English for

PHOTOCOPIABLE 
18
Lesson 1
Module 1
they can offer. At the same time, I look for potential attendees 
among my colleagues and go around asking them, ‘Suppose 
you attended my panel, what points would you want to 
make? What do you think you might want to hear about from 
the experts? What do you think you’d like to learn from them?’ 
This helps me to decide what questions a panellist should 
address and how they can be linked. This way I put together a 
list of questions that will help them start.
Then I get in touch with every panellist in person or by mail. 
I provide a biographical sketch of the other panellists and 
contact information, so that they can talk before the panel. 
I say to them, ‘Here are some questions I think our audience 
attendees would like to be addressed. Is there something you’d 
like to add?’ This helps to ensure they cover all the key points. 
Another important thing is that I never assume that the 
panellists have been on panels before. So, I always let them 
know how it will go. I explain that I will be asking them a 
series of questions, that they will have time to answer them, 
and that after that there will be questions-and-answer 
time. Here I also inform them of the time limitations. I can’t 
overemphasise how important it is that they are aware of 
that. If they wish to bring handouts, I tell them the estimated 
attendance so that they know how many copies they should 
prepare. Then, last but not least, is that I make sure I know 
how to pronounce their names.
6 Audioscript 
18
You may want your students to discuss the gaps in knowledge 
and skills that prevent them from successfully playing a role of 
a moderator.
Suggested answers
1 research the topic 
2 look for panellists and ask them about their expertise; look for 
attendees and ask them what they want in the discussion 
3 put together a list of questions
4 give panellists information about each other and the list of 
questions