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    ESL Speaking Skills

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    13 views92 pages

    Speaking Skills Book

    Uploaded by

    Tom Doyle
    ESL Speaking Skills

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 92
    CAMBRIDGE SKILLS FOR FLUENCY Series Editor: Adrian Doft Speaking 2 Joanne Collie Stephen Slater { CAMBRIDGE UNIVERSITY PRESS Contents Map of the Look iv ‘Acknowledgements vi 1 Planningimprovements 1 Money ond is uses 2 Music,music, music 5 Music ard musical inctraments 3 Welosttouch 8 ands, abilities, things 4 It wasrit my fault, itwasan accident 11 Accidens, prevention and insurance 5 And sotobed. 15 Bedroonsand sleep 6 Oh, Ido like to be beside the seaside 19 Holidays, good and bad Yournumberisup 23 Nuonber ard their applications 8 Howcan | get from A to B? Cars and transport 9 Hands 32 Diferen ways of using our bands 10 Burning the candle at both ends 35 Being prident or rash U1 Crash tangwhiza! 38 Sowrds 12 Small butdeadly 42 ‘Small hinge that are annoying or ‘dangerous 13 Letters, wordsand pictures 46 Exploring lettersand words 14 Please speakalter the tone 50 Messages 15 Firepower 54 Fireand firearms 16 Isbad language good for you? 58 Bad language and its effete 17 Chuckersand hoarders 61 Collections, antiques ond disposables 18 Sugarandspice 65 Stereotypes of males and females 19 Zoostory 70 “Animale and humans 20 Bookends 75 Books, including thisone Key 78 Tapescripe 80 Totheteacher 88 Map of the book Unie | 1 3 4 | 8 soni | Themed Vocabulary eres Money taxes, borowig) ending Musings, fm, busking Friends sing hings, sil ‘Accidens, emergencies, Bedrooms ed sleep, sleeping ables Holieys house chang, piste and pesmi, ie Cares highway codes, wae prebiene anc, series using your hands. Aees of communication Comparing sd justiying choices Sd idess; mseing gue ‘fscissing corsequenecs Responding music ving Spinone magic Descriting (Gends, memories); rarrangashiowarsering ‘grein: dissing sill Describing (bedrooms: justifying (heitimes)checlangeeeing farratvets geingopinions; Making report planing Gsevsng (holidays, souen essing deny “Gussang, comparing choices; discussing ech 20d por) pieingressons Discssingfsying choices: faking soppeions: dsebing probes eortng Riding Communicating without speaking, Secosang sil past od pees ranean sl CGacising in groves braineoemng for ess designing (coms preparing? Short speech; completing abe Matching visuals wo sounds {roupipai listening wo songs! | Bi mss; dacs. Growplpaie discussion; stening for pasticular expressions Fein oidenay spss’ ‘Completing 2 questions pai dscsson; stein faking, preparation of arepore ingroupe Psiinterpeeation ofa visual; pir diese; istening to pareatiresmakinglestending Tisscsimulaing an interview Liserngorakig, olen as nteiig, | oupeaep. Pair guessing game; group ‘completion ofa ableeartoon: making a prionised ist Choosing viel; answering ‘presionnar;istening ‘hatching isin pas ‘Siminiering 3 questionnaire; Breparng reporin groups. Matching picurestwordss Tsening to ng; pargroup | discussion, vocabulary bulding. Unit | Themes Vocabulryarecs | Areesofcommencstion Leaner ative JO | Dangcossantcauions | Comparing rita daning | Ranking actions wor bulking seo vot dal smearing poem)shanng’ | inpirs oup eparaton cts Simatveratingancveme | broad tests pressing a forms | Seeing - TH | Somis sone jnbvand | Comparing ins choirs wtking | Making in linen and noe sons ord Spottt; taking about | skies poop and par moet 12 | Annoying smal things, food ing lis describing | Ratng (roubles); vocabulary oun enonalexpenences;pving | batig; pai dcr, tesors;complanngonmall | planing phone cl phoning I I Nr a 13 | Words alphabet.typeiaces. | Making guesses; comparing ‘Guessing game; building a Des crde choces makingeportng oon; noetalary oun choos honing denn (ptr and = = a a 4 | Messages, answerphones, | Describing and discussing Liserning and guesting: group ‘onplinesbourte kes. | keings;conperingpropkms; | Gacunin and plang leaving esagesrcomplanig; | mesagel ltr, then Svings shor tall 15 | Firs boring. gus Seeking information, nerating, | Ling eacton) lsening for sharing compansonsreasns, | git recounting memories n canting opciones ging troup istening fr devas reasons peeling. trowp dren go). 6 | tadtanguage,swesnng. | Explaining answers penuadings | Answering a quenionnae pac sivingeeasons;asking guestonss | group dseusion constructing 2 making sugestons; oral 2 _ reporing 17 | cotecions,anciques Comparing (choice); pving | Pairdscussion ofa visuals Seyomble owsetod tems. | expanstions describing, Ime-peting 3 questionnaire in ‘completing narrative); discussing | groups; pair roe pay stening theliiee for predivon, group discussion; comlening «questionnaire — ee - 18 | taetenakeeconpe, | krepcing(goen):conparie | Usmisphom-akin: group tpttagagsnmainiy aad | eactnn Cetacar ccna; | decasionolchokes woke pairs Excaang epiine;preating | ns ducusion completing and Sie decuangs Pex endangered, | Josying choi seking Resonding wo visas i groupe wiirandwialepedice, | pincrstersatngviews; | rthng wxdspures Spor for mans ‘eng eto of people. | gusting rant) pepaing arg 20 | nooks writingbontsypes | Specuting dcbing (books, | Responding wo vial in pir took Lessing Charasehepeng | pardnaton hed dead paione Teal ene wteg 1 Planning improvements ‘Money and its uses 1 Tuning-in Sit with four or five other students. Write down the names of each studentin your group. Guess how much cash each student has in hishher pocket or bag today. Write your guesses next to each name (including your own). Then add up the total Discuss your ideas with others in the group. Asa group take out al your cash and count the total. Were your guesses right? 1 Unie 1; Planning improvements 2 For the greatest good Now that you know the total amount of cash in your group, consider this task How couldall the cash in your group be used for the greatest good of the sreatest number of people? For example, with a small amount of money you Could make some soup and feed many poor people in your city or town. ‘Choose one person in your group to write down each idea the group has. ‘After an agreed time, stop, discuss each idea on thelist and choose the best ‘Compare your best idea with those of other groups in yout class. In your group, talk about these quest = How much money is each person in your group really prepared to give to make your idea a reality? Have you given away a = To what kind of org: money so far this year? ions have yougiven money? 3 Designs for coins Here are some examples of coins from Australia, With another student, talkc about shat the designs represent. What do they tell us abour Australia? You have been asked to design new coins for your country or for the country where you are studying. ‘Together, talk about the designs that already exist and then discuss some ideas for new ones. When you have chosen your designs, describe them in the table below and give reasons for your choices. 2 Unit 1: Planning improvements Value of coin | Design om coin | Rescons It shows that our country wants to save its environment. Se | Beautiful tree surrounded by the | wots: ‘Save our Forests’ Sit with another group. Describe your designs and ask abou theirs 4 Head of the government for a day Nobody likes payingtaxes but politicians continue to collect them. Ifyou were head of government for one day, would you use the time to introduce Which ofthese new taxes would you choose and why Tax Reasons J axon people with ewocars, A.axon people with more than wo dhildzen Ataxon people whoeat meat, ‘Ataxon people who watch morethan 2houts of TV per week A taxon parents whose children break thelaw. Ataxon Atxon When you are ready, share your ideas with another student, In dass or ar home, prepare a short political speech describing your new {axes and your reasons for introducing ther. If you like, you can begin in this way: “My fellow citieens: Now that |am your head of government, Ihave decided to introduce new taxes to help our country. First i possible, record your speech on cassette In small groups, play your speeches or give them live and calk about the consequences of these new | Unit 1: Planning improvements 5 Neither a borrower nora lender be . . - “Which of these items would you happily lend to the people listed in the table? Complete the table, then talk about your choices with one or two other snadents, What has your teacher put? Find out, Tick (¥) the appropriate boxes: hem classmate teacher bestfriend brother sister say car og ogo O G 3G ayy bioyde o @ o QO 9G ry camera ag @ a oa oa $1,000 o ag oOo 8 8 nywimigonme OF OF OF OQ O some jewellery 56 8 0 6 38 my toothbrush o Gg oo 36 iyhouseflat o.6 a aga o86 abook os es Others (ist below) o Oo oO GO o06UuolClUOlhUClU o Go O GD O ‘Ask one of two other students these questions: oS low many of the things inthe ist have you in fact borrowed in the past year? = Who lentthem 10 you? Did you return them all? | Do you agree with the English proverb: Neither a borrower nora lender be? 2 Music, music, music Music and musical instruments | | 1 Tuning-in | Look at the photos of the instruments. Listen to the cassette. With another student, match each sound withthe right instrument. ‘Were there any instruments you were not familiar with? Which ones did you like best? What other instraments do you like to listen to? Talk about your preferences with your partner. 5 Unit 2: Music, music, music 2 Film music [I Listen to these musical extracts. With one or two other students, decide the most suitable kind of film for each extract, Exact Exact xreact 5 Exact POSSIBLE KINDS OF FILMS: ‘When you have chosen the typesot science fiction film a. horror film a war fitm Hin che best sit the msi len tothe extacteagain and fr one of theflir deadee Fm stil cone fm = a location for the film a. Spy film a. love story "sotey rece samedi, 1 Mieebheerpen ofeach dancer ahistorical drama. ~ anopening scene forthe film 3 ‘New voices’ talent show © Cerinto groups of three or four students. Each group is a jury at a talent Show for new singers, Choose a talent show Fost ~ either the teacher or one of the clas, The juries listen to @ new singer cr group on the cassette, and tach member ofthe jury notes down answersto these questions: ‘Whar did you ike aboue the song? ~ Isiegoing to bea bighic record? = Hhasthe singer ot group gota bright future? = What advice will felp them in eheie musical creer? ‘After hearinga song, each person in the jury says what they thought ofitand the jury gives che song a scorefom 1 0 10. “The host then plays the songs again. This time, after each song, the juris give theircommentsin urn. The host keeps the scores and announces the wines. You could bring in some songs of your own t play as well as the ones on the Unit 2: Music, musi, music 4 Musical memories ‘Most people have strong memories of particular songs or pieces of music. ‘When you hear a certain song, it often reminds you ofa person, a holiday, susiclessons or a particular dance or party you went. Write down the names of one or ewo songs or pieces of music that always remind you of something or someone from the past My musical memories: 1 vaonewewn femninds me of - —_ reminds me of When you are ready, exchange lists with another student and ask each oxher ‘questions about your musical memories 5 Busking for fun |) Buskers are part of the streetlife of ‘many cities of the world. Have you stopped and listened to them | anywhere? Insome cities, buskingis against the law but this does not stop it. With another student, talk about your views on this, Ina group of four students, imagine that you are going to form 2 band of buskers. Decide: = ifyou will play instraments, sing, orboth = what types of musicyou could play inthe street = wherein your town orcity would be the best places to stand and perform = a name for your group Share your thoughts with other groups, Any group that i willing can Pethaps perform at the end of one of your lessons. If you collect any money, you can useit for a class party. 3 We lost touch Lost friends, abilities, things 1 Tuning-in ‘Most people have old school photos or address books that remind them of friends from the past. “Think for a minute oF rwoabout a friend you remember well but haven't seen for a long time, Tell another student about your friend. = When did you last see him/her? i = What was he/she doing hen? = What was shehhe like? Whereis shelbe now? (Guess if you don't know.) = Would you like to getin touch again? (Why? or Why not? 8 Unit 3: We lost touchy 2 I wonder where it went? (On a piece of paper write down the name of an interesting thing which you tased to have bur do not have any mare. Itcould be: « car, alarge amount of money, arareclock,a doll ... anything. Try to think of something unusual Pur your pieces of paper in a hator bag. Your teacher will take them out one by one and read them. Guess who wrote each (except your own!) With aparmer, el the story of how you lost or why you ne longer have that particular thing, Ask your teacher to tell you hishher story. 3 Memories {I Listen to the cassette. Tema (a Brome inst, (Gere e rotons pormerer (eee ee sisal again . heir name escapes me. Iremember then vividly. Pmsure ub was something like that. can't remember it that, loell butl'm prety sure that... can see them cleariy eee cr Compare your answers Now listen again for the name of the pop group they ae trying to remember. Do you somerimeshave trouble remembering namesor do you have a good _memory for faces, names, facts? In groups, choose one or two of the following memories and describe them co cach other = your earliest memory ~ the clothes you had when you were eight or nine the name of your first primary school teacher your classmatesin your first year at secondary school one of your firstholidays a song or poem you learned asa child Unit 3: We lst to 4 Lost opportunities Sometimes we lose opportunities because we — make a bad decision move to a new place = havean accident havea longillness lose a job Complete some ofthese sentences and then exchange sentences with other students. Ask other students about their sentences. My graniatoc My garcnatne: _— My faer | eon Mymohe —[ “caughave | gone viene tnee | Stes My sister | rrartied My cousin My tend 1 5 One day I'm going to... “Think of something you used to be able ro do quite wel but can't do any Jonger. fe could be knitting playing thepiano dancing playinga sport well speaking another language Talk about your los skill with another student. Why did you lose the skill? Did you stop practising or lose interest? [I Listen to these ewo people talking about their plans to regain lost skills. AS you listen, write down the name of the skill which each person is talking about. ‘Are these skills that you have also loi? With one or two other students, discuss ways of regaininga lost skill. A Tt wasn’t my fault, it was an accident Accidents, prevention and insurance 1 Tuning-in [Answer these questions about accidents and add some questions of your Have you ever had a road accident? Have you ever had an accident with 2 knife? Have you ever broken bone in your body? Have you ever dropped a valuable object and broken it? Have you ever fallen down some stairs? Have you ever left a tap running and flooded a roam? Have you ever broken a window? Talk about your accidents with others. Are people who have a lor of accidents just unlucky? Unit 4: It wa my fl, it was am accident 2 Emergency procedure You ate driving alone along a quiet road. Suddenly infront of you, you sce 2 car ina dicch at the side of the road. There is steam coming from the engine. The driver i lying near che overvarned car. He is beeding and seems to be With another student discuss, and then write dows, the things that you would do in that kind of an emergency. Firstofall would. Next, L After that Then, Following that. Compare your list with that of another pair and explain the reasons for your decisions, Can the class agree on a final lise that sasfies everyone? 3 Near misses Everyone has a travel story invalving a ‘near miss’—in.a plane, car, boat, motorcycle or even tractor. 12 Unit 4: Je wasn't my fal, twas am accident [5 Listen to these near-miss stories and as you listen nore down the type of transport involved and some of the details. Typeof transport | Detal Person 1 Person 2 | Person3 | (Check the details ofthe stories with one or two other students, then talk about your awn near misses, ‘Ask your teacher about one of her/his near misses A Safety first Some accidents can be prevented, especially those in the home. Mf young, children came to stayin your home, what things would you need to check or ‘change in order to reduce the risk of accidents? ‘sk another student to tell you what they would need to check or change in ‘each oftheir rooms. Make notes ofthe answers in the spaces. You may wish ‘9 use some of the following expressions. Ask your teacher or use a dictionary if you need to. leads orflexes of electrical appliances loose sockets, slipperyfloors looserugs_sharpedges sharp knives dangerous medicines cleaning fiids or powdersin unlocked cupboards pets hotwatertaps loose buttons on toys open windows or stars Checks Changes Fetches bathroom bedroom | loungeliving room In groups, most homes! Is your own home relatively safe for children or isi full of accidents ust waiting vo happen? Unie 4: essa’ my foul, it was am accident 5 Just in case ach year many people spend lot af roney trying to protect themselves against the eflecs of accidents. They tae out insurance policies. Which of these typesof insurance haveyou or your family taken out rave car ‘life property house contents health other. Talkabout your family's insurance poles with other students, Is insurance ‘more expensive shan it is worth? Isirbutter to save your money and trast yourluck? 6 Special insurance Certain people take out special kinds o! insurance. Pianists insure theirhands i against injury; opera singets insure themselves against colds oF sore throats. Thete is na iit vo insurance if you are prepared 10 pay. With one or two other students decide what these people could insure themselves aginst: Teachers could insure themselves against i Bushers could insure themseh sagan Private detecrives could instrethemuelves against - Writers could insure themselves agninstwrkerb block. Accountants could insure themselves against double vision. | Wine tasters could insure themselvesagainst . colds. ome Pin ypyour Ine andee if you havea sae idevs, Which insurance “4 5 And so tobed... Bedroomsand sleep 1 Tuning-in ‘With another student, look athe bedroom in the picture, Decide what kind of person lived there—a student? an artist? a hurglar? ‘What things do you notice most in bedrooms: ‘The kind of bed: coloue of bedspread? The other furniture: chaits, sola, chest of drawers? ‘Things on the bedside table: lamps, books, photos, radio? ‘The furnishings: rugs, carcains, things onthe wall? Anything else? Exchangeideas with your partner. Choose one of the following people 9¢ one of your own. Decide what ind of bedroom your chosen person has. your country’s leader tne of your primary school reachers your dentist, your bank manager Sitwith other students and takeit in tums to deseribe the bedroom of your chosen person, Can they cll you what kind of person you had in mind? Unit 5: And so 10 bed « 2 Bedtime ‘When should children go to bed? Fillin che table: Ageofcild | Suggested bedtime | Your own bedtime at that age , Compare your answers with another student's, Explain why you think your bediimes are the right ones for children. Do you think that itis important for achild to have a fixed bedtime every night? Why? 3 My most unusual night’s sleep Work with a parner. Ask your partner 10 leave the classtoomfor a few minutes ‘hile you listen to thefirst person on the cassette talking about ner most unusual nights sleep. Check the details of che story with others sho also listened, Then get your partner to ‘come back, and tell hin or hee the story youheard, Now change roles. You step ‘outside while your partner listens to the next story on the cassete, Can you remember antinusual night's sleep? Describe your ecperience to one or ‘pro others in the classand ask them about their most unusual night. 16 Unit 5: Andso to bed 4 ifonly I could get to sleep. . . ‘Do you sometimes (or often) have trouble filling asleep? Here ae some ible cures for this problem which is called insomnia. How rrany cam your class add to thislist? counting sheep _ soft music exercise before goingto bed a relaxing warm drink What about sleeping tablets? Some people take them, others not. Pick out the sentence which is closest 0 your thoughts —or write your own, 1 They're good because they give you a deep sleep. 2 They're very bad because you get addicted to them, 3 They always have side effects, 4 They teat the symptoms, notthe cause 5 Doctors wouldn't prescribe them if they were not sale. af Le Find two or three other people in the class whose opinions are close to your own, | 5 Atelevision interview In your group, preparea television interview about sleeping tablets. Choose ‘one person in the group to be the interviewer. Instruction forthe inteviewer: Introduce he subject ofthe programme by saying a fev words abou sleeping tablets. Then ask members ofthe public to five their opinions. Instructions for theres of the group: You are members of the public you ate interviewed and give your opinionson sleeping tablets. Give your own views, or adopt one ofthese roles DAM) ( Aza aoe rent singe parent Sch Sows || tekage thf || Paice ajo | wan wo young ese shows | eenage witha! |! Recast || |jchiren anda | || make p your ‘abets cause _ |} || which is very ent. ft sie eb, er ‘oss of memory ‘painful at night ‘or plenty of sleep Dee crear) |e ‘Together, discuss and plan your interview. When you are ready, present ito the class. 7 Unit S: And so t0 bed. When should children go to bed? Fillin the table: Ageofchild | Suggested bedtime | Your oum bedtime at that age Compare your answers with another student's. Explain why you think your bedtimes are the right ones for children. Do you think that itis important for a child tohave a fixed beduime every night? Why? [) Work with a pariner. Ask your partner roleave the classroom for a few minutes while you listen to the first person on the cassette talking about her most unusual niheaeep. (Check the details of the story with others who also listened. Then get your partner to come back, and tell him or her the story you heard. Now change roles. You step outside while your partner listens to the next tory on the cassette Can you remember an unusual night's sleep? Describe your experience to one or ‘wo others inthe class and ask them about their most unusual night. 16 Unit 5: Andso to bed .. A If only I could get to sleep. . . ‘Do you sometimes (or often) have trouble falling asleep? Here are some ‘sible cures for this problem which is called insomnia. How many can Sour class add to this ist? counting sheep _ soft music exercise before goingto bed a relaxing warm drink | wharabout sleeping tablets? Some people rake them, others not. Pick out the sentence which is closest to your thoughts—or write your own. | 4 there guod becanse they give yon deep sep. 3 Theyreery bod beeuse you po addicted hem 3 They alvayehave de ec 4 Thay reat thegyoptoms not cae § Doctor wold pes then ish werenot se. é ‘ = , coo : Find two or three other peoplein the class whose opinions are close to your own, 5 Atelevision interview In your group, prepate a television interview about sleeping tablets. Choose ‘one person in the group to be the interviewer. Instructions for the interviewer: Introduce the subject of the programme by saying a few words about sleeping tablets. Then ask members of the public to give their opinions. Instructions for the rest of the group: You are members of the public you are interviewed and give your opinions on sleeping tablets. Give your own views, or adopt one of these roles. ( Axia a dactr whose apersonwio | |[asingle parent frarehstaws ||| erage wha |) Pestostajod || J] tn tvo young : Fecwsset (| [lchuenanaa atseepg |] ker am, © || Pesan | knee tae caue | wucnsvey, ||! Srdbangiae || ||wronees \ 3) |e g| (loeratsone ‘Together, discuss and plan your interview. When you are ready, present itto the class. 7 Unit 5: And soto bed i 6 Bedridden! I With another student, imagine thar you are bedridden fora week. Make a listof things which you would like to have, to help you get better ~ and 10 give you something to do. ‘Compare yout lst with another group's ‘What would you have on your lise to help your teacher if she or he were bedridden? 6 Oh, I do like to be beside the seaside... Holidays, good and bad 1 Tuning-in &) Holidays are not always happy experiences. about their holidays. As you listen make notes al happened, iten to these people talking. the places and what Places What happened? Person 1 Have youhad similar experiences on holiday? With one or two other students, alk about something that happened to you, a frend, or relative Here are someideas tral about: souvenic shop cancellation double-booked sears or rooms long delays refund madestaff luggage going through customs food poisoning sunburn Ee Unit 6: Ob, [do like to be beside the seaside 2 House exchange very year people’swap’ houses fora few weeks with people from diferent, eoeeiles Rarer having strangers in your hovse ora Look at this list of items that are in many homes. Before going on your house ‘exchange, which items would you: leave? hide? remove? replace with cheaper items? Add some of your own tothe ist. Household item leave hide remove replace antiques ooo OF Ug bel o ogo ooo rugs: Q oO a a videoistereo o aoa home computer Oo oa piano S506cG6lCUCOlC pottery Qa QO oO a paintings oO QO a Q plants og a a best china o oF oOo oO books 3 Oo Goa oo oO 8B o a oO o ‘With other students, talk about your answers. Do any of your homes have special features that you would have to leave notes about? where to turn the water off? = dustbin days? = where you hide a spare key? where the fuse box is? = how to operate any of the electrical appliances? = feeding any pets left behind? = watering the plants? ‘Write onenote each to leave on the table before you go away. Together, look at your group's notes. Are they easy to understand? Talk about ways of making your instractions very clear for the visiting family. 20 Unit 6 Ob, Ido like to be beside the seaside 3. Holidays with a difference ‘You ate starting « holiday company which specialises in unusual holidays. Each branch of your company will offer a different type of unusual holiday. Insmall groups, choose one of these company branches, and think up some good holiday ideas fori. ‘Adcenalin Holidays —holidays with a stronggelerment of danger or risk and with high exciternent “Tranquil Holidays ~ holidays where peace and quiet are the key words. Eccentric Holidays holidays for people who don’t want to take too many ‘sks hut who want something very unusual. Ecological Holidays activiy holidays for people who are concerned about the future of our planet. When you plan holidays make sure you talk about: — where t go = when to go (what season) = whatactivinesto organise = where to stay When you are ready, calla fall company meeting of all the branches. One representative from each branch can report ts group's ideas 4 A surprise holiday ‘With another student organise a surprise holiday for one ofthe following: a well-known histbrical figure sell-known world leader your teacher smous singer or film star two handicapped children your pet Decide on: the destination, some of the activites you will arrange, accommodation, type of transport. Remember: the holiday can bean unpleasanc one if you choose an unpleasant world igure, pastor present. Gannpa das FCCC Lacucas| 21 | a Unit 6: Ob, I dike to be beside the seaside 5 Where on earth did you get that . Can you say from which councry these souvenirs came? Talk about your guesses with another student read out the name of one of yoursouverirs and seeif the other pair can correctly _ identify the country. Hn ; With another seudent tak about ypical ery | Topalsouenie } ee comes Sanit... | bans = i theie souvenirs, china, ede. figurines Fravce. | Eiffel taser paperweight Then find another pair ake tints meen | Many tourists just can’t resist souvenir shops when they are on holiday. | ‘Often they buy things which they dow’treally like very much when they ger home. Do youhave some interesting, exciting or embarrassing souvenits from your teavels? Bring in some examples (if youcan) and talk about them with other students, Were they bargains? Where dd yeu find them? Unit7: Your nuonberisup Draw a circle on # pie:e of paper. Inside the circle write some numbers that ate important to you. The numbers can represent dates, lucky numbers sizes, the number of teeth you have lef, bank account ntimhes, your sister's age, house numbers ~ anything. When you are ready, exchange circles with someone else. Try to guess what ‘your partner's numbers represent, 2 Ideal numbers ‘Write numbers in these boxes to show your choices. ‘Whatis your ideal number of: political parties in scountry [J yearsin one job Oo days for aholiday C__ peoplein acity o students in an English class ©] ‘TV channelsina country Q ‘guests at a wedding hours of sleep pernight E] hoursin a plane 1 guestsaradinnerparty When you are ready, compare your answers with others, and talk about differences in your choices. 3 Them andus ‘The cartoon on the next page uses the style ofa child's book to show some differences between people who ate rich and people who are poor. Some of the text beside some of the numbers is missing. With a partner, can you guess where these missing pieces of text should be? nd hand clothes no cars Star restaurants Stclasstravel rd World conditions, Talk about the cartoon, Are the differences between rich and poor similar in 24 Unit 7: Your number isup 4 Half full and half empty ora pessimist swers to these quest Acc you an optimist class to give you their ind why? Ask others in the ‘Work in small groups. Together, complete this cartoon and add any other items that you can think of In our country, child there are two sorts of folk Optinicts are happy people who always look on the bright side of brings ey Seer & ~ 5 Be. How many optimists about other people you know? Unit 7: Your number is up 5 The most important things in life In 1987 asurvey wascaried outin Europe amongst young people aged ‘erween 15 and 25. They were asked lee ive most importanc tings in | ie Whatisyouransver he sme question? The 5 mostimportant things in life are: ‘When you are ready, tall about your answers with other students and give reasons for them. Ask thecacher whatis at the top of her or his list. In the 1987 survey, what do you think young people in Europe considered themost important thing in life co be? ” 8 How can I get from A to B? Cars and transport 1 Tuning-in } you could have only one ofthese, which would you choose, and why? Find semeone in the class who has made different choice. Talk about the reasons, for your choices. 2 Unit 8: How can I get from A to BF 2 The Highway Code With rwo or three other suadens, consider these questions Yes No Istherea Highway Code in CO your country? Cancardrvers wether =) omen cies? Dopassengershavero weor C) ‘tat bel? Do drivers have to giveway [] [] to ambulances? an drivers drink aeoholin ‘moderation? an drivers use carphones? QQ Isthere a speed limit on oad motorways? Compare youranswers. © Listen torwo people from different countries answering these questions: ~~ How important isi to havea strict Highway Code? ~ Are there any silly or useless rules in your country’s Highway Code? Are there any new rules you would like toadd? ‘Would your answers be similar to theirs or very different? Talk about the questions with one or two other students. ttn we \ Unit 8: How can Iget from A to BE 4 3 The Devil's Highway Code With another stadent, match the two parts of the Devil's Highway Code Port Pare It ‘© Don’tstop for pedestrians alcohol helps you relax. © Useaportable television “other drivers lke surprises. © Show your seat belt but to shout rude words at pedestrians, ‘© When youhear an ambulance behind you the worlds overpopulated anyway. © Drink and drive... never fastenit © Don’tsignal it's bad for the engine. © Don’t drive under 160 k.p-. to prevent boredom on long drives. © Carry aloudspeaker drive faster. With another student, think of two more rules for the Devil’s Highway Code, Write them down and tell the class about them. In groups, consider these questions: — How important is itto make young people think of road safety? = Doyou think the Devils Highway Code is a good way of doing so? = Iso, how would you present it— advertising, a booklet... ? = Itmot, what other ideas can your group suggest? 4 City traffic [TRAFFIC PROGLEMS IN OUR TON = a questionnaire Does yourtown haveany | Mat do you think ou town's mein traffic problens sre? traffic problems? Take the following questionnaire home, and ask someone ‘00 sary care a who isnotin your dassthe | Seeeees too naxow a uestions. ot enough emffic Tights] ot enough poliomen/vemen [1] rick (¥) one or more: od rivers a Not enaach one-way streets ( eo mary ono-vey streets] 30 Unit 8: How can I get from A to BP [Next class: In small groups, study the results of your questionnaires. Think about the two problems thar were ticked most often, What possible solutions are there? ‘Try © think of as many solutions as possible for your town, Prepare a report from your group to the class. One rerson will tll the class what problems you talked about and describe your solutions. Other members ofthe group can answer questions from your class. 5 Car problems © Listen to this poem, called ‘The car’ ought he car toiraveltojoos tomakermoney the carcan'thackthepacet Ietaking buses togettojoos tomakethe money to getthecarbsckon the road togettethe b= tomakethe money {okeep ne car onthereas {ogettothe pbs wn've taken buses tothejobs tomaethe money togetthe carback onthe road mseling hoc “tnecar has broken down ‘With another student, look at these one-line sentences about the situation in the poem. Discuss each one and then choose the one which i closest to your idea of the poem. a) My car's broken down andi’s too expensive to keep. b) Lonly need a car to get to work,and | only work to pay for my car, <¢) Pm caught ina situation I can'¢escape from. Find another pair with a different choice and compare your reasons, Have you ever owned a car when you didn’thave enough money to keep it running? Has anyone in your family had a car that gave them real problems? Describe the situation to one or two other students, Are cars worth the expense and the trouble they cause? 31 9 Hands Different wways of using our hands 1 Tuning-in Look at the picures. With another suident, try to ‘match each picure with its message. ‘The messages ace = Areyou deal? = Is that enough? = Tewas you. Unit 9: Hands 2. What can I say with my hands? Imagine that you can no longer speak. Could you use your hands to geta message across? Your teacher will give you a message on asslip of paper. With a partner, decide what sign language you can use 10 make other students understand your message. Try out your sign language with another pair. Can they understand what you are tyingto say? Can they suggest ways of improving your sign language? Now, with your partner, choose # topicof conversation: holiday plans, what you did last week-end .. .oran idea of your own. Try to have a conversation foras long as possible without using words. The ewo other students will ‘watch, then they will retell your conversation using words ~ English words, of course! 3 What can I do with my hands? Look atthe words below. With another student, decide which of the words are actions that wecan do with our hands Use adictionary or ask your teacker if you need help with the meanings of the words Can you add any other words tothe list of actions thae we can do with our hands? 33 Unit 9: Hands A He's got the whole world in his hands © Listen coshesongor the cases ita song you have sung? With another student talk about wher the expresion in ishands means, Can you give a ‘sino? Who's therhe'in the song? 5 How handy are you? Which of these things can you do without help? Tick the appropriate ones. change lightbulb [develop your own photos.) connect wires 10a plug [give someone a nice haircut) change oilinacar | make bread a sew a button oa TJ peuneafruir ee Qo dam hole in asock (]_tilealoor a makeabookcase [repair abicycle puncture) make cushion 11 ypeanessay o In groups, show each other the tills you ticked. Talk about the way you learnt those skills. Atschool? From a patent? From a friend? From a How 10...” book? From a radio oF television programme? (Of te things you cannes do, which skills do you feel you need most? Is there anyone inthe group who could help you get started? How important do you thank iis to teach these kinds of skills at school? 1 Tuning-in Look ithe following list of aesions. Say whether yo think they ar cael, ‘orrash. Givea number from 1 105. ( te careful; 3 = just about eight; 4 Keepinga single sock when the other is lost. Buying life insurance. Giving up yourjob ro goon theholiday of your dreams. ‘Travelling around the world by yourself. Giving up one home before you've found another. Buying something you really want even if you can't really afford it Keeping receipts for everything you buy. ‘Compare your numbers with another student’. Do you agree? If you disagree, try o explain why you put the number you did. o000000 35 cE — Unit 10: Burning the candle at both ends 2. Near the edge Have you—or someone you know—ever done anything that was quite dangerous or cash? With another student, plan a story about a dangerous action, Itcan be: your ownexperience, a story that you have ceadabout in a book, or a story you Use the following questions to help you: = When did it happen? How old were you? ~ Where were you? = Did anyone try to stop you from doing i? — What were the results? = Are yourglad you did it, or do you cegretit? When you are ready, one of you will tell the story to the class. They can ask {questions about it and the pactner who is not telling the story answers them. Can the class guess whether the story you have told really happened to you? 36 Unit 10: Burning the candle at both ends 3 Does prudence pay? ‘Look at the beginnings of these news items: With another student, choose one of the stories and talk about what happened next. Then change partners. Imagine that you are the main character in your story, and tell your new partner what happened to you, 4 Aradio warning {In one English-speaking town, children have started taking.a short cut from School across the railway tracks to the shops. Thete have been no accidents Yet, bur this isa very dangerous thing to do, With one or two other students, prepare a short warning for the local radio. Decide about these questions: ‘good idea tohave music or songs to help children remember your 1 iiessage? ~ Should you mention possible punishment? ~ lsit best to speak in a lighe, funny way ora strong, almost frightening ‘When you are ready, ‘broadcast’ your warning tothe clas. If you can, record your warning on a cassette and then play it tothe class, Crash bang whizz! Sone 1 Tuning-in Whatsounds do you associate with your! srmanyaryoucan think of Ue these adings you Compare your list with another student's. Talk about the sounds which you likebest in your list, aad those which you like least, Tiyou beenrve deaf, what sounds would ou miss most? Compare wha: you think about this, 38 Unit 11: Crash bang whize 2 Pleasant sounds and annoying noises With another student look at these sounds. For each one, think of as many situations s possible when that sound is nice or when ics annoying. Sound is annoying when ‘pleasant sehen A dog barking ‘A baby crying A plone ringing A person laughing Traffic Masic in pablieplace Others Compare your results with those of other groups. 3 Loud mouths? © tistento three peopl taking boat their jobs and why they ike them, With another student, tne qualities ol vote tat cach person mentions, then guess ther occupation, Kind ofvoiceneededfor job | Occupation Speatert | | Speaker? | Speaker Compare your answers with those of other groups. Now with your partner, mate up the people onthe left with a word that describes the hin of vice thar helpsesch tht fabs ieee wer on Svcs oar os your ech | 1 Anauctioncer Co hesitanty persuasive ee Oo Cleay gi laud, cheerfill pet 2 Adoctor 3 Astreet vendor imps ret ve ponerty pe 4 Apolitcian wt Monoton | 5 Alion tamer wane soft ge NMS polite fea 6 A hotel receptionist must =» 39 ————_—— Unit 11; Crash bang whiz Sir with two ot three other students. Compare your choices. Are any of these jobs you would reall ike to do? Say why or why not. What is your ideal job, nd what sort of voice would you need to do that job well? | 4 Silence is golden Here isa traditional rhyme. With a partner, guess the missing words, Awe old oot Satinsnose ‘Terror re sat Thelesshe. Thelesshe Theor fe. Why cant weabe like that | Weeoldbec? [I Now lisen to she case, Were your guesses right? Do yos age arth tye chyme® Are wise people usually quiet? Ask other people inthe lass wat they think tate deter = BE a ang fergosiise cna tag ‘Talk about these situations with your partner. 40 Unit 11: Crash bang whize 5 Danger noise levels Hereis part of a newspaper article about noise level limits. Noise levels are measured in units called “decibels, ‘With two or three other students, read the article. Ask other groups oF your teacher if youneed help. Danger noise levels set for Europe Noiselevels| EUROPEAN industry. has decibel approved noise level limits wacom Which could rerait in 50% | SoBe 0 at workers becoming partly | Oinee 60 Bacto 100-120 a televise |S 1 set at 00. decibels Medical Research in Ameria and England shows that te note stmasto the body con. nearing hat affected al siderable and can cause heart ‘thal noetevel problems In your groups, decide how many decibels you think these situations produce: = roadworks = discos = sirens ~ rush hour traffic = vacuum leaner — yourcafeteria What are the noisiest situations that you are exposed to? Talk about them in your groups. What should thenoise level limi be for your classroom? a SS a 12 Small but deadly ‘Small things that are annoying or dangerous 1 Tuning-in Here's listof troubles that are small each one, pur cy annoying, Inthe box after nether you find chem adripping tap flies in the kitchen nik bollingover spiders in the bath ssmall chips on cups scratches on furniture a rnissing burton Unit 12: Small but deadly 2 Small but deadly ‘Some small things aremore than annoying: they are really painful or even ceadly. ‘Here are four groups of small things that can produce pain, ilness or even death. With another student, can you match cach group with one of the headings in thebox? Virus or germ Can bite or sting | Can cause allergies Can contain poison / berries \ mushrooms ao! \ flowers / (ET / spiders ee ee i dust —~" | mosquitoes influenza \ | ‘cat hairs ants meningitis \ poten A bees: UA viral pneumonia tr \ olds SY ON {Ina group, can you add anything to the lists? Use a dictionary if you wish, Has anyone in your group or someone they know ever had a bad experience with any of these small things? Describe the experience to the group. a Unit 12: Small but deadly 3 Food colouring tragedy ‘With a partner, read this newspaper article: Food colouring tragedy TORONTO: A. father edaimed ‘esterday “tht oy ig ine-year-old sen Walked to Ms death Front of a car becawe he was over-excited as a ‘result of eating Sweets containing artife cial estouring lice found on the bey hallesten patkes of sweets Jimmie Johnson, age 9, food fnda.candy bar coniainiag colouring vitim ‘wo different lines of nlearings ‘ittean_minutes_ before Nir Ghavles Johnson, 25, the accident 1 phoned home sale clam convineedhe was ffom stork and {did mot Killed because of the swerts even recognise his voles. He S243 ons ual ba 00 Ges Samashingt fsrtitelateolourings” ir personality woul ‘Mfe hive eadually red. change completely when he ised thet within mites of atethe wees” Extngsome kinds ofeweess, Bir Johnson added: “The ‘Sinauie would lose bis con” best thing that can come ut ‘enfration, become. vey of Jimmies death is for ‘Seteds arid clin could not these colourings "to be puttwowords together’ banned Here is what some peogle said when they read the article: (Tr wk cenvinced that fed showing woe remo fr be bogs deat, “ey Shonld stop cova rg Drenalin fod Yau shouldnt eta nine-year-old: bo walk on the streets by Mimsett “We parents Knew that eating swerts had a trong effect on tnt con so why di they Le Fimm have them? Wwe need stronger laws to make foods safe for everyone, ‘With a partner, choosethe two opinions that you like best. Explain your reasons to others in theclass. “4 Unit 12: Small bt deadly 4 Let’s do something about it Imagine that you want to take immediate action about the food colouring tragedy which youhave read about in the paper. You decide to make a phone call to the managing director of she local company that makes sweets ‘With your partner, make a listof things you want to say. These expressions, sight be useful: TPdlike to complain about, Tm phoning about, Tmreally worried ebout. Tm really concerned about. Ican't understand why you can’t... “There must beother waysof, Do you realise that. ‘Are you aware that. Is there anything you can dote. .. Trust be possibleto, . 5 The phone call One person in each pair: Make the first part of your ‘phone call ‘The other person: You are the managing director ofthe company that makes ‘sweets. Reply fo the phone call and continue the coaversation. ‘When you have completed your phone conversation, change partners and try the conversation again, 45 | 13 Letters, words and pictures Exploring letters and words | 1 Tuning-in “These drawings were used in a guessing game. — Gan you guess what words they represent? To play the game, you need an English dictionary, pencil and paper. Sitin pairs. Each person takesit i draw and guess. rr Person Ai Let the dictionary fall open at any page but don’t let the other person sec. Took quickly at the words, then choose one. Draw a picture to represent your word. You cannot speak to your partner, butcan try to help by nodding oF by the expression on your face. Person Bi ‘You have ewo minutesto guess the word, from the moment your partner starts to deaw the picture, You can keep guessing but your partner cannot speak during chose two minutes. When you have finished, compare your experiences: was ithard or €38y £0 guess or draw? 46 niceecneeneineniieemimeetitaed Unie 13: Leters, words and pictures 2 The Traveller's Alphabet Here is a Travelle’s Alphabet with some parts that are missing, With another student, talk abour the gaps and choose suitable words to complete them. is for heANTS we found inthe hotel bedroom is for theB_... which gave me backache isfor the COURIER who lost our istor he DRIVER who coulda see without his glass. is for heE on the plane that caught fie. is for theFISH thar upsetexeryone’s stomachs is for the GOATS that ate is or the where we recovered from sunstoke is forthe [CE-CREAM that is for theVEANS that. is forthe K that’ che more lock is forthe LIGHTHOUSE where we slept one sormy night isfortheM. where the monks made honey wine. is forthe MEON LIGHTS thar... is forthe O. thatwere part of every meal, is for the P. thar is forthe QUEUES that we found at every airport. is forthe RADIO that is forthe SWIMMING POOL thar is forthe T. the were never ontime. 's forthe UMBRELLA mes is forthe VINES that. is forthe W thatnearly blew us off the rocks, is forthe XMAS LIGHTS that nade the square so bright. is forthe ¥. that took us round the islands. is forthe ZOO thar NN SSS UUAO VOTE DASH ronmMeoeD ‘Compare your alphabet with that of other pais, Doany of these leties remind you of yotr own travels? Choose one that does, and ell other students about that experience. Unit 13: Letters, words and pictures 3 Tove my armadillo Here is a traditional alphabet game that English-speaking people sometimes play on longjourneys, This is how to play itn smal groups. “The frst person chooses the frst letter ofthe alphabet and says something, like this: Hlovemy armaditte with an A, Hernameis Nicg. She comes from ...... Argentine. She eats ..09ples.and.avocades. ike her because she is nating, But hateher when shes... “The second person chooses B, the third C,and so on. When a student can’t think of aword, othersin the group can help. Js this game similar to ones you play or have played on long journeys? In your groups, talk about ways of passing the time when travelling long distances. Which ofthese activities have you tried? reading crossword puzzles writing letters hess or draughts backgammon cards Scrabble guessing games (like'I Spy") chatting to strangers Any others? 4 It’s not my type Look at thesediferenctypes. With another Goudy Old Style Rockwell scodent choosethe mestsutablenesfor Larypy.. Arnold Bocklin each ofthese: — abirthday card for a grandparent Jtalian Old Style cyROHIUN = acard of sympathy when someone has je Fri Avant Gard ca iz Quad{fant Garde Gothic = adictionary Baskerville ew ROM 7, = Seeding tokio acy hil Tames NEY ecial Hl T fhename of town on atee-shit Gomis me a Doyoulikerypes CUM ‘ostile Tiptopetio thatare egestas University Roman = desc and simple? — interesingzolook a? Melatino aie Caxton Roman = unusual? = decorative? 8 5 Here's my card ‘With another stadent; imagine that you are both directors of a small language school. You needa business card. Together, decide: = what the school’sname will be = whether tohave a design as well as words = what colour the card should be = what colour the words or design should be ~ where on the card to purthe school name and design ~ where to position the address, telephone number etc, ~ what ele give youre (cg director, head, principal Engh language consultant) Would you print the card in other languages besides English? Which ones? ‘When you are ready with your ideas, tell the others in the class and your teacher what you have decided and why. 49 14 Please speak after the tone Messages 1 Tuning-in Look at this lis of obs: teacher \ doctor's receptioniac: electrician | 1V announcer plumber hotel anager scum prodwer secretary tour operator cor mechaniz: actor [Lise wo the message efvon the answerphone. ‘With smother student try to guest each speaker's job. Speaker 1 Speaker? Speaker 3 Speaker Check your answers with other student In asmall group talk about how you feel when y telephone or an answerphone Do you feel comforable in your own language? What do you feel about leaving amessage on an answerphone? Do you hhang up rather thas speak to a machine? What problems do you have when you use a telephone or answerphone in English? Do you get nervous? Do you forget words that you know? Do you have trouble understanding? Compare your problems and talk about ways of making telephoning easier Unit 14: Please speak after the tone 2 Y'msorry I can’t take your call at the moment . . . In small groups, think about the person and the situation yout teacher gives > you. Imagine that person wants to record a message on his or her own answerphone for any possible callers Plan the message. Then, if you can, record itonto a cassette and give it to another group — or say it to the other group. ‘Ask chem to guess the identity and situation ofthe person recording the message ‘When you have played the other group’s recorded message, imagine that you wish to leavea message after the tone. Plan your message together and then ‘one of you will record it onto the cassette. Play both messages to the class. 3 Insultograms and praisograms ‘Nowadays you can send many diflerent kinds of messages — sung messages, ‘kissograms” (including a kiss from the messenger) ‘cookiegrams’ (a message onabiscuit) You have just started a company that specialises in delivering messages of praise orinsule. With one or two others, choose someone you know outside the classroom, or famous person, past or present. Together, plan a message of praise or insult to that person, ‘When everyone is ready, deliver your praisogram or your insultogram to one of the other groups. Can the other group guess what kind of person the message is intended for? su Unit 14: Please speakeafter the tone 4 Community complaints (On a new local radio station, there isa programme called ‘Community complaints. It gives ordinary people the chance to complain about anything they don't like in their community. FS) Lisen to pare ofthe programme and lst some of the complaints and improvements that the people mention. Complains | Improvements suggested Speaker 1 Speaker 2 With one or two other students, ralk about the complaints you listened to. ‘Which does your group consider the most serious? Does your town have similar problems? Athome, think about problems in your own community. What would you complain about on the programme? [Next class: In your group, one person is the interviewer forthe radio programme and asks the others for their views. Did many of you complain about the same problems? As a clas, talk about actions which the comunity could take to improve these unsatisfactory 2 Unit 14: Please speak after the tone 5 If there is anyone out there... A space probe is about to be launched —on it will be a cassette containing many hundreds of short messages about life on ou: earth. You ate invited to record one of the messages — about one minute. ‘With another student, plan a shore informative talk about one of these topics, or choose one of your own, ‘What humans are like their appearance. History. Food. ‘What humans enjoy doing. What humans makethave made, ‘What humans believe in. Problems on earth, Hopes for ou planet. 10 2 Ifyou can, record your messages on a cassette. Otherwise, say your message ' tothe class, ‘What was the most popular topic? Do yau agree on which is the most important? Did most people present optimistic or pessimistic messages about our planet? Talk about your different approaches. 3 iis) | Fire power er ea 1 Tuning-in Unie 15: Fire power 2 Camp fires ‘Many people enjoy having partes around some kind of fre ~ a camp fire, bonfire, barbecue, or freworks B Listensoowo people talking about ther pastexperences What cide coiey moe Now listen to a third person telling a story about his son's biethday party. In smal groups, take it in turns to retell the story, with each student saying only one Insmall groups tlleach other your own stores Do you ever have parties around « fire? Have you any childhood memories involving fie? 3 Have gun, will shoot G2) Listes co somepeople raking about personal gins, How many detils ean you add to this rable? Rexsoms forallowing hand guts pee for not allowing band guns dongerois society ‘Fore. person has one, move ara more i ( sheer - |i a small group, compare your answers, What are your own ideascon these question = Do you think having a personal gun is 2 good idea? Why/why riot? ~ What would cause you to bay a personal gun? Describe the Grenmstances shat would make havinga gun a necessary part of every ho ss Unit 15: Fre power 4 Designer guns “With ewo or three other students, read the following article. Help each other “with difficulties, Here is a surnmary of the article co help you: In the United Stata, there ie abi dervand for guns. Now, acempany wants to sol hand {uns to women. Ther advertising testo male woman think that guns ae naceseary to Protect her fares. ut thay ao want women io think that Guns area part fashion, tke ‘esigner clothes, DESIGNER GUNS iis" NOWHERE 6 the demand for designer {guns stronger than inthe United Sues. Ia Washington, business i ready wo fill the market of designer guns for women. 156 million women ray buy 2 2 vers. for women, cilled Lady S Handguns ‘As mere women have catered the job market, become heads of house: holds and_ purchased their own Somes, they've taken on 2 new se of respensbil fier, says one advertisement ih a PRO: fraph of 4 mother bending to ks her oun daughter good nighs ‘he company is therefore trying to sell the lady Smith gun for Family preection but ialso wants women to thik offre BUN 284 fashionable, feminine, accessor Inyour group, choose rwo sentences from the article that you find either ineresting or frghtening. Discusshow you fel about them. Findout what other gioups think about the article. Did they find it strange? boring? interesting? amusing? saddening? relevant to their lives? 56 Unis 15: Bire power | 5 Pyromania Burning has always been one way of getting rid of unwanted things. In the pictures above from the film Fabrenheit 451, books are being burned, With one or two other students, think about the things that your ‘community burns: autumn leaves? rubbish? used newspapers? dead bodies? other things? Now imagine that you area committee in your town. Yous jobis to destroy ‘unwanted items. You can set fre :0 anything you dislike, anything that is. Useless, or harmful to society: buildings, vehicles, consumer goods. Together, ‘make a list ofthe items that need to go. ‘Compare your list with that of another group. Did you all choose the same things? 1 6 Is bad language good for you? Bad language and its effects 1 Tuning-in Ask another student the following questions and note the answers Doyou swear or nse arnde word in your own language when: usually sometimes occasionally never # You hit your thumb with ahamner? Oo ly 4a) Youspiladrinkena a ood carpet? A dog with dirty paws Jumps up at you? You just miss a train while onthe waytoan o oO important meeting? Another driver forces. you tobrake suddenly toavoid hitting his o Oo Se) car? Talk to each other about your answers, Are there other things which make youuse rude language? 58 2 Canwe learn some rude words, please? Do you know any rude wordsin English? Are they a useful part of learning.a language? Choose cither A or B. Find another student who made the same choice. Together, think of one. two reasons for that choice Find a pair who chose the other statement. Can you make them change thei Unit 16: [s bad language good for you? ? I i | minds? ~ — —___[j— ‘When you learn a new language youshould | Iris not at allimporsant to learn cud? words alsolearn the most popular rude words in| inthe language you are learning, that language. Reasons Reasons 3 Any ideas? 1 Read about Sam's situation below. oan ang David have «son Sam, agedaigh. Ha salve nd intoigant boy. The fare. cari one Thy hve ina goed miccle-Freame area. Sam ises swear worce seat doa. Hoswaarsat hnedeg.nis parents, histeacterandtis | ‘school iends Purishmentforhis batavou hast mace snyaitlerence Ho s rata dffeul child anthers seems Beno ses nhs He. His parants sre getting wore and trstetes Ina small group, talk about this situation, What do you feel about an 0oks, or magazine and newspaper articles, you have read in the last few years. They may be of any type. Write the names or a brief description of one or two that you remember wel Describe oneof your d0oks oF articles to some other students. Tell them why you rememiber it so cleaty For example, wasit about an important world event? Was it something that ‘made you think differently about your life? Was it an exciting or unusual story? 3 They should write a book about . . . ‘Which person in your family or which one of your friends would make an interesting character in a novel or other kind of book? ‘When you have selected your family member or friend, discuss answers to these questions with another student: = What would the book be about? = What kind of book would itbe: an adventure story, a crime story, a romantic novel? — Where would theastion take place? — What would happen to your family member or friend in the book? 4 One day I'll write a book Have you ever thought of writing a book? Imagine that you have desided to take six months off towrite your first book. Which of these types of book would you choose to write and why? anovel_abook of poems a biography _an autobiography atravel book —acookery book a children's book book on a sport orhobby a study of a social problemin your country other (name it) Talk about your ideas with another student. Where in the world could you happily spend six months writing your book? Choose a place that would help you to be creative. Unit 20: Book ends 5 About this book In the first book in this series, we asked students to give us their reactions to the units they had tried, ‘Would you like to let us know what you think of this second book? Writeto Joanne Colle and Stephen Slater {Yo Cambridge Univesity Press The Edinburgh Building Shaftesbury Road Cambridge CB2 2RU England ‘We would like you to tell us which activities you enjoyed doing. Did the book help you to speak English mare easily? Did the group work help you get ro know other members of the class better? ‘We look forward to hearing from you. Goodbye for now, see you in Book 3! With all our good wishes, Athue Stephen — Key Unie 1 13 $200koals bear, $1 red kangaroo, 20¢ platypus, 5¢ echidna they areall native “animals that donor exise anywhere ese, and ‘hey symbalsethe importance of wildlife for ‘Australians Unit 2_ 2.1 The piecesof masic on the casete are, in thisonder: Alpine horn (picture Cis Indian snake charmer (picture E}, taba (pictate B);xplophone (picture Al; Aican drums picture) Unie 33.5 Ballet, hockey. Unie $5.1 The room isin wemea’s prison. Unit} 65 The souvenirs are from the following counties: 1 Lithuania; 2 Brails Tenyasd Nicaragua; $ Mexico; 6 Canada 7-Tarkey;§ Russi 9 Greece. Ako induded ate Kenyan elephants and Scottish stones, Unit Sis that enough? 4 Vis my howe Unit7 7.3 Fest class travel, second cars, five ‘world conditions. 7.5 Good health cond Fand clothes, third Units 83 ‘Den top for pedestrians the word nerpopulate anyway Ue portale eleven prevent boredom on Tongaves, Show your seit bet bt never ate it enou ear nance behind you dive Drink ad drive cohol ps you relax Dont apna other er ike ures Dont dancunder 160kph its bad forthe Carp loudspeaker e shou rede words a redetans 9.11 fewasyou. 2 Are you deal? 2 afc! mane oa terresatee ar rae CT ceded bp, Unie 10 Buringthe candle at both ends mmeans‘to beexcesively wastelalor xrragno on opr up cay ad ako ey op Unit 11 11.3 Nurse English teacher, actor Unit 12 12.2 Left to right ~cancause allergies, can contain poison, canbite or sting, ‘ius oF berm: Unie 1313.1 Contactlens and moth. Unit 14 14.1 1 doctors reespionit 2a tour operator 3a fimproducer 4aplamber 4.2 Examples of people and stations: ase gone oma picnic; dan whose company has Bone bankrapr, being chased by der collectors; 2 pop star who has gone on a word tour; a Phonesn advisory service for desperste people, that isunderstalfed ac the moments an airing that hasa pile strike; an artist who wants tobe left alone onthe teacher's desk, Unit 17 17.2 Profiles: Majority (a) You are a bor chucker. ‘Your motto is: When in doubs, throw itout Your main strengths are you arelvly nd Main danger: you may have nothing to.cat ‘Your friends like you because you are never dl, ‘Majority (b) You area born hoarder. ‘Your motos: Waste nat want not. ‘Your main strengths are: you are dsteri ‘and tually dependable. Main danger-overtimidiy ‘Your friends like you because they can always ‘count on you. Majority (c) Yoware a creative recycler. Your motos: Let's try another way. ‘Your main strengths ate: you are imaginative ind open-minded ‘Maia danget= people may think you ae slightly dowry (abe mad) Your fends like you because you are never completely predictable. Unit 1919.2 The ft gost mascot othe ed Tatalion ofthe Royal Reximent of Wales seas offaly recorded 1860 men Queen Vieora presented a bily goat fom her Royal Herd t Windsor tthe eginent and theteadion ha continued Tony the gous ome from the Royal Herd at Whiponade Zoo. The gostin he photograph was called Bewit¥ an ded in 1390. kin; lamp au wip chicken cds deren 10 priming nk 17 sandwax, 12h ois 1Simeicnes, 14 soapy 15 pas, Te tennis ‘aches 17 chessmany 18 wax crayon, 1S lipscks 20 batons; 21 margarine, 22 sausage skins. od 1944 iOspetieso eae, 2 species of panda, BS spebeso whale 197% 1 000specesa | eat 2000: mon Tapescript Unit2 Music, music, music 1 Taning-in (Different mesicalinstraments.) 2 Firm music (Musial extracts from films) 3 “New voices taleatshow (Piece of music from talent show.) Unit3 We lost touch 3 A 80 Memories ‘What was the name ofthat group that ada few hits at aboutthe same ume asthe Beatles? «(0b tel)». «they were from Liverpool 3s well Erm. well, there were so many werent there. erm ser~, wll here's thete’ the Swinging Ble jeans (no, no, ino). and there's Bi». Billy Teansee themclearly (What, -.) they wore suits. ‘Wel cy all wore sui. No what was thar name? .. the Seekers or something like that. Yeu] itwas one word (erm) i'm sure itwas Something like hat. (he tO. «like the Seekers?) ke theSeckers..one Word =. (em. .onetord..er-. erm ‘suf Surfers?) =n... .n0- 80 “leon'ttell me. = on the dp of my tongue. .theleadsinger’sname was Pinder. (ers) ohiellcome back to meina minute (Bri, bf. : Welh suppose youllven thecnanty andacualy neds unto: beeping own vermin, orwhatcct burcatee in thecigessetm. infact malnestany Tapescripe isc Isan' think of any good reason, cause... don't think people ough to be allowed to take violence.” you know into theirown hands ike that and so many peopleare not responsible. CC: What do you say tothe argument that if ‘everyone clei allowed to cary gun you have to carry oneas wel or you're detenceles? Ds: Well that's nonsense because just think it {ead to an escalation of violence, : Tm.. Pm sureiedoes bat but the People would argue nonetheless that if "hey re walking ina stret in New York, and they're walking down thestret and Someone pulls a gun on them sither they're helpless or they have a weapon to defend themselves and chat helplessness, I chink, is something which encourages people to get fun when guns ae legal. D: Yeah. Twould feel mich more helpless i "knew half the population wat walking ‘ound with guns. Unit 17 Chuckers and hoarders 4. Healy that hiownit away Vm always saying’ ony Thad thrown ie aay with doth borane eep eng gs Siting inthe wardrobe and thi wel havent worn that forages and gen ivsily Ito i€away and do, and thenea year oso ay thaccolbur or thie syle come bac ino {sdhionand I say Oh on Thad thrown that away been Ive endedup having go and peda oof money baying uate famething {suppose I've become more sentimental about holding onto things as ve goroldes, When was in my teens, saw no point in holding onto ‘things and keeping thins for sentimental value or any teal reason atall, and I wrotea play When I was about seventeen and thought f was subbish. .. it wasrubbish, but threw it away

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