1 Unit Lessons for life Opener 1

Audioscript 
 [10]
OK, everyone, I’d just like to say a few words about
reading – something you’re going to be doing a lot of here.
At the end of this session, I’ll give you your reading list
for this particular course. Your other tutors will do the
same. There’ll be thirty or so books on each list, but please
don’t think that means you have to read every page of
every book. There are three or four key books highlighted
at the top of each list, which we do recommend that you
read in full, but the others will mainly be for reference –
that’s to say, there’ll be one or two chapters in them that
are relevant to a particular essay or piece of work.
So, most importantly, when I give you the list, please don’t
go out to the nearest bookshop and buy them all. If you do
that, you’ll leave yourself no money for food or anything
else. All these books are, in principle, available in the library
– some may be out on loan of course when you want them.
You’ll probably want to buy some of the more important
ones. My advice to you is first to look at one of the internet
booksellers and see if you can pick up any second-hand or
at least cheaper copies there. There’s also a second-hand
section in the main university bookshop, where you might
find what you’re looking for.
What about strategies for reading? As I said at the
beginning, you’ll have a big volume of reading to do, so it’s
important that you get faster at it. Is there a secret to that?
Well, I’m afraid the answer is not really. What I would say
though is that the more you read, the faster you will get. So
don’t worry too much if it seems like it’s taking ages at first
– everyone feels that …
7
• Ask students to work in pairs and exchange and compare
notes. In feedback, write up the example answers from
Exercise 6 on the board and ask students if they would
add or detract from those brief notes and why.
Extra activity
Ask students to choose a TED talk online which they are 
interested in – TED is a not-for-profit organization devoted 
to spreading ideas in the form of short, powerful talks. 
Students should watch their chosen talk in their own time 
and take brief notes. In a future lesson, ask students to 
share their notes in small groups. Other students must try 
to reconstruct key information from the TED talk from the 
notes. The student who made the notes then confirms, 
explains and adds details.
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