English for

participation and time. 
9 Split learners into the moderator, panellists and 
attendees and ask them to prepare for the panel in 
advance. Let learners have a panel discussion for 10–15 
minutes and then appoint a new moderator or ask for a 
volunteer. Let learners try different roles in the discussion.
Module wrapping-up
This brief self-evaluation and reflection activity aims to 
give learners a sense of another milestone reached in 
developing the skills necessary for their academic careers.
Lesson 3 Closing effectively
Time: 90 minutes
By the end of this lesson, learners will be able to
➡
handle a variety of situations in a panel discussion, as the 
moderator
➡
close a panel discussion, as the moderator
Lead-in
1 If learners can’t think of ways of handling the situations, 
you could provide some solutions and ask them to match 
them to the situations. Here are some suggested solutions:
1 The moderator can encourage the questioner.
2 The moderator can ask the speaker to speak up or can 
pass him a microphone.
3 As for 2.
4 The moderator can repeat/paraphrase the questions one 
by one for the panellist to answer them.
5 The moderator/panellist can ask for clarification.
6 The moderator can politely interrupt the speaker.
7 The moderator can ask the first question.
Reading
2 
Answers
Make eye contact with a questioner to show them they can ask 
their question. (1)
Repeat the question to make sure that everyone is following. (2)
Sometimes people ask more than one question. Then you have 
to decide whether to take all of them or choose one. What you 
decide will depend largely on the time available. (4)
Sometimes a question is not well structured. Then you need 
to paraphrase it. Offer your own understanding but ask the 
questioner to confirm that your paraphrase is right. (5)
Be prepared with some questions of your own in case the 
audience remains silent. (7)