Following a discussion
1. Listen to this extract from a seminar. What do you think is the main topic that the students are discussing?
a The decline of minority languages
b The benefits of language education
c The preservation of languages
d The role of government in language development
e The problem of poverty throughout the world
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c
2. Now answer these questions.
a Is the discussion well-balanced or one-sided?
________.
b Is the tone of the discussion friendly, heated, or a bit of both?
________.
c Does everyone get an equal chance to express their opinion?
________.
Show answers
a The discussion is fairly well-balanced. Three people are in favour of protecting languages and two people don’t agree.
b It’s a bit of both. The discussion starts strongly in favour of protecting languages, then reservations and counter arguments are made and things become increasingly heated. The discussion never becomes hostile, though. A good seminar should involve lively discussion!
c Not completely. Three speakers (A, D and E) do most of the talking.
3. How does the discussion develop? Look at these areas (a-e) then listen again and number each in order (1-5).
a conflict between saving people and saving languages
b examples of dying languages
c reasons to protect languages
d reasons not to protect languages
e languages that are reviving
Show answers
a 5 b 1 c 3 d 4 e 2
4. Answer these questions. Then listen again and check.
a According to the UNESCO report
– how man languages are there in the world today? ________.
– how many are in danger of dying out by 2100? ________.
b Where do speakers of the Ainu and Maori languages live? ________.
c How many Welsh speakers were there in 1991? How many are there today? ________.
d What are the arguments in favour of ‘language revitalization’?
________.
e What are the arguments against language revitalization?
________.
Answer & Transcript
a According to the UNESCO report, there are more than 6000 languages in the world today, and over half are in danger of dying out by 2100.
b Speakers of the Ainu language come from Japan. Speakers of the Maori languages live in New Zealand.
c In 1991, only 19% of the population of Wales spoke Welsh. Today it’s around 25%.
d The arguments in favour of language revitalization are: languages tell us about who we are; you can’t separate language from culture.
e The arguments against language revitalization are: it might be natural for languages to become extinct; speaking the same language might help global understanding; the cost of protecting minority languages is high; the money could be spent on saving people from starvation and disease.
Transcript
A: According to the UNESCO report we read, there are more than 6,000 languages in the world today, but over half are in danger of dying out before the end of this century ___
B: Yeah, like the language used by the Ainu in Japan. It has less than a few hundred speakers left.
A: Or the Maori language in New Zealand. The report says one language becomes extinct every two weeks. It’s terrible. Basically, I think we need to do whatever it takes to keep these languages alive.
D: Hmm. I don’t quite see it like that. Can you actually protect a language anyway?
B: Yes, Welsh is a great example.
D: Really?
B: Yes. When the Welsh Language Board was set up in 1991, only 19% of the population spoke Welsh. Now it’s up to around 25% I think, and rising, and most speakers are younger than 30.
A: Yeah, the fact is language revitalization is critical. Every government should do what they can to support languages.
D: I’m not sure I agree. I wonder if we need 6,000 languages. I mean, languages become extinct for a reason, you know ___ because nobody wants to speak them! We can’t assume that every language must naturally survive.
E: I think that’s a good point. I mean, things change.
C: But, you know, languages tell us about who we are. You can’t separate language from culture. Take one away, and the other dies.
E: I don’t agree. at least, not for Italy.
A: Do you think you could say a bit more about that, please Maria?
E: Sure. Before, there have been over a hundred languages or at least different dialects, in Italy but now basically we all speak Italian, we all feel Italian. We haven’t lost our culture because we all speak the same language.
D: And if we all spoke the same language at least we’d understand each other. There’d be fewer wars and ___
C: I think you might be mistaken on that point. I don’t think there would be fewer wars, for a start.
E: Also it costs millions and millions of pounds to keep these tiny languages from dying out.
A: I don’t think you’ve got that right.
C: So you think everyone in the world should speak English?
E: Why not? We all do! Let’s use the money on food and clean water for people.
B: That’s ridiculous.
D: I don’t think so. Are you saying we should let people die just to spend the money on saving a language hardly anyone speaks? Which is more important ___ the life of a person, or the life of a language?
Asking effective questions
1. Listen and complete each expression.
1) In other ________., I’d like to know ___
2) ____ __., what I want to know is ___
3) I guess what I’m (really) ________. is ___
4) To put it ________. way ___
5) I ________. what I’m driving at is ___
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1) words 2) Basically 3) asking 4) another 5) suppose
2. Look at the questions (a-e) below. Then listen and match each question you hear (1-5) with an original question (a-e).
a Will English always be the dominant world language? ____
b What are the main reasons for the success of the English language? ____
c Is it unavoidable that certain languages die out? ____
d Do you think all languages have equal significance? ____
e Why do you think the issue of language revitalization is not more in the public eye? ____
Answer & Transcript
a 3 b 1 c 5 d 4 e 2
Transcript
1) In other words, I’d like to know why you think English has become so important.
2) Basically, what I want to know is why more people don’t care about the problem.
3) I guess what I’m really asking is do you think another language will ever take over as the language of global communication?
4) To put it another way, are some languages more important than others.
5) I suppose what I’m driving at is can we really protect all the languages there are in the world today?
Participating effectively
1. Listen and complete each expression. Then listen and repeat.
a Sorry, what ________ exactly?
b I agree with some ________ said.
c No, sorry. I don’t really ________ that.
d I ________ that it’s important.
e That’s ________ too.
f Can we get ________ here, please?
g mistake. I ________ Sorry.
h That’s not really ________
i OK. So what ________ is ___
j What do ________, Peter?
k Sorry, can I just ________ was saying?
l Can I ________ here?
Show answers
a do you mean
b of what you’ve
c go along with
d really do think
e the way I feel
f back to the point
g got it wrong
h what I meant
i you’re saying
j you think
k finish what I
l say something
2. Now match each expression (a-l) with a function (1-12).
1) Ask someone for their opinion ____
2) Ask someone to explain what they mean ____
3) Ask to interrupt ____
4) Stop someone from interrupting you ____
5) Apologize for misunderstanding someone ____
6) Try to get the discussion back on target ____
7) Agree with someone ____
8) Disagree with someone ____
9) Partly agree with someone ____
10) Check you’ve understood ____
11) Say someone has misunderstood you ____
12) Give your opinion strongly ____
Answer & Transcript
1 j 2 a 3 l 4 k 5 g 6 f 7 e 8 c 9 b 10 I 11 h 12 d
Transcript
a Sorry, what do you mean exactly?
b I agree with some of what you’ve said.
c No, sorry. I don’t really go along with that.
d I really do think that it’s important.
e That’s the way I feel too.
f Can we get back to the point here, please?
g mistake. I got it wrong. Sorry.
h That’s not really what I meant.
i OK. So what you’re saying is ___
j What do you think, Peter?
k Sorry, can I just finish what I was saying?
l Can I say something here?
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