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