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Listen to the dialogue once again and fill the gaps with one preposition per space

Andrea: Welcome to "People and Places" – where we meet interesting people and find out about more (1) ______ them – right here (2) ______ bbclearningenglish.com. Hello, I'm Andrea Rose.

 

Paul McKenna: ‘(3) ______ everybody it’s different. But usually it’s deep relaxation. People find that instead (4) ______ being aware (5) ______ lots of things we tend to focus (6) ______ one idea (7) ______ a time.’

 

Andrea: Can you guess what Paul McKenna does (8) ______ a living? He has a rather unusual job. Yes, he’s a hypnotist. He hypnotizes people. In fact, he’s one (9) ______ Britain’s best known hypnotists. He mesmerizes people (10) ______ doing extraordinary things. So what’s it like to be hypnotized?

 

Paul McKenna: ‘(11) ______ everybody it’s different. But usually it’s deep relaxation. People find that instead (12) ______ being aware (13) ______ lots of things we tend to focus (14) ______ one idea (15) ______ a time. You can probably compare it (16) ______ meditation or (17) ______ business people do a thing called strategic planning where they relax and imagine what their company will be doing, what product or service they will be offering (18) ______ the future, what their competitors will be doing. That seems (19) ______ me to be the same (20) ______ hypnosis. All the great creatives (21) ______ history – Einstein, Mozart, Tessler, Goethe, Walt Disney – lots (22) ______ great creatives have referred (23) ______ that

reverie, that creative state where they get their ideas (24) ______, (25) ______ similar terms when they describe it, as hypnotists would to hypnotic trance.’

 

Andrea: Paul compares hypnosis (26) ______ deep relaxation. You feel very relaxed when you’re hypnotized and you can focus (27) ______ one thing rather than lots (28) ______ thoughts. Paul also compares it (29) ______ meditation or even strategic planning – like (30) ______ business when plan how you want to run things. He says that lots (31) ______ famous thinkers or creative people – ‘creatives’ – talk about their great thoughts or creativity coming from a dream-like state – ‘reverie’. He says hypnosis is just like that. Another word (32) ______ hypnosis is a trance. When you’re hypnotised it’s like you’re (33) ______ a trance. But is being a hypnotist quite what we imagine?

 

Paul McKenna: ‘The archetypal Hollywood image – you know the man (34) ______ swinging watch, black suit, goatee beard, and malevolent intentions has played a part (35) ______ creating an image (36) ______ the psyche (37) ______ lots (38) ______ people. But I'm hoping to dismantle that. I want to avoid all the psycho-babble ooger-booger esoteric associations because really hypnosis is just another word (39) ______ thinking and when we use hypnosis we can get extraordinary outcomes, but it’s really just another way (40) ______ thinking.’

 

Andrea: Look (41) ______ my eyes and relax…yes, that’s the image we associate (42) ______

hypnotists. But Paul says they’re not quite like that! We imagine a hypnotist to be someone swinging a watch (43) ______ ______ ______ someone (44) ______ they fall asleep, or wearing a black suit and having a goatee beard. This is the archetype (45) ______ a hypnotist. This is the archetypal Hollywood image. We also think (46) ______ hypnotists as people who are dangerous and who have bad intentions. The word Paul uses is malevolent. In fact, according (47) ______ Paul, hypnotists can do wonderful, extraordinary things. It really is an intriguing and interesting profession, so how did it all begin (48) ______ Paul McKenna?



 

Paul McKenna

‘My first experience (49) ______ it was that I was a radio broadcaster and I was interested (50) ______ yoga and meditation. I went one day to interview the local hypnotist and I had a particularly bad day – I’d split up (50) ______ my girlfriend, the people (51) ______ the apartment where I was living were making a noise and I had a row with my boss (52) ______ work – and so I arrived (53) ______ this interview fairly stressed.

 

And I said ‘do your weirdy, mindy thing (54) ______ me’, and I sat back. I was skeptical, benevolently so and said ‘let the process begin’. And I borrowed a book (55) ______ this guy and I went home and read it.

And then I began to hypnotize my friends to help them quit smoking or lose weight or overcome phobias and it pretty much worked.’

 

Andrea: Paul was a radio broadcaster. He was doing an interview (56) ______ a hypnotist. Three bad things had happened (57) ______ him that day. Did you catch what they were? He had split up (58) ______ his girlfriend, his neighbors were making lots (59) ______ noise and he’d had an argument or row (60) ______ his boss. At first he was skeptical that the hypnotist could help him. Skeptical – he didn’t believe it. But the hypnotist made him feel so much better (61) ______ the session, that he decided to borrow a book and learn how to do it himself. Soon he was helping his friends stop smoking, lose weight and even overcome their phobias or fears – all through hypnosis. It changed his life.

Let’s quickly recap of some (62) ______ the language Paul used:


relaxation;

meditation;

reverie;

trance;

archetypal;

malevolent intentions;

skeptical.


Until the next time, it’s goodbye (63) ______.


UNIT 5

ENTERTAINMENT

Teaching Ideas

Here are some ideas for ways to use Entertainment programmes in class. Most of them require little or no preparation.

Before Listening

1. Prediction: Show students the image that accompanies a programme and tell them a few pieces of key information about the programme: for example, the topic, location and name(s) of the person or people featured in the programme. Students then write down at least 5 questions that they think or hope will be answered by the programme: they then listen to see if their questions have been answered.

2. Web quest: Tell students the title and topic of the programme and give them 10-15 minutes to do an internet search for information on the topic. They make a few notes on what they find, and share the information with the rest of the class before listening.

3. Prediction 2: write a few key words from the programme on the board and get students to guess what the programme will be about.

4. Vocabulary preparation: use the words and definitions given on the webpage for each programme to make a matching activity. Students complete the activity and listen to the programme to check and/or confirm their ideas.

While Listening

5. Prediction 3: play part of a programme, but stop it at an appropriate point and ask students to suggest what they will hear next.

6. Jumbled script: give students the transcript of a section of a programme, cut up line by line.

They re-order the text and listen to the section to check.

7. Gapped script: give students the transcript of a section of a programme, with key words blanked out. They try to guess what words should go in the gaps and then listen to the section to check.

8. Note-making: students make notes on the main points of the programme. They then write up their notes into a short summary.

9. Comprehension quiz: students read / listen to a programme, then write 5-10 questions about it (the answers must be in the programme) and give then to another group to answer.

 

After Listening

10. Vocabulary exchange: students write a list of words they would like to know the meanings of. Each group of 2-3 students looks up 2-3 words in an English – English dictionary, and explains the words to the rest of the class.

11. Follow-up role-play: after listening, students write a list of questions they would like to ask: either about the topic of the programme, or to the person / people featured in the programme.

They then get into pairs or groups: they take roles such as presenter / guest and ask and answer the questions. If they don't know the answers – they can use avoidance strategies – or make something up!

12. Make your own programme: after listening to a programme students script a similar programme about a similar aspect of entertainment from their own country or culture. They can record themselves and play back to the class, or if there is no recording equipment available, they can 'perform' their programme 'live' for the class.

13. Fan mail: students write a fan letter to the artist / director / actor / writer etc. featured in the programme.


Date: 2015-12-17; view: 712


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Listen again to the dialogue and fill the gaps using one adjective in each space | Entertainment. Joanna Lumley
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