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
SPEAKING
10.1 PERFORMANCE 1 Go through the instructions, then divide students
into pairs. Give them four minutes to go through
IN THIS LESSON the tables. Make sure they justify their decisions.
Lesson topic and staging • Do a class check and give students the correct
answers. Ask if they are surprised by the figures.
This lesson looks at entertainment. Students start by
discussing arts and cultural events in Scotland and
Table 1: 9 dance (incl. ballet) 19 art galleries
their own experience of such events. They read mini-
31 live music 54 cinema
reviews from a listings magazine, which provide
Table 2: 3 acting and performance 23 none
vocabulary on performance reviews. Then they listen
30 creative work on computer, etc. 69 reading
to people talking about events from the listings and
books
identify more useful phrases for review events. They
end by discussing performance-based events they 2 Critical thinking: Analysing and responding to
have attended and writing their own reviews. data.
For classes preparing for IELTS/PTE-A, remind
Objectives
them they will be expected to describe an image or
By the end of the lesson, students will have: graph in the writing exam and therefore it is a good
• looked at arts and entertainment in Scotland and idea to practise comparing data from a diagram.
thought about their own experiences • Put the pairs from Exercise 1 into groups of four
• focused on connections between two tables and give them three minutes to discuss the first two
• read and listened for gist and specific information questions before doing class feedback.
• learnt about vocabulary for performance reviews • Do question 3 as a class activity and give groups a
• described and reviewed performance-based events bit longer to discuss question 4.
• written a review about those events. • During class feedback, check understanding of the
Timings reasons given and brainstorm some others.
If short of time, omit question 2 of Exercise 4 or set
1 Table 1 shows what type of arts and
Exercise 9 for homework.
entertainment events people in Scotland
Possible lesson break: after Exercise 4 or 6b.
attended in 2012. Table 2 shows the activities
WARM-UP that people took part in.
Table 1: most popular = going to the cinema;
Focus students’ attention on the unit title and ask least popular = literary events
what the word arts means, then refer to the lesson’s Table 2: most popular = reading books;
title and the picture. Elicit the type of performance it least popular = acting/performance
shows and where is it taking place. Finally, look at the 2 Suggested answers: There are connections
quote and ask if students agree with it. Why/Why not? with regard to the types of arts and
entertainment in each table: cinema = film,
David Cronenberg quote: Entertainment actively tries
photography, acting and performance;
to engage people and changes to meet their interests.
theatre = acting and performance; live music =
Art, however, appears to be of a higher nature and its
playing a musical instrument; art galleries =
message is not always clear. Art wants to make you
art and sculpture; dance = dance; literary
think about things you’d never even considered and
events = reading.
to question what you see and feel.

New Language Leader Advanced Arts and entertainment 1

 Generally, there is much greater attendance at a awe-inspiring: extremely impressive
events in these areas than there is participation. b award-winning: rewarded with a prize or
The greatest discrepancy is in the field of other official recognition c laughter-packed:
literature, with 69 percent of people actively very funny d out-of-the-way: not in one of the
reading, but only 4 percent attending literary usual, central venues e star-studded: featuring
events. Only dance goes against this trend, with many celebrities f live music-enhanced: the
9 percent of people attending events, but 12 performance uses live music g sample-heavy:
percent of people taking part in dance activities. dominated by sampled music h British-born:
Both tables show greater engagement with born in Britain i Rambert-trained: having
low-brow culture (cinema, general reading, live learnt his skill at the Rambert school of ballet
music) than with high-brow culture (classical j R&B-influenced: influenced by the genre of
music, literature, art/sculpture). music, R&B (originally Rhythm and Blues,
recently urban)
READING 6bDo this as a quick class activity. Elicit why the
3a Give students three minutes to discuss the reviewer might have made up these combinations.
questions in pairs or small groups before opening
The created ones are probably those with
the discussion to the class. Elicit the main reasons
limited coverage or frequency of use, or coined
why students attend arts and cultural events.
with a clear creative flair, e.g. laughter-packed,
3bRefer students to the title of the reading text and
sample-heavy, Rambert-trained.
ask what it is about.
• Go through the instructions with the class and
check they understand what a listings magazine is. LISTENING
• Students do the task individually in one minute. 7a Students listen to people talking about the events
• During feedback, ensure they justify their answers. from Exercise 3. Play the recording once only and
let them do the task individually.
1 A, B, F 2 B, C, E, F, G 3 none 4D 5H
• Do class feedback and make sure students give
6 none
justification for their answers.
4 Give students three minutes to answer the
questions in part 1 before checking in pairs. 1B 2F 3C 4E 5A
• Do class feedback and then do question 2 as a class.
Audio script 10.1
1aD bE cH dB e B, F, G fG gF
1 It was OK, but, well, the music is rather dated. I
VOCABULARY: performance mean, the musical’s over twenty years old now
and it was always very much of its time, wasn’t
reviews it? But, er, still, I was pretty impressed by the
5 Students do the activity individually, then compare sets and it’s such a lovely romantic story.
answers in pairs before doing class feedback. 2 Astounding! What more can I say? I completely
• Encourage them to make their own sentences to forgot that the characters weren’t real animals
show they have understood the meaning. and the tale was quite magical. Great stuff.
Well worth the cost of the ticket.
1 adaptation 2 duo 3 bill 4 venue 5 virtuoso 3 Experimental music isn’t really my kind of
6 tale 7 choreographer 8 company thing, but I guess these guys created a good
atmosphere with their music. I liked the clips
6a Students do this without looking at the text. from the old movies, but, well, it probably
• Take class feedback, asking students to justify why went on a bit long for me, to be honest. Not
words should or shouldn’t be combined. Do not quite my thing.
give them the answers, but allow them one minute 4 Well, it lived up to the hype, mainly because
to check the text for the correct combinations. those guys are so talented. You really can’t go
Students create their own sentences, in class or for wrong when you’re seeing people like that – I
homework, using the compound adjectives. mean, they’re legends, really. The venue’s good

New Language Leader Advanced Arts and entertainment 2

 as well – not too big and a great atmosphere,
although it took ages to get there. Top marks
10.2 THE POWER OF
5
all round, I’d say.
Well, it could’ve been better. Mind you, his
MUSIC
performance is certainly up there with the best, IN THIS LESSON
but, I don’t know, in the end the production
doesn’t really hold up. Perhaps I’m too much Lesson topic and staging
of a fan of the original movie. They just didn’t This lesson focuses on music and how it can help
get the atmosphere of the New York docks over people. Students begin by discussing different types
very well. But, that’s not to say it’s not worth of music, then read and analyse a press release about
seeing, just that it’s not the best. And you can’t an orchestra whose instruments have been made from
always have that, can you? recycled materials. The text links to grammar focus of
non-finite clauses, which will probably be new for
7bElicit the answers to the first question without
most students. Students analyse and practise the
replaying the recording. Then students do the
structures. They then consider how music can impact
activity as per Coursebook by listening once only.
a person’s life and discuss ideas relating to a benefit
• During class feedback, elicit what the sentences
concert they are going to hold in their own town or
mean. Explain that they show opinions of events.
city. They finish the lesson by writing a press release.

1 dated 2 Well worth 3 kind of thing Objectives

4 to the hype 5 not, not, not By the end of the lesson, students will have:
• thought about different kinds of music
SPEAKING AND WRITING • read for gist, specific information and to analyse
language use for effect
8 Students work in pairs to discuss performance- • focused on vocabulary choices
based events they have attended. • learnt about non-finite clauses
• Before they do the activity, check that students • discussed how music can impact our lives
understand what performance-based events means. • come up with ideas for their own benefit concert
• For class feedback, ask some students to tell the • written a press release.
class about the event their partner described.
If students have never attended a performance- Timings
based event, include ones that were shown on TV. If short of time, omit Exercise 3 and/or 10a, or set
9 Discuss the purpose of a review (to inform, Exercises 9 and/or 11 for homework.
describe and present an opinion on whether a Possible lesson break: after Exercise 7.
performance, book, etc. is good or not, why/why
not, and to recommend it or not to others). WARM-UP
Bring in some reviews and ask students to read
them, underlining any useful language/phrases. With books closed, write The power of music on the
• For class feedback, compile a list of useful phrases board. What do students understand by this phrase?
extracted from the reviews and discuss any queries.
• The writing can be done in class or for homework.
VOCABULARY AND SPEAKING
1a Before playing the extracts to the class, students
HOMEWORK OPTIONS read the questions and compare ideas in pairs.
Students do exercise V2–6 on page 145 either in class • Elicit answers, writing all the types on the board.
or for homework. Then create a list of the instruments they hear.
• End by eliciting further examples for both lists.
Students do the reading, vocabulary and
pronunciation exercises for this lesson in 1 pop 2 classical 3 rock 4 blues 5 country
MyEnglishLab. 6 folk 7 hip-hop 8 jazz

1bStudents discuss the questions in small groups.

• During class feedback, focus on their feelings about
classical music.

New Language Leader Advanced Arts and entertainment 3

READING Four times. It gives narrative power to the
orchestra and the event. It suggests that this is
2 Give students 30 seconds to read the heading of the
not just a one-off event. It is saying to people:
press release, then ask what they think the text will
‘You should attend because this is something
be about and why the orchestra is making their
that will continue to develop in the future, and
debut at a museum.
you were there.’
• Give students a minute to do the task before doing
a quick class feedback. 4bGive students two minutes to find positive words
Ensure they give answers using their own words. and phrases in the text individually, then allow
them time to discuss their answers in pairs.
1 25 June 2 at the MIM Music Theatre, in the • Go through the text as a class, eliciting the positive
Musical Instrument Museum 3 2008 words and phrases. Check students understand
4 Cateura 5 Fabio Chávez 6 in March 7 in meaning and focus on pronunciation and word
Phoenix (Arizona), USA 8 Curator for Latin stress patterns if needed.
America and the Caribbean 9 white fish stew, Students write their own sentences using a
grilled beefsteak, rice pudding (a Paraguayan- selection of the words. This could be done for
inspired menu) 10 Saturday, 10 August homework.
• Briefly identify the purpose of this press release (to
3 Students complete the activity individually, then
recommend seeing the Paraguayan Recycled
compare answers in pairs.
Orchestra play) and explain that Exercises 3, 4a and
• Check answers as a class and make sure students
4b all relate to promotional press releases.
justify their choices.
Ask students if they were aware of the way the text
was written when initially reading and explain
1 para 2: ‘where a violin can cost more than a that the cumulative effect of the methods analysed
house’ 2 para 3: ‘because the Recycled is to bring about a positive feeling in the reader.
Orchestra’s story resonates so strongly with Tell them that later they will be writing a press
MIM’s global mission … to share their release, and they should employ these methods.
incredible stories, their passion, and their joyful
music’. Also, para 4: ‘The exhibit and August
inspiring, life-changing, astonishing,
residency is MIM’s way of recognising their
heart-warming, hope, visionary, innovative,
achievements as we invite the community to
a favourite, resonates so strongly, incredible,
celebrate youth, social and musical innovation,
passion, joyful, unparalleled, extraordinary,
and the sustaining value of the arts.’
to value greatly, creativity, self-confidence,
3 para 4: ‘material poverty need not be an
strengthen, driving force, achievements,
obstacle to a life rich in music’. Also, para 5:
celebrate youth, etc., strong parallels, hope and
‘Their story represents the intrinsic need by
resilience, innovation and creativity, incredible
people around the world to make music.’
variety, opportunity, Paraguayan-inspired menu
4 para 1: ‘(The Recycled Orchestra) is already
These words and phrases emphasise the
inspiring people around the world’. Also, the
qualities of the orchestra and aim to attract the
effect on the members of the orchestra – para 2:
public to the event.
‘children find hope …’ and in para 4: ‘helping
them express creativity, build self-confidence, 4c This question is best answered as a class.
and strengthen community.’
GRAMMAR: non-finite clauses
4a Critical thinking: Understanding and responding
to vocabulary choices. Give students about 30 5 Focus students on the three sentences and for each
seconds to scan the text, underlining the word one elicit the clause that does not have a subject.
story each time it appears. Explain that these are called non-finite clauses.
• Then give students a minute to discuss in pairs
why this word has been used so much. 2 helping them express creativity
• During class feedback, elicit the number of times it 3 to share their incredible stories
was used and discuss why this might have been.

New Language Leader Advanced Arts and entertainment 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. changes and effects. Allow them three minutes.
• Open the discussion to the class and find out if
a3 b1 c2 anyone in the class plays a musical instrument. Ask
what they play, when they started playing and how
7 Students read the explanation individually. Check it has changed their lives.
understanding of a subordinate clause is. Refer to 10b Go through the task with the class before asking
page 144 of the Language reference if needed. students to discuss their ideas in the same groups
• Give students two minutes to discuss the questions as Exercise 10a. Monitor and help as needed.
in pairs then do class feedback. Check 10c Join groups together and ask them to share ideas.
understanding of time reference. • Do a round-up to quickly elicit the causes, venues
and performers chosen.
1 to found, to help, to share 2 to found: past; to
help: present; to share: future WRITING
8 Students work in the same pairs to identify other 11 Discuss as a class what students learnt about the
non-finite clauses in the text. press release on page 98 from Exercises 2, 3, 4a and
• Do class feedback but make sure students also 4b and elicit what information they should include
identify the type of non-finite clause in each case. and a logical order structure.
• If this is the first time students have written a press
Infinitive clauses: para 2: to plunder the landfill release, it might be useful for them to brainstorm
final para: to learn about Family Day and plan their ideas first in the groups they worked
Past participle clauses: para 1: Never before in for the speaking activities.
seen in the United States para 2: In a • They then write their own version of the press
shantytown constructed on the landfill release. Remind them to write no more than 100
-ing clauses: para 3: featuring eight of the words and encourage them to use at least three
Recycled Orchestra’s innovative instruments non-finite clauses as well as positive words and
para 5: leading to the incredible variety of phrases for emphasis.
instruments • The actual writing of the press release could be
done in class or for homework.
Students can look at the Language reference on page • When the writing has been done, collect all the
144 and do Exercises G1–1 and G1–2 on page 145 press releases and pin them on the board so that all
either in class or for homework. the students can read them, then do a class
discussion to choose the best one, i.e. the one that is
9 Give students two minutes to do this activity
the most persuasive but not exaggerated.
individually or in pairs.
• During class feedback discuss the non-finite clause
HOMEWORK OPTIONS
types used in each sentence.
If time is short, set this exercise for homework. Students do the reading, listening, grammar, reading
and vocabulary exercises for this lesson in
1 f, to stimulate 2 e, watched 3 a, Blamed MyEnglishLab.
4 b, reducing 5 d, producing 6 c, to escape

New Language Leader Advanced Arts and entertainment 5

10.3 DIGITAL READING
WONDERLAND 2 Give students two minutes to do this activity then
do class feedback. Ensure they justify their answers.
IN THIS LESSON
1 a B, D b A, C 2iC ii D iii B iv A
Lesson topic and staging
3 Do as Exercise 2, but this time give students three
This lesson looks at the impact of digital technology,
minutes before doing feedback.
particularly the internet, on entertainment. After an
initial discussion, students read four short texts
1C 2A 3B 4D 5C
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 main points.
academic vocabulary for the students to learn. The For classes in universities and university
listening is a webcast by a Canadian student, preparation courses, highlight the importance of
discussing the internet and technology. This recording selecting key points when reading around a topic
provides examples of features of spoken English for in preparation for writing an essay or dissertation.
the grammar focus. Students analyse these features Being able to recognise key information and then
and then practise them during a group discussion. assess its value to an argument will make effective
use of time and result in a more focused argument.
Objectives
• Go through the instructions with the class and then
By the end of the lesson, students will have: give students five minutes to do the task.
• considered the impact of the internet and digital
technology on entertainment
A living room is a space where people come
• read for specific information and for gist
together and watch TV; this is similar to the
• focused on identifying and evaluating main points
past; nowadays though, people are multi-
• learnt about academic verbs
tasking using digital technology; 25 percent
• listened for specific information
mesh – interact with TV show; 50 percent stack
• learnt about features of spoken English
B Justin.tv – a young person with an always-on
• used features of spoken English to discuss issues
camera; broadcast live on the internet;
related to entertainment and the internet.
thought it would be short-lived and not really
Timings popular – people would not want to expose
themselves to the world; in fact, the opposite
If short of time, set Exercises 6b or 8 for homework.
was the case
Possible lesson break: after Exercise 6b.
C young people in Shanghai use internet cafés;
SPEAKING places of entertainment, and becomes a habit
to go there; good for self-image to go there;
1 Focus on the title and ask what students think it authorities feel this is not good for public and
means. Ask why anyone would use the word social morality
wonderland with digital (because the digital D recently more and more use of digital
technology might lead to a completely different technology in performance, e.g. theatre; also,
place/reality which is magical and full of wonder). interactive performances have developed; this
Has digital technology really made our lives a is a new form of art
wonderland?
• Put students in groups of four and give them five 4bGive students three or four minutes to compare
minutes to discuss questions 1a and b before doing note in pairs and answer the questions. Encourage
class feedback. them to notice examples of vocabulary or style in
• Either do question 2 in groups again or, if short of the texts, referring to the methods used in Lesson
time, as a class brainstorm. Listen to students’ 10.2 (Exercises 4a, 4b, 5 and 6).
suggestions and discuss how likely they are. • Do class feedback.
5 Do question 2 in pairs for two minutes followed by
class feedback, or do it as a whole class.

New Language Leader Advanced Arts and entertainment 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
1a 2c 3b
comment, ‘Oh, what’s wrong, what’s wrong?’
‘Oh, I can’t say on here.’ And you just think, 8bGive students time to read the features before
‘What on earth was the point in you saying?’ listening to Audio script 10.5.
and it was all about getting attention from • After listening, allow students time to compare
people. answers in pairs before doing class feedback.
S1: Erm, I think it’s quite scary how, how
companies sort of get hold of your data on, 4f 5d 6e 7g
just through monitoring your sort of, your
internet usage. So you could be looking on, on 8c Refer students to Audio script 10.3 on page 178 and
a department store’s website for, you know, ask them to work in pairs to find more examples of
you could be looking at sofas and you log into features of conversational English.
Facebook and then, er, on the ad bar down the • Students check in pairs before class feedback.
side it’s like, ‘Oh, looking for a sofa? Well try Students can look at the Language reference on page
this at …’, you know, ‘Try this shop or 144 and do Exercise G2–3 on page 145 either in class
whatever,’ I think that’s quite scary. or for homework.
S3: It is scary but then I also think I would rather
have something that’s relevant to me than 9a Discuss the changes made as a class before students
something that’s completely irrelevant. complete the rewrite.
S2: That, that sort of thing doesn’t bother me too • Students check in pairs before class feedback..
much. Erm, I’d be, I try to be quite careful 9b Students work in the same pairs, deciding who
about not having my full name with my date will rewrite each text. Give them five minutes to do
of birth together in the same place, and that this and then time to discuss each other’s ideas.
sort of thing. But it doesn’t bother me if I get • Round up by discussing each text as a class, writing
sent adverts for something because, like you an agreed conversational version up on the board.
say, I’d rather have an advert that I’m actually,
I might be interested in rather than something SPEAKING
completely random, so … 10 Divide the class into groups of five or four if
S3: And as long as it, it’s automated and it’s not, necessary (with only one monitor).
say … the way they read it, it’s … not really a • Do the first three questions as per Coursebook in
person looking into your browsing history, it, about five minutes. Ensure that students focus on
it’s just automated. But I, I guess it is a fine line using the features of conversational English.
because you don’t always know how much of • Do class feedback, with the monitor students
your personal data they have. But then I don’t feeding back on the use of spoken features.
have anything that’s worth money, so what • Change the monitors, giving students four minutes
are they going to steal? Think, you know, to talk about the two remaining issues.
there’s a healthy level of paranoia but also • Finally, do class feedback again.
shouldn’t be too paranoid about it.
HOMEWORK OPTIONS
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 Language reference.
issues. However, this could be done after the
Grammar section (Conversational English). Students do the reading, listening and grammar
exercises for this lesson in MyEnglishLab.
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 8

10.4 SCENARIO: • Students then discuss in groups what qualities the
producers might be seeking in a contestant.
GLOBAL VILLAGE • Do class feedback and build up the agreed
characteristics on the board.
IN THIS LESSON 3 Students read the guidelines, then discuss, in their
groups, their opinions of the producer’s guidelines.
Lesson topic and staging • During class feedback, tweak the characteristics on
This lesson provides practice of the key language the board and add anything they feel is missing
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. candidates in their auditions and that they should
They then read the producer’s guidelines on what the note down all the attributes the candidates
ideal candidates should be like and listen to two mention. They should only need to listen once.
auditions. These auditions provide examples of useful • Allow time for students to compare notes in pairs.
language for informal talks, which students analyse • Do class feedback and elicit the attributes. Only
and practise. Their task is then to prepare and take play the recording again if necessary.
part in auditions themselves, as well as use the Key • Students refer to the producer’s guidelines and
language and the Useful phrases provided. They then decide who should be in the show and why.
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 their decisions.
selection process and results.
Tony: natural-born winner, global business
Objectives contacts, languages, a leader, fit, strong, healthy,
By the end of the lesson, students will have: almost perfect, rude, impatient, arrogant, likes a
• discussed reality shows and the characteristics of challenge Robert: a builder, very useful,
typical participants terrified of spiders, laid back, tolerant, friends
• read and listened for specific information from all over world, no time for laziness, loves
• listened to and practised using language necessary fishing, be part of a community
for giving an informal talk
• made an audio or video recording of their talk
Audio script 10.6 and answer key to Exercise 6
• taken part in a role-play audition for a reality show
(in bold)
• presented decisions and provided justification
• written a short report for senior management. 1 Hi! I’m Tony and I’m from Scotland. I guess
there’s only one way to describe what I am
Timings and that’s a natural-born winner. That is, all
If short of time, set Exercise 8a for homework. my life I’ve come top in everything – you
Possible lesson break: after Exercise 6 or 7. know, sports at school, my studies at uni, in
my banking career. I work with people from
SPEAKING all over the world, clients and colleagues, and
I’m good at languages, so I’d probably be a bit
1 Focus on the title of the lesson. Elicit what students
of a leader on the island. And as for surviving
think it is about and what is going to happen.
on the island, well, I reckon that won’t be an
• Put students in small groups then give them about
issue, as I’m fit, strong and healthy – I play
four minutes to discuss the questions.
squash three times a week and I never take
• Do class feedback.
days off sick. But then again, that doesn’t
mean that I’m perfect. Just almost perfect!
SITUATION
What I mean is, I don’t suffer fools gladly, so I
2 Students read the situation individually. guess I can seem rude or impatient – perhaps
• Check that they have understood with some simple arrogant. But then again, is that really so bad?
comprehension questions that they should answer Well, anyway, trying to win The Global Village
in their own words, e.g. What is the show? Where is it will be a challenge that’ll fire me up to even
taking place? Where will it be shown? How many greater efforts and it’s a challenge I want to
contestants will there be? What will they have to do?
Elicit examples of modern conveniences.

New Language Leader Advanced Arts and entertainment 9

 take on. And when I take something on, I 6 Put students in pairs to look at Audio script 10.6
come out on top. Always. and find more examples of informal language.
2 Hi. I’m Roberta. I’m from Australia and I’m a • Do class feedback and see if they can find formal
builder, which is why I reckon I’d be good to equivalents for the informal language they find.
have on the island. Need a rain shelter? No
problem – I’ll knock one up in under an hour. See Audio script 10.6 for bold answers.
Awesome. Seriously, a builder is a must-have
on the island, surely? One thing though, I’m 7 Students listen to the producers discussing the two
totally terrified of spiders. Euurgh, sends candidates from Exercise 4. Play the recording twice.
shivers down my spine! Apart from that, I • After doing the activity, students discuss their
guess you could say that, by and large, I’m answers in pairs.
pretty laid back – you know, I’m a tolerant • Do class feedback and elicit justifications.
kind of a girl, I’ve got mates from all over the
world and I don’t get wound up much by They select Roberta because she has good
people. Mind you, I’ve got no time for practical skills, identifies with the concept of the
laziness, especially when everyone needs to show and has a smart character. Also, she does
pull together to get things going. Oh yeah, have clear opinions on some things, which
and another thing is, I reckon my hobby’ll could be interesting to observe in the show.
come in pretty useful: I love fishing. I’ve done
it from boats and everything. So, all in all, I Audio script 10.7
reckon I’d be a great choice for The Global Mel, Danny, Lucy
Village and it’d be a great chance for me, to be
M: Right then, what do you think?
part of an awesome global community like
D: Well, I reckon they’re both pretty good, but
this. Like I said, the island needs a builder.
with weak points. Overall, I’d go for Tony.
L: Really? I’m not so sure. Tony seems rather too
KEY LANGUAGE: an informal talk full of himself. I really don’t know that he’d be
5a Explain that auditions are informal talks where a good team player.
someone tries to ‘sell’ themselves and that key D: Ah, but Lucy, that’s why I think he’d be good.

phrases are used to supply information informally. It could be good to have someone who might
• Give students time to read the sentences before challenge the group. And, you know, perhaps
listening again and completing the gaps. Then the group will have an effect on him. We
allow a minute for them to check in pairs. might see him become more collaborative –
• Do class feedback. you know, less competitive.
For classes preparing for IELTS / PTE-A, ask M: OK. Well, anyway, let’s look back at the

students to repeat the phrases to practise criteria before we go off track. All in all, I don’t
pronunciation and intonation. Practising reckon Tony meets that many of the criteria
contractions is also helpful for PTE-A and IELTS as points. He hasn’t particularly shown
it will help students sound more natural and fluent. collaboration skills, but then again, his job will
involve some for sure. As for practical skills,
I’m not sure what he offers.
1 That is 2 And as for 3 But then again
L: Exactly. And he seems too focused on the
4 Well, anyway 5 reckon 6 by and large
show as a competition. That is, he doesn’t
7 all in all 8 Like I said
show much interest in the cultural experience
5bRefer students to Audio script 10.6 on page 178 and – about learning about other people and so on.
give them two minutes to find the phrases before D: Fair enough. Like I said, I did think they both
matching them to the expressions given. had some weak points. What about Roberta?
• Allow time for students to compare answers in She’s obviously got great practical skills, what
pairs before checking as a class. with the fishing as well as the building.
M: For sure. And she comes across as quite smart.
a5 b3 c4 d2 e7 f6 g8 h1 L: Sure, although not sure how smart it is to go to
a deserted island when you’re scared of
spiders!

New Language Leader Advanced Arts and entertainment

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.

New Language Leader Advanced Arts and entertainment

11
10.5 STUDY AND 1 In a lecture, a lecturer or teacher gives facts
and figures to what could be a large group of
WRITING SKILLS students, and does not normally take
questions until the end. A seminar is a study
IN THIS LESSON group, in which a teacher helps a group of
students, normally quite small, discuss or
Lesson topic and staging
research a topic. In a tutorial, a tutor meets a
This lesson is in two parts. In the first part, students very small group of students, or even just one
look at seminar and discussion skills. They begin by student, for tuition or discussion of their
discussing the differences between a lecture, seminar specific needs.
and tutorial. Then discuss the pros and cons of 2 Seminars can help students develop / express
seminars and how they benefit students. Next they their ideas, defend a position / argue a point,
consider differences between real-life and staged speak more effectively, interact with others.
conversations. They watch a seminar on conversation, Problems may occur if students are
take notes and consider the language used in unprepared or if some students dominate to
seminars, and finally they rehearse their contribution the exclusion of others. Personal issues may
to a seminar. In the second part, they focus on critical sometimes come to the fore.
reflective writing and study a model used for critical
reflection. They analyse different aspects of it and 2 Give students a minute to the activity individually.
refer to a blog for examples. Finally, they write a • Allow them time to check in pairs before doing
critical reflective blog. class feedback. Ensure they justify their answers.
• Once the activity is completed, ask if they can think
Objectives of any other skills that a seminar may help develop.
By the end of the lesson, students will have:
• discussed differences between a lecture, seminar probably 1, 2, 3, 4, 5, 7
and tutorial
• considered the pros and cons of seminars 3 Go through the instructions with the students and
• analysed the skills developed by seminars and how then give them three minutes to discuss the
to prepare for one questions in pairs before class feedback.
• listened for specific information and taken notes 4a Tell students they are going to watch the beginning
• focused on useful phrases for seminars of a seminar and give them time to read the
• rehearsed their contribution to a seminar questions before playing the video.
• discussed critical reflective writing and examined a • Allow students to compare answers in pairs.
model for doing critical reflection • Then do class feedback.
• analysed and produced a critical reflective blog.
Possible answers:
Timings 1 Chair/seminar leader: confident, firm but fair
If short of time, set Exercise 17 for homework. 2 leaning in, raising their hands a little, making
Possible lesson break: after Exercises 8 or 9. eye-contact with the speaker or seminar leader

STUDY SKILLS: seminar/discussion Study skills video 10.1

skills Shanice, Jane, Felipe, Natasha, Ben
1 Students discuss the questions in pairs. S: Hi, everyone. So, I’m leading the seminar
• During class feedback, ensure that all students today. Er, we’re going to be looking at the
understand the different teaching formats. language of drama and trying to answer the
Some students may not know much about lectures, question ‘How real is it?’ To start with, I
seminars or tutorials so try and pair them with thought we should confirm what we mean by
students who are or have been at university. drama so that we’re all clear about that.
This activity could be done as a class. 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

New Language Leader Advanced Arts and entertainment

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!

New Language Leader Advanced Arts and entertainment

13
 4c Students work in pairs to make notes on what they
N: It is though!
remember under each point from Exercise 4b. Do
S: Alright. Wait a minute, hang on. I think
not check this.
Natasha has a point, but maybe we can
4d Students now watch the second part of the
generalise, too.
seminar, noting the key points.
J: Yeah, you’re right. A lot of conversation is
cooperative. Doesn’t matter if you’re a man or
Study skills video 10.2
a woman. If we didn’t cooperate, conversation
Shanice, Jane, Felipe, Natasha, Ben
couldn’t happen. The way we take turns, for
example. S: Right, we’re going to turn now to the language
B: Sorry, does anyone know why they’re called of drama. Let’s compare what we know about
soap operas? real conversation with the way scriptwriters
S: Sorry, what? and dramatists use language.
B: Yeah, soap operas. Does anyone know why S: Yes, Felipe, did you want to say something?
they’re called that? F: Well, I think the main point is that if characters
S: Right, OK… We don’t want to get off track in plays and films spoke the way we speak in
here, but does anyone know the answer? real conversation, it would be a terrible mess.
J: I heard it was because when they first started I mean, the audience wouldn’t be able to make
in America, they were sponsored by soap any sense of it. And it would be impossible for
manufacturers. the actors to pull it off. All those overlaps, for
S: Right. Thanks. OK, let’s try to stay focused. instance. I mean, can you imagine a lot of
We were talking about how real conversation characters all talking at the same time?
is cooperative. Er, had you finished what you J: I guess what many modern dramatists are
were going to say? trying to do is to get as close as possible to real
J: Er, well, almost. Except maybe to mention speech, but without the whole thing
Grice’s maxims. degenerating into that mess that you were
N: Sorry, whose maxims? talking about. So, it’s an, an approximation of
J: Grice. Paul Grice, a linguist. Grice called it the real speech.
Cooperative Principle. S: Can we think of any good examples of this?
S: How many of us are familiar with this? F: Well, I think Harold Pinter is a good example.
F: I am. You get a lot of pauses on Pinter’s dialogue –
S: OK. So not all of us. Jane, could you explain? he’s famous for his pauses. There’s lots of
J: Well, Grice claimed there are four maxims, or repetition – it’s often illogical, like conversation.
rules, of conversation. Basically – and I’m J: True. Pinter’s got a great ear for dialogue. In
paraphrasing – we should be true, be brief, be one article I found they called it ‘the language
relevant and be clear. of the bus stop, the café and the living room’.
S: Alright. I’m going to try to summarise what But he’s also shaped it; he’s crafted it. It’s got a
we’ve said so far. We said that real rhythm. It’s kind of poetry.
conversation is repetitive, full of short F: Yeah, I agree with that. But it’s a very dark
utterances, false starts, pauses, hesitations. The kind of poetry.
speakers may have a particular accent or S: Dark? Can you say a bit more about that?
dialect. But perhaps this isn’t important if, if F: Yeah, well, it’s the way the language is used.
the speakers can understand each other. We Pinter’s plays are power struggle – you know,
recognised that there may be some differences fights over territory. These characters, they use
between the way men and women speak, but language as a weapon. They often have battles
that conversation is basically a cooperative with each other, linguistic battles.
activity. S: Mmm. Good point.
F: You don’t know what the characters are
4bGive students half a minute to read the instructions thinking. But you have a feeling that they’re
and points, then play the first part of video again. about to explode into violence. I don’t think
I’ve explained that very well.
a4 b5 c3 d2 e1 S: Yeah, I think we know what you mean.
Natasha, what you do think?

New Language Leader Advanced Arts and entertainment

14
 N: Well, I was just thinking that Pinter’s had a big 1 Is that alright? 2 we’re going to be looking at
influence on the next generation of dramatists the language of drama. 3 I’m leading the
– people like Martin Crimp and Caryl seminar today. 4 I thought we should confirm
Churchill. They’ve tried to take this imitation what we mean by drama, so that we’re all clear
of real speech even further. about that. We’re thinking about drama in quite
S: But why? I mean, why do these dramatists a broad sense.
want to use demotic language – real speech –
anyway? What’s the point? What are they 6 Give students four minutes to do this activity in
trying to achieve? pairs, referring to Video script 10.1.
F: Well, I think if you have real language, you, I • Join pairs to make groups and share their ideas.
mean, the audience identifies more with the • Finally, elicit the phrases and their functions.
situations and the characters. They mean more
to you. Asking for clarification or repetition: What
B: Yeah, and I think we could say the same thing about radio drama? Can you repeat that, please?
about a lot of modern films. Think about What do we mean by fillers exactly? Sorry, what
Quentin Tarantino – for example, Reservoir do you mean by that? Sorry, what?
Dogs. There’s a kind of poetry about that Checking participants have the necessary data:
language, too. And the characters often do Did everybody record a minute or two of
explode into violence. conversation and try to transcribe it?
N: I’m not sure about that. I mean, how much do Explaining the structure of the seminar: first
we identify with the characters in Reservoir Inviting participation and contributions:
Dogs? Would anyone like to start? Do you want to kick
B: Well, anyway, in all these cases, there’s still a off? Right, what else? Yes, go on. Go ahead,
script, isn’t there? There has to be a script of please. We don’t want to get off track here, but
some sort, otherwise it’d all be a terrible mess. does anyone know the answer?
If it was like real conversation, people Challenging a statement/contributing a new
wouldn’t be able to understand it. point: Sorry, but can we really call them
S: Yes, I think that’s the point someone was sentences, though? Sorry, can I cut in here?;
making earlier. Alright, I’m going to Does Tannen actually say that?
summarise what we’ve said so far. Contributing a new point: True. Something
else; Sorry, does anyone know why they’re
4e Once again, students compare notes in pairs. called soap operas?
• Do class feedback. Checking everyone has understood: Is
everyone happy with these terms? Do we need
If characters in plays and films spoke like we do to clarify anything? How many of us are
in conversation, it would sound very messy. familiar with this?
Modern dramatists (e.g. Pinter) have tried to Ensuring participants keep on topic: OK, that’s
create an approximation of real speech. His interesting … let’s come back to that later.
characters use language as a weapon and often Alright. Wait a minute. Hang on. I think
have linguistic battles. The next generation of Natasha’s got a point, but maybe we can
dramatists takes this imitation of real speech generalise, too. let’s try to stay focused here. We
even further so that the audience identifies even were talking about …
more with the situations and characters. Summarising: I’m going to try to summarise
However, there still has to be a script. what we’ve said so far.

5 Refer students to Video script 10.1 on page 179 and 7a This activity could be done in pairs or as a class.
to the phrases in bold in the first paragraph. • Ensure students justify their decisions in feedback.
• Discuss as a class which functions they relate to.
3, 4, 6

New Language Leader Advanced Arts and entertainment

15
7bGive students two minutes to decide in pairs on the
Possible answers:
function of each phrase, then check as a class.
Descriptive: I had had to spend a lot of time
If students have difficulty thinking of functions,
helping a friend of mine I recorded my sister
you can use examples from the answer key. Do not
on my mobile, in the living room It took me a
say which function matches which phrase.
long time (about two hours) to do the
transcription It was very late when I finished
1 challenging a statement (in a conciliatory way) the transcription
2 asking for clarification or repetition 3 giving Analytical: These things put me at a distinct
a considered opinion; summarising the disadvantage during the seminar
discussion 4 inviting participation and Consequently, I could not contribute very much
contributions 5 acknowledging someone else’s to the discussion Overall, I think my
contribution, referring to an earlier point preparation was poor The most successful part
6 bringing the seminar, or a part of it, to an end of the seminar for me was … I can see what a
8 Give students three minutes to brainstorm ideas. linguistic debt modern playwrights owe Pinter
• Allow time for them to discuss ideas in pairs before Thinking more about this, I wonder if this is
referring them to the answers given on page 163. because …
• Do a brief class feedback. Evaluative: I must organise my time in a more
9 Put students in groups of four to choose a topic. effective way, which allows for unexpected
Then divide them into pairs to plan and practise events, or emergencies. I should consider how
their role-play. Give 20 minutes for each seminar. to stay more focused.

15 Give students three minutes to find examples.

WRITING SKILLS: critical reflective • They check answers in pairs before class feedback.
writing
10 Students discuss in pairs what the quote means. (Line numbers are within paragraphs.)
• Elicit ideas from the class. 1 para 1 2 para 4, line 5; para 5, lines 4–5
11a Go through the instructions as a class and focus 3 para 1, line 3 4 para 5, line 9–10
their attention on the model on page 105. 5 para 4, lines 5–7 6 para 1, lines 4–5; para 3,
• Give students a few minutes to do the activity lines 2–5 7 para 5, lines 2–4
before comparing answers in pairs. 8 para 4, lines 9–10 9 para 3, lines 4–5
• Do class feedback. 10 para 4, lines 3–4 11 para 3, line 6; para 4,
lines 9–10
1 what now? 2 so what? 3 what? 16 This activity is best done as a class.
11b This activity could be done in pairs or as a class.
The language is personal but not too informal.
There are no slang words or contractions.
1 analysis = so what? 2 description = what?
3 evaluation = what now? 17 Go through the instructions as the class, checking
students understand what to include and how to
12 Students discuss their answer in pairs before doing
balance other elements relating to critical reflective
class feedback.
writing. Then students plan their own blog.
• The writing can be done in class or for homework.
3
If done in class, allow 15–20 minutes for writing.
13 Students discuss the questions in pairs before the • After writing (or in the following class), ask
discussion is opened up to the class. students to work in small groups and to swap and
14 Give students two minutes to find the examples in read each other’s blogs. Ask them to decide which
the blog, referring back to Exercises 11a and 11b. one is the best one and why.
• Allow time for them to compare answers in pairs
before class feedback. Feed in answers as useful. HOMEWORK OPTIONS
Students do the study skills, writing and academic
collocations exercises for this lesson in MyEnglishLab.

New Language Leader Advanced Arts and entertainment

16