talk. They can work in small
groups, or with a different partner. Monitor and make notes of student errors to go over at the end of this stage.
Students could also be directed to the TED talk Comments section to add their own ideas to the discussion.

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