Part 5 - Lectures: marker phrases

This is not an accurate word-for-word transcript of the programme.
Группа Learning English:   [bad word]  [bad word] club17650165
Продолжение транскрипта: [bad word] /downloads.bbc.co.uk/worldservice/learningenglish/webcast/al_05.pdf

It’s time for Academic Listening - a series for students at English-speaking universities. For
more on the structure of a lecture, join Susan Fearn and members of the World Service class of
2001.
Susan: During the series we’re entering the world of further education to focus on
some of the linguistic problems experienced there and in today's programme we
visit University College London. Today we look at “marker phrases” - essential
vocabulary that will help you predict and understand the gradual development
of the lecturer's argument.
And we’ve sent our reporter to University College London, where she joins
students in a lecture about the Roots of English. She’ll be setting them - and
you - a comprehension task to help develop listening skills.
As we’ve said before, it’s a good idea to try and predict the content of a lecture
from its title. Our reporter Julia Adamson asked some of the students at
University College to do just that before their lecture began. She spoke to Sara,
who's from Sweden, Denis, a student from Belarus and first, Rabia Bourkiza.
CLIP: Julia interviewing students
I'm Rabia Bourkiza I'm from Algeria. At the moment I'm waiting for the lecture and the lecture
will be about the Roots of English. I think this will be about where English language comes
from, and what we are speaking come from.
Can you tell me about the lecture you're about to go into, Sara?
Of course. It's about 'Roots of English' I think it's about linguistics and where language is
coming from and also about certain words the meaning of the words and how the English
language has developed during the centuries.
Do you know what the subject of the lecture is?
It's going to be, I think, about how the language… where the language came from, about
linguistics maybe, and just maybe some grammar use - how it came and how it was born.
Susan: The title of the lecture helped those students to make predictions about the
content. All three expect to hear lecturer Don Hill describe the origins of the
English language - where it’s come from and how it has developed.
CLIP: Lecturer
Well today's talk is about English. I'll start by describing the roots of English, the people …
Susan: Before we return to the lecture theatre, here's a chance for you to do some
listening practice. You'll hear the text of the introduction to Don Hill's lecture
and I'd like you to try to identify the key content of the talk. What are the two
main subjects that Don Hill is going to discuss ? If you’ve got a pen, why not
write these down as headings so you can start making some notes.
CLIP: Lecturer
Well today's talk is about English. I'll start by describing the roots of English, the people who
spoke the various languages or dialects from which English has come. Then go onto the
registers - that is the styles of English. I'll simplify that very much and talk about two registers
or styles in particular. I'll then raise the question whether one register is better than the other
and give reasons for thinking that there's no simple answer to that question and then I'll sum up
and that will be it.
OK - so the roots of English to start with. Now, why has English become a world language?
Susan: Well, you can compare your answers with Sara, one of the students Julia spoke
to after the lecture.
CLIP: Julia interviewing students
Sara, can you tell me what the lecture was about ?
Of course. The lecture was about roots of English and also about the registers of English, and
that means the roots were mostly about the historical perspective - about how England was
invaded about different people...

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