5 DREAMS AND PERSONALITY ≤Exercise B
In this exercise, students will hear examples of how not to contribute to a group discussion.
1/2 Allow students time to read the questions. Tell them they will hear five extracts. They should choose a different answer for each one. Set for individual work and pairwork checking. Play all the extracts through once.
Play the extracts a second time, pausing after each one. Students should write down the actual words, as in a dictation, then check in pairs. When students have completed questions 1 and 2, feed back with the whole class, maybe building up columns 1 and 2 of the table in the Answers section on the board.
3 Set for pairwork discussion. Feed back, adding a third column to the table on the board.
Answers
Model answers: See table below.
Transcript ≤1.27 Extract 1
LECTURER: Right, Leila and Majed, what did you find out about common dream themes?
LEILA: Well, first of all, we looked on the Internet for references to dreams. MAJED: I didn’t dream about anything last night.
Extract 2 LECTURER: And what else did you do?
LEILA: We asked our classmates about their dreams. They were quite keen to tell us.
MAJED: That’s rubbish. They obviously thought we were being nosey.
Extract 3 LECTURER: Leila, can you give us an explanation of the research method you were using?
LEILA: Well, yes, we were interviewing people with a questionnaire. So we were collecting original data, but we were relying on people’s opinions.
LECTURER: What do the rest of you make of this? Evie, what about you?
EVIE: Well, erm ... I’m not sure really.
Extract 4 LECTURER: Majed, can you explain how you decided which questions to ask?
MAJED: Well, yes, we based them on the information we got from the websites.
JACK: So it’s secondary.
Extract 5 LECTURER: What do you mean by ‘secondary’, Jack?
JACK: I mean it’s an example of secondary research. They did two things – they asked someone for information and ...
EVIE: Actually, that’s primary.
Contribution is poor because
Extract 1 Extract 2 it is irrelevant it is not polite
Exact words
Majed: I didn’t dream about anything last night.
Majed: That’s rubbish. They obviously thought we were being nosey.
Extract 3 Extract 4
the student doesn’t contribute anything to the discussion
the student doesn’t explain the relevance
Evie: Well, erm ... I’m not sure really.
Jack: So it’s secondary.
How to improve
say something relevant, e.g., A lot of the websites are about psychics and dream interpretation.
use polite (tentative) language when disagreeing, e.g., Actually, I wondered if some of them thought we were asking rather personal questions.
be ready to contribute something when brought into the discussion by the lecturer or other students.
the comment is relevant to the topic but he doesn’t explain why. He should say, for example, what he said later after the lecturer asked him to explain (i.e., I mean it’s an example of secondary research)
Extract 5 the student interrupts Evie: Actually, that’s primary.
she should wait until the speaker has finished
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