Core Skills
Communication
Study Section 3:
Sport and Leisure
[INTERMEDIATE 1]
Introduction
Lesson 3A: Football
Lesson 3B: Hobbies and pastimes
Lesson 3C: Cinema and theatre
SAQ answers
1
2
11
21
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INTRODUCTION
INTRODUCTION
Welcome to this study section. You are studying Communication at
Intermediate 1 level.
This package contains three separate lessons. Each of these lessons
is a complete ‘chunk’ of material that is similar to a traditional class
lesson. The difference is that you can work at your own pac e through
the lesson. Each lesson will take you approximately an hour to
complete.
The theme of this study section is sport and leisure. The three lessons
are:
 Football
 Hobbies and pastimes
 Cinema and theatre.
This study section contains activities, self-assessed questions and a tutor
assessment.
An activity asks you to do something such as read an article or write a
letter. Most activities have feedback on the next page. The word
feedback just means comments. You should try the activity before
reading the feedback.
Self-Assessed Question (SAQ)
When you see this symbol, you should answer the
questions, and then check your answers with those given at
the end of the study section.
Tutor Assessment (TA)
These are activities or questions that you answer then
submit to your teacher or tutor for marking.
COMMUNICATION: STUDY SECTION 3 (INT 1)
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© Learning and Teaching Scotland 2004
LESSON 3A: FOOTBALL
LESSON 3A
Welcome to lesson 3A. This lesson looks at football. Don't worry if
you're not a football fan – you will get a chance to express your opinion
later on!
This lesson helps you to develop the following skills:


reading skills – identifying the attitude of the writer
writing skills – writing an essay to express your attitude.
Reading skills
When you read something, you can usually tell what the writer's
feelings or attitudes were. You might see this referred to as the
writer’s 'central point of view'.
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© Learning and Teaching Scotland 2004
LESSON 3A: FOOTBALL
SAQ 1
Read this short sports report. It's taken from a newspaper. After
you've read it, answer the questions overleaf.
Dull Dundee beaten soundly
by stunning Stenhousemuir
Report by Malcolm Fleming
Dundee fans were in tears on
Saturday when their team lost yet
again against a weaker side.
Stenhousemuir beat the tawdry
Tayside team 3–0 in front of 3,500
angry supporters.
The first half saw no action – a weak
Dundee played around with the ball, but
seemed strangely reluctant to approach
the goal area with it. Davidson nearly
scored in the 25th minute, but by then
most fans were too bored to care.
Stenhousemuir dominated the second
half – with goals from Leighton,
Bothwell and Mitchell all coming
quickly after each other.
Stenhousemuir's dedicated
supporters must have thought that their
birthdays and Christmases had all come
at once.
It seems unlikely that Dundee can
make much progress this season when
small clubs can beat them so decisively
in their home ground. How they will
fare against Dunfermline next week?
Well, don't put your money on a Dundee
win!
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© Learning and Teaching Scotland 2004
LESSON 3A: FOOTBALL
SAQ 1 (continued)
1
Why were Dundee fans
described as being 'in tears'
on Saturday?
A. Because their team won
2
Dundee fans weren't really
in tears. Why do you think
the writer said this when it
wasn't true?
A. He was trying to show how
bad the score was
B. He was lying. You can't
believe what's in the papers
C. He was saying that dedicated
fans would really be in tears
3
Why does the writer
describe Dundee's
supporters as 'angry'?
A. To show us that the writer
was angry
B. To show us how annoyed the
supporters were
C. To show us how interesting
the game had been
4
What does this quotation
prove about the writer's
feelings?
'Stenhousemuir's dedicated
supporters must have
thought that their birthdays
and Christmases had all
come at once.'
A. He felt that Stenhousemuir
were expected to win
B. He felt that Stenhousemuir
were not expected to win
C. He felt that Stenhousemuir's
supporters are easily
entertained
5
What does this quotation
prove about the writer's
feelings?
'Well, don't put your money
on a Dundee win!'
A. He feels that Dundee might
win their next game
B. He feels that Dundee will
definitely win their next game
C. He feels that Dundee will
lose their next game
4
B. Because their team drew
C. Because their team lost
COMMUNICATION: STUDY SECTION 3 (INT 1)
© Learning and Teaching Scotland 2004
LESSON 3A: FOOTBALL
SAQ 1 (continued)
6
Overall, what are the
writer's feelings towards
Dundee's performance?
A. Overall, he is quite unkind
about Dundee's performance
B. Overall, he feels sorry for
Dundee. He thinks they
deserve better.
C. Overall he is very kind about
Dundee's performance
After you've completed these questions, check your answers with those
on page 27. Complete the table below, and ask your teacher/tutor to
sign it.
Score
___ out of 6
Date completed
Signed by student
Teacher/tutor comments
/
/
Teacher/tutor initials
COMMUNICATION: STUDY SECTION 3 (INT 1)
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© Learning and Teaching Scotland 2004
LESSON 3A: FOOTBALL
Words to express attitude
When talking and writing, we all use words to express our attitude or
our feelings. For example, think about how the writer expresses her
opinion here:
1.
‘I don’t like the new manager.’
This one is easy. We can tell she doesn’t like the new manager – but
we don’t know how strongly she dislikes him.
2.
‘I completely loathe the new manager.’
This one is quite easy too. Not only can we tell she doesn’t like the
new manager, but we can see how much she dislikes him – she
completely loathes him. This is a more strongly worded sentence.
3.
‘I don’t like the new so-called manager.’
This one is a bit harder. It’s like the first sentence, but it includes the
phrase ‘so-called’. What this really means is that she dislikes the new
manager – and that she feels he’s not a proper manager at all.
4.
Is Smith a good player? He has two left feet!
In this sentence, the writer expresses her attitude as well. Because she
says Smith has two left feet, we can tell that she feels he’s not a good
player.
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© Learning and Teaching Scotland 2004
LESSON 3A: FOOTBALL
Writing skills: how to write an essay
Soon you’re going to be asked to write an essay. Here is a quick guide
to how to write an essay. Look at the callouts on the right -hand side.
They explain what goes into each part of the essay.
EXAMPLE
Football, or soccer to give it its proper
name, is a great sport. It is good for people
and it helps people to keep fit. This essay
discusses the benefits of football.
First of all I will explain why I think it’s good
for your health. By running around for 90
minutes, you keep yourself fit. It’s not an
easy game, and a lot of running is needed
to be able to keep fit.
Football is also a good way to make friends.
If you play for a team then you immediately
have 10 friends. If you just like to watch
football then you will find that you meet a lot
of people during the game (or in the pub
afterwards!). They all have the same
interest as you.
There is another reason that football is
good. Most towns have a team of some sort
and visiting fans come to the town on match
days. This is good for local businesses and
it’s good for fans because they get to see
other towns.
I think that football is good for everyone. It
can keep you fit, and it’s a good way to
meet other people. Also it’s good for
businesses and it’s a nice way to travel. If
you’ve never been interested in football, I
suggest you take it up!
Introduction
In this section of your
essay you should
introduce the subject that
you’re writing about. You
can make a few quick
comments about the
subject as well.
Point 1
Here you make your first
point. You should also
discuss this point and
explain what it means.
Point 2
Another new paragraph
and a new point should be
discussed here.
Point 3
Your next point goes in
this paragraph.
Conclusion
In the conclusion, you
summarise all of your
points together in a final
paragraph.
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© Learning and Teaching Scotland 2004
LESSON 3A: FOOTBALL
Essays have a beginning (introduction),
a middle and an end (conclusion).
This simple pattern
makes essay writing
quite straightforward and easy.
TA1
Write an essay about football. Express your feelings about football in
the essay. Choose any option you like, but you must make your
feelings about football clear. Each option has an essay plan which you
can use if you want to. You can change it, if you prefer to do it a
different way.
Your essay should be 150–200 words long (the essay on p.7 has about
220 words).
Option 1: Write an essay about your favourite football club
Essay plan
Introduction: Explain which club it is, where they’re from, etc.
Point 1:
Explain why you support them.
Point 2:
Say how you feel when you see them play.
Point 3:
Write about the best match they ever played.
Conclusion: Finish off by summarising why they’re the best team.
Option 2: Write an essay about why you like playing football
Essay plan
Introduction: Explain in a general way how much you like football.
Point 1:
Tell us what you feel when you play (when winning and
when losing!).
Point 2:
Discuss the way you feel after a game (physically and
mentally).
Point 3:
Explain how much football has become a part of your life.
Do you socialise with other players, for example? Do you
think about football a lot?
Conclusion: Finish off by summarising all of the pleasures that playing
football gives you.
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LESSON 3A: FOOTBALL
TA 1 (continued)
Option 3: Write an essay about why you detest football
Essay plan
Introduction: Explain in a general way how much you detest football,
and say how pointless you think it is.
Point 1:
Be specific, and say what it is you dislike about football.
Point 2:
Discuss how much football dominates television
schedules and sports coverage in papers.
Point 3:
Discuss the extent to which you feel that football is an
obsession with some people. Say what other activities
are more fun.
Conclusion: Summarise all of your points about football, and try to
convince us that football is a waste of time.
Option 4: Write an essay discussing football hooligans
Essay plan
Introduction: Explain what football hooligans are. Give an example of
bad behaviour associated with football.
Point 1:
Discuss what football hooligans do before, during and
after matches.
Point 2:
Discuss the nature of the problem. Is it only big clubs that
have trouble with hooliganism? Or is it every club?
Point 3:
Discuss how ordinary fans feel about football
hooliganism. Does it spoil the game for them? How do
people who take their children to matches feel?
Conclusion: Finish off by restating how bad you feel the problem is.
Summarise the issues you’ve discussed, and say whether
you think the problem is as bad as people say it is.
After you’ve written your essay, give it to your teacher/tutor for
marking.
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© Learning and Teaching Scotland 2004
LESSON 3A: FOOTBALL
Summary of this lesson
Here is a list of what you’ve done in this lesson.


You learned how to work out a writer’s attitude or feelings.
You learned how to write an essay.
End of lesson 3A
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© Learning and Teaching Scotland 2004
LESSON 3B: HOBBIES AND PASTIMES
LESSON 3B
Welcome to lesson 3B. This lesson is all about hobbies and pastimes.
In this lesson we’re going to look at these skills.


Being clear when you write
Being clear when you speak.
Writing skills
When you write, it’s important that you’re clear about what you mean.
It’s also important that you write in such a way that it’s easy for your
reader to understand what you mean!
If you write clearly your readers
will find your work easier to understand.
Try to:
 Use proper sentences
 Use slang or informal words
as little as possible
 Rephrase your writing
so that it’s fluent and runs smoothly.
COMMUNICATION: STUDY SECTION 3 (INT 1)
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© Learning and Teaching Scotland 2004
LESSON 3B: HOBBIES AND PASTIMES
Activity 1
Here is an example of a badly written piece of text, and the same piece
re-written. Read the two pieces of text and make a list of things that
have been changed.
Badly written piece
Well written piece
Computers
Computers
I am dead into computers. I like
them a lot. It’s great when you
switch on. Your machine. It fires
up and soon your surfing the
internet. Or playing games. I
prefer action games and my
brother. He prefers strategy
games. I used to like to take it to
bits and build it up again and to
make it perform better. This is
easy when you know what you’re
doing I do you might not. So don’t
take it to bits if you can’t fix it this
is my advice to you.
I really enjoy my computer.
Computers are great fun. I like
when you switch it on, and it
comes alive and soon you’re
surfing the internet or playing
games. I prefer action games, and
my brother prefers strategy
games.
12
I used to like rebuilding my
computer to make it perform
better. This is easy to do when
you know what you’re doing, as I
did. If you don’t know what to do,
I’d advise you not to try to fix it
yourself.
COMMUNICATION: STUDY SECTION 3 (INT 1)
© Learning and Teaching Scotland 2004
LESSON 3B: HOBBIES AND PASTIMES
Activity 1 - Feedback
Here is a complete list of all of the things that have changed.
Badly written
piece
I am dead into
computers.
Well-written
piece
I really enjoy my
computer.
I like them a lot.
Computers are
great fun.
It’s great when
you switch on.
Your machine. It
fires up and soon
your surfing the
internet. Or
playing games.
I prefer action
games and my
brother. He
prefers strategy
games.
I used to like to
take it to bits and
build it up again
and to make it
perform better.
This is easy when
you know what
you’re doing I do
you might not.
I like when you
switch it on, and it
comes alive and
soon you’re
surfing the
internet or playing
games.
I prefer action
games, and my
brother prefers
strategy games.
So don’t take it to
bits if you can’t fix
it this is my advice
to you.
If you don’t know
what to do, I’d
advise you not to
try to fix it
yourself.
I used to like
rebuilding my
computer to make
it perform better.
This is easy to do
when you know
what you’re doing,
as I did.
What has changed?
The language has changed:
‘dead into’ is very informal.
It’s been replaced by ‘really
enjoy’.
‘I like them a lot’ doesn’t
really mean much.
‘Computers are great fun’ tells
the reader why the writer likes
computers.
The first version contains
many small chunks. Some are
not proper sentences.
The second contains one
larger sentence, and is easier
to read.
The first version isn’t clear,
and contains two short
‘sentences’. The second
version contains one easy-toread sentence.
The second version contains
as much information as the
first version, but is shorter
and clearer.
The first version is not easy to
understand. It contains two
points. The second version
contains the same
information, but is shorter and
easier to read.
The second version is more
fluent. This means that it runs
more smoothly.
COMMUNICATION: STUDY SECTION 3 (INT 1)
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© Learning and Teaching Scotland 2004
LESSON 3B: HOBBIES AND PASTIMES
Talking and listening skills
We’ve just been looking at writing in a way that is easy for your readers
to understand. Now we’re going to look at speaking in a way that is
easy for your listeners to understand.
When you speak, you should follow these simple guidelines.
 Speak at a speed that is not too fast and not too slow.
 Speak so that everyone can hear you.
 Make eye contact with your listeners.
 Use the correct words for the occasion.
 Speak so that the listeners understand.
 Prepare your talk so that it’s got a beginning, a middle and an end .
 The beginning contains an introduction to your talk.
 The middle contains the points you want to make.
 The end contains your conclusion.
 Think about what questions you might get asked, so that you will
know what to say.
Plan your talk according to the
occasion.
If you’re delivering a presentation,
you should be more formal and
you need to be organised.
If you’re just talking to friends you
can be less formal and less
organisation is needed.
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© Learning and Teaching Scotland 2004
LESSON 3B: HOBBIES AND PASTIMES
Activity 2
Soon, you’ll prepare a short talk about your favourite hobby or pastime.
You don’t need to actually deliver the talk (although you might be able
to do so, if you want to).
Your talk will have five sections: an introduction, three main points and
a conclusion. Start off by answering these questions.
Introduction

What is your favourite hobby or pastime?

What got you interested in this?

What do you like about it in particular?
Point 1: when did you first start?

When did you take it up?

How long have you been doing it?

Why did you take it up?
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© Learning and Teaching Scotland 2004
LESSON 3B: HOBBIES AND PASTIMES
Point 2: explain what your hobby involves

What does it involve?

How much does it cost?

How do you take part in this hobby or pastime?
Point 3: the social side of your hobby

Do you belong to a club or association as part of your hobby?
(For example, a running club or a camera club.)

Does your hobby or pastime help you to meet other people?

Have you ever travelled because of your hobby or past ime?
Conclusion
How would you summarise your hobby or pastime?
Would you encourage others to take it up? Why or why not?
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LESSON 3B: HOBBIES AND PASTIMES
Activity 2 - Feedback
I hope that you were able to answer these questions easily. The go od
news is that you’re now half-way to writing a presentation!
Here are the answers that another student gave to these questions.
Read them through now.
Introduction
 What is your favourite hobby or pastime?
My hobby is painting.
 What got you interested in this?
I loved art at school.
 What do you like about it in particular?
It’s very relaxing, and I can paint pictures that mean something to me.
Point 1: when did you first start?
 When did you take it up?
At primary school, but not properly until high school.
 How long have you been doing it?
Since I was 12 – so about seven years now.
 Why did you take it up?
My art teacher encouraged me to paint.
Point 2: explain what your hobby involves
 What does it involve?
Painting (landscapes and still life are my favourites).
 How much does it cost?
It can be expensive, but you can start off with a small amount of kit and
buy more as you go.
 How do you take part in this hobby or pastime?
Just get some brushes, paints and something to paint on!
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© Learning and Teaching Scotland 2004
LESSON 3B: HOBBIES AND PASTIMES
Point 3: the social side of your hobby
 Do you belong to a club or association as part of your hobby? ( E.g.
a running club or a camera club.)
Yes. It can seem a lonely hobby, but I am a member of the Dunhill Painting
Club.
 Does your hobby or pastime help you to meet other people?
Yes, at the club.
 Have you ever travelled because of your hobby or pastime?
Yes. To paint and to exhibit my works.
Conclusion
 How would you summarise your hobby or pastime?
It’s something I never thought I’d do, but I love it so much as it’s relaxing
and I like to see my paintings on display.
 Would you encourage others to take it up? Why or why not?
Yes! I get so much out of it and I’d encourage others to try.
Activity 3
You’ve just read the notes that a student wrote in answer to the
questions that you’ve also answered.
Now you’re going to read the talk that he wrote, based on these
answers. After you’ve read it, re-read his answers to the questions.
You should be able to see how he used his answers to create his talk.
His talk is overleaf.
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© Learning and Teaching Scotland 2004
LESSON 3B: HOBBIES AND PASTIMES
My hobby is painting, particularly painting landscape, although I do also like
to paint still life. I used to love art classes at secondary school, and I realised
that I had some talent. What I like about it is that it’s relaxing and that I can
create pictures and drawings that mean something to me.
I used to quite like painting at primary
school. But this was just using water-based
paints and huge brushes! It was only at
secondary school that I realised that
different types of painting were possible.
The art teacher at secondary school told me
that I had a talent for detail in my work, and
she really encouraged me to keep painting.
It can be quite an expensive hobby, unfortunately. As
I got more and more into painting, I used to ask my
mum and dad to buy me particular things for my
birthdays and Christmas. You can start painting with
a small kit – as long as you have enough paints,
brushes and something to paint on, then you’re ready
to go.
Some people think that painting is a solitary
hobby. This is partly true, because when you
paint, you’re in your own world. However, I’m
also a member of the Dunhill Painting Club and
we meet every Wednesday. It’s partly social and
partly learning. We have talks and organise art
exhibitions. I once took part in an exhibition in
Paisley – it was great knowing that my painting
was on show to so many people! I also travel
with the club to paint different landscapes.
To summarise my hobby, I’d say that it’s something I never thought I’d get into.
Once I discovered I had some talent, I started to paint and now I can’t think that
I’d ever want to stop! It’s so relaxing, and it’s great to see your pictures hanging
up and to know that part of you is in that picture. If you’re interested – give it a
try!
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© Learning and Teaching Scotland 2004
LESSON 3B: HOBBIES AND PASTIMES
Activity 3 - Feedback
As you can see, the student answered the same questions that you’ve
just answered. He did this by looking at the short answers he gave to
the questions. He then developed the points that he’d made: this
means he looked at the answers he gave and added more detail to
them.
TA 2
Prepare a short talk about your favourite hobby or pastime. Remember
that you don’t need to worry about delivering it at this stage. Simply
write your talk and give it to your teacher/tutor for comments.
Use your answers to the questions on pages 15 and 16 to help you.
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© Learning and Teaching Scotland 2004
LESSON 3B: HOBBIES AND PASTIMES
Summary of this lesson
Here is a list of what you’ve done in this lesson.
You learned how to write clearly.
You’ve learned how to talk clearly.
You’ve learned how to prepare a talk.
End of lesson 3B
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© Learning and Teaching Scotland 2004
LESSON 3C: CINEMA AND THEATRE
LESSON 3C
Welcome to lesson 3C. This lesson’s theme is cinema and theatre. You
will also work on the following skills.
 Reading and writing skills: commas and full stops.
 Writing skills: writing a review.
Writing skills
I’m sure that you know what commas and full stops are. I’m also sure
that you use them in your writing.
Full stops
Full stops (or periods) have the following uses:
 they show where a sentence ends, (e.g. ‘Today is Tuesday.’)
 they show that words are abbreviated, (e.g. ‘The B.F.I. is the
abbreviation for the British Film Institute.’)
Note that many abbreviated words no longer use full stops. Most
people write BBC and not B.B.C. or RAC and not R.A.C.
Commas
Commas have the following uses:
 they separate items in a list, (e.g. actors, directors, editors and
producers.)
 they provide short breaks in a sentence, (e.g. ‘The film was really
bad, so I asked for my money back.’)
You don’t need to put a comma after the second-last item in a list.
I like potatoes, turnips, leeks and cabbage.
I like potatoes, turnips, leeks, and cabbage.
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© Learning and Teaching Scotland 2004
This is correct. No
comma is needed after
the last item in a list.
This comma is not
needed.
LESSON 3C: CINEMA AND THEATRE
SAQ 2
Add commas and full stops to these sentences. Some need commas
and full stops. Two of them don't need any commas, but, instead, they
need two full stops each.
1.
My favourite films are Titanic Chicago and The Wizard of Oz
2.
Going to the cinema is more expensive than swimming eating out
or hiring a video
3.
I ate one hotdog two bags of popcorn and a packet of toffees
4.
I went to see the pantomime at the theatre I nearly died laughing
5.
There are theatres in Edinburgh Glasgow Aberdeen and most
major towns
6.
I booked a ticket by phone I saw the show a week later
7.
Our local theatre puts on musicals plays ballets operas and
variety shows
8.
Going to see a live performance is more exciting than seeing a
film DVD or video
When you've finished, check your responses with those on p. 2 8.
Score
___ out of 8
Date completed
Teacher/tutor comments
/
Signed by student
/
Teacher/tutor initials
What’s a review?
A review is an article that’s written to evaluate something. Movies and
theatre shows are often reviewed in newspapers or specialist
magazines, (e.g. Empire is a magazine all about cinema and films).
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© Learning and Teaching Scotland 2004
LESSON 3C: CINEMA AND THEATRE
SAQ 3
Read this review. As you read it, you should decide where to put the
missing punctuation marks. The callouts at the side ask you whether
you should insert commas, full stops or neither.
Please Don’t Refloat my Boat
1. Comma
or full stop?
By our arts correspondent
It’s the latest Hollywood blockbuster and the hype has
already started  Refloat my Boat is an alternative version
of the film Titanic. This time the Titanic has been built 
by a US shipyard as a floating hotel.
On its maiden voyage celebrities and politicians gather for a
party onboard  amid tight security. A terrorist group has
decided to attack the ship and they’ve used a weapon of mass
destruction to break off a huge chunk of ice from the polar ice cap. This creates a monster
DeVertigo’s
make up is
iceberg, and the terrorists set
convincing
it on a path of collision with
the Titanic 
The acting is diabolical.
Leonardo DeVertigo plays
President Bush which is
surely a strange choice given their age differences. Kay
Windslip plays Rosa  a Spanish cleaner who lays down her
life to plug the gap in the ship when the iceberg hits. Her
Spanish accent is  poor to say the least.
The special effects are virtually non-existent. The Titanic is
never actually seen during the film  Instead a series of indoor
shots tries to convince us that the action takes place on a s hip.
Go see it if you want, but don’t say I didn’t warn you. Three
hours is too long to waste on a film this boring  and silly.
3. Comma or
full stop?
5. Comma
or full stop?
7. Comma,
full stop or
neither?
Score
___ out of 8
Date completed
Teacher/tutor comments
/
/
Signed by student
Teacher/tutor initials
COMMUNICATION: STUDY SECTION 3 (INT 1)
© Learning and Teaching Scotland 2004
4. Comma
or full stop?
6. Comma,
full stop or
neither?
8. Comma,
full stop or
neither?
Check your answers on page 29.
24
2. Comma, full
stop or neither?
LESSON 3C: CINEMA AND THEATRE
Writing a review
You now know what a review is. A person who reviews books, films
and shows is called a ‘critic’.
The word ‘critic’ means a person who judges something. You are soon
going to be asked to be a critic, and write your own review.
Most film or theatre reviews contain some or all of these points:








the title of the film or show being reviewed
the name of the director or producer
the names of the stars
a short outline of the plot
your personal feelings about the quality of the acting
the writer’s personal feelings about the quality of the story
a section saying what its strengths and weaknesses are
a conclusion section summing up your review.
You can use the ideas here to help you with your review. You can al so
look at the review on page 24 to help you.
COMMUNICATION: STUDY SECTION 3 (INT 1)
25
© Learning and Teaching Scotland 2004
LESSON 3C: CINEMA AND THEATRE
TA 3
Write a 150–200 word review on a film or a theatre show that you've
seen recently. You can use the planning sheet to help you with this.
You might want to look back to the review that you saw on page 24.
Remember to use commas and full stops properly in this review. Give
your completed review to your teacher or tutor when you’re finished.
Review planning sheet

What is the title of the film or show being reviewed?

What is the name of the director or producer (if known)?

Who starred in it?

Explain briefly what happened in the film or show.

What did you feel about the quality of the acting?

What did you feel about the quality of the story?

What were its main strengths? What were its main weaknesses?

How would you sum up this film or show?
26
COMMUNICATION: STUDY SECTION 3 (INT 1)
© Learning and Teaching Scotland 2004
LESSON 3C: CINEMA AND THEATRE
Summary of this lesson
Here is a list of what you’ve done in this lesson.


You learned how to use full stops and commas
You learned how to write a review
End of lesson 3C
COMMUNICATION: STUDY SECTION 3 (INT 1)
27
© Learning and Teaching Scotland 2004
SAQ ANSWERS
SAQ ANSWERS
SAQ 1 Answers
1.
2.
3.
4.
5.
6.
C
A
B
B
C
A
Give yourself one mark for each one you’ve got right.
SAQ 2 Answers
1. My favourite films are Titanic,
Chicago and The Wizard of Oz.
Notice that there’s no comma after
‘Chicago’. Full stop at the end.
2. Going to the cinema is more
expensive than swimming,
eating out and hiring a video.
No comma after ‘eating out’. Full
stop at the end.
3. I ate one hotdog, two bags of
popcorn and a packet of
toffees.
No comma after ‘popcorn’. Full
stop at the end.
4. I went to see the pantomime at
the theatre. I nearly died
laughing.
No commas at all this time.
Instead, there are two full stops
added – one after ‘theatre’ and the
other after ‘laughing’ These words
complete two separate sentences.
5. There are theatres in
Edinburgh, Glasgow, Aberdeen
and most major towns.
No comma after ‘Aberdeen’. Full
stop at the end.
6. I booked a ticket by phone. I
saw the show a week later.
No commas at all. Instead, there
are two full stops added – one
after ‘phone’ and the other after
‘later’. These words complete two
separate sentences.
28
COMMUNICATION: STUDY SECTION 3 (INT 1)
© Learning and Teaching Scotland 2004
SAQ ANSWERS
7. Our local theatre puts on
musicals, plays, ballets, operas
and variety shows.
8. Going to see a live
performance is more exciting
than seeing a film, DVD or
video.
No comma after ‘operas’. Full
stop at the end.
No comma after ‘DVD’. Full stop
at the end.
Give yourself one mark for each sentence that you got completely
right. Give yourself half a mark if you got the answer partly right.
SAQ 3 Answers
1.
2.
3.
Full stop
Neither
Comma
4.
5
Full stop
Comma
6.
Neither
7.
8.
Full stop
Neither
(it shows the end of a sentence).
(no pause is needed at this point).
(to pause before telling us about the tight
security).
(this is the end of the sentence).
(to pause before giving more information about
Rosa).
(this sentence is complete without any
punctuation here).
(the sentence ends here).
(a comma isn't needed after the second-last item
in a list).
Give yourself one mark for each one that you got correct.
COMMUNICATION: STUDY SECTION 3 (INT 1)
29
© Learning and Teaching Scotland 2004