5.4 Extending skills


making effective contributions to a seminar


A Study the images and the graph on the opposite page. 1 What do images 1–4 show?


2 Where do you think the information in the graph has come from?


B ≤Listen to some extracts from a seminar about research into dream content and interpretation. 1 What is wrong with the contribution of the last speaker in each case? Choose from the following: 


It is irrelevant.


 The student doesn’t contribute anything to the discussion.  The student interrupts.  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 in each case? Choose from the following: He/she


 brings the discussion back to the main point  brings in another speaker  asks for clarification


 links when not sure the contribution is new  paraphrases to check understanding


 gives specific examples to explain a point 


links when not sure the contribution is relevant


 disagrees politely with a previous speaker  links to a previous speaker


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. Do’s ask politely for information Don’ts


demand information from other students


E Work in groups. 1 The teacher will ask you to look at the images and the graph on the opposite page.


2 What kind of research do you think is represented in each of the images? What kind of research could be used to produce the graph? Explain why you think these methods were chosen.


3 Conduct a seminar. One or two people should act as observers.


F Report to the class on your discussion and explain the strengths and weaknesses of each research method. Give reasons for your opinions.


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.


 Student A: find out about secondary research (information on page 103)  Student B: find out about primary research (information on page 103)  Student C: find out about qualitative research (information on page 104)  Student D: find out about quantitative research (information on page 104)


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