3C Develop your spoken mediation skills
Teacher’s notes
Output | an interactive presentation
Goal | perform an ‘edutainment’ video
Focus | paraphrasing key information
Timing | 35–40 minutes
CEFR mediation descriptor
Can summarise (in Language B) the important points made in longer, complex texts (in Language A) on
subjects of current interest, including his/her fields of special interest (B2, GSE 59–66).
Introduction
The goal of this activity is for Ss to mediate the content of a
written text by paraphrasing key points in the format of an
‘edutainment’ video/performance. To help them achieve this,
Ss will focus on highlighting and extracting key information
from the text in note form, and then referring to these notes
to enact a question and answer presentation in pairs in an
informal style.
We suggest doing this activity after doing ‘3C Develop your
reading’ on pages 100–101 of Roadmap B2 Students’ Book.
Warm-up
1 Write the word ‘edutainment ’ on the board and elicit which
two words are merged in this word, and why. Put Ss in pairs to
discuss the questions. Monitor and help with vocabulary.
When they finish, elicit some answers and opinions from the
whole class.
Extension option – Show Ss a short example of an
edutainment video from a streaming service, if you have
internet with projection.
Prepare
2a Ask Ss to read the Scenario. Draw a sandwich on the board
with the title ‘Free sandwiches for a year! ’ Ask students how
they can get this offer according to the Scenario. Ask them to
explain why the Super Stuffings company is offering this.
Answer: Super Stuffings want to reach their customers
through social media, using edutainment videos about
sandwiches and convenience food.
b Ask the students to read the Focus box. While they are
doing this, write the example notes from the Focus box on
the board. Ask Ss to find examples in the Focus box of how
the video presenters add informal comments to make the key
information more interesting, and write them in a separate area
of the board.
Answers: ‘sandwiches are big business in the UK  ’;
‘Incredibly ’; ‘in fact ’; ‘Wow ’; ‘I guess people love sandwiches
there ’; ‘That’s right! ’
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3a Explain to Ss that they will read the text and add their
own notes.
b In feedback, add examples to the notes on the board and
ask which facts are most attention-grabbing.
Example answers for added notes:
Notes: Sandwiches
UK industry – £8 billion a year > 300,000 people employed
– more than in agriculture
Invented by Earl of Sandwich – 250 years ago – was playing
cards – didn’t want to stop for a meal – 18th century dinner
at 4 p.m.
Sandwiches boring before 1980 – sandwich revolution –
Marks and Spencer – plastic boxes for sandwiches
Lots of new flavours – annual awards ceremony – British
Sandwich Association
Science of sandwiches – how to stop sandwiches going
soggy etc. – cutting machines vibrate 20,000 times a second
Third sandwich revolution – machines do everything
Annual sandwich festival in village of Sandwich
4 Put students in pairs and ask them to prepare and practise
their two-minute video presentation. Give them about
10 minutes to do this. Monitor and assist where necessary.
5 Put student pairs together in groups of four so that Ss can
perform their video to their peers. Monitor and assist where
necessary. Alternatively, if Ss have video recording on mobile
devices, they can create their own videos (check consent of all
students before doing this).
Discussion and follow-up
Ask students to discuss how successful they think edutainment
videos are as a marketing tool to attract new customers.
Write questions on the board for Ss to discuss in small groups:
What other forms of advertising are there on social media?
Have you ever been influenced to make a purchase by
something you saw on social media? Do you follow videos by
‘influencers’? How do they earn money? As an option, Ss could
write a review of a famous social media influencer and what
they make videos about.
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1C

EVALUATION
The key mediation criteria to evaluate this activity are:
• reformulates key information from the source text into a discussion between presenters.
• adds informal comment to key information to make it more accessible.
• shares the presentation task interactively with their partner.
The main features that may be demonstrated in the video presentation are:
• a discussion of the unusual history of the sandwich as an invention of the 18th century.
• a presentation of the more recent success of the sandwich industry.
• a conversational style that makes the topic entertaining.
The following examples show the kind of student output that can be expected. Marks awarded are based on the key mediation
criteria above. These could also be used in peer evaluation, if desired. You can apply evaluation criteria for speaking if you
choose. See page 45 for suggested criteria.

Examples of student output

Performance A Performance B

A: Hi, viewers! Have you ever wondered why your
snack is called a sandwich? Well, today we’re
going to tell you all you need to know!
B: That’s right! Did you know its name comes from
a British guy who liked playing cards?
A: Cards?
B: Yes! The Earl of Sandwich asked for beef between
two pieces of bread whilst playing cards.
A: So the sandwich was invented by someone lazy!
B: Maybe, but sandwiches were not big business
until 1980.
A: A British store, Marks and Spencer, started
selling them in plastic boxes and they became a
convenience food revolution!
B: Sandwich making is even a science now …
A: Today we’re going to tell you about the history of
the sandwich.
B: Yes, did you know that sandwiches were invented
by the Earl of Sandwich in 18th century England?
A: I didn’t know that!
B: People ate dinner at 4 p.m. then, and sandwiches
were easier to eat whilst playing cards.
A: Sandwiches were boring up until 1980 when
Marks & Spencer made them successful.
B: Now they come in lots of new flavours. Crayfish
and rocket, for example.
A: Also, sandwiches nowadays are made by
machines – no people!
B: Wow!

Teacher’s Teacher’s
comments comments

This is a very effective performance at this level.
The presenters reorganise some of the information
to make it more accessible, and although they skip
some of the history of the sandwich and focus
on the inventor, there is good linking of ideas and
comments.
This performance is less effective at this level.
Although several of the key points are relayed
from the text, there is little contextualisation of
information, adaptation of order or addition of
comment beyond simple reactions. There is also
little linking of ideas between presenters.

Marks: 4/5 Marks: 2/5

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 3C Develop your spoken mediation skills

Output | an interactive presentation
Goal | perform an ‘edutainment’ video
Focus | paraphrasing key information
Warm-up
1 Work in pairs to discuss the questions.
1 Do you prefer learning about things by reading or by
watching videos?
2 What do you think are the advantages and
disadvantages of each method?
3 Educational videos and games are often called
‘edutainment’. Can you think of examples?
Prepare
2 a Work with a partner. Read the Scenario. Why are
Super Stuffings giving away free sandwiches?
b Read the Focus box and look back at the Scenario.
Which words and phrases add informal comment in
the video presentation?
Paraphrasing key information
‘Paraphrasing’ is when we communicate something in a
shorter, clearer or different way; for example, when we
explain a written text in speech. It can be helpful to note
down the key words and information you will paraphrase
from a written text.
For example, this extract from the text about sandwiches
could be paraphrased in the following way:
Sandwiches are now an £8 billion a year industry in the
UK and more than 300,000 people work in the sandwich
production business – that’s more people than work in
agriculture.
Notes: Sandwiches
UK industry – £8 billion / year
> 300,000 people employed
– more than in agriculture
Video with two presenters:
A: So, sandwiches are big business in the UK, aren’t they?
B: That’s right! Incredibly there are more people
employed to make sandwiches than in agriculture –
over 300,000 in fact.
A: Wow, and it’s an industry worth eight billion British
pounds a year. I guess people love sandwiches there!
Mediate
4 With your partner, prepare to perform your
edutainment video.
You will both speak, so decide who will say
what. Think about how you will make the video/
performance:
– easy to understand
– informative
– entertaining
5 Perform or show your video to another pair of
classmates. Ask your classmates to give you
feedback. What did they like? Was there anything
that could be improved?
SCENARIO
You have seen the following advertisement on a
noticeboard where you study/work:
A year of free sandwiches for the best edutainment
video!
Super Stuffings is a dynamic new company in your area
delivering the freshest, tastiest, healthiest and most
environmentally-friendly sandwiches in the country to
companies, schools and local stores.
We are keen to build a following on social media, in
order to reach our target market of students, teachers
and professionals. Every month we’ll post an interesting
and entertaining video on the topic of sandwiches and
convenience food, made by and for our customers.
Follow this link to read more about this month’s topic.
All you need to do is send us a two minute ‘edutainment’
video about how sandwiches became such a popular
snack. If we select your video, you’ll be personally
eligible for free sandwiches for a year! (terms &
conditions apply).

3 a Now read the text on page 17 about the topic

of sandwiches. Make notes to paraphrase key
information from the text (look at the example given
in the Focus box).
b Compare your notes with your partner. What are
the most important points to include in your video
performance?

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 3C
The most successful
snack
in the world?
250 years ago, a momentous event occurred. John
Montagu was playing cards and he didn’t want to
stop for a meal. So instead he asked for a piece
of beef between two pieces of bread. According
to the story, this had never been done before and
it was the start of a revolution. John Montagu’s
official title was the Earl of Sandwich and the
snack he invented was called … you guessed it,
the sandwich!
Sandwiches are now an £8 billion a year industry in
the UK and more than 300,000 people work in the
sandwich production business – that’s more people
than work in agriculture. So how did sandwiches
become quite so ubiquitous?
Back in the 18th century, the main meal of the day
in the UK was a sit-down dinner at 4 p.m. Montagu’s awards ceremony, organised by the British Sandwich
invention was daring because you no longer needed to Association, where the inventor of the best new
stop what you were doing in order to eat. This is part of sandwich wins a large sum of money.
the attraction of the sandwich in our busy modern lives.
It’s possible to eat one on the go, in a meeting, at your While sandwich inventors are always looking for new
desk or even in bed. It’s the ultimate convenience food. filling combinations, sandwich scientists have been
Until quite recently, sandwiches were considered trying to solve the tricky problems of how to stop the
tedious and joyless. They were things that people made filling falling to the front of the box, how to stop the
at home using cheese and whatever leftovers were bread going soggy, how to minimise the space between
available in the fridge. All that changed in 1980 when the bits of lettuce, and so on. And in case you were
the second sandwich revolution started. wondering who cuts all those remarkable sandwiches,
Marks & Spencer, a famous British food and clothing the answer is no one. Cutting machines do the job with
store, began selling pre-prepared sandwiches in titanium blades that vibrate 20 thousand times a second.
plastic boxes. They were an instant hit. Customers no But it’s not just cutting machines that are taking over the
longer needed to make a sandwich themselves or wait work of humans in sandwich production. Machines often
while someone in a café made one for them – they spread the butter, drop the ingredients onto the bread
could just take one from the shelves, start eating and, and package the sandwich in its box. It’s quite likely, in
four minutes later (the average time it takes to eat a fact, that your sandwich will not have been touched by
sandwich) be finished. Like most of the best ideas, it
anyone before you eat it. This automation of sandwich
was simple and revolutionary.
production is the third sandwich revolution.
Shops and supermarkets everywhere started selling
pre-prepared sandwiches and the British public started For real enthusiasts, a small town in the south of
to experiment with new flavours. Crayfish and rocket, England hosts a sandwich festival every year. Here you
goats cheese with pink peppercorns and tomatoes – can take part in sandwich-making competitions, watch a
these are just some of the new filling combinations parade or sample new sandwich fillings. And the name
that became popular. In fact, the job of sandwich of this small town in the south of England? You guessed
inventor was created and there is now an annual it: Sandwich!

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