5.4 Extending skills


making effective contributions to a seminar


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


2 Where do you think the information has come from?


B Listen to some extracts from a seminar about judicial interpretation of the Theft Act. 1 What is wrong with the contribution of the last speaker in each case? Choose from the following: 


it is irrelevant  the student interrupts


 the student doesn’t contribute anything to the discussion it is not polite


  the student doesn’t explain the relevance


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? Choose from the following: 


by making clear how the point is relevant  by bringing in another speaker by asking for clarification


  by paraphrasing to check understanding  by giving 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.


2 Complete your own spidergram for the case, identifying: 


the important facts of the case  the relevant section(s) in the Theft Act  the judgment


 the reasons for the judgment, and the precedents which have been established 3 Conduct a seminar. Focus on the reasons why the case is of significant legal importance.


F Present the key information about your case to the other group. Do’s ask politely for information Don’ts


demand information from other students


1 The teacher will ask you to look at case A or B on the opposite page. Study the information about the case carefully.


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