When criticising someone, describe, don't judge. Always focus on, and confine criticism to observable behaviour

For instance, telling your pupil who is not practising his music "Of late you've been practising less than usual and we need you in the concert" is more likely to encourage practice than snapping "You are irresponsible and lazy. Prac­tise more from now on."

a) Below are statements about music which express different opinions. Imagine that they are your opinions and change them into subjective argu­ments. (Use the expressions showing critisism.):

1. "There is only one way to come to understand music by learning to play a musical instrument whether an external one like the piano or flute or by training the human voice to become an instrument."

2. "However good recorded music might be, it can never really take the place of a live performance. To be present at an actual performance is half the enjoyment of music."

3. "I find I have to defend jazz to those who say it is low class. As a matter of fact all music has low class origin, since it comes from folk music, which is necessarily earthly. After all Haydn minuets are only a refinement of simple, rustic German dances, and so are Beethoven scherzos. An aria from a Verdi opera can often be traced back to the simplest Neapolitan fisherman."

B) Team up with your partner who will be ready to give critical remarks on the statements given above. Use the cliches expressing criticism.