5.4 Extending skills


making effective contributions to a seminar


A Study the graph on the opposite page. 1 What does it show?


2 What is the connection between the graph and the development of the Internet? B ≤Listen to some extracts from a seminar about the creation of the Internet.


1 What is wrong with the contribution of the last speaker in each case? Choose from the following: l


it is irrelevant l l the student interrupts


the student doesn’t contribute anything to the discussion


2 What exactly does the student say, in each case? 3 What should the student say or do, in each case?


C ≤Listen to some more extracts from the same seminar.


1 How does the second speaker make an effective contribution in each case? Choose from the following: He/she …


l asks for clarification


l paraphrases to check understanding l


brings the discussion back to the main point


disagrees politely with a previous speaker l brings in another speaker


l l gives specific examples to help explain a point


2 What exactly does the student say, in each case? 3 What other ways do you know of saying the same things?


D Make a table of Do’s (helpful ways) and Don’ts (unhelpful ways) of contributing


to seminar discussions. E Work in groups. Do’s Don’ts


ask politely for information demand information from other students


1 Look at the pictures on the opposite page. Decide which sets of data in Figure 1 the pictures relate to.


2 Which of the three elements shown in the graph helped contribute most to speeding up the development of the Internet? Look at the graph and make sure you can justify your decisions.


3 Conduct a seminar. One person should act as observer.


F Report on your discussion and present the feedback from your group, giving reasons for your decisions.


G Work in groups of four. Each person should research and discuss one of the four main types of research. The teacher will give you a discussion task card with more instructions.


l Student A: find out about secondary research (information on page 102) l Student B: find out about primary research (information on page 102) l Student C: find out about quantitative research (information on page 105) l Student D: find out about qualitative research (information on page 106)


42 l l it is not polite


it is relevant but the student doesn’t explain the relevance


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