UPPER INTERMEDIATE SPEAKING LESSONS

LESSON 1: ADVICE, REQUESTS, QUESTIONS

INTRODUCTORY QUESTIONS
1. Why do people experience culture shock?
2. What emotions do people feel when they experience a very different culture?
3. How do people behave in a different culture?
4. Have YOU ever experienced culture shock? Tell your partner about it.

ACADEMIC LISTENING ENCOUNTERS 2, LECTURE 2: CULTURE SHOCK

Note-taking headings:
• Introduction to Culture Shock
• Reasons people experience culture shock
• Stages of culture shock culture shocks
culture shocks descriribe, many people have, what happens suddely experience,
o The ‘honeymoon’ stage 1)why people have
firtss (why) think abour these, when go abroad, in a sense, social group, you can use your culture as a
o The ‘let down’ stage map. control. peopleofthen behaviour, stresfull feeling. experimen. t
3 theree things. first stage. honeymoon stage. different rules. stragnge experimentnt. surprsingly.
fascinating. because of the stagre stiuation. the second stage. confusuon. lonely. nervous. have to
o The ‘resignation’ stage unknown things. children protectiom. cant do that. in order to get back..
resignation. everytime.. they donteasily.. to include.. practical sesarch.. toruist vacation.. international
• Applications of research student… large numbers..cultural shocks. u can familiay food in time..
by getting realtionship. society will help us.. ontext each other.

Questions
1. Which of the following is NOT true?
a. Culture shock can be experienced in your own country.
b. Culture shock only affects travellers.
c. Culture shock is a form of group pressure.
d. Culture shock occurs when we experience different rules.
2. Which of the following is true?
a. People often think about the rules of their own society.
b. It’s difficult to get used to the rules of your own society.
c. People usually obey the rules of their own society without thinking.
d. People are usually independent of the rules of their own society.
3. Why does the speaker use the example of water?
a. To criticize cultures who waste water
b. To emphasize the shock of experiencing different customs
c. To inform us of some strange customs in other cultures
d. To persuade us to be tolerant of different customs
4. People experiencing a new culture often behave
a. Rationally
b. Strangely
c. Illogically
d. Sensitively

Prepared by Methodology Task Group, BUSEL, 2014 1

5. When do we experience the ‘honeymoon’ stage of culture shock?
first

6. How do people feel during the ‘honeymoon’ period?

a. Fearful and enthusiastic
b. Excited and cautious
c. Fascinated and shocked
d. Threatened and excited
7. List 3 emotions people experience during the ‘let down’ stage
hostility

8. What do people want to do during the ‘let down’ stage?

a. Protect their children from danger
b. Find the children who are lost
c. Return to their own country
d. Spend time with people from the new culture
9. How do people feel during the ‘resignation’ period?
a. Very happy with the new culture
b. Less depressed about the new culture
c. Very comfortable with the new culture
d. Defensive of their own culture
10. What is the speaker’s attitude towards immigrants?
a. Cruel
b. Intolerant
c. Enthusiastic
d. Sentimental
e. Optimistic

POST LISTENING QUESTION

• What kinds of problems do you think students who plan to do a semester of ‘study abroad’ in the United
States might face?

FUNCTIONAL LANGUAGE
she can have concerns about not to understand

• Look at the interview between Sue, a Turkish university student, and her advisor for the ‘study
abroad’ programme. As you look/listen, consider the following questions:
1. What are Sue’s main concerns about studying overseas?

2. What suggestions does the advisor make?

• Look at the tape-script of the interview and complete the following chart with
phrases/expressions from the conversation

Prepared by Methodology Task Group, BUSEL, 2014 2

 Advice/Suggestion Questions/ Answers Requests/Responses

rstand. Have you thought Did you have any other concerns you wanted to discuss?
about getting in contact with Sue: I did actually World you be able to put me in contact with
the overseas student group someone from the group?

What I’d suggest is that you speak in English

as much as possible with all your teachers
before you travel to the US. Once you’re Could you? That would be really
there, I’m sure you won’t have any problems. ren’t you a Bilkent student? You helpful. Do you think you could
communicate in English all the also give me some information on
time, don’t you? good locations near the university,
Sue: Yes, of course. and average rents for students?
I’d advise students to stay in dorms
while overseas. In my experience,
renting private apartments can be
quite expensive. But, if you’re You’re right. I just had one more question. . . . if you have time?
determined, I can provide you with a Advisor: Absolutely.
list of housing agents in Chicago.

do you think it’d be easy for me to rent an apartment?

ROLE PLAY Metin

STUDENT A
You are a university student, recently arrived in England for a 6 month Erasmus programme
You are experiencing some difficulties
➢ The lecturers and other students in your class speak so fast; you can’t understand anything and
your studies are suffering
➢ It’s been really difficult to make new friends; English people seem so ‘cold’
➢ The other students in your dorm party all time; it’s so noisy. You can’t study or sleep well
You are going to see the University advisor for overseas students
-Explain your problems
-Ask for advice
-Request help

STUDENT B
You are an advisor for overseas students in the U.K. Foreign students in England on Erasmus
come to you for advice on study and cultural issues
A student comes to see you with the following problems:
➢ The lecturers and other students in class speak so fast; the student can’t understand anything
and his studies are suffering
➢ It’s been really difficult for him to make new friends; English people seem so ‘cold’
➢ The other students in his dorm party all time; it’s so noisy. He can’t study or sleep well
-Ask the student questions about his problems
-Offer advice and suggestions
-Give your professional opinion to the student

Prepared by Methodology Task Group, BUSEL, 2014 3

 UPPER INTERMEDIATE SPEAKING LESSONS
LESSON 2: AGREEING/DISAGREEING, ASKING FOR CLARIFICATION

INTRODUCTORY QUESTIONS
1. What does ‘free education’ mean?
2. Which countries offer their citizens the right to free education? Which don’t?
3. What, in your view, are the advantages/disadvantages of free education?

(1) Read the ‘personal story’. Complete the following chart about the pros and cons of free
education.
Free education; a personal story

I was extremely lucky to have had access to free third level education, as were all of my peers who
succeeded in achieving good scores in the university exams in my country, Ireland. Ireland is one of the
few countries that offers its’ citizens this opportunity, but that may soon change; with the continuing
economic crisis, there are many in society and political life who continue to insist that students and their
families should pay fees for education. The arguments on both sides are persuasive, and I find myself at
times agreeing with both sides.

On the side of continuing the policy of free education, I can say that, in my case, a university education
would have been next to impossible if fees had been applied. My parents have worked hard all their lives,
and I consider them to be extremely successful people; they have built a good life, have a successful
business and own a beautiful home. However, we are not a rich family, and I have three siblings who also
wanted to go to university. My parents simply could not have afforded to send four of us to university. If
fees had been applied, what should they have done? Chosen one child to send and destroyed the
chances of the other three? Who would they have chosen? Me, because I the oldest? My first brother,
because he’s male? My sister, because she’s always been the most hard working? Or my youngest
brother, because he is, always has been, and always will be the smartest? My parents could not have
made such a decision. Of course, we could have taken bank loans, but loans have to be guaranteed.
Could I, or any of my siblings, have asked my parents to put their business and home in danger? The
things that they have worked their whole lives to create? No, not one of us would have asked our parents
to endanger the life they have worked so hard for. As for scholarships, there are so few in Ireland. Only
the top 5% of students win scholarships. While all my siblings are clever, none of us graduated in the top
5% in the country; does that mean that we’re not ‘good enough’ for a third level education? The fact that
fees were not applied meant that we all had a chance to go to university, and thankfully, we have all
managed to be successful; two of my siblings are now engineers working for good companies, earning
good salaries and paying tax which will perhaps help others to go to university. My youngest brother will
finish his Masters this year, and I have no doubt that he will be a successful member of society. None of
this would have been possible if Ireland had asked my parents to pay thousands of Euro for our
education. We are better people, and we can contribute to society, because of the free education we
received.

Prepared by Methodology Task Group, BUSEL, 2014 4

Of course, it’s not a perfect system. There are many cases where free education has been a waste of the
taxpayers’ money. In my university, I had plenty of friends and classmates who abused the system.
Because students don’t have to pay, they sometimes see university as a time to have fun, do crazy things,
and they totally neglect their education. This is particularly true in Ireland, where many students, myself
included, come from strict families and backgrounds, and university is the first time they have experienced
the ‘freedom’ of being far away from home, with no parents to worry about. I personally know many
people who just used university as a way to party and drink. They rarely went to lectures, and spent most
of the money they received from the government on alcohol and, in some cases, drugs. Some of these
people repeatedly failed classes and exams, but with our system, they could still stay at the university for
4 years. I can’t begin to imagine how much money it must have cost the taxpayer for these people to party
and have a good time for 4 years. And in the end, all the money spent was for nothing, because they
didn’t graduate, and they ended up getting jobs in restaurants or supermarkets; jobs which they could
have done without going to university at all! When I think about how hard my parents work, how hard so
many people work, it’s impossible to justify how such hardworking people should pay for irresponsible
students to party for four years. The tax rate in Ireland is between 25 and 48%; my sister gives 42% of her
salary to the government and a lot of that goes to free education. Do I think it’s fair that she gets up at
6am every day, travels more than an hour to work, works extremely hard, and then her money goes
towards beer and parties for thoughtless students? Absolutely not; it makes me angry to think about it. If
these people had to pay for their own education, they would not make irresponsible choices.

To sum up, it’s evident that this is both a very important and very controversial issue. There are
persuasive arguments on both sides.
Free education
Advantages Disadvantages
Metin
Metin

Metin

Metin

Metin

Metin

(2) Note the highlighted collocations in your VOCABULARY JOURNAL, using the following chart (2
examples given)
Collocation Form My sentence
a) Access to education Verb +preposition + noun It’s vital that all people have access to
education
b) Succeed in achieving Verb+ preposition +verb- It’s important to me to succeed in achieving
ing my goals

Prepared by Methodology Task Group, BUSEL, 2014 5

 opportuniy
realistic cant just afford to all stuend irresponsible choices
ı am not surw what you mean
mililon stuendt drink drunk- dont study
sam karşı çıkıyor it means
free eduction huge eudation, real oppotruny
ı mean
social quality
Metin ı quite underhstaht wht you say
ı undetsand what you trty to say

(3) Look/Listen to the teachers discussing whether education should be free for all students in the United
States. As you listen, note down the arguments for and against free education.

(4) Look at the tape-script for the discussion and complete the following chart with the functional language
used.
Giving opinion Agreeing/ Disagreeing Asking for clarification
Metin

Metin

(5) Divide the class into groups. Half the groups will prepare to argue FOR and half argue AGAINST the
M
following topic (Allow students 15-20 minutes to work alone/in their
e groups to prepare ideas)
‘The Turkish government are discussing whether to make ALL universities in Turkey public. If this
happens, education will be free for all students who achieve high grades in University entrance
exams. Private universities will be abolished, so students who can’t achieve minimum grades in
exams will not have the opportunity to attend university.
(6) Put the students into pairs (one student FOR and one AGAINST). Tell students they are going to have a
‘practice discussion’. Remind students to use the functional language
(7) Put the students into groups. Students have 10-15 minutes to discuss the topic and come to a
discussion. One student from each group will act as ‘leader’ (beginning the discussion), 2 students (1
from each side) will summarize ideas at the end of discussion, and 1 student will report the final decision.

UPPER INTERMEDIATE SPEAKING LESSONS

LESSON 3: AGREEING/DISAGREEING, ASKING FOR OPINIONS & GIVING OPINIONS
Speaking- Environmental Issues
Please skim through the following text and answer the following question:
-Which solution seems to be the most effective one to you? Why?

How to Protect the Environment

Many people are concerned about the state of the planet in terms of its energy supplies and changing
climate. The clear message being broadcast by all responsible governments is that every person has a part
to play in addressing these issues. According to the Environmental Protection Agency, you can protect the
environment by preventing pollution, recycling materials, looking after reserves of water and conserving
energy.
Instructions
1 Prevent pollution by disposing of all your litter and waste in the correct, legal way, such as using on-
street waste receptacles when you are out and about, or putting it in your domestic trash can when you're at
home. Follow local procedures for normal waste disposal. Contact your local authority for advice on
disposing of unusual waste items, such as paint and computer parts.

Prepared by Methodology Task Group, BUSEL, 2014 6

2 Recycle all materials that can be processed by your local authority. Place plastics, metals, paper and
glass in the correct collection receptacles. Donate unwanted items to charity, such as The Salvation Army,
who are happy to accept good condition clothing, furniture and even automobiles.
3 Look after reserves of water by making sure you turn off the faucet after use and by repairing leaks
and drips. Purchase water-efficient appliances. Take showers instead of baths. Gather rainwater for garden
use and use your lawn sprinkler less often or not at all.
4 Conserve energy by choosing Energy Star products. Turn these off, as well as lights, when you don't
need them to be on. Use air conditioning and heating less often. Make sure your home is insulated correctly
to maintain a steady temperature.
5 Reduce the amount of material you use. Print emails occasionally or not at all rather than printing
them every time. Buy new things when you actually need them rather than on a whim. Organize a car pool
with friends to use fuel efficiently. Efficiently managing your use of the world's resources protects the
environment.

You can refer to the following link to read more:

How to Protect The Environment | eHow.com http://www.ehow.com/how_5710582_protect-
environment.html#ixzz1bLt0aD2s

A. Check the meaning of the following words from the dictionary referring to the text above and
write an example sentence with them:

Nouns Verbs Adjectives Phrases

greenhouse gas generate convenient recycling plants
emission deplete renewable global warming
windmill absorb crucial wind farms
turbine release poisonous power plants
pollutant cool drastic ozone level
carbon plant soil erosion
landfill moderate
conserve

B. Read the text again and answer the following questions:

Discussion questions:
1. What types of suggestions are given in this article?

2. Who do you think are these suggestions for?

3. What kind of environmental problems do we face today?

4. How do you think these problems can be solved?

Prepared by Methodology Task Group, BUSEL, 2014 7

 5. Who do you think can solve these problems?

C. Now, you will listen to 3 people having a discussion about the environmental issues. Please
listen to the discussion and answer the questions below:

1. What type of pollution does Kate mention? What are the causes?
___________________________________________________________

2. What does Clare think about that?

____________________________________________________________
3. What effects does Clare mention?
____________________________________________________________

4. What is an example of health problems mentioned by Kate?

____________________________________________________________

5. What type of pollution does Dan mention?

____________________________________________________________

6. In which part of the world, this type of pollution is a problem according to Dan?
___________________________________________________________

7. What does Kate think about that?

____________________________________________________________

8. Does Clare agree with Kate? What does she suggest?

____________________________________________________________

9. What does Dan think is the most important problem? Why?

____________________________________________________________
10. What solution does he propose?
_______________________________________________________________

11. How do Kate and Clare react to that? Why?

_______________________________________________________________
12. Do you agree with Dan?
_______________________________________________________________

Prepared by Methodology Task Group, BUSEL, 2014 8

 D. (1) Read the following tapescript to check your answers to the questions above. (2) In this
discussion the speakers are using various turn taking expressions such as the ones used for
asking for opinions, giving opinions, agreeing and disagreeing. Please read the following
tapescript to identify the turn-taking expressions by underlining them and write down their
functions in parentheses. The first one is done as an example.

Tapescript:
Dan: So…Kate, you know I’ve been reading a lot about environmental pollution lately. What do you
2 think is the most serious problem affecting our world environmentally? (to give turn by asking for
opinions)
4 Kate: Umm.. I think reading a lot of stuff about umm pollution in the book. Air pollution I think probably
is the biggest factor and problem with the environment. What I mean is that, we need to be aware of
6 the environmental issue of air pollution umm and we discussed a lot about the problems that caused
umm air pollution. For example, cars and gas submission in the factories umm different types of
8 industries umm I think that there are a lot of issues regarding air pollution today.
Clare: I would agree with you… I think air pollution is one of the most serious if not the most
10 serious… because… I mean it’s everywhere and it’s… it can cause a lot of health problems maybe not
immediately but maybe in few years time down in the line it can cause serious health problems. And
12 it’s one problem that you could find all over the world.
Kate: Yeah… I think that you’re absolutely right. I think that there are a lot of health problems
14 regarding…like… regarding asthma, allergies. I think more and more people are aware of allergies
that are happening with children as well and I think it’s caused by air pollution.
16 Clare: Yeah… and older people
Kate: Yeah…and older people
18 Clare: Yeah…. What do you think Dan?
Dan: I was going to ask you; what do you think about water pollution? I mean water pollution is a big
20 problem too I would say. Especially because you know in dry countries you know especially in the
Middle East people…umm it’s difficult to get enough drinking water and when you’re polluting the
22 water you know we only have a little bit of a drinking water you polluted then you have even less
drinking water. So, what do you think about that?
24 Kate: Yeah, I actually agree with you with water pollution as well because I also think that also
connects to health problem. Less clean drinking water means that more and more people are drinking
26 water that might contain a lot of chemical or bacteria because that’s the only water that they have.
Clare: I wonder if water pollution is an easier problem that can be solved. I mean if you think of air
28 pollution all the particles go to air, travel everywhere and you really cannot stop it.
Dan: Yeah...you can’t take that out of air…
30 Clare: Yeah… there are things that you could do with water. Yes I agree it’s a serious problem but I
wonder if it’s easier to solve.
32 Dan: I agree with you, but I will say this; I think that the most important problem is over-population
over-crowding because all of these problems; water pollution, and air pollution and other pollution are
34 caused by overcrowd there’s too many people that’s the fact ..too many factories umm too many

Prepared by Methodology Task Group, BUSEL, 2014 9

 people who pollute the water and umm I think the best solution for our problem our environmental
36 problem is population control. People should not be allowed to have babies.
Clare: Right, okay.. that…
38 Dan: People should …like maybe one…maybe one but not more than one
Kate: Just a minute…Just a minute. You think that we have to control the population within the family?
40 Dan: Yes, because otherwise our environment is going to be destroyed. We only have one planet,
Kate. You know.
42 Kate: So, we should… it should be maybe a government policy where we limit the amount of people?
Dan: Yes, absolutely. What do you think about that?
44 Kate: Well, I don’t necessarily agree with you on that one. I don’t think we can control the right of
people having a family… controlling their right to have a family
46 Clare: Yeah I agree with you , and I really don’t know how realistic that is that you cannot control…
Dan: Well, I mean… Excuse me, but that I don’t necessarily disagree with you but at the same time as
48 we have already pointed if our environment was destroyed then no one can have a family. So, isn’t
that better to control the family than to have no family in the future?
50 Clare: Okay, but that is drastic. Surely, that there are other things that you can do
Dan: Yeah, I mean you may be right it might be a little bit drastic. So, what would you propose?
52 Environmental solutions? What do you think are some good environmental solutions?

Prepared by Methodology Task Group, BUSEL, 2014 10

Can you think of any other expressions with the same functions that are not used by the
speakers?
Asking for opinions:

Giving opinions:

Agreeing:

Disagreeing:

Prepared by Methodology Task Group, BUSEL, 2014 11

 How to Save the Environment?
E. You are members of a committee in Turkish Parliament. You try to find possible solutions to
environmental problems.

Last week, you learned that the government will provide you with the necessary budget to inform
people about the ways of protecting the environment.

Which solution would you like to inform people about? Why?

Carefully, consider the benefits and drawbacks of each solution. Consider the list of possible solutions.

A list of possible solutions: HELP SAVE THE ENVIRONMENT!

1. Build recycling plants not new factories! :
Aim: to help individuals or big companies to recycle paper, glass and plastic at
home, school or at work.
Reason: to help protect the environment as it helps to save energy and forests and
decreases pollution.

2. Use public transportation instead of driving when

travelling long distances:
Aim: to help individuals to reduce the amount of air pollution
and greenhouse gas emissions generated each day.
Reason: more economical and convenient than driving.

3. Build wind farms not power plants! :

Aim: the windmills or turbines are used to generate electrical power.
These are potentially a large source of renewable energy.
Reason: considered a form of ‘green’ energy as it does not deplete
any resources.

4. Plant trees. Clean the air. Cool the Globe:

Trees and forests are crucial part of the Earth’s ecosystem. They are
green machines that clean our air and water by absorbing pollutants.
Trees act as natural filters by absorbing carbons in the air. Trees
release back oxygen to the atmosphere and cools the globe.

Appendix- Role Cards

Prepared by Methodology Task Group, BUSEL, 2014 12

A: You are an Environmental Engineer and you believe that building recycling plants is the best solution.
You can talk about the following points in your discussion:
• Recycling paper:
o Less trees are cut down
o Less energy use
• Reduces the greenhouse gas emissions
• Reduces waste products in landfills
• Saves money

B: You work for the Ministry for the Environment and you believe that using public transportation is the
best solution because of the following reasons:
• Does not cause energy waste
• Helps save gasoline and carbon dioxide emission
• Reduces global warming and air pollution
• Helps save money

C: You are a Green Peace activist and you believe that building wind farms instead of power plants is
the best solution because of the following reasons:
• Friendly to the surrounding environment
• Natural energy source
• No poisonous gases are released
• Renewable source

D: You are a member of TEMA( a Turkish non-governmental organization whose aim is to protect forests
and plant trees to prevent soil erosion) and you believe that planting trees is the best solution because of
the following reasons:
• Moderates the climate
• Improves air quality
• Conserves water
• Help reduces ozone levels
• Reduces soil erosion
Now in groups of 4 talk through the ideas above and try to persuade your group members to go for the
solution you are suggesting. In your discussion, make sure you use the turn taking expressions you have
revised. When you reach a conclusion, report your final decision as to which solution to go for to the rest of
the class.

Prepared by Methodology Task Group, BUSEL, 2014 13

 UPPER INTERMEDIATE SPEAKING LESSONS
LESSON 4: AGREEING/DISAGREEING, PERSUADING SOMEONE

Speaking- Genetic Engineering

Pre-Activities
1. Look at the 2 pictures below and describe what you can see in them.

2. Do you feel comfortable looking at them? What is wrong or unusual about what you see in these
pictures? What do you think is the reason for it?

Picture 1 Picture 2

Read the text below and answer the comprehension questions that follow.
What is Genetic Engineering?
Genetic engineering, also called transformation, works by physically removing a gene from one organism
and inserting it into another, giving it the ability to express the trait encoded by that gene. It is like taking a
single recipe out of a cookbook and placing it into another cookbook. That is to say, genetic engineering
refers to a set of technologies that are being used to change the genetic makeup of cells and move genes
across species boundaries to produce novel organisms. The techniques involve highly sophisticated
manipulations of genetic material and other biologically important chemicals.
Genes are the chemical blueprints that determine an organism's traits. Moving genes from one organism to
another transfers those traits. Through genetic engineering, organisms are given new combinations of
genes—and therefore new combinations of traits—that do not occur in nature and, indeed, cannot be
developed by natural means. Such an artificial technology is radically different from traditional plant and
animal breeding.
Nature can produce organisms with new gene combinations through sexual reproduction. A brown cow bred
to a yellow cow may produce a calf of a completely new color. But reproductive mechanisms limit the number
of new combinations. Cows must breed with other cows (or very near relatives). A breeder who wants a
purple cow would be able to breed toward one only if the necessary purple genes were available somewhere
in a cow or a near relative to cows. A genetic engineer has no such restriction. If purple genes are available
anywhere in nature—in a sea urchin or an iris—those genes could be used in attempts to produce purple

Prepared by Methodology Task Group, BUSEL, 2014 14

cows. This unprecedented ability to shuffle genes means that genetic engineers can concoct gene
combinations that would never be found in nature.
Genetic engineering techniques have been applied in numerous fields including research, agriculture,
industrial biotechnology, and medicine. Enzymes used in laundry detergent and medicines such as insulin
and human growth hormone are now manufactured in Genetically Modified(GM) cells, experimental GM cell
lines and GM animals such as mice or zebrafish are being used for research purposes, and genetically
modified crops have been commercialized. Examples of genetically engineered organisms currently on the
market include plants with resistance to some insects, plants that can tolerate herbicides, and crops with
modified oil content.
Contrary to the arguments made by some proponents, genetic engineering is far from being a minor
extension of existing breeding technologies. It is a radically new technology for altering the traits of living
organisms by inserting genetic material that has been manipulated by artificial means. Because of this,
genetic engineering may one day encompass the routine addition of novel genes that have been wholly
synthesized in the laboratory.
Novel organisms bring novel risks, however, as well as the desired benefits. These risks must be carefully
assessed to make sure that all effects—both desired and unintended—are benign. The Union of Concerned
Scientists (UCS) advocates caution, examination of alternatives, and careful case-by-case evaluation of
genetic enginering applications within an overall framework that seeks to move agricultural systems of food
production toward sustainability.

Adapted from http://www.ucsusa.org/food_and_agriculture/our-failing-food-system/genetic-engineering/what-

is-genetic-engineering.html

Glossory:
Sophisticated (adj): A sophisticated system is very advanced and works in a clever way.
Reproduction(n): the process of producing babies or young animals and plants
Unprecedented (adj): never having happened before
Encompass (v): to include a lot of things, ideas, places, etc Benign (adj): not likely to kill you

Comprehension Questions
1. What is ‘genetic engineering’?
2. In what areas its techniques are being applied?
3. Some people have equated ‘genetic engineering’ with ‘playing God’. Do you agree or disagree with this
view? Why/Why not?
4. ‘Genetic engineering does more harm than good to humanity.’ Do you agree or disagree with this
statement? Why/Why not?

Prepared by Methodology Task Group, BUSEL, 2014 15

While-Activities
Please listen to three people talking about the concept of ‘Genetic Engineering’ and fill in the chart below
with the ideas discussed.
Pros (+) of Genetic Engineering Cons (-) of Genetic Engineering
Metin Metin

Metin Metin

Metin Metin

Please look up the words to identify their part of speech and check their definitions after listening to the
conversation.
Rot:
Disastrous:
Eugenics:
Invasion of privacy:
In this discussion, you have heard some expressions that the speakers used when agreeing or disagreeing
with one another or persuading each other. Before focusing on the expressions used in the discussion could
you please brainstorm the expressions you know which are used for these functions:
Expressions used when you want to agree with someone:
Expressions used when you want to disagree with someone:
Expressions used when you want to persuade someone in a discussion:
Now, listen to the conversation again to identify the statements speakers are using when agreeing or
disagreeing with one another or persuading each other. Put a tick next to the expressions you hear.
Expressions used when you want to agree Expressions used when you want to disagree with
with someone: someone:
• You're right. • I can't agree with you there.
• That’s very true. • You can't be serious!!
• I think so, too. • Yes, but_____
• I agree with you. • I disagree
• You could be right. • That's not the point.
• I couldn't agree more. • Yes, but don’t you think______
• That's a good point. • I don’t see it quite like that.
• I couldn't agree more. • Come on! I don’t think that’s very fair.
• I see what you mean. • No, definitely not.
• That's just what I was thinking. • No, I think you're wrong.
• I agree entirely. • Up to a point, but________
• You know, that's exactly what I think. • Yes, that's quite true, but_____
• Yes, I know exactly what you mean. • I'm not sure I quite agree
• Well, you have a point there, but_____
• Perhaps, but don't you think that_____
• I see what you mean, but________
• I tend to disagree with you there.

Prepared by Methodology Task Group, BUSEL, 2014 16

Expressions used when you want to persuade
someone in a discussion

• You must admit that___

• Do you really believe that_____?
• Don't you think that______?
• Don't you agree that____?
• Why don’t you _____?

Please brainstorm and add other similar expressions used when agreeing, disagreeing and persuading to
the chart above in pairs.

Today, more and more GM foods appear on the shelves of our stores and supermarkets and make their way
into our kitchens. GM foods which are mainly designed for greater resistance to viruses and pests, higher
nutritional value and longer shelf life are believed to help solve the food crisis in future, and so help humanity
to survive. However, their safety, potential risks and ethical concerns are still being debated. So, considering
both sides of the coin, should genetically modified crops be banned or not? Are they good for the humanity
or not?
With the question above in mind, choose 2 of the articles below and skim and scan through them to fill in the
chart below with at least 7 items for each column.
http://www.brighthub.com/science/genetics/articles/23358.aspx
http://csanad.hubpages.com/hub/GMO-advantages-and-disadvantages
http://healthblog.world.edu/the-pros-cons-of-genetically-modified-food/
http://essuir.sumdu.edu.ua/bitstream/123456789/7916/1/14.pdf
http://www.wisegeek.org/what-are-the-pros-and-cons-of-genetically-engineered-food.htm#didyouknowout

Advantages of GMF Disadvantages of GMF

Tastier food.

human health risk long-term effects

Faster growing plants and animals.

Unexpected or harmful genetic changes

Less use of pesticides. It reduces the use of pesticide and insecticide

Tendency to provoke any allergic reaction.

raise farmer's income

Metin

It can produce more in small area of land.

Metin

Medicinal foods that could be used as vaccines or other medicines

Metin

Metin
Higher nutritional yields.

Now in groups of 4 discuss the statement above referring to the ideas derived from the articles as well as to
the chart of statements used when agreeing , disagreeing and persuading.
Ask the 5th person:

Prepared by Methodology Task Group, BUSEL, 2014 17

-to use the expressions chart as a checklist and put a tick next to the statements used during the discussion
and
-to note down the ideas discussed.
-It is the 5th person’s responsibility to report all these to the rest of the class☺

UPPER INTERMEDIATE SPEAKING LESSONS

LESSON 5: GIVING ORAL PRESENTATIONS
Oral Presentation
https://www.youtube.com/watch?v=HRaPmO6TlaM
In this video you will watch 2 different students giving 5-minute-oral presentations. Please watch each
presentation and answer the following questions:
Section A
What are your What are the adjectives Have you found it
observations of the that you would like to effective or not? What
presentation? use about this do you think are the
presentation? reasons for this?

1st Presentation

2nd Presentation

Section B
-What are the general suggestions given by the female teacher towards the end of the video to give an
effective oral presentation?
Section C
Now let’s have a look at our powerpoint presentation on how to give an effective oral presentation to have a
detailed analysis of what it entails. (see PPT)

Prepared by Methodology Task Group, BUSEL, 2014 18

Section D
Now that we have gone through all the elements of an effective oral presentation, it is time to choose our
topics individually and get ready for our presentations.

Section E
- While listening to your friends’ individual oral presentations, please go over the following checklist to give
feedback to their performance.
Put a tick (√) or cross (X) next to the questions in the checklist below.

Checklist to be used when listening to the presentations

Did the speaker provide the audience with the purpose and the outline?
Did the speaker use signposting markers to indicate the structure of the presentation?
Did the speaker attact the attention of the listeners?
Did the speaker use formal language?
Did the speaker use appropriate tone of voice?
Did the speaker use appropriate body language?
Did the speaker maintain a normal speed at all times?
Did the speaker pronounce the words correctly?
Did the speaker maintain eye contact with the audience in all parts of the room?
Did the speaker use cue cards effectively?
Did the speaker use the relevant functional language in the relevant section of the
presentation?
Did the speaker finish the presentation with an effective conclusion?
Did the presenter provide the listeners with ‘references’ section?
Did the speaker stick to the time limit?
Was it a well-prepared and effective presentation in general?

UPPER INTERMEDIATE SPEAKING LESSONS

LESSON 6: TURN-TAKING
Speaking Lesson: Crime
Part 1: Read the text below and answer the comprehension questions that follow.
Causes of Crime
How do some people decide to commit a crime? Do they think about the benefits and the risks? Why do
some people commit crimes regardless of the consequences? Why do others never commit a crime, no
matter how desperate their circumstances? Criminology is the study of crime and criminals by specialists
called criminologists. Criminologists study what causes crime and how it might be prevented.
Throughout history people have tried to explain what causes abnormal social behavior, including crime.
Efforts to control "bad" behavior go back to ancient Babylon's Code of Hammurabi some 3,700 years ago.
Later in the seventeenth century European colonists in North America considered crime and sin the same
thing. They believed evil spirits possessed those who did not conform to social norms or follow rules. To

Prepared by Methodology Task Group, BUSEL, 2014 19

maintain social order in the settlements, persons who exhibited antisocial behavior had to be dealt with
swiftly and often harshly. By the twenty-first century criminologists looked to a wide range of factors to
explain why a person would commit crimes. These included biological, psychological, social, and economic
factors. Usually a combination of these factors is behind a person who commits a crime.
Economic Factors/Poverty
In addition to lack of financial resources, poverty manifests itself in a lack of educational opportunities, lack of
meaningful employment options, poor housing, lack of hope and the prejudice against persons living in
poverty. Many studies find that a high number of youth and adults admitted to correctional facilities are
unemployed. Persistent unemployment often creates a sense of despair, particularly amongst youth and can
provoke angry expression including theft, substance and alcohol abuse, as well as child and family violence.
Similarly, unemployed men released after terms of incarceration are more likely to re-offend. Failure in
school and an unstable job situation can combine to continue an individual's involvement in crime.
Social Environment
Our social structure mirrors to citizens and communities what we value and how we set priorities. Social root
causes of crime are: inequality, not sharing power, lack of support to families and neighborhoods, real or
perceived inaccessibility to services, lack of leadership in communities, low value placed on children and
individual well-being, the overexposure to television as a means of recreation.

Peer influence
A person’s peer group strongly influences a decision to commit a crime. For example, young boys and girls
who do not fit into expected standards of academic achievement or participate in sports or social programs
can sometimes become drug addicts. Children of families who cannot afford adequate clothing or school
supplies can also fall into the same trap. Researchers believe these youth may abandon schoolmates in
favor of criminal gangs, since membership in a gang earns respect and status in a different manner. In
gangs, antisocial behavior and criminal activity earns respect and street credibility. Like society in general,
criminal gangs are usually focused on material gain. Gangs, however, resort to extortion, fraud, and theft as
a means of achieving it.

Home Environment
Dysfunctional family conditions contribute to future delinquency. These conditions include:
• Parental inadequacy
• Parental conflict
• Parental criminality
• Lack of communication (both in quality and quantity)
• Lack of respect and responsibility
• Abuse and neglect of children
• Family violence.

There is a direct link between the abuse of women and child abuse and future delinquent behavior. 50% of
violent young offenders witnessed wife abuse in the home. Physically abused children are five times more
likely to be violent adults. Lack of parental supervision, parental rejection and lack of parent-child

Prepared by Methodology Task Group, BUSEL, 2014 20

involvement are consistent indicators of delinquent behavior. Parenting that features inconsistent,
incoherent, overly punitive or too permissive methods of discipline also increase the risk of delinquency.
Studies show that unwanted pregnancy and teen pregnancy create higher risk factors towards criminality.
Ineffective parenting encourages youth to associate with peers who are involved in criminal activities. At the
risk of oversimplifying a complex problem, research suggests that there is a direct link between dysfunctional
parenting and the tendency for the youth to associate with delinquent peers. As children, offenders are less
successful in school, have lower attendance rates and are more likely to leave school early than their peers.
Early school leavers experience many difficulties, the most obvious being unemployment or under-
employment.

Easy access
Another factor many criminologists consider key to making a life of crime easier is the availability of
handguns in the society. Many firearms used in crimes are stolen or purchased illegally (bought on what is
called the "black market"). Firearms provide a simple means of committing a crime while allowing offenders
some distance or detachment from their victims. By the beginning of the twenty-first century firearm use was
the eighth leading cause of death in the United States. Easy access, however, will not be the primary factor
in a person's decision to commit a crime.

Psychological Factors
The psychological factors that lead to crime include greed, anger, jealousy, revenge, or pride. Some people
decide to commit a crime and carefully plan everything in advance to increase gain and decrease risk. These
people make choices about their behavior; some even consider a life of crime better than a regular job—
believing crime brings in greater rewards, admiration, and excitement—at least until they are caught. Others
get an adrenaline rush when successfully carrying out a dangerous crime. Others commit crimes on impulse,
out of rage or fear. The desire for material gain (money or expensive belongings) leads to property crimes
such as robberies, burglaries, white-collar crimes, and auto thefts. The desire for control, revenge, or power
leads to violent crimes such as murders, assaults, and rapes. These violent crimes usually occur on impulse
or the spur of the moment when emotions run high. Property crimes are usually planned in advance.
Drugs and alcohol
Alcohol and substance abuse are often associated with criminal behavior. Many offenders are under the
influence of drugs or alcohol when offenses are committed. Regular alcohol use during adolescence can
lead to higher conviction rates in adulthood. People may have an overwhelming urge to commit crime to
support a drug habit. Both drugs and alcohol impair judgment and reduce inhibitions (socially defined rules of
behavior), giving a person greater courage to commit a crime. Deterrents such as long prison sentences
have little meaning when a person is high or drunk.
Substance abuse, commonly involving alcohol, triggers "stranger violence," a crime in which the victim has
no relationship whatsoever with his or her attacker. Such an occurrence could involve a confrontation in a
bar or some other public place where the attacker and victim happen to be at the same time. Criminologists
estimate that alcohol or drug use by the attacker is behind 30 to 50 percent of violent crime, such as murder,
sexual assault, and robbery.

Prepared by Methodology Task Group, BUSEL, 2014 21

Adapted from law.jrank.org/pages/12004/Causes-Crime.html
www.preventingcrime.net/library/Causes_of_Crime.pdf

Comprehension Questions
1. What do you consider ‘crime’ to be? What is your definition of ‘crime’?
2. Have a look at the 2 quotations below and tell your partner whether you would agree or disagree
with each giving reasons.
• ‘Poverty is the mother of crime’. Marcus Aurelius
• ‘When a man is denied the right to live the life he believes in, he has no choice but to
become an outlaw.’ Nelson Mandela
3. Do you think criminals commit crimes because of nature, nurture or a mix of both?
4. What do you think are the factors that cause people to commit crime?

Part 2:
• Listen to the conversation between 4 students who are at the department of ‘law’ and answer the
following question.
o According to this discussion, what might be the underlying reasons why people commit a crime?
• Please look up the following words to identify their part of speech and check their definitions after
listening to the conversation. While doing so, refer to the tapescript to see how they are used in context.
deprivation:
destitute:
desperation:
compass:
ambiguous:
resort to:
distinction:
desensitize:

The Dialogue
Jane: According to this article much of the focus and research into the causes of crime seems to center
around the impact of social deprivation or poverty . It is stated that many people believe the rapid increase in
the number of crimes is due to the lack of people's economic stability which lead them to commit crimes.
That is to say, people who are destitute are more likely to turn to crime in order to satisfy basic living
necessities. Would you agree with that, Kate?
Kate:Yes, that is very true. Unfortunately, in some impoverished families there is simply no possibility of
work and in many countries where there is no welfare benefits this means that the family cannot afford food,
shelter or healthcare. If no options are open to them, this desperation can result in acts such as theft, drug
dealing or blackmail.
Judy: I do agree that low income can be cited as a cause for crime in some cases but not necessarily the
only one as you suggested. It seems to me that it is mainly desperation that causes one to cloud their
moral compass.

Prepared by Methodology Task Group, BUSEL, 2014 22

Eileen: Well, shall we define the term ‘social deprivation’ first? Could you clarify it please, Kate? The term is
slightly ambiguous and lacks a concrete definition.
Kate: Look what Wikipedia says about it:"With social deprivation one may have limited access to the social
world due to factors such as low socioeconomic status or poor education. The socially deprived may
experience "a deprivation of basic capabilities due to a lack of freedom, rather than merely low income." This
lack of freedoms may include reduced opportunity, political voice, or dignity". What do you think, Judy?
Judy: I also believe that people sometimes commit crimes because doing so is the only way they can bring
attention to themselves, and get their frustrations heard. Because the government often ignores the minority,
they feel that they should create an incident to get their opinions heard.
Jane: I don’t think that 'frustration' is a sufficient reason to cause a crime. There are many ways for citizens
in democratic countries to make themselves heard.... they don’t need to resort to crime to do so.
Kate: Excuse me but some people, particularly those from deprived social or economic backgrounds may
feel that their government is not helping them or care about their problems. As mentioned before, when this
happens to a large group of people, they may feel crime is the only way they can have their frustrations
heard.
Jane: Sorry to interrupt Kate but, nothing can or should be gained through crime. There are many other
ways of making voices heard. None-violent measures such as boycotts, freedom rides, and mass
demonstrations might be used for instance.
Judy: Could I just make a point? I do believe social deprivation may or may not directly cause crime but it
can be a significant factor. Reasons such as a lack of education, more so in moral education from parents,
can be viewed as sufficient cause since they do not have the same moral values as others and are more
inclined for crime. I believe that we acquire our knowledge of what is right and wrong through education.
Jane: Yes, definitely. In my view, we are not born with an innate sense of right and wrong, a prior knowledge
of what is legal and illegal. We acquire it through education, both at home and at school. And, the
internalization of these social norms is a crucial part of becoming a law-abiding citizen and acquiring the
respect toward the law the society demands.
Kate: If I understand you correctly, you mean children from poor backgrounds are more likely to be raised in
environments where such distinctions are blurred, where they are exposed to negative role models within
their family or community. And do you believe that they might become desensitized to crime, or violence as a
result of being exposed to it on a regular basis?
Judy: Yeah...and..what’s more they might then start to view crime not as against social order but as a part of
it, which will make them more likely to break the law themselves.
Jane: Well..Hmm..They all seem to be the reasons for crime but how about the ways to decrease the crime
rate in the society, then????
• In this discussion, you have heard the turn taking strategies or expressions used by the speakers. Before
focusing on the expressions used in the discussion could you please brainstorm the expressions you
know which are used for these purposes:
GIVING A TURN:
TAKING A TURN:
RESUMING A TURN:
HOLDING A TURN:

Prepared by Methodology Task Group, BUSEL, 2014 23

 ASKING FOR CLARIFICATION:
GIVING OPINIONS:
ASKING FOR OPINIONS:
GIVING ADDITIONAL INFORMATION:

• Now, listen to the discussion again to identify the turn taking strategies or expressions speakers are
using. Put a tick next to the expressions you hear in the chart below.
GIVING A TURN TAKING A TURN RESUMING A TURN HOLDING A TURN

...., what do you think? Could I just make a
Would you like to point?
comment? Could I say something
Does everyone agree? here?
Don’t you think so? I agree with _______,
Would you agree? but I’d just like to say...
Excuse me, but…
I’d like to add something
here...
Excuse me for
interrupting, but…
Sorry to interrupt, but…
May I come in here?
One moment, please.
Pardon me, but…
ASKING FOR GIVING OPINIONS
CLARIFICATION
What do you mean by I think…
that? In my opinion...
Can you clarify that? I believe…
Can you give me an I feel that ...
example? It seems to me that
Can I conclude from this What I believe is ...
that…? In my view,…
If I understand you
correctly, you mean…
Does this mean..?
As I said in my previous What was I saying?
statement... If I could just finish
As I mentioned before... Let me finish
Actually, when I was As I was saying
talking about ... I said Sorry, but I’d just like to
that… finish saying....
I would like to return to Could I just finish?
what I said earlier. Well, let me explain...
Going back to my point… Could you just wait for 1
minute?
ASKING FOR GIVING ADDITIONAL
OPINIONS INFORMATION
What do you think? Not only that, but also..
What’s your opinion? What’s more..
Don’t you think so? Along with that…
Would you agree? I’d like to add something
here...
Besides, ...

• Please first check your answers referring back to the tapescript. Then, brainstorm and add other similar
turn taking expressions to the chart above in pairs.
• Follow –up Question:
What do you think can be done to decrease the crime rate in a society?

Prepared by Methodology Task Group, BUSEL, 2014 24

Part 3
Capital punishment is the sentence of death, or practice of execution, handed down as punishment for a
criminal offence. It can only be used by a state, after a proper legal trial. The United Nations in 2008
adopted a resolution calling for a moratorium on the use of the death penalty, however fifty-eight countries,
including the United States and China, still exercise the death penalty. As such, the topic remains highly
controversial. Abolitionist groups and international organizations argue that it is cruel and inhumane, while
proponents claim that it is an effective and necessary deterrent for the most heinous of crimes. Considering
both sides of the coin, should death penalty or in other words capital punishment be abolished or not?
With the question above in mind, choose 2 of the links below and go through these websites to fill in the
chart below with at least 6 items for each column.
http://www.buzzle.com/articles/10-pros-and-cons-of-capital-punishment.html
http://www.philforhumanity.com/Capital_Punishment.html
http://idebate.org/debatabase/debates/capital-punishment/house-supports-death-penalty
Pros (+) of Death Penalty Cons (-) of Death Penalty

• Now in groups of 4 discuss the statement above referring to the ideas derived from the websites as well
as to the chart of turn taking expressions.
• Ask the 5th person:
- to use the expressions chart as a checklist and put a tick next to the statements used during the
discussion and
- to note down the ideas discussed.
- It is the 5th person’s responsibility to report all these to the rest of the class☺

Prepared by Methodology Task Group, BUSEL, 2014 25