Collins e ase A2 Pre-intermediate Sy olee- ahd Rhona SnellingCONTENTS Introduction ‘Section 1 - What's your news? unitt Unit 2 Unit 3 Unit 4 Meeting people Describing people Talking about things Talking about places Section 2 - What do you fancy? Unit 5 Unit 6 Unit7 unit 8 Making arrangements Making requests Ordering and buying Speaking on the phone Section 3 - What do you mean? Unit 9 Unit 10 Unit 11 Showing interest in a conversation Developing a conversation Checking for understanding Section 4 - What's wrong? Unit 12, unit 13 Unit 14 Unit 15 Unit 16 Listening to problems Making a complaint Making an apology Showing sympathy Saying ‘thank you" Section 5 - What do you think? Unit 17 unit 18 Unit 19 Unit 20 Agreeing and disagreeing Stronger opinions Giving feedback Saying ‘Well done!’ Mini-dictionary (extracts from Collins Primary Learner's English Dictionary) Answer key Audio script 12 16 20 24 28 32 36 BRS 52 56 60 68 72 RSa 113INTRODUCTION Collins English for Life: Speaking will help you to improve your spoken English in a variety of everyday situations and contexts. You can use Speaking: + asa selt-study course + _assupplementary material on a general English course. Speaking will help you develop your speaking skills in different areas, inclu ‘+ introductions with new people and describing people, things and places + making and responding to arrangements + ordering and buying * speaking on the phone * developing conversations and checking for understanding * making a request, a complaint and an apology * listening to problems and showing sympathy * saying ‘thank you’ and ‘well done!’ * agreeing and disagreeing, and giving feedback. Speaking comprises a book and CD. The book has 20 units. ‘At the back of the book there is: ‘+ amini-dictionary taken from Collins COBUILD + an answer key ‘+ the script for the audio recordings. The CD contains over 100 tracks of audio including conversations and speaking practice activities. Using Speaking You can either work through the units from Unit 1 to Unit 20, or you can choose the units that are most useful to you. The Contents page will help you in your selection of units and your awn plan far learning. For ease of use, each of the 20 units follows the same format. It is recommended that you follow the order of exercises when working through a unit. Each unit includes all or most of the following: Conversations - you read and listen to conversations. Key words and phrases are presented in bold. You check your understanding of the conversation and the key words and phrases. Say it accurately ~ you practise using the key words and phrases correctly. Say it clearly ~ you practise pronouncing the correct sounds and words. For example, linking words together. Say it appropriately — you practise using tone and suitable intonation. For example, sounding polite. 6 | SpeakingGet speaking ~ you practise using the key words and phrases in spoken exercises. Instructions are provided to prepare you for role-plays with speakers on the CD. There are also: Useful tips - these explain how to use language in particular situations. Language notes - these help you be clear on grammar and language areas. Language notes may explain the meaning of a phrase or the differences between words and phrases that sound similar. study tips + Each unit should take about 30-45 minutes to work through. Take regular breaks and do not try to study for long periods of time. Thirty minutes is a good length for one study session. + Atthe start of every study session, quickly revise your last study session. Check you remember and understand the language. + Put the audio tracks on your mobile phone or MP3 player, so you can listen to the conversations and practice activities at any time. * Use the book and CD with a classmate. Work through each exercise together, or work through each exercise individually and then compare your answers. + Complete the Get speaking section as pair work: one student reads the Audio script and ‘one student responds following the instructions in the book. ‘+ Test yourself with previous units - close your book. Play the audio from the Get speaking section and give your response. Check your responses with the unit and the model answers at the back of the book. * Use your mobile phone to record yourself giving answers out loud. Listen carefully to your answers ~ compare your pronunciation, tone and intonation with the CD. + Keep good study records - choose the best method for you to record and revise new vocabulary and grammar. For example, using mind maps for new topic vocabulary. Language level Speaking has been written to help learners at A2 level and above (Elementary to Pre- Intermediate). Other titles Also available in the Collins English for Life series at A2 level: Listening, Reading, and Writing. Available in the Collins English for Life series at B1+ level: Speaking, Listening, Reading, and Writing. Using the CD (This icon indicates there i an audio track for the exercise. Please note thatthe Speaking CD is designed for use with a computer. If you want to play the audio on a CD player, you may have to download the tracks to your computer and then burn all of the tracks onto an audio CD. Introduction 7MEETING PEOPLE Getting started 1 Where are the people in the photo? 2. Ave they meeting for the first time or are they friends? 3 What do you usually say when you meet someone? Conversations Read and listen to these four conversations. Which conversations include people who know each other? Which include people meeting for the first time? Know each other: . Meeting for the first time: Conversation 1 Clare: Hi Sarah, it’s great to see you. Sarah: Hiya, and you. It’s been ages. You look well. Clare: Thanks, you too. How are you doing? Sarah: Very well. I've got a new job. I'm teaching at the college. Clare: Great! You didn’t like your old job, did you? ‘Sarah: No, | hated it. What's your news? Clare: Well, 'm getting married next year. Sarah: Congratulations! Conversation 2 Receptionist: Good afternoon. How can I help you? Sam: Good afternoon, my name's Sam Jones. | have a meeting with Mr Williams at 3 p.m. Receptionist: Ah, yes. Please take a seat. I'll et Mr Williams know you're here. Mr Williams: Ms Jones? I'm Tom Williams. Lovely to meet you. And you, Mr Williams Mrwi How was your journey? Was the traffic OK? Yes, everything was fine, thanks. 8 | SpeakingUNIT 1 | Meeting people Conversation 3 ‘Andy: Hey, how are things? Ben: Good, thanks. You? Have you finished that essay? Andy: No, not yet. It’s really difficult, isn’t it? Sorry, do you know Karen? She’s in my sister's class. Karen, Ben. Ben, Karen. Ben: Hi, nice to meet you. Karen: You too. Conversation 4 Tony: Good morning, Mark. Good to see you again. Mark: Morning, Tony. You too. Tony: — Mark, let me introduce you to Tina. She's doing an internship here for ‘the summer. Tina, this is Mark. He runs our new office in Bristol. Mark: Pleased to meet you, Tina. Tina: And you, Tony. Mark: How are you finding it here? It’s very busy, isn't it? Tina: Yes, itis. But 'm really enjoying it, thanks. ite sth eats @ Read and listen to the four conversations again. Complete the sentences below with the correct name. 1 .... iS getting married. 5 hasn't finished an essay. 2 ... has a new job. 6 is in Andy's sister's class. Bo cecccsssnses has a meeting with Sam Jones. 7. .-is doing an internship. 4 had a good journey. ae .-works in the new office. Language note Question tags are very common in spoken English. Remember to use a negative question tag after a positive sentence: It's very busy, isn't it? Remember to use a positive question tag after a negative sentence: You didn’t like your old job, did you? Section 1 | What's your news? | 9f) @ 02 9 @ Look at the bold words in the conversations. Complete the phrases below. | Meeting someone |1 L.. vniaiaaatomeetyou, | youdon'tknow = 2p... to meet you. | ae [3 N... tomeet you. 4 Yout. Introducing [5 Letmei you to. someone 6 Sorry, do you k. Asking a follow 7 What's your Mssscnesnnnnnsnnnn? [up question How was your | > 9 How are you f......... seseseeesseit here? Saying it accurately Read the conversation below and complete the gaps with words from Conversations, exercise 3. ‘Ana: Good afternoon, Katy. Good to see you again, Katy: And you, Ana Ana: Katy,1...... me introduce you to Lucy. She's working with me on a new project. Lucy, 2 is Amy. She joined the company about a month ago. Katy: 3..... to meet you, Lucy. Lucy: You 4... Put the sentences in the correct order to make a conversation. Paul: I'm very well, thanks. How was your journey? Gary: Good, thanks. How are you doing?..... Paul: Hiya, you too. How are things? Gary: OK, thanks. The train was on time. Gary: Hi, Paul. It's great to see you. Listen and check. Saying it clearly In spoken English, some words ‘link’ together. This means the sound at the end of ‘one word links with the sound at the beginning of the next word. Listen to the phrases below and pay attention to the words that ‘link’ together. 1 How_are things? 3 How_was your journey? ys 2. Sorry, do_you know... ? 4 What's your news? Listen again and repeat the phrases. Try to join the words together. 10 | Speakingmo ba {) @ ts UNIT 1 | Meeting people Write an answer for each question in exercise 1. Then practise saying the question and answer to improve your pronunciation. 1 3 Saying it appropriately You're going to hear two people saying the sentences below. Which speaker sounds interested? Put a tick (7) in the correct column. v How are you doing? ‘What's your news? Its great to see you. Lovely to meet you. And you. Nice to meet you. You too. env aunewne How was your journey? Listen to the speakers who sound interested. Repeat each sentence. Listen again and repeat to improve your intonation. eeu 9) @ Get speaking Listen to speakers 1-4 and choose the correct response from a-d, Then listen again and give your response. a Good, thanks. You? € Pleased to meet you, lilly. b Hiya, and you. Its been ages. d_ And you, Mr Robertson, My review Ican use different phrases for meeting a friend and asking how are you?" | can use different phrases for meeting someone I don't know. | can use different phrases for introducing someone. | can ask suitable follow up questions. ocooo Section 1 | What's your news? | 11DESCRIBING PEOPLE Getting started 1 How would you describe the man in this picture? 2 What words would you use to describe yourself? 3 How would other people describe you? Conversations Read and listen to three conversations. Are the people below described in a positive way, a negative way or both? Put a tick (/) in the correct column(s). Positive Negative Trevor the woman next to Rosa at work Rosa's boss Tanya Carol eance Conversation 1 ‘Adam: — You know Trevor? A ‘Adar jh ... No, | don’t think so. Yes, you do. The guy I sometimes play tennis with. And he runs the cafe on Broad Street. Oh, yes. He's kind of tall and he’s got a tattoo. He always wears a dirty leather jacket. That's him, He looks a bit odd. I don't like the look of him. Adam: Actually, he’s a good laugh. He's very intelligent too. Anyway, he's, coming to my party on Friday. Jon: Oh, OK. Sorry. Language note + Guyis more common in spoken English than man. + You can also use guys to describe a group of people. + Guyand guys are very popular in American English. 12 | SpeakingUNIT 2 | Describing people Conversation 2 Joe: Rosa: Joe: Rosa: Joe: Rosa: Joe: Rosa: So what's your new job like? Do you like your colleagues? (Oh, the job's fine, | suppose, but the people ... They're a funny bunch. Really? All of them? Yes! They're really strange. The woman | sit next to is a know-it-all, Honestly, she thinks she knows everything. it doesn’t matter what the topicis, she knows everything about it. Oh no. And she’s a name-dropper. She knows the director of the company, she went to school with this actor, she sat next to this singer on a plane What about your boss? Terrible. She's a complete control freak. She checks my work every day and then changes everything, She tells me to make calls and organise ‘meetings, and then she calls the people and checks the meetings. Conversation 3 Charlie: Dave: Charlie: Dave: Charlie: Dave: Charlie: Dave: Charlie: See that girl over there? Which one? The one with a red bag. She's kind of short and a bit plump. Yes, Isee her. That's my brother's new girlfriend, Tanya. She's very smiley. She looks nice. She looks friendly, yes, but she's so two-faced. She says terrible things about people when they can't hear her. Oh. That's not nice at all. Who's the woman she's talking to? That's Carol. She's lovely. She has a heart of gold. She's a teacher and she helped my brother prepare for his exams last year. Look at the bold words and phrases in the conversations. Add them to the table. ‘personality 1 @vauawn 1m 1 | What's your news? | 1382D eens Saying it accurately ‘Complete the sentences with a personal description from Conversations, exercise 2. ‘A person who ... 1 likes to manage and check everything is a. is extremely clever is... Uses important people's names to impress others is 2... is extremely kind has... a strange group of people ar is fun to be with is a... Nounun ‘says one thing to a person but then says something different, often negative, behind their back is........ . 8 believes he/she understands many different topics isa... Complete the sentences with a physical description similar to the phrases in brackets. She LOOKS a sseneenee. (Strange) 2 Hes (smiles a lot) 3 He doesn't do any exercise. He's ... esse (Not slim) 4 She's. - (quite tal 5 Shes = (quite short) Saying it clearly The schwa sound (a) is very common in spoken English. Listen and repeat. Listen to the phrases below. Pay attention to the weak (unstressed) schwa sounds, highlighted in bold. 1 abit plump 4 kind of tal 2. aname-dropper 5 looks a bit odd 3 aheart of gold Listen again and repeat. Which three phrases have words that link together? 4 | Speakingn° 10 UNIT 2 | Describing people Saying it appropriately Listen to the sentences below and repeat. Pay attention to the stressed (strong) words. 1. She is a complete control freak. She checks everything. 2. Carol has a heart of gold. She's really kind 3. Tanyas smiley, but she's two-faced 4 She's a bit plump. Listen again and underline the stressed (strong) words. Rewrite the sentences in exercise 1 to describe someone you know or a character ina TV programme you watch, Then practise saying the sentences and pay attention to the stressed (strong) words in your sentence. Price Get speaking Read the following situations and make notes to prepare your responses. Then play the CD and give your answers. 1. You are talking to your friend at a party and she asks you about a male guest. + Say his name and then two negative things about him, and explain your opinion 2 Next she asks you about a female guest, Ana. * Say two positive things about Ana and explain your opinion. 3. She asks you if you know a group of people. ‘+ Say two negative things about the group and explain your opinion. 4 Then she asks you about another group who she thinks look a little strange. ‘+ Say two positive things about the group and explain your opinion. Close your book and listen to the CD again. Try to give your responses without. using your notes. My review I can describe a person's personality. | can describe a person's appearance. | ean use the schwa sound (3) correctly | can use intonation to express approval and disapproval. coooo Section 1 | What's your news? | 15TALKING ABOUT THINGS Getting started 1. What are the men in the photo doing? 2 Where are the men? 3. What do you think is in the boxes? Conversations Read and listen to the conversations below. Which conversation is about: a moving flat? b clothes and shopping? © going on holiday? 2 Conversation 1 Penny: — What are you wearing to the end-of term party? Sarah: I'm borrowing my sister’s designer dress. It’ a long, sort of floaty dress. Penny: Lovely. What colour is Sarah: It’s a greeny colour. What about you? Penny: —_I'mnot sure yet. I'm going to that vintage shop this afternoon. It's got loads of great stuff. Do you want to come? Sarah: Yeah, OK. My mum bought an old leather coat from there. It looks kind of old-fashioned, but it's pretty nice. Language note We use borrow and lend when people share objects or possessions. We use borrow... to explain we don’t own the object. 1am borrowing a dress from my sister. ‘We use /end... to explain the object belongs to you, but someone is using it. Lam lending my dress to my sister. Conversation 2 Ryan: Have you packed everything? Omar: _ Yes, I'm ready to go. I'm really excited about moving to the new flat! | can't believe I've got so many things. Have you got much stuff? 16 | SpeakingUNIT 3 | Talking about things Ryan: Not really. You've got hundreds of boxes here. Omar: | know, but I'm not taking everything. I'm going to sell these things. They're just old CDs and books. I've got tonnes of old books. Ryan: And what's this thing? Omar: It was my grandmother’. It’s a sort of storage box. It's pretty old. Ryan: Wow! So what do you use it for? Omar: Nothing special. Just bits and bobs. Conversation 3 Celia: What about this resort? There's lots of stuff to do here. James: Like what? Celia: Organised activities during the day, beach parties or dinners at night, and courses in different water sports. James: | don't like that kind of thing, to be honest. I'd rather have a quiet holiday and just relax. Celia: OK, well, there are loads of other websites we can look at. What about this one? James: No, | heard some bad things about that company. Celia: Really? heard they're pretty good. ions. Add them to the table below. Look at the bold phrases in the conversat non-precise objects quanti ecole |B 1b 2s. Bo bere 91 | - 10 _m soe om [non-precise descriptions exaggerations of quantity 49. WZ Rasen Bit $k Sa ‘quite’ or ‘very’ [7_p. Language note ‘You can use stuff and things for objects and belongings as well as activities, but be ‘careful to use the correct grammar: Countable: this thing / these things / many things Uncountable: loads of stuff /lots of stuff / much stuff Section 1| What's your news? | 17Saying it accurately Complete the conversations with the words in the boxes. borrow hundreds many silvery 1 ‘A: Have you finished the essay? | lost my notes from the lecture and there are 1... things I can't remember. f) @ 13 43 @ B: Don’t worry. I've got 2 of books and notes. A: Really? Can 13... soe them, please? B: Of course. They're in that sort of 4... folder on my desk. kind stuff some things tonnes 2 A; Isit OK if leave my 1 here? B: Yes, of course You've got 2 of bags. What have you bought? A; Just 3... for Helen's party. Did you find a nice birthday present for her? B: Yeah, I got this. IS 2.4 ......:nsnsen OF Notebook and diary for college. Listen again and check your answers. Saying it clearly Listen to the phrases below. Pay attention to the words that link together. Is the word in bold strong (stressed) or weak (unstressed)? 1 It's sort_of pinky. 2. It’s akind_of notebook. 3 You've got loads_of bags. 4. There are lots_of things to do. Listen again and repeat. Pra pronunciation for of. inking the words and using the weak Write four sentences describing things with the words in brackets. Then practise saying the sentences. Pay attention to the words that link together and use the 1 2 (kind of) 3 (loads of) 4 (lotsof 18 | SpeakingUNIT 3 | Talking about things Saying it appropriately Read the sentences below. Which words do you think will be stressed? 1 Its pretty old. 3. There are hundreds of old books here 2. You've got tonnes of bags. 4. heard they're pretty good. Listen and check. Listen again and repeat. Practise using exagger sentences. stressing the right word Read and listen to the non-precise descriptions below. Which speaker sounds uncertain? Put a tick (V) in the correct column. Ita greeny colour, Its a sort of storage box. 1 2 3. Ita bluey colour. 4 It's a kind of notebook Listen to the sentences in exercise 3 again. This time the speakers all sound uncertain. Listen again and repeat. Practise using the uncertain tone. Pertussis o Get speaking You are going to listen to five questions about things you own. First, listen and make notes on your answers. Then listen again and give your answers. My review Ican talk about things with non-precise descriptions. Qa Ican use correct pronunciation and link words together. a Ican use correct stress to show exaggeration in descriptions.) I can use uncertain intonation for non-precise descriptions. =) Section 1 | What's your news? | 1919 TALKING ABOUT PLACES Getting started 11 Where are these people? 2 What are they doing? 3 What are they saying? Conversations Read and listen to the conversations. Which conversations are describing how to find a place and which conversations are describing places? how to find a place: describing places Conversation 1 Bob: Carlo: Do you know where we can get a taxi? Yeah, down there. See the cafe on the corner? There’s a taxi rank ‘opposite. You can’t miss it. Conversation 2 Dan: Tim: Dan: Tim: Dan: Dan: You should go to New York for your holiday. Really? Isn't it very noisy and unsafe? No, not at all. When we were there, we stayed in a beautiful hotel. You know the Empire State building? The really high skyscraper? Yes, we stayed a couple of blocks from there. Mmm, sounds good, Yes, we did loads of stuff. Went to art galleries... they were packed! The shops... they were amazing! It was the best holiday. Ee Ca Ke ata ‘Spoken questions like See the cafe on the corner? are usually different to written questions, like Can you see the cafe on the corner? They use fewer words and simpler grammar. 20 | SpeakingUNIT 4 | Talking about places Conversation 3 How was your trip? Terrible, tt was the worst weekend. Oh no, what happened? Everything went wrong. We got to the hotel and it was closed and empty. So, we went to another hotel... it was really noisy; we went out. toa restaurant in the evening; it was disgusting! It was just terrible. Conversation 4 Sam: _ I'm looking for Mr Kay's office. Sure. You know where the big meeting room is? Go past that and it's on the left. Peete Conversation 5 Bella: Excuse me, is there a good restaurant round here? Meg: _ Yes, there’s a great Italian restaurant about five minutes from here. Go up this hill and when you see a small bookshop, turn sharp right and it’s behind there. Read and listen to the conversations again. 11 Which three places do the people want to find? 2. Underline positive and negative adjectives to describe places. Look back at the conversations. Find and underline three more questions in the short spoken form. Example: Be-you See the cafe on the corner? Section 1] What's your news? | 21Saying it accurately @ _ These questions are in the short spoken form. Rewrite the questions into the longer written form using the words and phrases below. (_ canyou Do (x2) Isthat_—_| 1 See the cafe on the corner? ..... 2. You know the Empire State building? 3. The really high skyscraper? 4 You know where the big meeting room is?.. @ __ Rewrite these written questions as shorter spoken questions. 1. Is that the big park in the centre of town?. Do you know Trafalgar Square?........... 2 3. Do you know where the canteen is?... 4 Can you see the park at the end of the street?..... © listen and check your answers. Listen again and repeat. Peace cea Saying it clearly Listen to the descriptions. Notice how the speaker pauses (***) and then the voice falls towards the adjective. Listen again and repeat. ‘We went to the museums, *** which were boring; the art galleries, *** they were packed; the city centre, *** it was dirty; the restaurants, *** they were expensive. atic 22 | SpeakingUNIT 4 | Talking about places Saying it appropriately Listen to the sentences below and tick (/) if the intonation is correct. Questions 1-3 should rise at the end. Phrases 4-6 should fall on the adjective. 1 See the train station? You know where Mike's office is? You know the old Post Office building? ‘We went to the parks, which were boring... ‘We went on some bus tours, which were brilliant. aw awn We visited the art galleries, which were beautiful Now listen to the correct intonation of the sentences in exercise 1. Listen and repeat. Get speaking Listen to someone asking you for directions to the places below. Make notes on the directions (use your imagination or use examples from the unit) and include one short spoken question. 1. the reception desk CD: Excuse me, I'm looking for the reception desk. You: You know where the stairs are? Go down the stairs and the reception desk is at the front of the building. 2 the train station 3 agood cafe Listen again and try to answer without using your notes. Think of a place you have visited and write a description about it with four adjectives. Use the description in Saying it clearly, exercise 1 to help you. Practise saying your sentences and using a pause and then falling intonation on the adjective. My review {can give directions. Ican talk about places. | can use correct intonation in questions. | can use correct intonation to describe places. oooo Section 1| What's your news? | 23MAKING ARRANGEMENTS Getting started 11 How do you make arrangements with friends, family and colleagues? Choose an option below. by social media by phone bytext in person 2 What do you usually say when making arrangements? Conversations Read and listen to the four conversations. Match each conversation with a description below. There is one extra description. a changing an arrangement b colleagues making an arrangement friends making an arrangement d__ postponing an arrangement... Conversation 1 Sarah: are: Sarah: Clare: Sarah: Clare: Sarah: Clare: Sarah: Hello? Hi, Sarah, it's Clare. How are you? ‘Oh, hiya! Not bad, thanks. You? Fine, thanks. I'm waiting for the bus, so | thought I'd give you a quick ring. How did your interview go? Actually, it went really well. They offered me the job! Oh, brilliant! We should celebrate. Fancy coming round for dinner tonight? Let's say 7 p.m. OK. Great, see you later. Bye. Bye. When making arrangements, learn to use prepositions correctly. Keep a record of, prepositions and the words that go before or after. I'll meet you at 10 a.m. Fancy going for a walk tomorrow? 24 | SpeakingUNIT 5 | Making arrangements Conversation 2 Lisi Hi Sue, is it still OK for you to pick me up tomorrow? Sue: Yes, no problem. Lisa: Is 5.30 OK? The traffic can be bad at that time. Sue: Yeah, good point. I'l pick you up at 5 p.m., then. Lisa: OK. See you then. Bye. Sue: Bye. Conversation 3 Steven: Hello, Steven speaking. Richard: _Hi, Steven, it's Richard. I'm just phoning to finalise dates for the board meeting. Would you be able to attend on Friday or Monday? Steven: OK, let me check my diary ... | can make Friday anytime or Monday afternoon. How does that sound? Richard: Great. Shalll we say Friday at 10 a.m., then? Steven: Yes, that's fine. Richard: Thanks, Steven. I'll email you directions and details now. Look forward to seeing you then. Steven: And you. Thanks, Rye Richard: Bye. Conversation 4 Paul: Are you still free for lunch today? Actually, I'm really busy. I'm running late. Can we make it tomorrow? Sure. Same place? Great. Thanks, Paul. See you tomorrow. Bye. Look at the three stages of making an arrangement below. Read and listen to the conversations again. Complete the table with the bold phrases from each conversation. arrangement time response Section 2 | What do you fancy? | 25Language note Use still to check that your arrangement has not changed. Is it still OK for you to pick me up tomorrow? Look at your answers to exercise 2. Which conversation is formal? Underlit examples of formal language. Remember to change your language between formal and informal. Use informal language with friends and people you know well. Use formal language in professional situations and with people you don’t know. Saying it accurately Complete the sentences with the prepositions below. at for (x2) on t0(x2) up 1 Fancy going a coffee later? 2 Isitstill OK for you pick me up from work? 3 Would you be able to attend the meeting Wednesday morning? 4. Shall we say tomorrow vsene bOut 9 a.m.? 5. Look forward seeing you. 6 I'lpick you cove i half an hour 7 Are you still free tennis tomorrow? Language note Use Fancy + -ing to make arrangements with a friend. Fancy coming round for dinner? (NOT Fancy to come round for dinner?) Match 1-4 to a-d to make questions. 1 Canwe a 7pm. 2s b_ make it tomorrow 3 Let'ssay © say Friday at 8 a.m. 4 Shall we 7.30 0K? Speaking26 UNIT 5 | Making arrangements Saying it appropriately Read the responses below. Think about the way a speaker would give the response. Would they sound enthusiastic? 1 Great, see you later. 4 Look forward to seeing you then, 2. Yes, no problem. 5. I'm running late. Can we make it tomorrow? 3. Yes, that’s fine. Listen and check. In which response does the speaker sound sorry? Listen again and repeat each response. Get speaking You are going to call a friend to make an arrangement. Prepare your conversation by making notes on the stages below. 1. check your friend can still pick you up 3 Give your response 2. confirm the time 27 Remember to sound sorry or to sound enthusiastic when you give your response. The way you speak (your intonation) is as important as the words you say. Now start the conversation. Ask your first question. Then play the CD and listen to the response. Then continue with the conversation, You: [sit still OK for you to pick me up? Your friend (CD): Hi. Yes, what time shall | pick you up? This time your friend calls you to check an arrangement. Listen and give your response when you hear the beep. Pause the CD if necessary. 1. apologise and explain why you need to change the arrangement 2. give your thanks and give your response Now you receive a call from a colleague. Respond to the questions. Use your answers in Conversations, exercise 2 to help you. My review Ican make a formal or informal arrangement. | can postpone an arrangement. Ian change an arrangement Ican sound sorry and sound enthusiastic in my responses. oooc Section 2 | What do you fancy? | 2728 MAKING REQUESTS Getting started 1 Where are these people? 2) Who is making a request? 3 What do you think is the request? Conversations Read the questions below. Think about where you would hear these questions. * Excuse me, would you mind taking our photo please? ‘* Do you mind if | hand in the essay on Monday? * Could you move your coat please? * |S it OK if Igo to the cinema with Cathy tonight? * Sorry, could you possibly explain that again please? © Excuse me, is it OK if | park my car here? Read and listen to the convers correct? Ins. Do you think your ideas in exercise 1 were Conversation 1 ‘A: Excuse me, would you mind taking our photo please? B: Of course. Ready? Smi A: Thank you. Conversation 2 A: Do you mind if | hand in the essay on Monday? 8: Well, ll need it in the morning. Is that possible? A: Yes, | can give it to you before 10 a.m. B: That's fine, then. Thank you for letting me know. Conversation 3 A: Isit OK if go to the cinema with Cathy tonight? B: OK, but you must be home by 10:30. SpeakingUNIT 6 | Making requests Conversation 4 A: Cantuse your mobile, Mark? B: Yeah, it’s in my bag. A: Thanks. Conversation 5 ‘A: Could you possibly explain that again, please? B: Of course. Complete form T7H89, then go online and enter the code from your registration pack and complete the online application. Conversation 6 A: Could you move your coat please? This seat is reserved for me. B: I suppose so. A: Thank you. Conversation 7 ‘A: Excuse me, is it OK if | park my car here? B: Actually, that's the manager's space. You can park over there. A: Ohright. OK, thanks for your help. Language note Use indirect questions in formal situations, to be polite to people you don’t know. Sorry, could you possibly explain that again, please? Use direct questions in informal situations, with friends and people you know. Can luse your mobile? Look at the conversations again. Do the people know each other? Decide which type of question is asked in each of the conversations above. 1 indirect Ae 7 2 5 3 6. Section 2 | What do you fancy? | 29=) 31 Look at the bold questions in the conversations. Some are formal and some are informal. Add the questions under the correct heading below. formal informal 1 exe taleiv me, would you vain 1 wen Saying it accurately Complete the questions with the words below. can if mind ok possibly you 1. Sorry, could you... «tell me where the train station is please? 2 oo [eave my things here? 3 Doyoumind..... ..-1 come to class a bit late tomorrow? 4 Could «pick me up tonight? 5. Excuse me, ist... so if Luse your printer? 6 Excuse me, would you helping me with this suitcase? Correct the verb forms underlined in the questions below. Would you mind help me with this bag? Could you giving this to Joe? Could you possibly telling me where the train station is please? 's it OK if im calling you later? Could you passing me that book please? Do you mind if | paying you later? Can | using your Wi-Fi? Mo ole w Nol Saying it clearly Listen carefully to the questions below. Underline the stressed words. 1. Excuse me, would you mind taking our photo? 5 Can | use your mobile? 2 Could you possibly explain that again please? 6 Could you move your coat, please? 3 Do you mind if I hand in the essay on Monday? 4 sit OK if go to the cinema tonight? Listen again and repeat. 30 | Speaking9 @ 33 > ° 34 UNIT 6 | Making requests Saying it appropriately Listen to the questions below. Which speakers sound polite and which sound impolite? Put a tick (V) in the correct column. Polite impolite Excuse me, would you mind moving your suitcase? Could you possibly say that again, please? Do you mind if! miss schoo! tomorrow? Excuse me, is it ok if | borrow your phone? Could you email me later? ouRwna Can | have another coffee? Now listen to the polite questions. Pay attention to the rising intonation (the way the speaker's voice rises towards the end of the question). Rising intonation makes the questions sound more polite. Listen and repeat. Record yourself asking the questions in exercise 1. Listen to your recording. Do you sound polite? Get speaking You're going to make requests to the people below about situations 1-6. Think about what type of question you should use. Make notes if you like. people request 4 parents you want to visit a friend tonight 2 [stranger you want to sit at their table in a cafe - [3 |ttiena |you want to borrow his book ’ ’ 4 stranger on a bus his bag is on your seat : 5 ‘receptionist you want her to explain something dffcut about an application form ‘6 [teacher |you want to hand in your homework next week, not this week Now play the CD. After each beep, you should speak. Then listen to their response. My review {can use direct question with people | know. {can use indirect questions with people I don’t know. {can use correct sentence stress in questions. {can sound polite when I ask direct and indirect questions. ObovLU Section 2 | What do you fancy? | 31ORDERING AND BUYING Getting started 1. Where are these people? 2. Whats the woman buying? 3. What do you think the people are saying? Conversations Read and listen to the conversations. In which conversation does the person not pay for something?... I'd like to reserve a place on next month's English course please. Receptionist: Of course. Is it the morning or the afternoon course? Gina: Oh. How much does each one cost? The morning course is £400 per week and the afternoon is £350. And the afternoon course also has a free conversation class on Fridays. Gina: That sounds good. Can I have a place on the afternoon course, then? OK. Now, you can pay in full now. Or you can leave a deposit today and pay the rest on the first day. Gina: Great. I'll pay now, please. John: — Could | book a table for dinner tonight, please? Waiter; Yes, of course. How many people? John: Four. Waiter: And what time? We have tables at 6.30 or 9 p.m. John: Let me think. 6.30 is better, please. Waiter: OK, and what's the name? John: — Anderson. Waiter: Thank you. So that’s a table for four people, at 6.30p.m. tonight. John: — Great. Thanks for your help. Bye. 32 | SpeakingUNIT 7 | Ordering and buying Conversation 3 Pat: Hello. Do you have any tickets left for the concert tonight? Clerk: Hmmm, let me check. Yes, there are a few tickets. Pat: Brilliant. How much are they? Clerk: ‘The best seats are £85 each. Pat: That's very expensive. Are there any cheaper ones? Clerk: We have two at £60. They're near the back of the stadium, Pat: That's fine. I'll take those, ploase. Clerk: Certainly. That's £120 please. Pat: Here you are. Clerk: Thank you. Enter your PIN when you're ready. ... Thank you. Here's your receipt and here are your tickets. Doors open at 7:45 p.m. Have a good night! Pat: Thank you. Conversation 4 Barista: Hello, what can I get you? Hi, can I got a black coffee, please? To have in or take away? To go, please. Anything else? Any sandwiches or pastries? Let me see. I'll have a chocolate cookie, please. OK. Read and listen to the conversations again. Put a tick (Y) in the correct column. True False Gino books a place on the morning course. The conversation class is free. ‘Andy wants to book a table for dinner. He chooses a table at 9 p.m Pat buys two tickets for the concert She pays by cash. Deb's conversation is in a cafe. evauawne She orders a sandwich. Section 2 | What do you fancy? | 33Look at the bold phrases in the conversations. Answer the questions below. 11 Which six phrases or questions show the speaker making an enquiry? 2. Which two phrases show the speaker thinking about the decision? 3. Which two phrases show the speaker's opinion about the price? 4 Which two phrases show the speaker making a decision? Saying it accurately Number the lines in the correct order to make a conversation. a Yes, how many would you like?... f Doyou have any tickets for 2 b That's very expensive. Li theet ers 4g. That sounds good. I'l take those Thank you. please... d_ Well, we do have standing tickets. They're £50 for the VIP seats. They're only £20 each. © Four please. How much are they? i OK. That's £80 please. Thank you. And here are your tickets... Listen and check. Saying it clearly Listen to four different speakers. Circle the prices you hear, There are two extra prices. 1 £4.15 3 £20 5 £50 2 £4.50 4 20p 6 £100 How many different ways can you say the prices below? Listen and check your ideas. 1 £6.15 2 £80 3 £100 4 £7.50 eames 34 | Speakinga1 eo UNIT 7 | Ordering and buying Listen again and repeat. How many different ways can you say these times? Listen and check your ideas. 1 7.45 2 6.30 39 Saying it appropriately Listen carefully to the sentences below. Use a comma to mark the position in the sentences where the speaker pauses. Listen again and repeat. Let me see OK that sounds good, 2. Let me think I'll take those please. Now listen to how the underlined words in these sentences 1 Doyou have any tickets for tonight's film? 2 Can. get two teas to go, please? 3 Could | book a place on the course, please? Listen and repeat. Practise linking your words together. Get speaking You are going to have three conversations where you reserve or buy something. Read the notes below to help you prepare. Then play the CD and give your responses. 1. You phone the college to ask about English courses. + First, say you would lke a place on the next course. ‘Then ask how much it costs. Say the price sounds good, and pay for your place now. 2. You go to a ticket booth to get tickets for tonight's concert. First, ask if there are any tickets. Then ask how much they cost. ‘* Say that the first price is too expensive, and buy three cheaper ones. 3. You visita cafe. The server speaks first, so answer his questions. © Order a drink. * Then order something to eat. * Choose if you want to have it in or take away. My review | can use suitable phrases for ordering and buying things. Ican say numbers and times clearly. I can use pauses and link words correctly to sound natural. ooo Section 2 | What do you fancy? | 35SPEAKING ON THE PHONE Getting started 11 Do you use your mobile, Skype or a landline (the phone in your home) to make calls? 2. Do you think it's rude to use a mobile when you are out with fiends? Conversations Read and listen to the three conversations. Answer the questions below. a Who wants to arrange another time to meet his friend? b_ Who has a problem with her mobile? © Who refuses an offer three times? d_ Which conversation is informal? Conversation 1 Sandra: Hi, this is Sandra. Sorry | can’t take your call. Leave your name and number, and I'l get back to you as soon as I can. Dan: Hey Sandra, how's things? It's Dan. I'm just calling to say | can’t meet you tonight, I'm sorry. I have to work late. Call me when you get this message, then we can arrange when to meet up. OK? Bye. Conversation 2 Receptionist: Hello, Tony's Salon. lisa: Hello, I'd like to book a haircut for tomorrow. Receptionist: Sorry, the line’s terrible. Can you repeat that? lisa: Can you hear me now? Hello? I'd like to book a haircut tomorrow. jonist: That's better. Yes, we have one appointment at 11.45. What's your name please? Great. It’s Lisa Evans. Sorry, | didn’t catch that. Lisa Evans. Sorry, the reception’s bad on my mobile. Recey 36 | SpeakingUNIT 8 | Speaking on the phone Receptionist: Yes, it’s difficult to hear you. We'll see you tomorrow Lisa. Bye for now. Lisa: Bye. Conversation 3 Sheree: Good evening, can | speak to Mr Dawson? Mr Dawson: —_ Yes, speaking. Sheree: Good evening Mr Dawson. My name's Sheree and I'm calling from Web World, your internet provider. I'm phoning tonight to tell you about the offer on the gold contract and this is one— Mr Dawson: — Thanks, but | don’t want to change contract. Sheree: Mr Dawson, you can save money with the gold package. You need to make a one-off payment of— Mr Dawson: No, I'm sorry, 'm really not interested. Sheree: _ I don’t want you to miss a great opportunity and I really think— Mr Dawson: Listen, I'm not interested. Now, thank you for calling, but my answer is no. Goodbye. Look at the bold phrases in the conversations and match them to the meanings below. I can’t answer the phone. IH call you back, I'm phoning because. Say that again. I didn’t hear that. Yes, that’s me. . 1 2 3 4 There is a problem with the phone. ....... 5 6 7 8 Pay attention. | am not interested. Saying it accurately Read the sentences and choose the correct word. 1. Hi, this is Sylvia. Sorry I can't leave / take your call 2 Ill get / phone back to you. 3 Call me when you get / reply this message. 4. Can | call /speak to Mrs Plant? Section 2 | What do you fancy? | 375 Listen / Speak, I'm not interested 6 Can you hear / listen me now? 7 Sorry, | didn’t catch / listen that. 8 The line / phone is terrible. Listen and check your answers. Saying it clearly Listen to two speakers reading the voicemail message below. Which speaker is clear and casy to understand? What is the problem with the other speaker? Hi Steve, it's Jon here. Just calling to say I can come to your party next week. But is it Friday or Saturday? Give me a call when you get this message, OK? Bye. Read and listen to the good speaker. Then listen again and say the words at the same time as the speaker. Try to speak at the same pace and leave the same pauses. Complete the voicemail message below with your own ideas. Then practise saying the message. If possible, use your phone to make a ‘real call. Hi. its soe here, Just calling to say 1... 2 Give me a call when you get this message. OK? Bye. Saying it appropriately Read and listen to an extract from Conversation 3. Try to complete the gaps with the sounds you hear. Sheree: I'm phoning tonight to tell you about the offer on the gold contract and this— Mr Dawson: 1 Thank you, but |, 2 Es «don’t want to change contract. Sheree: Mr Dawson, you can save money with the gold package. You need to make a one-off payment of — Mr Dawson: 3. No, I'm sorry, I'm really not interested. Sheree: I don’t want you to miss a great opportunity and | really think— Mr Dawson: 4.......0.::.0:bisten, I'm not interested. Now thank you for alling, but my answer is no. Goodbye. 38 | SpeakingUNIT 8 | Speaking on the phone ee eed Listen and repeat Mr Dawson's lines. Think about how Mr Dawson is feeling. Get speaking Read the following situations and make notes to prepare what you are going to say. Then play the CD and speak when you hear the beep. 11 You phone your friend, but your call goes to her voicemail ‘© leave a message and say that you want to meet ask which day is OK for your friend + ask her to call you back 2 Your friend calls you but she says the reception is bad. + agree and say you can't hear * ask her to repeat what she said ‘+ suggest a time to meet and say bye 3 You receive a phone call rom a mobile phone company. * make uncertain noises and try to say no make uncertain noises and try to say no again * sigh and say no clearly, then say bye Bu ease er My review | can have formal and informal conversations on the phone, 1 ean leave a voicemail, I can speak clearly and at a natural pace. | can use suitable noises to show uncertainty or that | am upset. oooo Section 2 | What do you fancy? | 39SHOWING INTEREST INA CONVERSATION Getting started 11 How easy do you find it to start and to end a conversation? 2. Doyouike talking to new people? 3 What topics do you enjoy talking about with friends? Conversations Read and listen to the conversations below. Each conversation includes someone giving some news. In which conversations are the people not interested in developing a conversation? Conversation 1 June: Nicola: June: Nicola: June: Nicola: June: Nicola: Excuse me, does this bus go to the Royal Hospital? Yes, it does. ‘Oh good, thanks. Can I sit here? My sister's in hospital. I'm going to visit her. Mmm. It’s nothing serious. Just a small operation. She'll be out tomorrow. Right. Yes, my husband's going to finish work early and then we're going to collect her. She’s going to stay with us for about— This is my stop. Sorry, | have to go. Conversation 2 Harry: Tony: Harry: Tony: Harry: Tony: Hany: Tony: 40 | Speaking Hi Tony, guess who I saw last night. Who? Not Geoff? No, Mr Simpson. You know, our old history teacher. Really? So what was he saying? Nothing really. He remembered our class. He still ives near the school, but he’s going to emigrate to Canada next year. No way! He was such a nice teacher, wasn’t he? Yeah, always happy. Anyway, then he started saying— Listen, sorry Harry. 'm in a rush. | have to be at the doctor's at 11. Can I call you later?UNIT 9 | Showing interest in a conversation Conversation 3 Tina: Guess what? I've got two offers for jobs when | graduate! Diane: Really? Well done. What are they? Tina: One is with a financial firm in the city. They only take two graduates each year and I'm one! Diane: No way! That's great. What's the other one? Tina: __ It’s working as a volunteer in Africa. Diane: Wow! They both sound amazing! Conversation 4 Sam: I'm glad! caught you, Ella. Have you got a minute? Ella: Not really. 'd love to chat but | have to leave early tonight. Sam: Oh, where are you going? Ella: Back to my parents’ for the weekend. Sorry. | better get going. Sam: Oh, that's a shame. I'm having a party tomorrow night and— Ella: Sorry, Sam, | really have to go. I'm catching a train at half past. PST ya Ree EC) Your responses in a conversation change how it develops. For example, give one or two word responses when you'd like the conversation to end. Right. Ask short questions or make short exclamations when you're interested in developing the conversation. Really? No way! Language note A polite way to show that you want to end a conversati I better get going = I should leave to say ‘I better get going’. Underline four questions in Conversation 2 which show Tony is interested in the news. Underline three questions or exclamations in Conversation 3 which show Diane is in the news. Section 3 | What do you mean? | 41© __utthe bold words and phrases from the conversations in the categories below. " Questions/Exclamations |_| Phrases to conclude a conversation Saying it accurately @ complete the sentences with the words in the box below. { better really rush way . | have to be at the dentist at 10. have to go. I'm meeting a friend in ten minutes, get going. @ Putthe lines in the correct order to make a dialogue. 1. One is here in London, They gave me a scholarship too! 2 In America at the same university my sister goes to. 3° Guess what? I've got a place at two universities! 4 Noway! That's great. Where's the other one? 5 Wow! Well done. Which ones? Saying it clearly @ Rea the sentences below. Can you understand the meaning of the sentences with the gaps? What do you think are the missing words? 1 Ihave... 2 I'min.... 3 Ihave. sss doctor’ at 10. A Vd love oon chat but | Rave rn GO Ree Sart 42 | SpeakingQo 51 mn @ 52, UNIT 9 | Showing interest in a conversation Listen and complete the gaps. Then listen again and repeat. Try to use correct sentence stress. Saying it appropriately Listen to two speakers reading the exclamations below. Which speaker (a or b) sounds interested and pleased? 1 Really? 2 No way! 3 Wow! Now listen and repeat the correct intonation. isten to the phrases below and mark where the speaker pauses. Then listen again and repeat. Practise using pauses. 1 Sorry, 'm afraid I have to go. 2 Listen, sorry Harry. I'm in a rush. 3. Sorry, | better get gi using pauses Get speaking Read the following situations and make notes to prepare your responses. Then play the CD and give your responses. 1. A. woman sits next to you on the bus and starts talking to you. ‘+ Give two responses to show you are not interested and then conclude the conversation. 2. A friend is telling you about some good news she has. ‘+ Make three exclamations to show you're interested. 3 A colleague wants to talk to you, but you have to leave for an appointment. ‘* Make an apology and use a phrase to conclude the conversation. My review I can react toa speaker and make exclamations to sound interested. I can react toa speaker and conclude the conversation. Qa {can use interested intonation. a | can use pauses correctly. a Section 3 | What do you mean? 439 @ 56 DEVELOPING A CONVERSATION Getting started 1 Where are the people? 2 What do you think the conversation is about? 3. What topics do people talk about at work? Conversations Read and listen to the conversations. Match the descriptions of the people with the conversations. a colleagues at work .. b flatmates at home .. students studying overseas d_ tourists on holiday Conversation 1 Ann: I really liked the tour. I'm glad we chose that one. Matt: Me too. | loved it. What a great weekend! Ann: The tour guide was good. Matt: Really good. And knowledgeable too. Ann: Mmm. What | didn’t like was the cable car ride. That was scary. Matt: Yeah, | know what you mean. It was horrible when it moved quickly, CSCO Re erty (1) The first speaker makes a comment. (2) The second speaker agrees and repeats the comment using ‘stronger’ words. (3) The second speaker often adds an additional comment or point on the topic. Conversation 2 Jen: I don't really like studying here. Karen: No, me neither. SpeakingUNIT 10 | Developing a conversation | miss my family. t's very hard living away from home. Very difficult. | feel homesick too. The weather is bad, isn't it? Terrible. It’s really cold. What | do like is meeting new people. Do you know what | mean? Yeah, me too. I've got loads of new friends now. Conversation 3 will: Wow! What a great seminar! Amazing! | can't wait to start the project. Me too. They're such a nice bunch of people too. Really nice. And very enthusiastic. | think the company is better now that new guy is in charge. You mean Claude? Yeah, it’s made a big difference. Conversation 4 Max: Thanks for cooking dinner, Sarah. It was lovely. Rosa: Yeah, thanks Sarah. It was delicious. Sarah: Oh, thanks. 'm pleased you liked it. So what are you coo! ‘tomorrow night? Max: — Maybe curry? Do you like that? Sarah: Not really. I'm not keen on spicy food. Rosa: _ Me neither. I don't like spicy food at all. Why don't we go out for pizza instead? Max: OK. Ill book Gino's Sarah: Great idea! Read and listen to the conversations again. Complete the table below to show how the topic of a conversation develops. topic first speaker second speaker additional point 1 tour guide good Wese And knowledgeable too, cable carride scary 2 a en Very difficult. 4 weather bad 5 v_ Ws really cold. meeting new like Me too. I've got loads of new friends people now. Section 3| What do you mean? | 45topic first speaker second speaker additional point 3 seminar 6 amazing Ican't wait to start the project. “people Tennnnnnennn — feallynice 8 the company better big difference “4. dinner lovely 9 curry Vm not keen on I don’t like spicy Why don't we go for pizza spicy food. food at all. instead? Saying it accurately Read the extracts from conversations below. Complete the gaps with words from the box. 2D ° difficult like neither really terrible too 1A: That was a great film. | really enjoyed it. BE MO ssoessesenes. It was really exciting, 2A: Its very hard revising for exams. B: Mmm, very... .. My sister gives me extra tuition. 3. A: I didn’t realy enjoy the trip B: No, me It was pretty boring. 4 A: Our classmates are so nice, aren't they? Br Mmmm, sesceoreseen hice, And very clever. 5 A: Ididn’t.......... .... that restaurant. B: No, | hated it. The waiters were very rude. 6 A: The course is bad, isn’t it? B: The seminars are so boring. Listen and check. Saying it clearly Say the words below out loud. Think about how many syllables (different parts of the word) there are in each word. amazing difficult exciting friendly handsome interesting seminar terrible knowledgeable 46 | SpeakingUNIT 10 | Developing a conversa ‘Add the words in exercise 1 next to the correct stress pattern below. Oo fi O00 4 000 000 Listen and check your answers. Listen again and repeat. Saying it appropriately Read and listen to the responses below. Pay attention to the underlined stressed words. 1A: This band is good! B: Really good. And very loud too! 2 A: I don‘tlike getting the bus. B: Me neither. I's dirty and noisy 3 A: I love my new car. It’s great, isn’t it? B: Amazing. It's fast too. Listen again and repeat. Get speaking First, read the following situations. Then listen to the CD and make notes to help you prepare your responses. Then play the CD again and give your responses. 1. You are talking with a friend about a trip you took together. Neither of you enjoyed it. ‘+ Respond by agreeing with your friend's three opinions, 2. You are discussing a training course you attended with a colleague. * Respond to your colleague's three positive opinions. Close your book and listen again. Try to give your responses without using your notes. My review Ican develop a conversation and add an additional point. Ican use Me too and Me neither correcty. I can give correct sentence stress in the repeated comment. I can correctly use sjlables and word stress. oooou Section 3 | What do you mean? | 47CHECKING FOR UNDERSTANDING Getting started 11 How often do you not understand something in a ‘conversation? 2 How do you feel when that happens? 3 What do you say or do when that happens? Conversations Read and listen to the four conversations below. Match the topics below with the conversations. aa changed decision about an arrangement b a mistake at work © a problem with a computer dan organised student Conversation 1 Beth: So did you call Pete about confirming the delivery? Tracy: You mean the date of the delivery? Beth: Yes. And then you need to enter the delivery date into the spreadsheet Here. See what | mean? Tracy: Oh yeah, thanks. Beth: | forgot to do that last month and the boss went crazy! Tracy: What do you mean? Beth: She was really angry. She was shouting at me and screaming, you know. She was horrible to me. Tracy: Well, assilly mistake can cost a company lots of money. Beth: — What are you saying? Tracy: Nothing. What I'm trying to say is you made a little mistake, but it meant the company lost money. That's why the boss was really angry. Conversation 2 Alan: — Mr Smith, can you help me with this new software? Mr Smith: Yeah, of course. Just click on the blue button to start. Then go into the main menu and select ‘register’. Does that make sense? 48 | SpeakingAlan: Mr Smith: Alan: UNIT 11 | Checking for understanding ‘OK, | click on the blue button, select ‘register’ and then it starts. Is that right? No, sorry. Let me start again. Click the blue button to start, go into the main menu and then select register. OK, got it! Thanks. Pou ei Conversation 3 Kate: It's really difficult to find a good student flat, isn't it? It makes me feel so stressed. Know what | mean? Rachel: Yes, | do. It is stressful. Kate: That's why I'm thinking about living at home next year. Rachel: What are you saying? We agreed to get a flat together. Kate: I know, but I'm not sure. What | mean is I'd prefer to live with my family and concentrate on my studies. Conversation 4 Frank: Look at how much revision | have to do for the exams next week! It's impossible. Paul It's not impossible. You need to plan your week. That's all. Frank: What do you mean? Paula: Don't get me wrong, there is a lot of revision, but you just need to make a study diary and have a goals chart. Frank: Sorry, I don't get you. Paula: Look at mine. This is a study diary. So tomorrow is Tuesday ~ I'm going to revise Geography and English. It’s like you make an appointment. Frank: Oh, | see. Great ic Section 3 | What do you mean? | 49@ Ada the bold phrases from the conversations to complete the boxes below. | Repeating something in different words __ | someone to explain their view _| 1 Don't get me wrong, 9 What do you mean? 2 - 10 13 pasnansnaabasatin W Wn so . | Checking someone understands |_| Saying if | understand or not S See what | mean? 12 6 13 7 14 8 | Saying it accurately @ _ The first word of each sentence is mi in Conversations, exercise 2 to help you. \g. Add the correct word. Use the phrases get me wrong, we do have lots of work, but we can do it! ..1'm trying to say is that the journey is pretty long. I mean is, | don’t enjoy travelling. what | mean? that make sense? auswne so don't get you @ Choose one of the following purposes for each sentence and question in exercise 1: * explaining something again * checking someone understands me. + saying | don’t understand, Saying it clearly Read and listen to the phrases and questions below. Pay attention to the linked sounds and how the two words join together. What I'm trying to say is. What | mean_is ‘See what_| mean? Know what_| mean? What do_you mean? Got_it! auaRwna 50 | SpeakingUNIT 11 | Checking for understanding Listen and repeat. Saying it appropriately Read and listen to the questions below. Pay attention to the underlined stressed words in each question. 1. See what | mean? 2. Is that right? 3 What do you mean? Listen and repeat. Say the questions below out loud. Underline the stressed word in each sentence. 1 Know what | mean? 2. Does that make sense? 3 What are you saying? Listen and check. Then listen again and repeat. Remember to use on the final word of the question. ing intonation GS aU aR oh @ 65 ‘When checking for understanding, rising intonation is a common spoken feature with teenagers in many English-speaking countries. Listen carefully to these speakers in films and programmes. Get speaking Read the situations below and think about useful phrases and questions you can Use in the conversations. Then play the CD and give your responses. 1 Today is your first day in a new job. Your colleague is explaining how to do something, * Ask one question to check you understand your colleague. ‘Then say you understand 2 Your friend asks for your advice about how to plan her studying, * Explain how you plan your study (for example, a study diary and a goals chart) ‘* Then explain how you plan your study again and check your friend understands Close your book and listen to the CD again. Try to give your responses without using your notes. My review | can explain something again and check someone understands. | can use phrases to show I do or do not understand. | can ask someone to explain something to me. I can use correct word stress and rising intonation. oooo Section 3 | What do you mean? | 51LISTENING TO PROBLEMS | _ Getting started 11 Who do you talk to when you have problems? Do you feel better after talking to him/her? 2 When did you last listen to a friend's problems? Did you help birniner? Conversations GX @ _ Read and listen to the three conversations. Which one involves a problem: a atwork b athome « atcollege Conversation 1 Rob: — What's up? Are you OK? Bella: No, not really. It's my job. I'm not enjoying it and | didn’t get the promotion. Rob: Oh dear. Why don’t you talk to your boss and ask for his advice? Bella: | tried. He's not very helpful. He said he was busy and didn’t have time totalk. Rob: — Well, you need to try again. You should tell him it’s important. Bella: | don't see the point. He gave the promotion to Sam, my colleague. Rob: Oh. If | were you, I'd look for another job. Why don't we look online at vacancies and get some ideas? Bella: Yeah. That sounds great. Thanks for listening to me. Language note If were you, I'd... has a similar meaning to You could... It is used to give advice to someone and make suggestions. If | were you, I'd look for another job. You could look for a different job. SpeakingUNIT 12 | Listening to problems Conversation 2 Professor: Your essay was late again. You need to submit the essays on time, Ben, Shane: | know. I'm sorry, Professor. | don’t know what to do. I'm struggling this year. There’s never enough time. | have loads of lectures, | spend hours in the library studying and researching, I'm involved in lots of clubs, I have football training three times a week ... Professor: OK, OK. Calm down. We need to help you plan and organise your time. You should book a place on the next time management course. | think the courses run every month in the library. Shane: — Thanks, Professor. That sounds like a great idea! | really appreciate your help. Conversation 3 Mut Are you sure you've got everything? Everything's fine, Mum. I've packed all my things. Everything is sorted and I'm ready for college! Mum: — When you get there, you should unpack and then go to the welcome party. It's difficult making new friends, but— Julie: Don’t worry, Mum. Why don’t you visit Aunt Sue this afternoon? It'll take your mind off things. I'll text you when I get there and call you tonight. Yes. That's a good plan. Read and listen to the conversations again. For each conversation, what is the problem and what is the suggestion? problem suggestion ] Section 4 | What's wrong? | 53Complete the table below with the bold phrases from the conversations. | suggestions why don't you Saying it accurately ‘Complete the gaps in the suggestions with a word from the box below. don't need should were 1 YOU eu. Speak to your teacher about it 2 I think you to make a schedule for your studying, 3 Mle YOU, 'd buy a new laptop. Why... You meet your friends and relax? Put the words in the correct order to make sentences. really appreciate | help your situation It's a complicated like sounds That a idea great... to know do | don’t what confused | really feel... to Thanks listening me for... Noweunae I'm course my struggling with Which sentences in exercise 2 are responses to a suggestion? Saying it clearly Read the sentences below and underline the contractions. Which sentence has a negative contraction? 1s difficult, I'm strugating. I'd buy a newspaper. That's not fair, What's up? Why don’t you call her? aunRwnae 54 | SpeakingUNIT 12 | Listening to problems Listen to the sentences. Pay attention to the contractions. Listen again and repeat. Saying it appropriately Read the sentences below. What is the speaker's reason for saying these sentences? Look back at the conversations to help you. 1 Oh dear. 2 OK, OK. Calm down 3 Everything’ fine. 4 Don’t worry, Rutan rte 9 @ 6 9) @ Listen and repeat the sentences. Try to copy how the speaker says the sentences. Get speaking Read the following problems and make notes to prepare what you are going to say. Use your imagination or the phrases from Conversations, exercise 3 to help you. Then play the CD and give your responses. 1 Your sister doesn’t like her teacher and isn’t enjoying her course at college. * say something to make her feel better + suggest something to help with the problem 2. Your mother is worried about you going on a school trip. ‘+ say something to make her fee! better * suggest something to help with the problem Close your book and listen to the CD agai using your notes. Try to give your responses without My review | can talk about problems and make suggestions. | can give responses to the suggestions. | can say contractions accurately. | can use helpful and sympathetic intonation. oooo Section 4 | What's wrong? | 551 3 MAKING A COMPLAINT Getting started 1 Have you ever made a complaint in English? What was it about? 2 How do you think the woman in the picture is feeling? Conversations § @ _ Read and listen to the three conversations. What are the people complaining about? 70 a food b a flight © amobile phone, Conversation 1 Eddie: Hello, | bought this cell phone last month, but there seems to be a problem with the screen. Look, it doesn't work. Assistant: Oh dear. You're right. I'm very sorry about that. Can | offer you a full refund or an exchange? Eddie: I'd like an exchange, please. Assistant: No problem. Do you have the receipt? Eddie: No, I don’t. | lost it. Assistant: I'm afraid | can’t help you without the receipt . Eddie: Well, that's not good enough. The phone was very expensive and now I can't use it. Assistant: | understand that, but we do need the receipt, I'm afraid. Perhaps you can get it repaired? There's a repair shop at the end of the street. and strong complaints You can make your complaint polite or very strong. Verbs like seem and appear make the complaint more polite. There seems to be a problem with the screen. (= I'm not sure what the problem is.) Specific phrases make the complaint very strong. That's not good enough. (= This situation is not what | want.) 56 | SpeakingUNIT 13 | Making a complaint Conversation 2 ‘Angela: Angela: Jimm: ‘Angela: Angela: Good morning, customer service. Angela speaking, How can | help you? Good morning, I'm phoning to complain about the flight | was on yesterday. ‘Oh, I'm sorry to hear that. Can you explain the problem to me? Well, the first problem was that there was a delay at the airport. Then we boarded the plane and the screen in front of my seat didn't work. The stewards were really unhelpful too. Then finally, when the flight landed, we waited for our luggage but it didn’t arrive. Oh, I'm sorry to hear that. Our aim is to give excellent customer service to all our passengers and I'm so sorry we let you down. Well, yes, I'm very annoyed. If you give me your details, Ill investigate your lost luggage. Jim: Oh, thank you. That's great. appreciate your help. Conversation 3 Waitress: Here you are. The chicken for you, sir. And the fish for you, madam. Sally: Sorry, but | didn’t order the fish. | ordered the steak. Waitress: Oh, did you? I'll change that for you Harry: Actually, | don’t think this chicken is cooked. Waitress: I'm very sorry. I'm afraid we're very busy today. But Ill tell the chef and he'll prepare fresh meals for you. Harry: don’t want to make a fuss but we waited 45 minutes for these ‘meals. 'm really disappointed with your service. I'd like to speak to the manager. Waitress: He's not here today. But | could— Harry: No, thank you. We're leaving. Come on, Sally. Let's go. Penner Section 4| What's wrong? | 57© Read and listen to the conversations again. Are these statements true or false? Put a tick (Y) in the correct column. True False Eddie would like a refund, The assistant suggests getting the mobile repaired. Angela offers to investigate Jim's lost luggage. Jim is pleased at the end of the conversation. Sally ordered the fish. Harry and Sally waited an hour. Nauawne The manager speaks to Harry. © __ ut the bold phrases in the conversations into the correct category below. Responding to a complaint wewne Saying it accurately @ _ Match the beginnings (1-7) and endings (a-g) to make complete sentences. 1 That's not a tobea problem. 2 I'mvery sorry b_ tocomplain about... 3. There seers © about that. 4 don't want let you down, 5 I'm phoning good enough. 6 The first problem was that 7 I'mso sorry we gto make a fuss but... @__ Which sentence in exercise 1 is the strongest way to make a complaint? Which phrase do you think is the most polite way to respond to a complaint? Saying it clearly GQ @_ Read and listen to the sentences below. Are the underlined words stressed (strong) or unstressed (weak)? Which sound is in each of these words? 1. There seems to be a problem. 2 I don't want to make a fuss but the food isn't cooked. 3 I'm phoning to complain about the flight. 58 | SpealUNIT 13 | Making a complaint ECE ee ura Oe ace) Practise sentence stress and using the schwa sound when you speak, because it helps you sound like a natural English speaker. Some common unstressed words are a, the, to. @ Listen again and repeat. Practise using the weak stress and the schwa sound. Saying it appropriately Listen to two different speakers reading the sentences below. For sentences 1-3, decide which speaker (a or b) sounds more confident. For sentences 4 and 5, decide which speaker sounds more honest. 1 That's not good enough. 4 I'mvery sorry about that. 2. The first problem was that the parcel didn’t arrive, 5 I'm so sorry we let you down. 3. I'm phoning to complain about the laptop | bought. @ @ _ Listen to the sentences again. This time you're going to hear the confident 43 speakers for sentences 1-3 and the honest speakers in 4 and 5. Listen and repeat. Get speaking GX Q@ _ Read the situations below. Prepare what you're going to say and make notes. Refer Me to the phrases in Conversations, exercise 3 and the intonation practice in Saying it appropriately exercise 2 to help you. Then listen to the CD and make your complaints. 1. You bought a new mobile last week. It stopped working yesterday. ‘+ return to the shop and make a complaint ‘* say you want an exchange * say you have the receipt 2. You go to an expensive restaurant with your friend for lunch. The waitress brings the wrong order for your friend. ‘tell the waitress what your friend ordered ‘+ say your food doesn’t look cooked * say you are really disappointed then leave the restaurant My review | can make a complaint in different situations. | can use suitable verbs (seem or appear) to sound polite. I can use schwa sounds and weak stress correctly | can sound confident when making a complaint. Ooocoo | can sound sincere when responding to a complaint. Section 4 | What's wrong? | 59MAKING AN APOLOGY Getting started 1 When did you last make an apology? 2 How did you feel? How did the other person feel? 3. What words or phrases do you use to make an apology? Conversations Read and listen to the four conversations. Which conversations include someone who forgives (= stops feeling angry at) the person making the apology? Conversation 1 Qj Conversation 3 Q Conversation 2 Conversation 4 Q Conversation 1 Pete: I'm sorry to disturb you, Chris. Do you have a minute? Chris: What's the problem? Pete: I wanted to apologise for getting the figures wrong in this morning's presentation. | was very embarrassed about the mess up. I'm terribly sorry. Chris: Oh, thanks, Pete. | appreciate that. Don't worry. We all make mistakes. We're all human! Pete: Yeah, | suppose so! Thank you, Chris. Conversation 2 Neil: Hi Diane. Sorry I'm late. The traffic was terrible, and there was nowhere to park. Diane: | got here at 7. That’s nearly an hour ago! We've missed the start of the film now. N OK. I said I'm sorry. I don't want to fall out over it. It's not a big deal, is it? Diane: It is to me. You're always late. | really wanted to see the film. Neil: I'll buy you a pizza to make up for it. Come on. Diane: OK. Let's forget about it. 60 | SpeakingUNIT 14 | Making an apology Conversation 3 Debs: Hello, what's wrong? Louise: What's wrong? You missed my party last week, and you didn’t even say sorry. Debs: I sent you a text. I'm really sorry. | was just too tired, Louise: | was really upset that you didn’t come. Debs: Oh no. didn't want to upset you. I'm so sorry. Louise: You did upset me. You really hurt my feelings. Conversation 4 Vicky: I wanted to say sorry about last night. | was tired and a bit grumpy. James: You were very rude to me. Vicky: I know, and. I really regret it I'm sorry. James: Do you remember what you said? Vicky: didn’t mean it. Can | make it up to you? Cook you dinner? James: Apology accepted. And yes, you can cook me dinner! Complete the summary of each conversation with a name. 1 scessunssesenne ApOlogises for getting figures wrong. 2 had problems driving to meet his friend. 3 «made her friend sad but didn’t realise 4 doesn’t want to argue and forgives his friend, Look at the conversations again. Which three adverbs are used before sorry? How do the adverbs change the apology? Add the bold phrases from the conversation to complete the boxes below. 2 ——— | offer to do something as part of the | apology 3 make up for it eee explain the apology 5 (didn’t 0 upset You 6 7 Section 4 | What's wrong? 61e 9 @ Saying it accurately Put the words in the correct order to make sentences. Which sentence would you probably not use with friends? 1 to sorry I'm disturb you want | you to didn't upset. forget Let's about it sorry I'm I'm late wawn didn’t | it mean ‘Complete the sentences with the missing prepositions. Read and listen to the conversation again to help you. 1. I wanted to apologise... 2. Can make it up you? 3. Idon't want to fall Out... 4 Let's forget my mistake yesterday. eit 5 I'll buy you a present to make for it. Complete the missing letter correct definition. T Let's Ot fi... Oseseenee OVEF it It doesn’t matter. 2 You have to m, the phrases. Then match the phrases to the uw fussosnes arriving an hour late. BE FM going t0 Meee eseses Usatnee bneeres YOU do something nice to change a bad situation b_ argue and stop being friends ¢ do something nice for somebody to change a bad situation Saying it clearly Underline all the contractions in the sentences below. 1 I didn’t mean it I didn't want to upset you. Don’t worry. You didn’t even say sorry. wewn I'm sorry I'm late. How many syllables are in each contraction? 1 2 wees Base 4... 5... Listen and repeat. 62 | SpeakingUNIT 14| Making an apology Pete Saying it appropriately Listen to two speakers saying the sentences below. Which speaker (a or b) is making 4 real apology? 1 I wanted to say sorry. 4 I didn’t mean it. 2 I'm terribly sorry 5 I'm sorry to disturb you. 3 I regret it. 6 I'm sonry 'mlate. Now listen to the speakers making the real apologies. Listen again and repeat. 90 Get speaking GX @ _ Read the following situations and make notes to prepare what you are going to - say, Then play the CD and give your answers. 1 You had along day at work yesterday and felt very tired. You were angry with your flatmate and shouted at him. * make your apology * explain your apology and offer to do something 2. You are waiting for your friend but he is very late. * tell him how you feel ‘+ accept the apology 3. You want to talk to a colleague but she is very busy * ask if you can interrupt * apologize for missing @ meeting and explain why @ close your book and listen to the CD agai using your notes. . Try to give your responses without My review | can apologise in formal and informal situations. I can use adverbs to make my apology stronger. I can use the correct prepositions in apologies. I can use contractions and syllables correctly. | can make apologies that sound rea. coooc Section 4 | What's wrong? | 63ll SHOWING SYMPATHY Getting started 11 What happened to the man in the photo? 2. How do you think he is feeling? 3 What would you say to show sympathy (= make someone feel better)? Conversations Read and listen to the four conversations. Match the conversation with the topic below. a. caraccident b_ job search learning to drive 4. sports injury. Conversation 1 Paul Thanks for visiting me, Nick. It’s very kind of you. Nick: That's what friends are for. How are you feeling? Paul: Not great. My leg's very painful. Nick: How did it happen? Can you remember? Paul: It's my own fault. | was skiing too fast and I lost control. | couldn't stop. Then the rescue team took a long time to find me. It was really scary, to be honest. Nick: 11can imagine. Well, never mind. You're safe now. Paul: Yes, the doctor said it’s amazing that I only broke my leg. So I'm very lucky. Conversation 2 What's wrong? | failed my driving test. | can’t believe it. ‘Oh, I'm sorry. What happened? | made some mistakes. | was really nervous. ‘Oh dear. I think everybody feels nervous before taking their test. | was terrified. Emma: __| feel so stupid. All my friends have a driving licence. 64 | SpeakingPhil: Emma: Phil: UNIT 15 | Showing sympathy Cheer up. It’s not the end of the world. | suppose so. | can take the test again soon. See? It’s not that bad. Pes etud Conversation 3 Alan: Hi, Sarah. Listen, | can't make the presentation today. had a car accident last night. Sarah: That's awful! Are you OK? Where are you? Alan: I'm at home now. | got a taxi downtown last night and another car hit us. Sarah: How frightening! Are you hurt? Alan: {'m OK, thanks. The ambulance took the taxi driver to hospital. | think he’s OK. Sarah: That's good news. Why don’t you try to relax now and get some sleep? I'll take care of the presentation. Alan: Yeah, I will. Thanks, Sarah. Sarah: Call me if you need anything. Conversation 4 Carl: Hello? James: Hi, Carl. It's James Henson from the recruitment agency. Carl: Hi, James. Any news on the job yet? Did | get it? James: _ No, I'm afraid they offered the job to someone else. Car: Oh, no! That job was perfect for me. James: know how you feel, but it was a good interview. Try not to worry. twas your first job application since you graduated, so there's lots of time to find the right job. Stay positive. Section 4 | What's wrong? | 65Answer the questions below. ‘Which phrase shows Paul thinks he is responsible for the accident? ‘Which phrase shows Nick understands how Paul felt? ‘Which phrases does Phil use to show sympathy to Emma? ‘Which phrases does Phil use to help Emma feel better? Which phrases show Sarah's reaction to Alan's news? Which phrases does Sarah use to help Alan feel better? Which phrase does James use ta say he understands? ev aunauwn ‘Which phrases does James use to give encouragement to Carl? Preis cial Saying it accurately ‘Complete the conversations with the words from the box. There are two extra words. awful mind ‘own, sorry worry ) 1 Thad an accident on my scooter this morning. Thats. ! How are you feeling now? 2 How did it happen? Do you remember anything? Is my .- fault. knew the mountains were dangerous and | was going too fast. 3 | failed one of my exams. | have to take it again next semester. Oh, I'm to hear that. That's bad news. Listen and check. Complete the phrases with verbs. Use your answers to Conversations, exercise 2 to help you. 11 2 tt... 3 Why. 4 Call meif you. imagine. It sounds frightening, .. the end of the world. you try to relax? .-anything. . how you feel.9) @ 83 UNIT 15 | Showing sympathy Saying it appropriately Language note When you are helping a friend, remember the following rules: 1 speak at a slower pace to show you are listening to the problem 2. speak in a lower tone to show the conversation is personal If you don't use these techniques, you may sound unkind or uncaring. Read the sentences below. Think about the two techniques in the language note and imagine saying the sentences. (Oh, I'm sorry That's awful It’s not that bad. I know how you feel... Cheer up. Its not the end of the world. Call me if you need anything Try not to worry... Listen to the sentences. Do the speakers use the techniques in the language note? Put a tick (¥) if the speaker uses the two techniques in the language note above. Put a cross (x) if not. Get speaking Read the following situations and make notes to prepare what you are going to say. Then play the CD and give your answers. 1 Your friend is in hospital after an accident. * show your sympathy * tell him you understand how he feels 2 Your friend has failed a test at school. '* show your sympathy ‘© then give some encouragement 3. You tell a colleague that she didn’t get a new job in your department. ‘+ show you understand ‘© give some encouragement My review {can understand someone talking about their problems. {can react to someone's bad news and make them feel better | can correctly pronounce unstressed (weak) words and the schwa sound. I can use suitable intonation when helping a friend. coou Section 4| What's wrong? | 67SAYING ‘THANK YOU' Getting started 1. What different ways can you say ‘thank you! in actions and words? \ 2 Think about the last time you either said ‘thank you’ or showed your thanks to someone. What did he/she do to help you? Conversations Read and listen to the seven conversations. Where do you think the conversations are happening? How do the speakers in each conversation know each other? Conversation 1 Hi, Aunt Sue. I'm just phoning to say thank you for coming to my party. | hope you enjoyed it. Thank you so much for the present. I love the watch. Give me a call when you get this message. Bye. Conversation 2 ‘A: We're going to a picnic on Saturday. Do you want to come? B: I'd love to but I'm busy. I'm visiting my sister this weekend. Oh, that's a shame. Maybe another time? Yeah. Thanks for asking. Otte eeu ent eCy It is polite to explain why you are unable to accept an invitation or offer. I'd love to but I'm busy, I'm visiting my sister this weekend. Conversation 3 A: Here's your coffee and your change. B: Cheers. ‘A: No problem. 68 | SpeakingUNIT 16 | Saying ‘thank you’ Conversation 4 A: Thanks for dinner. It was delicious. B: I'mglad you liked it. ‘A: Next time, come to my apartment and I can cook for you. Conversation 5 A: Excuse me, can you give me a hand with these boxes? B: Sorry, I'm afraid I've got a problem with my back and | can't carry anything heavy. Let me help you. I'll take this box. B: Thanks, | appreciate it. It’s really heavy. You're welcome. Conversation 6 A: Need a lift home? B: Yes, please. Thanks for asking. I'm too tired to walk home. A: Noworries. Let's go. Conversation 7 ‘A: Here's your drink. | ordered some sandwiches for us too. B: Thanks. I'm starving, A: That's OK. @ Read and listen to the conversations again. In which conversations do people refuse or say no to something? What reason do the people give? © put the bold phrases from the conversations in the correct category. | saying thanks to a friend | saying ‘no thanks’ A cereerseriecrcat je 4 Section 4| What's wrong? | 69f. @ 35 9 @ 70 | Speaking 1 wahwne BRUT aa OC] Saying it accurately Read the situations below and circle the two best responses. 11 Your friend passes you a pen. a Cheers. b Thanks. ¢ Thank you very much. 2. Your colleague helps you with a difficult project. a Cheers. b Thank you somuch. Thanks for helping me. 3. Your grandparents buy you a very expensive gift for your graduation, a Cheers © Thank you very much. 'b_ Thank you so much for the present. Complete the responses with the mi 1 love to but I'm busy. ae worries. 2 problem. 5. 3 Glad you liked it. Saying it clearly Listen to the words below and pay attention to the underlined sounds. 1 Cheers! 3 Ido appreciate it 2. Thank you. 4 My pleasure Listen to the sounds 1 to 4. Then match the sounds to the words (ad). a Thankyou. 2 © Cheers! b My pleasure... | do appreciate it Listen and check. Then listen again and repeat.n@ _:) o UNIT 16 | Saying ‘thank you Saying it appropriately Read the phrases below. Underline the words which you think will describe all of the speakers. angry bored friendly genuine _ polite Cheers. Thanks for asking. Thank you so much, Vd love to but I'm away. 1 2 3 4 5 No problem. 6 I'm glad you liked it 7 You're welcome 8 That's OK. Listen and check your ideas. Listen again and repeat. Get speaking Read the situations below and think about how you're going to express your thanks. 11 Your colleague helps you prepare notes for an important presentation. 2. Your parents buy you a very expensive gift for your graduation 3. Your friend invites you to a party on Saturday. You are busy at the weekend, Listen to the other speaker. Express your thanks when you hear the beep. Read the situations below and think about how you're going to respond to the other speaker saying thanks. 1. You buy your friend a drink. 2. You give your friend a lift home 3 You cook your friend a delicious lunch Listen to the other speaker. Express your thanks when you hear the beep. My review I can say ‘no thank you' politely. Ica express thanks toa friend and in more formal situations | can respond to someone thanking me. | can use correct sounds and intonation when expressing thanks. ooou Section 4 | What's wrong? | 71 |AGREEING AND DISAGREEING Getting started 11 Where are the two people? 2 Whatare they talking about? 3 What do you think they are saying? Conversations Read and listen to Sarah and Tony and then Clare and Andrew. Then answer the questions opposite. Listen again if necessary. Conversation 1 Sarah: So, what did you think? Tony: Actually, | really enjoyed it. Sarah: Me too. And did you like Steve Green? Tony: Well, to be honest, I'm not a big fan of his Sarah: Really? He’s won two Oscars. Tony: I'm just saying, | don’t think he's a very good actor. Sarah: But you liked the film? Tony: Yeah, | did. I just don’t like him. It's no big deal. Conversation 2 Clare: Did you go to that talk? You know, the one about summer jobs in France. Andrew: Actually, yes. | applied yesterday and I've got an interview next week! Isn’t that great? Clare: _ | suppose so, but shouldn't you think about it first? What | mean is, there are lots of things to find out: application forms, visas, accommodation, qualifications and training, Andrew: | Maybe, but the university organises everything. Its pretty easy. Clare: But what about living in another country? Or speaking another language? Are you worried about that? | would be really nervous. Andrew: know what you mean, but they have a residential course in the first week, so we can make friends and improve our French. 72 | SpeakingUNIT 17 | Agreeing and disagreeing Conversation 1 1. Do Sarah and Tony have a formal or an informal relationship? 2. What is Tony's opinion about the actor? Conversation 2 3. Do you think Andrew and Clare are about the same age or different ages? 4 What does Clare think about Andrews plans? Use well... to introduce an opinion someone may not like. It is more polite. Well, to be honest, I don’t think he’s a very good actor. Well, | didn’t like the film. | thought it was boring. @ Look at the bold words and phrases in Conversation 1. Add them to the table below. | Conversation 1 Conversation 2 itroduce a positive opinion 1 introduce a negative opinion 2 explain your opinion ‘isn’t very important’ | 3 t = pe Bol 4 lars = agree but then disagree 5 6 7 8 repeat and expand your opinion 9 10 © Look at the bold words and phrases in Conversation 2. Add them to the table in exercise 2. How you express your opinion is very important. * Firstly, you have to choose the correct words and phrases to not upset and offend other people. * Secondly, you have to use the correct intonation when you speak, so you don't sound rude or angry. Section 5 | What do you think? | 73Saying it accurately Look at the dialogue and add a-c below to the correct place. 1. So do you like the exhibition? 2 Good! This is my favourite painting. Its beautiful... 3 Why not? He's your favourite artist. What's wrong with it a Tobe honest, | don't like it. b I'm just saying, | don’t like it. © Actually, I really like it, Complete the dialogue with the phrases below. 9 @ 92 I know what you mean but to be honest You know Don: Fiona: Did you go to that new cafe last week? 1 the river? .- the one by Yes, it’ really nice, The only problem isthe traffic is bad and there's nowhere to park. 2... That's true, but | prefer driving. 3 .. are dirty and really noisy. you could get a bus. It's near the bus station. _ I think the buses Saying it clearly Listen to the phrases below. Pay attention to the words that link together. Can you hear the bold letters? 1. I'm just_saying What_| mean_is 2 3. I know_what_you_mean, but 4 I suppose_so, but Listen again and repeat the phrases. tara eat eta Speaking> UNIT 17 | Agreeing and disagreeing Saying it appropriately Read the sentences. Which do you think will sound positive, negative or neutral (not positive or negative)? Positive Negative Neutral Actually, | really enjoyed it Do you see what I'm saying? I'm just saying, | didn't like it. I'm not keen on it. It no big deal. To be honest, | don't like that song, Well, as you know, | visited the city last week. Nounruna What | mean is, you have to think about it - Listen and check your answers. Listen again and repeat. Get speaking You're going to have two conversations about (1) an album and (2) an essay. Listen to the speakers and give your opinion after the beep. Use instructions 1-5 to help you. Conversation 1 1. Introduce a positive opinion. Say you really liked the album, 2 Introduce a negative opinion. Say you don’t like that track. 3. Explain your opinion isn’t very important. Say you don’t like it Conversation 2 4 Repeat and expand your opinion. Tell the speaker he has to write in a formal tone. 5 Agree but then disagree. Explain he studied formal and informal letters last semester. jen to the speakers again and give your opi at your book. jon. Try to answer without looking My review | can introduce @ positive opinion and a negative opinion, I can agree and give a different opinion. Ican agree but then disagree. {can give opinions accurately and appropriately. oooo Section 5 | What do you think? | 75STRONGER OPINIONS Getting started 1. Describe what is happening in the photo. 2 What do you say when you strongly disagree with someone? 3 How easy is it to agree and disagree when you are speaking English? Se Conversations Read and listen to the four conversations. a. For each conversation, do the people have the same opinion or a different opinion? 1 sa oe 3 4 b_ Which person shows very strong disagreement? Conversation 1 Mark: Did you read that article about university tuition fees? Henry: Yes, it's terrible. | think students should pay their own tuition fees, not the government. Mark: — How can you say that? The government needs to look after the next generation and help them. They are the future. In my opinion— Henry: — Sorry to butt in, but there are lots of students who waste time and ‘money at university. They don't help our country, so why give them money? A student should study and work part-time. Mark: Really? Do you think so? Henry: Yes, absolutely. it teaches them responsibility. Mark: Well, suppose I can see your point. Conversation 2 Do you want some lunch? My mom cooked my favourite dishes for me. And she’s going to come and visit next weekend and help me with the assignment we have to do. Tony: Are you serious? Your mom is going to help you with the assignment! Gina: ! don’t understand the module, to be honest. |need a good grade, so mom's my only option. Tony: — That's ridiculous! it’s cheating. We're at college and we're here to learn. don't see the problem. | guess you have your opinion and I have mine. 76 | SpeakingUNIT 18 | Stronger opinions Conversation 3 Sharon: Mike, remember | won't be at work next week ~ I'm on holiday. I'm flying to New Zealand. | can‘t wait! Mike: Mmm. We're having a ‘holiday at home’ this summer. It’s important to be green. Think about the air pollution and the fuel a plane needs. It’s really bad for the environment. Sharon: Can I just say that pollution isn’t only from flying? You drive your car everywhere. We live in a small town, so you could walk, cycle, take the bus .. Yeah, OK, I get your point. But | do work unsocial hours so | need my ‘car to get to work. Anyway, I think we're both basically saying the same thing - we both care about the environment. Miya Tate It is polite to listen to other people's opinions. Try to show you understand their viewpoint on the topic. Yeah, OK, | get your point. But | think getting the bus is a good idea. Conversation 4 Fran: Morning, Rosa. You look tired. Did you work late again last night? | think we need to have a chat later on Rosa: Excuse me? Fran: What I'm trying to say is you're working too hard. We need to discuss how we can reduce your hours— Rosa: _Let me stop you there. We are working really hard, because we've just started a new business, but my job is fun. Fran: I know, but none of us should be working seven days a week. Rosa: Running your own business is hard work, but I'm enjoying it, honestly. What I will say is you could always join me ... Language note It’s important to learn and use complete phrases (a set of words). The meaning for the phrase is different to the meaning of individual words in the phrase. No, let me stop you there. = Stop speaking, because | want to speak. Can I say something? = I'd like to speak. Section 5 | What do you think? | 77=) °°. 8 @ complete the categories with the bold phrases from the conversa ‘Commenting on an opinion Giving your opinion auawunes nings (1-6) and ends (a-f) of the phrases. 11 How can you a tosayis... 2. Really? Do you b> opinion and | have mine. 3) What I'm trying © think so? 4 OK, Iget saying the same thing. 5. You have your e your point but... 6 I think we're both f say that? Listen and check. Then listen again and repeat. Saying it clearly Read and listen to the sentences below. Pay attention to the stressed (strong) underlined words. 1. That's ridiculous! 2. Are you serious? PM eas 78 | Speaking) @ 99 9 @ 100 UNIT 18 | Stronger opinions Read the phrases below. Which words do you think are stressed (strong)? Practise saying the sentences out loud. 1 Can I just say that 2 What | will say is. Listen and check. Then listen again and repeat. Saying it appropriately Read the sentences below. Imagine you are strongly disagreeing with someone. Which words are you going to stress? How are you going to say the sentences to show your strong disagreement? 1 Excuse me? 4 Yes, | get your point but. 2. No, let me stop you there. 5 How can you say that? 3) What I'm trying to say is. Listen and check. Do you sound as strong as the speakers? Listen again and repeat. Get speaking Read the following situations and make notes to prepare your responses. Then play the CD and give your answers. 1. Your friend thinks that driving her car is the best way to travel ‘+ Comment on her opinion. Suggest that the bus is better. * Give your opinion. ‘+ Say you understand her opinion, but you both have different opinions 2 Your classmate thinks you study too hard. + Comment on his opinion * Give your opinion. Explain you need good grades and you want to get a scholarship at university, © Criticse his opinion, Close your book and listen to the CD again. Try to jout using your notes. your responses My review | can comment on another opinion and give my opinion. | can show | agree and understand another opinion. | can use correct emphatic stress to express my opinion. | can use strong and confident intonation to express my opinion. oooo Section 5 | What do you think? | 79