Cambridge

Life Competencies
Framework

Communication
Introductory Guide
for Teachers and
Educational
Managers
 Communication
Introduction to the Cambridge Life Competencies
Framework
There have been many initiatives to address the skills and competencies our learners need for the
21st century – each relating to different contexts. At Cambridge, we are responding to educators that
have asked for a way to understand how all these different approaches to life competencies relate to
English language programmes.

We have set out to analyse what the basic components of these competencies are. This is to help us
create an underlying framework to interpret different initiatives.

We have identified six life competencies, which are linked to three foundation layers of the
Framework.

THE CAMBRIDGE LIFE COMPETENCIES FRAMEWORK

Creative Learning to Collaboration

Thinking Learn

Critical Communication Social

Thinking Responsibilities

Emotional Development

Digital Literacy

Discipline Knowledge

2 3
 The Learning Journey Defining COMMUNICATION
The competencies vary depending on the stage of the learning journey – from pre- Competencies
primary through to learners at work. Communication is an essential professional and life skill, enabling us to share information and ideas, as
well as express feelings and arguments (Cenere et al., 2015). It is also an active process influenced by
the complexities of human behaviour in which elements such as non-verbal behaviour and individual
styles of interpreting and ascribing meaning to events have significant influence. Mastering effective
communication is a skill which can be developed and honed and is distinct from mastering the core
linguistic features of a language.

We have identified three core areas within the area of Communication:

• Using appropriate language/register for context refers to a learner’s understanding that there
are formal and informal contexts/situations which require them to vary language, expressions and
Pre-Primary Primary Secondary adapt their communication style so that they are appropriate to the context they are in. Learners
can use language for effect by employing a variety of language and rhetorical devices to be more
persuasive in an argument, to engage and catch attention and add emphasis or humour.

• Managing conversations is related to a learner’s ability to converse with others effectively and
efficiently by knowing how to initiate, maintain and end conversations appropriately. Learners are
aware of key communication strategies that can help them and their peers convey their messages.
This will ensure that they are also able to support others to communicate successfully.

• Participating with appropriate confidence and clarity refers to a learner’s ability to communicate
effectively with appropriate fluency, confidence and pace. This may include using appropriate tonal
Higher Education At Work and structural variation, facial expression and eye contact, as well as an ability to structure content
to create coherent and cohesive texts.

We are developing Can Do Statements (see page 6) to describe what can be expected of a learner at
each stage of learning for each competency. The Can Do Statements are phrased as what a learner
should be able to do by the end of that stage of learning. We have started to develop Can Do
Statements as descriptions of observable behaviour.

The Framework provides different levels of detail – from the broad Competencies to the specific Can
Do Statement.

Competency Core Area Can Do

Statement

4 5
 COMMUNICATION Can Do Statements STAGE OF
LEARNING
CORE AREAS CAN DO STATEMENTS

In this section, we have provided some examples of Can Do Statements which detail what learners can
SECONDARY Managing • Effectively manages conversations using appropriate language to:
be expected to do for each competency by the end of that stage of the learning journey. These Can Do conversations
(CONTINUED) – show understanding;
Statements will vary in their suitability for learners in different contexts, and so are provided as a starting – signal lack of understanding;
point in the development of a curriculum, programme or assessment system. – seek repetition;
The Can Do Statements at each level generally assume that the learners have developed the skills at a – seek clarification;
previous stage of learning, although this is not true of the Higher Education and At Work stages, which are – control speed and volume of others’ speech;
treated as being in parallel. – check own understanding;
– check others’ understanding.
• Can use simple techniques to start, maintain and close conversations of
STAGE OF CORE AREAS CAN DO STATEMENTS various lengths.
LEARNING • Uses appropriate strategies to deal with language gaps by:
– signalling a gap;
PRE-PRIMARY Using appropriate • Understands and carries out basic instructions for class/school. – appealing to conversation partners for assistance;
language and • Expresses basic likes/dislikes and agreement/disagreement.
– using non-linguistic means (e.g. pointing or drawing);
register for • Uses simple, polite forms of greetings, introductions and farewells (i.e. saying
– using an appropriate synonym;
context hello, please, thank you and sorry).
• Adjusts language for playing different roles (e.g. a teacher, an animal or a – guessing/coining a ‘new’ item from existing language knowledge.
character from a story). • Paraphrases what others say in order to help communication.
• Invites contributions from others in a conversation.
Managing • Listens while others are talking. • Uses appropriate strategies to develop a conversation (e.g. showing interest;
conversations • Shares and takes turns when speaking. giving non-minimal responses; or asking follow-up questions).
• Responds appropriately to questions.
• Uses basic communication strategies, such as asking for repetition or making Participating • Speaks with suitable fluency.
a self-repair, in a very simple way. with appropriate • Writes at a suitable pace.
• Speaks with clarity when participating in group activities. confidence and • Starts and manages conversations with confidence.
clarity • Speaks effectively with unfamiliar persons.
Participating • Asks and answers simple questions. • Uses facial expressions and eye contact appropriately to support verbal
with appropriate communication.
confidence and • Can develop a clear description or narrative with a logical sequence of points.
• Uses a number of cohesive devices to link sentences into clear, coherent
clarity
discourse.
PRIMARY Using appropriate • Talks about their day, their family, their interests, and other topics suitable for
language and primary school. HIGHER Using appropriate • Demonstrates awareness of differences in communication styles between
register for • Appropriately asks for permission, apologises, makes requests and agrees or EDUCATION language and individuals and between cultures.
context disagrees. register for • Demonstrates awareness of how suitability of conversation topics can vary
• Uses polite forms of greetings and address and responds to invitations, context according to context and culture.
suggestions, apologies, etc. • Expresses a point of view, elicits and politely responds to others’ points of
• Changes sound levels and pitch of voice when doing drama or acting a role in view.
a play to communicate different emotions. • Persuasively puts across a point of view, backing it up with evidence and
anticipating counter-arguments.
Managing • Takes turns appropriately in a conversation. • Expresses themselves clearly and politely in a formal or informal register
conversations • Interrupts others politely. appropriate to the situation and the person concerned.
• Tries to use alternative words or expressions if they are not understood.
• Asks for clarification when they have difficulties in understanding what others Managing • Can engage in a discussion on different topics using appropriate language.
have said. conversations • Uses appropriate strategies to deal with language gaps by:
• Shares ideas with a peer before writing and speaking tasks in order to – signalling a gap;
improve the quality of their work, where necessary. – appealing to conversation partners for assistance;
– using non-linguistic means (e.g. pointing or drawing);
Participating • Contributes in lessons by asking questions, attempting responses and
– using an approximate synonym; or guessing / coining a ‘new’ item from
with appropriate explaining understanding.
existing language knowledge.
confidence and • Shares their thoughts with others to help further develop ideas and solve
• Intervenes when it appears that there is a misunderstanding in a conversation
clarity problems.
or discussion.
• Can tell a story or describe something in a simple way.
• Anticipates possible areas of communication breakdown in an interaction
• Uses simple connectors such as ‘and’, ‘but’ or ‘because’ to link groups of
and is able to use appropriate strategies to deal with this.
words.
Participating • Participates actively in discussions and debates on topics of interest.
SECONDARY Using appropriate • Uses appropriate forms of address, greetings, and farewells.
with appropriate • Varies tone of voice and sentence and discourse structure to engage
language and • Presents points clearly and persuasively.
confidence and listeners/readers.
register for • Uses language for effect (e.g. exaggerations or cleft sentences).
clarity • Presents their point of view in a task, even with no preparation.
context • Adapts language according to who they are speaking/writing to (e.g. to a
• Organises spoken and written text logically and thematically, paying
friend or to someone they don’t know).
attention to coherence and cohesion as well as styles and registers.
• Demonstrates understanding of which topics are appropriate for conversation
• Supports and expands main points with details and examples and provides
in different contexts.
an appropriate conclusion.

6 7
 STAGE OF
LEARNING
CORE AREAS CAN DO STATEMENTS
Practical Guidelines for Teaching
AT WORK Using appropriate
language and
• Adapts register to different types of conversation partner (e.g. colleagues,
managers and customers).
Communication Competencies
register for context • Keeps a discussion moving by periodically summarising and moving to the In an increasingly interconnected world, communication is an essential skill that enables us to get our
next topic. ideas, needs and feelings across to others in meaningful, useful ways. It allows us to access information,
• Sums up the outcomes of a discussion and elicits confirmation.
• Can communicate effectively with speakers in their community and speakers opportunities and develop relationships. In the language classroom, learners need extensive practice
of the target language taking into account social, cultural and linguistic and feedback in order to use new language confidently and fluently. This is often facilitated through
differences. productive, communicative activities like asking and answering drills, role-plays and the multitude of
• Varies sentence patterns to achieve effect when speaking or writing (e.g. activities that require learners to engage with one another in order to get or share information. Due
adding emphasis and humour).
• Draws on a range of discourse functions (e.g. questions, commands) to gain
to their communicative nature, these activities also present an opportunity to work with, and develop,
others’ attention or to make an important point. communication competencies.
Learners reach for communication strategies during many classroom activities because of an inherent
Managing • Interrupts a colleague appropriately in a meeting when necessary.
• Changes topic of conversation in an appropriate way.
need for them. Not having these strategies to draw upon may result in learners hitting communicative
conversations
• Successfully chairs a meeting (e.g. keeps to the agenda, clarifies actions etc.). blocks more frequently and being less able to benefit from time spent in the classroom. Communication
• Paraphrases/summarises the speech of others to check comprehension. strategies have a broad range of benefits for language learners within the classroom and beyond.
• Can initiate, maintain and end conversations effectively and appropriately. For example, being able to continue with a speaking task despite not knowing key vocabulary, avoid
• Takes an active part in conversations and discussions by using appropriate
language and effective turn-taking.
misunderstandings by checking what has been said, or tell more engaging stories.
• Can use context to understand unknown language. Learners and teachers benefit from developed communication skills by:
• Asks for clarifications, re-formulations or examples when lacking key
language. • expressing themselves appropriately and enabling a positive, productive learning environment;
• Provides constructive feedback.
• Gives suggestions and contributes ideas during communications of various • being more able to collaborate effectively with others;
types.
• being more able to take more responsibility for their learning, articulate their needs, access
Participating • Proposes courses of action, elicits ideas from others and responds to others’
information and support;
with appropriate proposals politely.
confidence and • Organises and executes spoken and written forms of communication
• being more able to engage in and benefit from communicative language practice activities;
clarity effectively (e.g. writes effective emails and business letters and gives
effective presentations).
• Creates coherent and cohesive texts making appropriate use of a variety of
• experiencing increased motivation as a result of success in communicative activities.
organisational structures and a wide range of cohesive devices.

Ben,
Director for
Language
Research,
Cambridge
University Press

8 9
 Suggestions for classroom practice
The ideas presented here are intended as a general indication of the types of activity that might develop
this competency in the classroom, and are not a definitive list.

GENERAL SUGGESTIONS
Communication skills are so inherently embedded within language teaching and learning; the question is
not so much whether they have a place in the language classroom, but rather, the extent and ways in which
teachers provide an overt focus on them.

Familiarisation with communication strategies

It should be noted that before spending significant amounts of time practising particular communicative
strategies within classroom activities, it is helpful for learners to understand what these strategies are.
This understanding is important as it informs and supports subsequent attempts to use them. It can help
learners become more able to independently practise and reflect on their performance – rather than
relying on teacher feedback.

Allowing time
Once a strategy is established (what it involves, its potential benefits) and practised, learners will be better
placed to use it in later lessons, with increasing independence. This is a key point; time and effort may
need to be invested in developing learner recognition of communicative strategies which can initially
distract from other teaching and learning aims.

Including communication skills in everyday practice

It is important to note that existing learning activities and procedures can be adapted to accommodate
the development of communication skills. This is an approach and a process; one that needs to be
incorporated within communicative activities, with specific strategies revisited, honed and built upon;
doing so leaves learners better equipped for success in both the language classroom and the real world.

10 11
 YOUNG LEARNERS TEENAGE LEARNERS
Learners at this age tend to be more communicative generally – they can be confident and motivated to Motivation is a key factor for engaging learners in communicative activities at this age, and it will be
speak – but often lack the skills to work more effectively together in groups. Raising learners’ awareness of important for activities to have a clear communicative purpose and include topics that are of interest to
effective communication strategies, and engaging in tasks that promote these skills, are key to supporting them. One way of doing this is to create situations in which learners can be successful.
young learners in this area. Young learners can be introduced explicitly to these communication strategies
as outlined in the Cambridge Life Competencies Framework. This could involve useful language and Recognising and praising good learner-generated models
phrases for different contexts. Teachers should monitor carefully during communicative tasks in order to pick up on good learner-
generated models which can be acknowledged and shared to the benefit of the broader class. In addition,
Ground rules teachers can highlight examples of unprompted effective communication strategy use in the classroom
An example is setting some ‘ground rules’ for classroom communication amongst peers or between – these are often both meaningful and memorable for learners. However, care should be taken with teens
learners and teachers, such as: who may be more self-conscious.
For example, in a discussion about holidays, a learner who is observed to be actively listening and
developing conversation with a classmate by asking further questions about their trip could be praised by
Ground rules for classroom communication the teacher. The experience could then be discussed (use questions such as ‘What did they find out?’, ‘Was
it interesting?’), shared with the class and extended to a whole class activity.
1. Speak clearly
2. Listen carefully
Noticing communication strategies
Learners should be encouraged to notice communication strategies used in a variety of texts as a way
3. Ask questions
of developing them in their own speaking and writing. Ideally teachers should choose texts that contain
4. Show you’re interested – nod, smile, keep eye-contact
multiple examples of the strategy being focused on. They should ensure the texts are appropriate for the
5. Say if you don’t understand something – use phrases like: learners’ age, interests and language level, so learners can focus on the strategy rather than struggling
a. Sorry, could you please repeat that? with trying to understand meaning. Here is an example:
b. 
I’m sorry, I don’t understand. Could you explain, please? • Learners work towards an understanding of appropriate forms of address and salutations in emails by
c. 
Could you speak more slowly/loudly, please? analysing a selection of models. This analysis could involve reading tasks that focus on the relationship
6. Wait for your turn to speak between writer and recipient, the email’s purpose and the phrases used.
• Learners then write their own emails based on what they have learnt from the models.

These ‘ground rules’ can be made more meaningful to learners if they are decided together as a whole Using recordings to highlight progress
class. A motivating sense of progress can be provided by encouraging learners to record themselves (if
comfortable doing so) during tasks. Learners could be asked to speak about a topic, for example, their
Storytelling hobby, for a particular length of time with suitable fluency, using fillers to reduce excessive pausing.
For promoting communication in the classroom, storytelling is a useful method that can be exploited in Learners record themselves using a device (e.g. a smartphone), listen back and self-assess. After self-
numerous ways. For example, introducing young learners to greetings, making polite requests or asking assessing their performance, teachers could get learners to identify areas of focus before repeating the
for permission. The context provided by a well-chosen story can help convey the meaning of useful process. Finally, they prompt learners to reflect on their performance with questions such as the following:
phrases. Further questions can establish the situations in which they are used, supporting the child’s
developing awareness of language function and register.
1. What were you happy with?
Primary learners could also practice retelling the story to develop their communication skills. By adding
a self- and peer-assessment element to this activity, learners are more motivated to retell the story 2. What difficulties did you face?
accurately and clearly. This type of assessment can also help to develop receptive skills and learner 3. How did you overcome these?
independence. The success of this approach depends upon the establishment of clear, appropriate and
achievable success criteria and the ability to review learner output. The ability to record and listen back to
their answers using digital tools (e.g. tablets) can support this. As an extension, learners could then re-record themselves to build on weaker areas. Learners could also
engage in peer-assessment based on the recordings. Encouraging learners to share and offer each other
Over to you… advice provides the basis for further speaking and language practice, while establishing a supportive
learning environment.
1. Choose one of the example activities in this section and try it out with your class.
-- When planning the activity, you may find the ‘General suggestions’ guidance above helpful. Over to you…
-- Following the activity, reflect on what worked well and what could be improved next time, 1. Choose one of the example activities in this section and try it out with your class.
particularly focusing on the extent to which learners were able to develop their communication
-- When planning the activity, you may find the ‘General suggestions’ guidance above helpful.
skills.
-- Following the activity, reflect on what worked well and what could be improved next time,
2. Using your course book or other materials, choose a few activities that you may be using in your
particularly focusing on the extent to which learners were able to develop their communication
classes in the next week or so. Consider how you could make these activities more communicative.
skills.
2. Using your course book or other materials, choose a few activities that you may be using in your
classes in the next week or so. Consider how you could make these activities more communicative.

12 13
 ADULT LEARNERS
Adults often have a higher level of communicative competence in their first language and experience of
communicating effectively in a broader range of situations, and therefore bring this experience with them
to the language classroom. This can mean that they may have more to learn from one another.

Sharing effective communication strategies

By carefully monitoring as learners participate in communicative tasks, e.g. a role-play of a meeting, the
teacher may be able to identify and facilitate the sharing of effective communication strategies, e.g. ways
of making suggestions and offering opinions, among learners.

Noticing communication strategies

Teachers should help learners to notice communication strategies being used in context. Potentially useful
models exist wherever there is communication, so there should be no shortage of choice. Potential sources
include:
• Course book texts and recordings • Stories and books (digital or print)
• Films and television • Naturally occurring learner interaction
• Podcasts, radio and audio books • The teacher
• Real-world audio recordings
Useful communication strategies can be highlighted with effective questioning. For example, a teacher Providing useful phrases and language structures
helping adults on an English-for-work course may pause a recording of an interview to ask about Teachers should provide any phrases or language structures needed to help learners manage
the impression given by an interviewee who is looking downwards and avoiding eye contact with an conversations. This language can be identified when first modelled, practised and then displayed (on the
interviewer (being prepared to highlight cultural differences). Additionally, teachers can ask questions or board or on worksheets – see example below), so it can be referred to, if necessary, during an activity.
design tasks that lead learners to notice the strategy, the way it is used and its effect. As learners will naturally stop referring to it when they no longer need to, this is a simple way of ensuring
individual learners receive the levels of support and challenge they need.

Language for signposting

• Firstly, • It is well-known that …

• First of all, • In short,
• Secondly, • Finally,
• Furthermore, • To summarise,
• Another point is … • In conclusion,
• It’s important to remember that …

Encouraging the use of communication strategies

Teachers should encourage the continued use of communication strategies by directing praise and
encouragement towards learners’ attempts to use them (even if unsuccessful). They should also be specific
in their praise and use this as an opportunity to reinforce the benefits and features of specific strategies,
eliciting these from learners where possible and appropriate.

Over to you…
1. Choose one of the example activities in this section and try it out with your class.
-- When planning the activity, you may find the ‘General suggestions’ guidance above helpful.
-- Following the activity, reflect on what worked well and what could be improved next time,
particularly focusing on the extent to which learners were able to develop their communication
skills.
2. Using your course book or other materials, choose a few activities that you may be using in your
classes in the next week or so. Consider how you could make these activities more communicative.

14 15
 Examples of Activities Practising SECONDARY
Core Area: Using appropriate language/register for context

COMMUNICATION Competencies Open World Preliminary, page 123,

ISBN 9788490365601
Can Do Statement: Adapts language according to who they are
speaking/writing to (e.g. to a friend or to someone they don’t
know)
PRIMARY Core Area: Participating with appropriate confidence
4 Look at these pairs of sentences. Decide which
Power Up Level 4, page 61, and clarity WRITING sentence in each pair sounds more polite and is
ISBN 9781108414661 more suitable for formal conversations, letters
Can Do Statement: Uses simple connectors such A FORMAL EMAIL and emails.
as ‘and’, ‘but’, ‘because’ to link groups of words 1 Lots of schools and colleges offer evening and 1 a Is all the equipment provided?
weekend courses to the public. Have you ever done a b I’d like to know if all the equipment is provided.
course in your free time? What did you study? What 2 a How much does the course cost?
would you like to learn: a sport, a musical skill or an b Please tell me how much the course costs.
art or craft? 3 a When will the course take place?

5
Language practice 2 b Please could you let me know when the course
2 Look at this advertisement and email and tick the
takes place?
things that Anna wants to know.
1 2.34 Listen and choose the correct picture. 1 how much the course costs 5 Change these direct questions into indirect
2 if the next course is fully booked questions.
1 What clothes do George and Grandpa talk about?
3 if she needs to bring her own camera 1 When does the course start?
A B C 4 when the course will take place I’d like to .
5 if you need to have experience to do the course 2 Is accommodation provided?
Please could you tell ?
Queenswood Hall 3 Can under-18s do the course?
I’d also like to .
2 What have George and his parents decided to do tomorrow?
A B C Photography 4 How should I pay for the course?
Please let me .
Courses 6 Look at this advert and notes. Write an email to Mr
Learn the latest photography
techniques from the experts! Collins asking him for the information in the notes.
Every weekend during July and August How can I
Grammar spotlight £250 get there?
2.35 For more information contact including
ROCK VALLEY
RACE TRACK
Jenny Bolton accommodation

The weather’s really cold, so we have to wear warm clothes. [email protected]

Today we couldn’t go skiing because it was foggy.

LEARN TO DRIVE A RACING CAR!
Half-day and full-day driving courses with
2 Match to make correct sentences. Write the sentences. Dear Ms Bolton, qualified professional instructors
I am writing to enquire about the photography courses No experience needed
1 There was a bad storm, … a because there was a lot of snow. at Queenswood Hall.
2 They were wearing warm clothes … b so we could go sledging. Please could you tell me if all the equipment is
For more details contact Steve Collins
provided? I’d also like to know if the courses are
3 It snowed heavily, … c so we couldn’t play in the park. suitable for beginners. [email protected]
Finally, please could you let me know if there are still Is there a
places available on next weekend’s course? minimum age What are the prices?
I look forward to hearing from you. for students?
Yours sincerely,
Anna Rossi

STAGE 2
3 Look at Anna’s email again and find
Draw a map with weather symbols. the phrases which she uses to:

In groups, draw a map of the country you chose. 1 start the email with a formal greeting
2 explain her reason for writing
Draw the weather symbols on your map for a day in winter. My 3 ask for information
The weather in the north is foggy It’s snowy in the east because 4 ask for additional information
and cold because it’s near the sea. there are mountains. diary 5 end the email
Activity Book
page 56

Conjunctions: so and because 61

UNIT 9 ALWAYS LEARNING 123

16 17
 Core Area: Using appropriate language/register
for context Further Reading
ADULT
Can Do Statement: Expresses a point of view, elicits Here are a number of books or articles that you could also look at:
Prism Level 1 Listening and Speaking, and responds to others’ points of view
page 54, ISBN 9781316620946 Canale, M. (1983). From communicative Council of Europe. (2001). Common Hymes, D. (1972). Models of the
competence to communicative European Framework of Reference interaction of language and social life.
language pedagogy. In J. C. for Languages (CEFR). Available In J. J. Gumperz & D. Hymes (Eds.),
Richards & R. W. Schmidt (Eds.), at https://www.coe.int/en/web/ Directions in sociolinguistics: The
Language and communication common-european-framework- ethnography of communication. New
(pp. 2–27). London: Longman. reference-languages/home York: Holt, Rinehart and Winston.
4 Complete the dialogue with the suggestion sentences and questions
Cenere, P., Gill, R., Lawson, C., & Dörnyei, Z. (1995). On the teachability Kellerman, E. (1991). Compensatory
from Exercise 3. Try not to use the same expression more than once.
Lewis, M. (2015). Communication skills of communication strategies. strategies in second language research:
Man: This festival is fantastic. What do you want to do first? for business professionals. Victoria, TESOL Quarterly, 29(1), 55-85. A critique, a revision, and some (non-)
Woman: (1) we go to the food tent? I’d like to get some pizza. Australia: Cambridge University Press. implications for the classroom, in R.
Dörnyei, Z., & Scott, M. L. (1997).
Phillipson, E. Kellerman, L. Selinker, M.
Man: OK. Good idea. After that (2) visiting the art Celce-Murcia, M., Dornyei, Z., & Thurrell, Communication strategies in a second
Sharwood Smith, & M. Swain (Eds.),
S. (1995). Communicative competence: language: Definitions and taxonomies.
exhibition? I’d like to see some of the paintings. Foreign/second language pedagogy
A pedagogically motivated model Language Learning, 47(1), 173–210.
Woman: Yeah, that sounds good. Then we (3) go and do a research: A commemorative volume
with content specifications. Issues
Halliday, M. A. K. (1973). Explorations for Claus Færch, (Multilingual matters).
singing workshop. in Applied Linguistics, 6(2), 5-35.
Clevedon: Multilingual Matters.
in the functions of language.
Man: Oh, I’m not sure that’s a good idea. I’m a terrible singer! London: Edward Arnold.
Woman: OK, well (4) listening to the talk on poetry instead?
Man: Yeah, I’d love to! That’s a great idea!
Woman: What (5) we do after that?
Man: Well, by then we will probably need to go home!
Woman: Hmm, I might want to see other things. How about we look at
the gift shop after?
Man: Sure! That sounds good.
5 Work with a partner. Read the dialogue aloud. Did you choose the
same phrases?

AGREEING AND DISAGREEING

SKILLS

When responding to suggestions it is important to be polite, whether you

agree or disagree with the suggestion. When people reply with yes, it is rarely
on its own. When people reply with no, they often add other words to make
the meaning softer.
Yes: That’s a great idea! No: I’m not sure that’s a good idea.

6 Look at the dialogue in Exercise 4. Underline the two ways to say “no”
and highlight the five ways to say “yes” to the suggestions.

SPEAKING TASK
Choose a group of events from a festival and persuade your group
to go to them.

PREPARE
1 Look at the events in Exercise 1 and your table in Exercise 2 in
Critical Thinking. Add any new information to your table.
Claire,
54 UNIT 2 Principal Research Manager,
Cambridge University Press

18
You can find information about the other
competencies in the Cambridge Life
Competencies Framework at
cambridge.org/clcf

✓ Collaboration
✓ Communication
✓ Creative Thinking
✓ Critical Thinking
✓ Emotional Development
✓ Learning to Learn
✓ Social Responsibilities

© Cambridge University Press 2019