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I. Elizabethan-era theatres and oratory skill training
Step 1. Read the task and the interview
1. You are going to read an excerpt from an interview. Summarise the text in your own words. Do not quote the text: a copied sequence of 4 words and more is considered a quotation. Write 150–170 words.
2. Give your own opinion on the issue raised in the text. Write 70–80 words.
Interviewer: We welcome today Professor George Davies from the University of Wales. Professor Davies is an expert on society in sixteenth-century England, the time of Queen Elizabeth the First and, of course, Shakespeare. So how would you categorise society at that time, Professor?
Professor: Well, it was certainly a society undergoing dramatic changes in which there was an explosion of interest in the language, even though the printed word hadn’t become universally available. We don’t quite know exactly how many people could read and write but literacy would not have extended to all levels of society. Some historians call it an illiterate society, but that seems rather pejorative. No, the best way of putting it, in my view, is to refer to it as a pre-literate society, like most societies that have ever been on the planet.
Interviewer: So how did this pre-literacy affect ability to communicate at that time?
Professor: What it meant was that the prime form of communication was direct speech, face to face, which means communication involving the body, the stance, the distance between people. It also meant that people were much more finely tuned to the spoken word, they could take in more of it, they could listen in a more acute way. It’s therefore quite natural that the art form which corresponds to that particular situation should be drama.
Interviewer: One thing that has always puzzled me is where did the actors in the sixteenth century learn their craft? Were there any drama schools then?
Professor: Well, Shakespeare’s actors, the boys and the older men in his company, didn’t actually have any acting training before they joined his company. You see, in Shakespeare’s day you learned your school work by repeating it out loud all day long. The arts of oratory and rhetoric were part of your normal education and they were also the means by which you learned. So they had wonderful voice training, which enabled them to develop an individual style.
Interviewer: I’ve always thought of the Elizabethan society as one that revelled in its voice, that at its heart delighted in giving voice to words. Would that be correct?
Professor: The average theatre of the time would surprise us today. I believe it would sound and feel more like a present day football ground! In a modern theatre there’s a sort of reverential hush as the darkness descends and we feel, you know, that we’re in some sort of temple devoted to the worship of great art. But then, the atmosphere would have been much noisier. Remember Shakespeare and his contemporaries had theatres which were open to the sky, and so the noise of the city, the shouts of the street sellers, the neighing of horses and so forth would add to and mix with the sounds of the stage and indeed, in my view, would comment on them.
Interviewer: So, in the same way, this was not a world for the shy or the softly spoken?
Professor: Not at all. People’s voices in the sixteenth century, it seems to me, wouldn’t have been geared to the exchange of intimate revelations about the self. Our notion is that a play should give you the intimate, personal feelings of the author or of a character on the stage. Then, art was largely about external issues, how a country should be governed, how one should deal with rebellion, questions of that order.
Step 2. Translate the template for a summary:
Summary (150–170 words)
Paragraph 1 – What the text is about (2–3 sentences).
The interview discusses [topic] with [name/role]. The speaker explains that [central idea] and outlines [2–3 key areas]. Overall, the aim is to show [purpose/insight].
Paragraph 2 – Main points (4–6 sentences).
First, the interviewee [reports/argues/explains] that [point 1] because [reason/evidence].
Next, they [add/point out] that [point 2], which [effect/implication].
They also [illustrate/describe] [example or practice], showing how [result].
In addition, [point 3] is mentioned to demonstrate [why it matters].
Finally, the speaker [concludes/suggests] that [general conclusion].
Last sentence – One-sentence wrap-up.
Taken together, these ideas present [overall message/insight] about [topic].
Useful reporting verbs (B2): says, explains, argues, suggests, points out, notes, emphasises, adds, admits, concludes.
Paraphrasing moves: change word class (e.g., education → educated), use synonyms, change order of information, summarise examples in one clause, report speech (no direct quotes).
Step 3. In the model summary blow fill in the gaps with the words from the list
Перетащите подходящее слово в каждый пропуск текста.
The interview sixteenth-century English society with Professor George Davies of the University of Wales. He explains that the period was undergoing rapid cultural change print was not yet widespread, so many people relied on speech. He argues that it is better described as pre-literate illiterate, and he outlines how this communication style shaped performance, education, and everyday life. Overall, his aim is to show that a spoken-word culture naturally produced a theatre that was loud, public, and with civic themes.
First, Davies explains that face-to-face talk was the main form of communication because had not reached all classes. People therefore closely to tone, rhythm, body stance, and distance, and they listened with unusual . Next, he points out that drama matched this situation: when speech leads, the stage becomes the art form that best expresses society’s . He describes actor training to the point. Shakespeare’s players did not attend drama schools; instead, school itself provided oral practice. Pupils repeated lessons , and rhetoric and oratory were part of normal education, which created strong voices and distinctive .
In addition, Davies notes that Elizabethan theatres were outdoor and surrounded by city noise. Performances mixed with the shouts of sellers and the sounds of animals, so the atmosphere energetic rather than , more like a modern football ground than a quiet temple of art. Finally, he suggests that plays focused less on private feelings and more on public questions such as government, order, and .
Taken together, these ideas present a picture of a society where spoken language shaped theatre, training, and themes, making drama a collective, art.
Total Questions: 0
Incorrect Answers: 0
Step 4. Do the Matching Exercise
Перетащите слова в подходящие места в тексте ниже.
In my view, the interview reveals an insightful : when oral speech dominated public life and conversations were a daily norm, strong social were . I support this because it is obvious that constant interaction in markets, churches, and theatres social skill and cooperation; for instance, audiences and actors engaged each other . Moreover, today’s messaging strips tone and gesture, making real meetings awkward and trust. Therefore, we prioritise regular in-person practice to community.
Total Questions: 0
Incorrect Answers: 0
Step 5. Learn the sample opinion above and send me an audio message reciting it.
II. Impact of Gadgets on Teenagers
Step 1. Read tasks 1 and 2and the interview below.
1. You are going to read an excerpt from an interview. Summarise the text in your own words. Do not quote the text: a copied sequence of 4 words and more is considered a quotation. Write 150–170 words.
2. Give your own opinion on the issue raised in the text. Write 70–80 words.
Interview: Gadget Dependence and Its Long-Term Impact on Teens (≈500 words)
Interviewer: We welcome today Dr. Maya Levin, a clinical psychologist who specialises in adolescent development and digital behaviour. Dr. Levin, you’ve worked with families, schools and clinics across the country. To begin, how would you categorise teen gadget use today?
Psychologist: I would call it a culture of near-constant connection that often tips into dependence. Devices are woven into learning, friendship and leisure, but the boundary between helpful use and compulsive use is thin. Many teens are still building self-control, so persuasive design—endless scrolls, streaks, alerts—pushes them toward habits that feel necessary and “normal,” even when those habits start to harm sleep, attention and mood.
Interviewer: Parents ask, “Is this just a phase?” What makes you say it can have severe repercussions later in life?
Psychologist: Because the habits formed in the teenage years lay down patterns in the brain and in daily routines. If a young person learns to soothe stress with quick digital hits, they may struggle in adulthood with tolerating boredom, managing conflict face to face, or working deeply without interruptions. We also see links between heavy late-night use and chronic sleep debt, which is tied to anxiety, low mood, poorer academic outcomes and, in the long run, higher risk of burnout.
Interviewer: How does gadget dependence change communication skills?
Psychologist: It shifts the centre of gravity from voice, tone and body language to taps and bubbles. Teens tell me they feel confident online but awkward offline. Without regular practice in real-life conversation, they miss micro-skills—reading a pause, repairing a misunderstanding, holding eye contact kindly. Over time, this can weaken friendships: messages are fast, but they’re thin. Relationships need richer signals to grow trust.
Interviewer: Where do teens “learn” these habits? Are there training grounds, so to speak?
Psychologist: Absolutely—design trains them. Platforms reward frequent checking; games reward daily returns; class tools sometimes require constant notifications. At home, modelling matters: if adults eat with phones on the table, teens copy that. Schools can help by teaching digital self-regulation—batching notifications, setting boundaries, practising focused work. But the main “training” still comes from the apps’ built-in incentives unless we consciously counter them.
Interviewer: People often imagine the digital world as calm and private. You suggest it’s more like a noisy arena?
Psychologist: Exactly. Think of push alerts, group chats, trending clips—like calls from every stall in a crowded market. That soundscape competes with homework, dinner and sleep. The result is fragmented attention. In the short term, you feel busy; in the long term, you may be less able to think in extended lines, which careers and relationships both require.
Interviewer: So this isn’t a world made for the shy or softly spoken?
Psychologist: Not really. Online spaces reward volume, speed and visibility. Teens who are quieter can feel erased, so they either over-perform online or withdraw further offline. Neither path builds healthy confidence. We need spaces where slower voices matter—clubs, rehearsals, service projects—so teens learn that presence, not performance, sustains connection.
Interviewer: What practical steps protect teens now and support them later?
Psychologist: Three tiers: design, routine and relationships. First, design: disable non-essential alerts, remove devices from bedrooms, use grayscale at night. Second, routine: anchor the day with phone-free zones—meals, study blocks, the hour before sleep; practise “single-task hours.” Third, relationships: schedule real meetings—walks, sports, volunteering—so teens experience belonging not mediated by a screen. Over years, these small choices compound into stronger attention, steadier mood and more resilient social bonds.
Interviewer: Thank you, Dr. Levin.
Psychologist: My pleasure.
Step 2. In writing render the interview in reported speech in the past (The interviewer greeted... and asked/wondered ... .The interviewee answered/said/argued/stated /... that...) and send in for a check. You can put '...' for unchanged pieces of text. (Можно ставить "..." для неизменяемых кусочков текта, то есть тех, которые звучат в косвенной речи также как и в прямой)
Use the table of backshifs in reported speech
Step 3. Which of these statements are true, which are false, and which are not given in the interview?
The psychologist argues that:
1. late-night device use is linked to chronic sleep debt and a higher risk of burnout later.
2. teens often feel socially confident online but awkward in face-to-face settings.
3. The psychologist proposes three levels of action: design changes, daily routines, and relationship-building.
4. She describes the online environment as quiet and private, ideal for deep concentration.
5. According to her, persuasive design has little influence on teens because their self-control is already mature.
6. Her practical advice includes keeping phones in bedrooms and allowing notifications during study.
7. She cites a national trial showing that banning all smartphones in schools raises grades by 20%.
Total Questions: 0
Incorrect Answers: 0
Step 4. Revise the templates for a summary and an opinion:
Paragraph 1 – What the text is about (2–3 sentences).
The interview discusses [topic] with [name/role]. The speaker explains that [central idea] and outlines [2–3 key areas]. Overall, the aim is to show [purpose/insight].
Paragraph 2 – Main points (4–6 sentences).
First, the interviewee [reports/argues/explains] that [point 1] because [reason/evidence].
Next, they [add/point out] that [point 2], which [effect/implication].
They also [illustrate/describe] [example or practice], showing how [result].
In addition, [point 3] is mentioned to demonstrate [why it matters].
Finally, the speaker [concludes/suggests] that [general conclusion].
Last sentence – One-sentence wrap-up.
Taken together, these ideas present [overall message/insight] about [topic].
Useful reporting verbs (B2): says, explains, argues, suggests, points out, notes, emphasises, adds, admits, concludes.
Paraphrasing moves: change word class (e.g., education → educated), use synonyms, change order of information, summarise examples in one clause, report speech (no direct quotes).
Opinion (70--80 words)
In my view, the interview reveals an insightful observation: [the summary of the main point(s)]
I support / That said (=Не смотря на это), I do not (fully) support this perspective because [argument 1]. For example, .... Moreover / To add to this, [argument 2], making .../ leading to .../ etc. [extension]. In particular, ...
Therefore,...[your final thought about the relevance/importance/urgency /etc. of the idea(s) expressed]
Step 4. Try to write your own summary and opinion on the interview with the psychologist above. If you find it difficult, fill in the gaps in the model summary and opinion below and learn them by heart.
Summary
- prevent — предотвращать; не допускать
- effects — последствия (долгосрочные последствия)
- addiction — зависимость
- strain — напрягать; перегружать (напр., «функции напрягают самоконтроль»)
- unless — если только не
- debt — долг; sleep debt — «дефицит сна» / «долг по сну»
- burnout — выгорание (эмоциональное/профессиональное)
- gesture — жест
- awkward — неловкий; неуверенный
- weaken — ослабевать; ослаблять
- view — взгляд; точка зрения
- resembles — напоминает; похоже на
- removing — удаление; убирание («убирать телефоны из спальни»)
- phone — телефон (в контексте: «без телефонов»)
- activities — занятия; виды деятельности
- consequences — последствия
The interview presents clinical psychologist Dr. Maya Levin’s of teenage gadget dependence and its long-term . She says constant connection can become because persuasive features still-developing self-control in teenagers, and she outlines and remedies.
First, Levin argues that late-night use creates chronic sleep linked to anxiety, poorer achievement and later . Next, heavy messaging shifts communication from voice and to brief texts, so teens feel confident online but offline; friendships without rich cues. She adds that social net newswalls train frequent checking, while adults and school tools reinforce that pace learners are taught boundaries and focused work. In addition, the digital environment a noisy market that fragments attention. Finally, she recommends three tiers: limiting alerts and phones from bedrooms; creating routines such as -free meals and study blocks; and rebuilding relationships through regular face-to-face .
Taken together, these points suggest that protecting attention and real-life bonds in youth can deeper problems later.
Total Questions: 0
Incorrect Answers: 0
Drag the words int he list into the right gaps in the model opinion below
In my view, the interview reveals an observation: everyday phone habits teens’ time, focus, and relationships. I support this because quick replace work. For example, before maths I watched one “short”, lost forty minutes, and blanked on a . , fewer in-person chats eye contact and tone, leading to meetups. In addition, late scrolling sleep and mood. Therefore, we need device-light breaks and regular meetups to rebuild .
Total Questions: 0
Incorrect Answers: 0