8c John A Nold

Mantesh
8c John A nold

Mantesh
CONTENTS
Acknowledgements iv
Foreword v
GENERAL INTRODUCTION vii
Intro du ction to Students ix
T eac he r’s H and ling Notes x
IN T R O D U C T O R Y SE C T IO N C hoosing the R ig ht L an gu ag e xvii
SE C T IO N ON E Meeting People 1
Pa rt O n e : Greetings and introductions 1
Pa rt T w o : Personal interests 6
Pa rt T h re e : Likes an d dislikes 10
IN T E R S E C T IO N A Moods and Feelings 18

Part O n e: Moods 18
Pa rt T w o: Cong ratulations, regrets, reacting to news 21
S E C T IO N T W O Plans and Choices 25

Pa rt O n e : Social plans 25
Pa rt Tw o: Invitations 27
Part Th ree A : Suggestions 32
Pa rt Th ree B : Altern ative suggestions 35
Pa rt Fou r: Choice and preference 38
IN T E R S E C T IO N S Apologising and Complaining 47

Pa rt O n e : Apologies and excuses 47
Part T w o: Apologising for changing future plans 49
Pa rt T h re e : Criticism 51
Part Fo ur : Complaints 54
SE C TIO N T H R EE O pin io na tin g 57

Part O n e : Opinions 57
Pa rt T w o : Clarification 61
Part T h re e : Attack and response 64
Pa rt F o u r: Suggesting courses of action 71
IN T E R S E C T IO N C Linking Signals in Speech 81

Part O n e : Chang ing the subject, reinforcement, interrup ting, balan cing arguments 81
Pa rt Tw o : M aking a point more accurate, illustrating a point, Ma king sure that you
have understood correctly 84
SE C TIO N FO U R H elp 87
Part One A : Advice 87
Part One B : Ta king advice 90
Pa rt Tw o A : Offers 93
Part Two B : Unwillingness and indifference 96
Bo oklet: Lang uage Ch arts and K ey (in back cover)
ill

ACKNOWLEDGEMENTS
Th ere are a n um ber o f people who we would like to than k for their help in the
writing and revising of this book. I n p articu lar we would like to thank the
principal and teachers of Euro ce ntre Bourn em outh, especially R ay Bell, Peter
Lu cantoni and Roge r Scott. W e would like to record our gr atitude as well to the
num erous students whose comm ents were invaluable. T o the teachers and
friends who he lped us with some of the recording sessions, m any thanks.
Th rou gho ut the w riting of this course w£ have been helped im m easurably by
Leila K eane of the Longm an Resource and D evelopment U nit, and without the
num erous typings and retypings by He ath er W oodley and M ary Parsa this book
ju st w ould not have been possible.
T.P.H.H. Bournemouth and Southam pton
W.J.A.

FOREWORD
Like its com panion volume Advanced Writing Skills, the prese nt book focusses on
the needs of the learn er at the a dvan ced level. At this level, gram ma tical
accu racy a lone is simply not eno ugh for successful comm unication, particu larly
in speech.
Advanced Speaking Skills takes as its keynote the concept of appropriateness - the
choice of lang uag e ac cording to such factors as to whom one is speaking, the
moods of the speakers, etc. T he book thus opens up to the adva nced le arne r the
op portu nity of be tter reflecting his own a ttitudes and reacting to those of others.
T he accom pany ing tape, as well as providing in tona tion models, is designed to
help the learner become b etter aw are of the nuances of attitude which are an
ever-present feature of com mun ication.
T he book is designed so tha t - after completing the Intro du ctor y Section —the
individual parts can be taken in any order, with no need to work throug h the
whole book, or even whole sections, in a line ar way. As each p art is self-
con tained moving from controlled through to free and individual prod uction of
ap pro priate language the book can serve also as excellent supplem entary
m aterial to more trad itional adva nced course books.
As with previous Euro centre p ublications - this being the eleventh in the series -
the m aterial has been thoroughly tested in the classroom, a nd we believe tha t
this book can add a valuable dimension of reality to the teach ing and learning o f
English by adults at the advanced level.
Erh. J. C. Waespi,
Director o f the Foundation
fo r European Language and
Education Centres

G E N ER A L I N T R O D U C T I O N
a d v a n c e d s p e a k i n g like its companion course a d v a n c e d w r i t i n g

s k il l s ,
s k i l l s , is concerned w ith wh at we w an t to do with the la ng ua ge ; for examp le, to
advise. Giving A dvice is a language function. T he re a re various ways in which we

can give advice in English, e.g. I f I were yo u, I ’d . . ., Personally, I think you r best
course would be to . . . etc. T he way we choose to say som ething will depend on our
attitude to the person o r people who we are speaking to. A m ain concern of this
course is appropriateness, th at is the choice of a way of saying something which
expresses ou r attitu de app rop riate ly, i.e. showing tha t we are be ing < (polite>,
<[informal)>, <[tentative]> and so on.
T he course
T he course is designed for students who hav e eithe r passed the C am bridge First
Certificate ex am ination or successfully completed an equ ivalent course of study.
By the e nd o f the course, successful students sh ould be able to use the langua ge
presen ted to express themselves appropriately acco rding to the social (or other)
situation they are in. Such students will be in a position to take the O ral p ap er of
the Ca m bridge Certificate o f Proficiency after furth er tra inin g in the specific
techniques necessary for tha t p ar t of the exam ination.
CONTENTS OF THE COU RSE

Th e course contains:
An Introductory Section
Fo ur Sections
Th ree Intersections
A booklet containing Languag e C harts and a Key
An Accom panying Ta pe or Cassette
SECTIONS
In add ition to the Intro du cto ry Section, there are four m ajor Sections in this
course. Eac h Section concerns itself with a large a rea of langua ge activity. E ach
Section is divided in to Parts, which look at a m ore specific languag e area. F or
example, Section Fo ur is entitled h e l p , because it concerns the language we use
to help others with problems, or to ask for help when we have problems
ourselves. T he two parts o f Section Fo ur are (1) Asking fo r and Giving Advice and
(2) Offers. In Pa rt On e we look at the lang uage we use when advice is needed,
and in P art T wo we look at the lang uag e we use wh en we wish to offer to help
someone. W hen we look at Offers we see th at the re is a L angu age Interactio n.
We can expect that if someone states tha t they have a problem we may Offer
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Help or Show Willingness. T he person with a problem will then prob ably either
Accept our Offer, A sk us to Do Something or Reject our Offer. We can rep resent these
possible in teractions in the following w ay :
We can say that it is likely th at a conversation will follow one o f these lines.
INTERSECTIONS
T he re are thre e Intersections in the course, whose design differs, in some

respects, from th at o f the Sections. We have seen (above) that Sections are
concerned with situations in which we can predict what lines a conversation is
likely to follow. As it is often very difficult to do th at w ith lan gua ge, the
Intersections look at areas which do n ot necessarily form the basis for
predic table language interactions —for example, it is very difficult to predict
w hat will happe n w hen someone wishes to interru pt. Nevertheless, the language
in the Intersections is grouped functionally so that Intersection C, for example,
is called l i n k i n g s i g n a l s i n s p e e c h and deals with the functions of
Interrupting, Changing the Subject, etc.
LAYOUT OF THE COU RSE

i n t r o d u c t o r y s e c t i o n
This presents the concepts of attitude and appropriateness, introduces a cast of

characters, an d explains the form at of the book.
SECTIONS AND INTERSECTIONS
Ea ch Pa rt of each Section or Intersection will con tain some or all of the

following:
a) Language Presentation , which inc lud es:
A Diagram matic Re presentation of the Language Interaction
M odel Conversations
Lan guag e C harts (in the booklet in the back cover)
b) Controlled Practice, which includ es:
M anipu lation Drills
Cast Conversations
Fa ded Dialogues
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c) Situational Practice, which includes:

Interaction W riting
Practice Situations
Free Practice
Dialogue W riting
In ad dition each Section contain s:
d) Role Simulation
e) Extensive Listening
T H E T A P E O R C A S SE T TE
This contains:
Model Conversations
M anip ulation Drills
Extensive Listening
D E S IG N O F T H E C O U R S E
T he course is designed in such a way tha t it is not necessary to move throu gh the
book in a linear w ay, th at is from th e begin nin g to the end. Each Section and
Intersection is divided in to P arts which practise ce rtain small areas of language.
Eac h P art ma y therefore be studied at any p oint du ring a course, and the class
need not necessarily follow the sequence in the book. I t must be emphasised,
however, th at the Parts of a Section or Intersection c om plem ent each other.
Ea ch Ro le Simu lation, and the Extensive Listening, is based upon the langu age
from the whole Section of which they are a part.
Th e following publications hav e been pa rticula rly useful in the pre pa ratio n of
this bo ok :
Leech, G. an d Svartvik, J ., A Communicative Grammar o f English, Longman 1975.
Wilkins, D. A., Linguistics in Language Teaching , Edward Arnold, 1972.
Wilkins, D. A., Notional Syllabuses , Oxford University Press 1975.
Van Ek, J., The Threshold Level, Council for Cultural Co-operation, Council of
Europe 1975.
Intro du ction to students

This book is designed for students who have passed the Ca mb ridge First
Certificate ex am ination or who have don e a course to abo ut the same level. T he
aim of the book is to help you to converse fluently a nd app rop riately in English.
You should know w ha t kind of langu age to use in certa in situations. Do you use
the same langu age w ith a friend as you do with a complete stranger? P roba bly
not, an d it is the aim o f this book to show you when to use certain types of
langua ge, an d how to use them.
It is absolutely essential that yo u should study the Introductory Section (pages xvii—xxii)
before starting the course. It explains how we choose the langu age we use, an d it
ix

also explains how the course works. If you do not un de rstan d anythin g in the
Introd ucto ry Section you should ask your teacher.
S E C T IO N S A N D IN T E R S E C T I O N S
The course is divided into four main Sections and three Intersections. Each
Section and Intersection co ntains more tha n one Part. E ach Pa rt contains:
Language Presentation - designed to show you how the langu age works (in a
diagram and in a M odel Conversation) and the app ropriate language to use
(in a c ha rt which app ears in the booklet in the back cover).
Controlled Practice - designed to give you practice in the language from the c h a rt :
the prac tice here is very controlled so th at you can become fluent in using the
forms (the gram m ar) of the language.
Situational Practice - designed to give you less controlled practice. He re you will
be asked to im ag ine you rself in va rio us situations, and you will hav e to choose
the most app rop riate langu age to use.
In addition, each Section con tains:
Role Simulation - designed to give you further p ractice in the language from the
Section. You will be asked to tak e p art, with the rest of the class, in a realistic
situation in which you will need to use the langu age th at you have studied.
Extensive Listening - designed to enable you to hea r conversations in which
English people are using the same a rea o f langua ge th at has been covered in
the Section.
TH E TAPE OR CASSETTE
This contains:
Model Conversations - recordings o f the conversations a t the beginning of each
Pa rt o f each Section or Intersection.
Manipulation Drills - giving you the correct answers to the M anip ulation Drills
in each Part. These answers can be used as models for pronunciation practice.
Extensive Listening — d esigned to give you exam ples of English people using the
language which you are studying.
T ea ch er’s ha nd ling notes

INTRODUCTION
T he m ain aims of this book are to increase the students’ oral com municative
ability, a nd to enable the stud ents to choose ways of saying things which are
app rop riate to different situations. T he m ajority of the practice is designed to
enab le the stud ents to learn how to be more, or less, polite in using the
functional language they are studying. It isfor this reason that the Introductory Section
(pages xvii-xxii) is so important, since it sets out not only the design o f the course, but also

the different categories o f language that are used in the course. O nce the students have
clearly grasped the con cept of Attitude they will be able to proceed with the m ain
bod y of the course.
T he language and the language functions in the course will not seem unfam iliar
to many of the students for whom this course is designed. It should be impressed
on them , therefore, th at the aim o f the course is for them to be able to produce
the language ac curately an d fluently, and tha t they should have the ability to
vary the ways they perform a certain languag e function ap prop riately according
to the situation they find themselves in.
As has already been stated in the G eneral Intro du ction, the course is designed in
such a way as to give the teac her fle xibility: it is not designed so tha t a teacher
necessarily has to start a t Section On e an d end at Section Four. Ind eed this type
of linear app roach might well be counter-productive. Th e individual Parts of
the Sections and Intersections can be studied in isolation. In other words, where
a class is non-intensive, it would be possible to complete the m ateria l of one P art
in two a nd a h alf hours of a week. Since each Pa rt ends w ith some form of Free
Practice, the com pletion o f a P art would be a realistic objective for both teac her
and students.
H A N D L IN G N O T E S
(Teachers need not necessarily follow the ord er in which the various exercises
and practices occur. A dia gram showing two possible schemes of presentation
and practice occurs at the en d of these H an dling Notes on pages xiv-xv.)
[a ] l a n g u a g e p r e s e n t a t io n
1 Interactions
Stude nts’ attentio n should be draw n to the different directions in which a
conversation could go.
2 Model Conversations (on tape or cassette, or from the book)
Students should be asked to identify the languag e tha t the c haracters use to
perform th eir p art of the language in teraction (see 1 above).
3 Language Items
The students should look at the charts (in the booklet in the back cover),
and the teacher should point out any areas of particu lar gram m atical
difficulty, for exam ple in the question could you give me some advice about. . .
students frequently omit the word about. Special attention should therefore
be draw n to it. Heavily stressed words should also be poin ted out (they will
be underlin ed), for ex am ple Fm not particularly keen on . . .
[ b ] c o n t r o l l e d p r a c t i c e
1 Manipulation Drills
These should be done with the whole class. T he students should be able to
see the Ch arts, an d the teac her should follow the usual techniques of Choral
xi

and /or Individua l Rep etition. T eachers should not be afraid to do the same
sentence more th an once. I t is at this stage th at the teache r can co ncentrate
especially on the correctness of the form a nd the stress and inton ation .
Teac hers fo rtunate enough to have class tape recorders will find the
accom panying tap e or cassette particula rly useful here. O n the tape , there
is a pause before the correct model is given so that the Manipulation Drills
can be used as labo ratory m aterial, or the teac her can c ondu ct these drills
with the use of a tap e recorder.
2 Cast Conversations
This exercise is especially useful as prep ara tor y homework, bu t it can also
be used as pair work or with the whole class. Here the students ha ve to
make decisions ab ou t the Attitude the speakers would take u p a nd the
teac her should ask them to justify their choice, since in some cases it will
not be possible to say th at one of the c haracters could use only, for example,
(tentative') language.
3 Faded Dialogues (Intersections only)
It is suggested tha t these can be don e with the whole class.
[c] S I T U A T I O N A L P R A C T I C E
1 Interaction Writing
Th is exercise has been designed with pa ir work (or sma ll-group work) in
mind. Students can work throu gh the items, an d then they can write one or
more of the short dialogues. At this stage they should be encoura ged to
ope rate w ithout reference to the C harts unless they really have to. Th ey
should make sure tha t they are expressing the ap pro pria te Attitude. The
dialogues can be acted out in class. This exercise could also be set as a small
homework task.
2 Practice Situations
These have been designed for pa ir work or group work, bu t can equally
well be used with the whole class.
3 Dialogue Writing
This exercise has been designed especially for homework, since dialogue
writing of this length ma y req uire a lot of time if done in the classroom. A
useful ma rking techniqu e is to place a tick in the m argin of the stu de nt’s
homew ork when he uses langua ge from the P art or the Section
appropriately.
4 Situational Responses (Intersections only)
It is suggested th at these should be done w ith the whole class. Wh ere
students are hoping, eventually, to attempt the Cambridge Certificate of
Proficiency it can be poin ted o ut th at these Situation al Responses are very
similar to those occu rring in th at ex am ination.
5 Free Practice
T he Free P ractice phases in the course take a variety of different forms.
Th ey m ay involve the whole class or groups of students. H ere (and in the
xii

Role Simulations) it will be necessary for the students to prepare, and be

pre pare d, for the practice. It is suggested that the te acher’s usual insistence
on correctness mig ht be waived here, since the objective is for the stude nt to
produce the language from the Part freely. Inte rru ption, in th e form of
correction, m ight imped e this autonom y. T here will, however, be some
cases where a teacher will feel obliged to inte rru pt, but this should be the
exception ra th er tha n the rule. In some cases it may be necessary for the
teac he r to be a discussion leader, or a t least to pro m pt the students. A list of
mistakes can be m ade by the tea che r and this list can be referred to after
the Free Prac tice phase is finished.
6 Flashback Dialogues (Intersections only)
These are best used as pa ir work or as homew ork. Students m ight be
encourag ed to act out the dialogues before or after writing them.
[ d ] r o l e s im u l a t io n
T he Role Simulations have two m ain p urp ose s: to give the op portu nity for
students to practise the languag e which they have studied in the course and,
in a wider context, to provide enjoyable general langua ge practice. In the
unreal world of the classroom, it is not in fact u nrealistic to ask students to
take roles which are prob ably outside their personal experience. T he roles
given are defined in such a way th at each stu den t knows w hat he or she will
have to con tribute to the activity. At no time are students required to do
things which demand really specialised knowledge. Willingness to participate
and con tribute (and not an ability to act) is the main qu ality required of
students in the Role Simulations.
It will be the te ac he r’s responsibility to prep are the class for the Role
Simulation. H e should explain this situation thoroug hly to the students and
be sure th at they unders ta nd it fully before he assigns roles. In most cases the
students should prep are, either in or outside the class. For example in Section
Th ree, at the end of Pa rt Thre e, the re is a Role Simu lation in which an
imag inary town council is trying to decide between three rival plans. T he
teache r should explain the situation an d then pu t the students into groups
favouring one plan or ano ther. In the case of those whose roles comm it them
to a pa rticu lar plan, the group should plan argum ents in favour of their plan
and against the others. In the case of those who are, as yet, unco mm itted, the
group should prepare arguments against the three plans and/o r arguments in
favour of the plan they support an d/or argume nts in favour of a plan they
themselves dream up. W hen it comes to the actu al Role Sim ulation, the
teache r may have to take the pa rt of the ch airm an, so that he or she can be in
control of the situation an d can help to ensure tha t all the students are given a
chance to join in. However, if a stu dent can perform this role successfully, all
the better. T he Role Simulations can be particula rly useful an d m otivating if
they are recorded, e ither with a video or with a tape recorder. In this way the
students can see how well they perform and what progress they are making.
xiii

[e ] e x t e n s iv e l is t e n in g
Th e purpose o f these listening passages is to enable students to he ar the

language they have studied in the wider context of authen tic English - tha t is
in conversations in which real English people are not restricted in any way in
their use of the language. It is suggested th at these passages are p articu larly
useful as back-up and revision material.
For each Extensive Listening phase there are three types of comprehension
question: General Comprehension simply ensures tha t the students have
understood wh at has been sa id; Language in Context picks out vocabu lary,
phrases and idioms w hich have wide application. Reading between the Lines (a
euphem ism for inferring feelings and attitudes) asks the students to make
inferences abou t the speakers’ attitudes. These Tru e/Fa lse questions are
designed as discussion points; more important than whether a student thinks
the answer is true or false are his or her reasons for so thinking. Often these
reasons will dep end on the items of language that are used, so that the
questions focus attention, yet again, on the language from the Section to
which the Listening Phase relates. These Listening Phases are designed for
classroom use, but they can equ ally well be used in the Languag e L aboratory ,
and , since there are suggested answers to all the questions in the K ey, they
can be used by the student working alone.
t h e t a p e o r c a s s e t t e
In addition to the Extensive Listening, the taped m aterial contains the Model
Conversations and the M anip ulation Drills. T he Model Conversations can be
used either to introd uce the Func tion that is to be studied, or to exemplify the
Interactions that o ccur at the be ginning of each Part.
T he M anip ulation Drills provide correct models of the language exponents in
the Charts, an d as such can be used either by the tea cher or by the class as
pro nunciation models or as labora tory m aterial (see [ b ] 1).
SCHEMES FOR PRESENTATION AND PRACTICE
Th e following diagrams show two different models for the ord er of the various
exercises and practices.
Interactions Model Conversations Language Items
Interaction Writing Cast Conversations <3- Manipulation Drills
Practice Situations -&> Free Practice -fc> Role Simulation

♦
Extensive Listening* 43- J
* Th e Extensive Listening taped m aterial with its accom panying exercises has been designed for use when
a Section has been studied by the class. However, some teachers may prefer to preface work on a Section with
some or all o f an Extensive Listening phase.
xiv

b) If the students show a familiarity with the gram m atical forms of the
language exponents the following order might be adopted by the teacher:
Obviously it will be u p to the tea che r to decide how m any of the exercises to
do, an d in w hat order. Sometimes, for example, it m ight be interesting to
study the Cast Conversations and then go back to the M anip ulation Drills, or
even to study the Cast Conversations and then go back to the Langua ge
Presentation phase. Ge nerally, however, the Role Simulations and Dialogue
W riting phases should occur at the end o f a teach ing unit.
xv

INTRODUCTORY SECTION CHOOSING

THE RIGHT LANGUAGE
Attitude
In English, as in most othe r languages, we can say the same thing in a num ber
of ways.
Th e lang uage we choose will dep end on some or all of the following things :
Th e relationship we have with the people we are talking to ;
(e.g. whether they are close friends, strangers, people in authority, etc.)
Th e situation we are in ;
(at afrie nd’s party, at an official reception, etc.)
The mood we are in ;
(angry, happy, nervous, etc.)
Th e mood of the people we are talking to ;
( We w ill probably be especially careful when talking to afrie nd who is in a bad mood.)
W hat we are talking ab ou t;
( We w ill be more careful in our choice o f words i f we want to complain to afr ie nd about
his Iher behaviour than we would i f we were offering him Iher a drink.)
It is imp orta nt to choose appropriate ways of saying things according to the
situation we are in. In m any situations it will be app rop riate to use < normal/
neutral} lang uage an d you will find the lang uage items which fall into this
category at the b eginning of each languag e chart. Such items have no labels printed
after them in the charts.
In other situations, it is necessary to use language items which are a pp rop riate to
special situations. In this course, a num be r of different labels are used to indica te
the a ttitude which p articu lar language items show. H ere is a list of the various
labels and what they mean in this course.
Tentative): This means ‘unsure’ and we use (tentative'} language:
a) wh en we are genuinely unsure of our facts or of how we feel,
e.g. I t’s very kind o f you to invite me, but I ’m not sure i f I can come.
b) wh en we w ant to give the impression of being unsure in order to be tactful
and diplomatic. For exam ple, if we wa nt to disagree with a superior, it
would probably be too strong to say I can’t agree with you and it would be
more a pp rop riate to be <(tentative> and say I ’m not sure i f I ’d agree withyou.
< (D ir ect} : < (Direct ) lang uage is the opposite o f <(tentative} lan gua ge; it gives the
impression th at the speaker is very sure. This impression is ap pro priate if, for
example, we wan t to agree with someone, bu t it can sound presum ptuous and
rude in a grea t man y situations and would be inappropriate in such situations
(e.g. inviting a superior to a party).
xvii

( P o l i t e ) : We use polite) langua ge when we want to sound particularly (polite'}

withou t being (tentative).
( Formal >: <Formal) language creates the impression of social distance between
people. It occurs mostly in ‘official’ situations e.g. business m eetings, official
receptions.
(Informal) : (Informal) lang uage is used between friends, mainly. It is generally
inappropriate to use it with anyone else.
(Strong ) : (Strong) lang uage has a s trong sense of conviction. It usually sounds
very direct.
(Blunt ) : (Blunt) lang uage is very frank indeed. It should be used
with extreme care, as in most situations it will simply sound rude.
SUMMARY
In most situations we use (normal / neutral) language but sometimes, because of
the situation we are in or the people we are talking to, we use special language.
In the language charts in this course you will find tha t the langu age items are
ma rked in such a way as to tell you when the langu age c an be used. T he type of
language we use shows ou r a t t i t u d e .
Language presentation an d practice

1 LAN GU AG E ITEM S
See Ch art 1 on page 1 of the booklet in the back cover.
2 P R A C T IC E ® *
In the questions below you must de cid e:
i) the attitud e you would wish to convey (tentative,fo rm al) etc.
ii) the language (from C ha rt 1 in the booklet) tha t you would actually use.
1 You are on a train an d you w an t the window opened. You ask an elderly
gentleman sitting near the w indow to open it, but you are not sure if he will
like the idea.
a) (normal)
b) (polite)
c) (tentative)
You use ) ,, r language
a) (ratherjormal)
e) (direct)
f ) (direct and informal)^
You say _____________________
* You will find suggested answers to all the exercises marked (K ) , in the K ey in the booklet in the back (
xviii

You w ant you r cigarettes, which are on a c hair n ear yo ur friend. You ask
him /her to give them to you.
a) (normal)
b) (polite)
c) ( tentative)
You use language
d) ( ratherformal)
e) ( direct)
f ) ( direct and informal]>
You say
A friend of yours has just pho ned to say tha t he/she is coming to see you
tomo rrow evening. This is not very conven ient for you, so although you
know your friend will be disappointed, you ask him/he r to come the day
after.
a) ( normal]>
b) (polite)
c) ( tentative)
You use language
d) (ratherformal)
e) ( direct)
f ) ( direct and informal)
You say
4 You are the personal secretary to the ma nag er of a large company.

Someone has jus t phon ed to speak to the m anager, bu t he is in a meeting.
You ask the caller to phone back in an hour.
a) ( normal)
b) (polite)
c) ( tentative)
You use
d) <ratherformal >
^ (direct)
f ) (direct and informal)
You say
5 You are in a restau rant and there is no ashtray. You ask the waiter to get
you one.
a) (normal)
b) (polite)
c) (tentative)
You use language
d) (ratherformal)
e) (direct)
f ) (direct and informal)
You say
xix

T H E C A ST
Thro ug ho ut the course you will meet the following six people. You should p ay
special attention to their characters, social position, an d the social situations in
which they find themselves since these will influence w hat langu age they use
and how other people talk to them.
T hrou gho ut the course there will be practices called c a s t c o n v e r s a t i o n s in
which you will be asked to select the righ t kind of langu age (norm al, tentative,
direct > etc. for the ch aracters to use.
This is The Cast.
D O N A L D C R O M E R A ge 53
T he eldest of five children, he we nt to
gram m ar school and university and
later becam e a solicitor. H e spends a
lot of time in meetings w ith his
clients, who are.often businessmen.
He has fairly traditio nal views and is
by natu re a quiet person.
N A N C Y C R O M E R Age 50
D on ald’s wife and the da ug hte r of an
arm y officer. She met Donald w hen
she was twenty-two. They have two
sons and a dau gh ter; the elder son is
an acco untant and the other two are
at university. Since her marriage Na ncy
has devo ted herself to her family.
She is a rath er nervous person.
SU SA N G R EY Age 21
Susan lives in the flat above D onald
and Nan cy Cromer. A fter leaving
school a t the age of 16 she join ed the
local new spap er as a secretary. She
was soon helping on the w om en’s
page, and last year she be ca me a
news reporter. She has a very
outgoing personality.
xx

C A R O L A N D E R S O N Age 24
Carol shares a flat with Susan and is
a teacher at the local secondary
school. She is a rather serious person,
who takes a lot of interest in her
students.
D A V I D S T U A R T Age 23
David is C aro l’s boyfriend. He is a
ra th er unsuccessful professional
musician who w rites and sings his
own songs. He has m ade one L.P. bu t
is not well known yet. H e is ra th er
shy.
G R A H A M W I L L I A M S Age 28
G raha m is a barm an a t the ‘Hope &
An ch or’, a large pu b w hich has a folk
club every Thu rsda y evening. He left
school when he was fifteen and has
done a variety of jo bs since then. He
has become friendly with David
Stu art, who sometimes plays in the
‘Hope & Anchor’. He is by nature
rather aggressive.
xxi

3 CAST CON VER SATIONS
OBJECTIVE
T o select appropriate language.
Use appropriate language from C ha rt 1 ‘Asking Someone to Do Som ething’ in

the following situations, an d be pre pa red to justify your answers.
a) Susan has ordered two books from the bookshop which is ne ar C aro l’s
school. She asks Carol to pick them up on her way home from work.
Susan says ________________________________________________________
b) Donald C rom er phones one of his colleagues to ask him to come to a
meeting in his office at 11.00 the next day.
Don ald says_______________________________________________________
c) David Stu art did not have time to go to the bank today. In the pu b he asks
G raham Williams to lend him £5.00 .
David says________________________________________________________
d) Susan Grey and C arol Anderson are listening to some records. In the flat
below, Nan cy Cromer can hear the gram op ho ne, an d because she has got
a headache, she goes to the girls’ flat and asks them to turn the music
down.
Nan cy says________________________________________________________
e) Carol Anderson is writing the end o f term science exam, b ut she is very
busy so she needs some help. She asks the Principal of the school i f she will
help her, even though Carol knows she is very busy at the m oment.
Carol says_________________________________________________________
f ) At the new spaper office Susan’s secretary is going to the cafe across the
road to get some sandwiches. Susan wants a ham sandwich an d a cup of
coffee and calls out to her secretary ju st as she is leaving the office.
Susan says________________________________________________________

/MEETING
Section 1 PEOPLE
PAR T ONE G R E E T IN G S A N D I N T R O D U C T I O N S
a | Langu age presentation

1 INTE RA CT ION S
2 MODEL CO NV ERSATIONS ®
*
a) Susan G rey is ju st going into the local tow n hall, w hen she meets
Donald Cromer.
1

/MEETING
PEOPLE
b) T he meeting is being organised by Jo h n Canford of ‘Env ironm ental
Survival’.
I. Good evening. Mr Cromer.

I'm so pleased you coulacome. 3. O K.. P ro fe ss or B a te s , m a y I — >.
i Let w e tak e your coat. . ( introduce Mr Donald Cromer. Mr Cromer J
\ __ ^ is a solicitor in t h e town. __ J
"V ( 2 . Thank yo u.^
c) At the meeting, Susan Grey is surprised to meet an old colleague.
t Hello, Su san ,
' 2. Well... if it isn’t

Jack Langley. Are you
covering th e sto ry too?
. Who fo r ? y
The Mirror.'
* 4 .'Th e Mirror? Well you have

gone up in th e world, ha ven ’t you
L a s t t i m e I h e a r d , y o u w e re
s'—\ w ith th e "Essex Post', r f
2

/MEETING
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d) Susan Grey w ants to interview Professor Bates.
I. Professor 5a tc s. good evening

My nam e’s S us an Grey- I'mwit h
S. th e local newspaper. y
\ ( 3. Do yo u min d if Ias k you

\ on e o r tw o qu estio ns ?
4. Not a t all
Fire away!
3 LANG UAGE ITEMS

See Charts 2-9 on pages 1-2 of the booklet in the back cover.
B Controlled practice
1 A T T I T U D E D R IL L
OBJECTIVE
To practise the language from C harts 2- 9 using appropriate language.
Make the following conversations in which you m eet people.

a) i You greet your friend Michael.
2 Michael answers you r greeting.
b) i You greet a businessman, M r Th orne , who you have never met
before. 2 M r Thorne answers your greeting.
c) i You meet a colleague, K atie Firth, unexpectedly.
2 K atie Firth answers your greeting.
d) i You introd uce your colleague, M r Smith, to a visiting businessman,
M r Holt. 2 M r Smith greets M r Holt.
e) i You introduce yourself to a small group at a party.
2 Mem bers of the group answer the introduction.
f ) i You introduce your friend Ja ck to you r friend Gloria.
2 Ja ck greets Gloria.
g) i You meet your friend Pauline unexpectedly.
2 Yo ur friend Pauline answers the greeting.
3

/MEETING
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2 CAST CO NV ERSA TIONS
OBJECTIVE
To select appropriate language.
Use appropriate language from Ch arts 2 -9 in the following situations an d be

pre pare d to justify your answers. (W here necessary, refer back to T he Cast in
the Intro du ctory Section (pages xx-xxi.)
Susan Grey and Carol Anderson are ha ving a p arty in their flat.
a) David Stuart arrives with G raham Williams.
Susan says ___________________________________________________ _
David answers __________________________________________________
h) David introduces Graham to Susan.
David says_________________________________________________ _ ____
Susan answers____________________________________________ _ _______

c) G rah am sees Carol, who he already knows throu gh David.
Graham says _____________________________________________________
Carol answers _ ___________________________________________________ _
d) M r Wood, the editor of Susan’s newspaper, arrives with his wife. Carol,
who does not know M r Wood, opens the door.
M r Wood says ______ __________________________________________ _
Carol answers __ _______ _
________________ ___________________ _____
e) Susan comes to the door and greets M r Wood, who introduces his wife.
Susans says_________________________________________________ _ _____
M r W ood an sw ers_____________________________________________ ___
Susan says ________________________________________________________
Mrs Wood answers ________________________________________________
f ) At the pa rty Paul Wood sees Do nald C romer, who he has been friendly
with for a long time, bu t who he did not expect to meet there.
M r W ood says____________________________________________________
M r Cromer answ ers___________________________________________ _
Situational practice
1 IN T E R A C T I O N W R I T IN G
OBJECTIVE
To select and use appropriate language in given situations, without reference to
the Charts.
In the following situations make short conversations paying p articu lar

atten tion to the use of appropriate lan guage. (WThere necessary, refer back to
The Cast in the Introductory Section.)

/MEETING
PEOPLE
a) You are with your friend, M ary, in a cafe. A noth er friend of yours, M ike,
comes in. H e and M ary do not know each other.
b) At a business lunch, you introduc e Susan Grey to Colin Freema n, the
direc tor of a local building firm.
c) Dav id Stua rt is in the ‘Ho pe an d Anc hor’ one evening, when a strange r
comes up to him a nd introduces herself as Steph anie Robe rts, a singer
with a local folk group.
d) Carol Anderson is at home when a middle-aged m an calls. He is R obe rt
Cum mings, the fa the r of one of the girls in Carol’s class.
e) A m an comes into the ‘Ho pe and A nch or’ and sees G rah am Williams, who
used to work with him in the same factory. He goes over to Grah am . His
nam e is Alf W right.
f ) At an official reception at the British Embassy, you are introduced by an
acq uaintance to Donald and Nancy Cromer, who are on a visit to your
country.
2 F R E E P R A C T IC E
OBJECTIVE
To use language from P art O ne appropriately.
LE FIGARO
ffliincttnerMcrkrn
D I E O Z B I T
WOCHENZEITUNG FDR POLITIK•WIRTSCHAFT •HANDEL UND KULTUR
The situation
You are attend ing an in ternational convention ofjournalists in London. A
reception is being held to open the convention.
In small groups
a) Decide the name a nd c oun try of the newsp aper you work for (everybody in
the group works for the same newspaper).
b) Choose you r positions on the new spaper, e.g. reporter, fashion editor,
financial expert, etc.
c) M ake sure you know the names and positions of all the othe r mem bers of
your group.
At the reception, get to know everybody there.
5

MEETING
PEOPLE
PAR T TWO P E R S O N A L I N T E R E S TS
a | Language presentation
1 INTE RA CT ION S
2 MODEL CON VERSATION ® ^

At the ‘Ho pe a nd A nch or’ David S tua rt is talking to a girl he has just met.
3 L A N G U A G E IT E M S
See Charts 10-13 on page 2 of the booklet in the back cover.
6

/MEETING
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1 M A N IP U L A T IO N D R IL L ®
OBJECTIVE
To p ractise, at speed, the langua ge from Ch arts 10-13, using good intonation .
M ake the following into sentences abo ut p e r s o n a l i n t e r e s t s .

a) i take/mterest/politics? 2 actually/do
b) 1 interested/dancing? 2 well yes/certain extent
c) 1 do/ha ppe n/take/interes t/pop music?
2 well/not particularly keen/actually
3 I tend/p refe r listening/classical music
d) 1 are/jazz? 2 well/but/like pop better
e) 1 are/interested/playing tennis? 2 well/really, no
f ) 1 do/happ en/m uch interest/the cinema?
2 yes/do but/m ore interested/going/the theatre
2 C A ST C O N V E R S A T IO N S ®
o b j e c t iv e
Use appropriate language from Cha rts 10—13 in the following situations and be
pre pare d to justify your answers. (W here necessary, refer b ac k to T he Cast in
the Intro du ctory Section.)
a) 1 Susan Grey is read ing a new spap er article ab ou t astrology.
She asks Carol Anderson about Carol’s interest in it.
Susan sa ys______________________________________________________
2 Ca rol An derson expresses slight interest.
Carol sa ys ______________________________________________________
b) 1 Susan Grey asks her editor ab ou t his interest in astrology.
Susan says _____________________________________________________
2 H er edito r expresses interest, bu t shows a preference for palmistry.
H er editor says _________________________________________________
c) 1 N ancy Cro me r asks one of D on ald ’s colleagues ab ou t his interest in
opera.
Nancy sa ys_______________________________________________ ___ __
2 D on ald ’s colleague expresses a slight interest in opera, bu t expresses a

preference for more m odern music.
D onald ’s colleag ue sa ys __________________________________________
d) 1 Susan Grey is interviewing a famous authoress and asks her abo ut her
interest in politics.
Susan says _ ___________________________________________________
_
7

/MEETING
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2 T he authoress expresses great interest.
T he authoress says __ ___________ _
1 IN T E R A C T IO N W R I T IN G
OBJECTIVE
the Charts.
In the following situations make sho rt conversations, pay ing pa rticula r

attention to the use of appropriate language. (Where necessary, refer back to
a) You meet Dona ld Crom er for the first time at a conference. He asks you
abou t you r interest in wildlife.
b) You meet Do nald Stu art in the ‘Ho pe and A nch or’. You ask him abo ut his
interest in I nd ian music.
c) Susan Grey is asking her secretary abou t her interest in mod ern fashion.
d) Dona ld C rom er’s boss is asking him a bo ut his interest in antiques.
2 PRA CTICE SITUA TION S
OBJECTIVE
To use appropriate language from P art T wo fluently and w ithout reference to
the C harts.
M ake the following conversations. You ask the people below abo ut the ir
interests in the subjects given, an d they answer. Pay pa rticula r attentio n to
attitude.
a) A friend V b) Someone you have jus t met
detective stories modern architecture
8

/MEETING
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c) Your boss d) Someone you know slightly
karate sculpture
e) A friend f ) Yo ur boss
folk music
g) A friend
sailing
h) A colleague
football science fiction
9

/MEETING
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PAR T THREE L I K E S A N D D I SL IK E S
a Language presentation
2 M O D E L C O N V E R S A T IO N
Donald and N ancy C romer are having dinner with M r Andrews, D onald’s
boss, and Mrs Andrews.
tend to be rather
eL on b allet myself..
ICkkeen 2. Oh yes, so do I, an d I'm par tic ularl y
interested in m od er n dance..
3. Oh recti ly... I'm afraid it's n ot «, v 4. Oh aren't you? V

something Iknow very much about. Iknow some people
You se e I’m n ot parti cular ly keen on don’t like it very mu ch
this abstract ty pe of dancing but personally Ifind
*\ that's in fashion now ad ay s.^! it fascinating.
See Charts 14-19 on pages 3-4 of the booklet in the back cover.
b Controlled practice
1 M A N IP U L A T I O N D R I L L S
OBJECTIVE
To practise, at speed, the language from C harts 14—19, using good intonation.
a. Make the following sentences. E* ,a

a) I/r ath er keen/going to horro r films b) I/Westerns rathe r boring
c) I/not/find watching television very interesting
d) I/not/keen/watching documentaries
10

/MEETING
_____________________________ PEOPLE
e) personally/don’t/docum entaries very enjoyable
f ) 1 1 s tan d cowboy films
g) 1 /no t over keen/w atching violent films
h) I/sta nd people smoking in cinemas
i) I think doc um entaries/far more interesting/musicals
b. Agree with the statements m ade in a.
c. Disagree with the following statements.
a) I ca n’t stand cowboy films
b) I tend to find rom antic films rat he r silly
c) I really like w atchin g television
d) I ’m no t very keen on w ar films
e) I ’m not over keen on docum entaries
f ) I really do n’t like musicals
g) I ’m rat he r keen on ho rror films
h) I thin k cartoon filitis are great fun
2 CAST CO N V ER SA TION S (K)
OBJECTIVE
Use appropriate langu age from Ch arts 14-19 in the following situations an d be

pre pared to justify your answers. (W here necessary, refer back to T he Cast in
the Introdu ctory Section.)
a) i G rah am W illiams is talking to D avid Stu art. H e is saying tha t he likes
the ‘Ho pe a nd A ncho r’.
Graham says ____________________________________________________
2 David Stua rt agrees.
Dav id sa ys______________________________________________________
b) i Carol Anderson is talking to the princ ipal, who does not like mo dern
teaching methods.
Th e principal says ________________ _ _ __________________________
2 Carol Anderso n disagrees.
Carol sa ys_______________________________________________________
c) i D onald C rom er is talking to one of his colleagues. He is expressing his
dislike of mo de rn fashions.
Do nald says __ __________________________________________________ _
2 His colleague agrees.
His colleague says.
d) i Susan G rey is talking to one of he r colleagues. She is saying tha t she
likes ‘Dilemma’, a programme on television.
Susan sa ys___________________________________________________
2 H er colleague disagrees.
Her colleague says____________________________________________
11

/MEETING
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c I Situational transfer
OBJECTIVE
To select and use appropriate lang uage in given situations, w ithou t reference to
the Charts.
In the following situations make short conversations paying pa rticula r

attention to the use of appropriate languag e. (W here necessary, refer back to
T he Cast in the Introd ucto ry Section.)
a) G rah am W illiams is discussing Da vid S tuar t’s singing with a friend. The
friend does not like it, G rah am does.
b) Do nald Crom er and his son are talking abo ut pop music.
c) You are discussing a recen t film with C arol Anderson, w ho has also seen it.
d) You are talking to a friend about a book you have both read.
2 P R A C T I C E S IT U A T I O N S
OBJECTIVE
T o use appropriate language from P art T wo fluently and witho ut reference to
the Charts.
Make the following conversations. You state your likes and dislikes to the
people below about the subjects given, and they agree or disagree. Pay
partic ula r attention to attitude.
a) Someone you have only jus t m et e) A colleague
pop music a recent film
b) Your boss I ) Your boss’s wife
circuses musicals
c) An English friend g) A colleague
climbing modern educational methods
d) A friend h) A friend
holiday photographs learning languages
3 FREE PRA CTICE
OBJECTIVE
To use language from Pa rt Three.
In small groups

Discuss yo ur likes and dislikes of some of the following:

/MEETING
PEOPLE
sport food
art books
4 D IA L O G U E W R I T I N G
OBJECTIVE
To give you extra prac tice o f the lan gua ge in this Section in order to fix it in
your memory.
W rite one o f the following conversations in a bo ut 100 words.

a) Jo h n has m et C aroline for the first time. He is very interested in pop
music, an d he likes play ing tennis. She is no t very keen on pop music, but
she likes tennis. She is interested in films. They are discussing their
interests and their likes and dislikes.
b) Ro ger Co urtney, a television interview er, is asking the actress, Gloria
Muldoon, about her interests and likes on his evening television
programme.
c) At a pa rty Mike Jone s, an architect, meets David Seele, an artist. They
talk a bo ut their likes and dislikes.
13

/MEETING
PEOPLE
d Role simulation
OBJECTIVE
To use appropriate language from this Section in a realistic situation.
The Situation
Th e T yne A rt Gallery, in the N orth of Eng land, is a public gallery run for the
people of th at area and paid for by the go vernm ent. In oth er words money for
the gallery comes from the taxes that ordinary people pay.
T he gallery at present has £7 0,000 to spend on a work, or works, for its
mo dern art section. Because the director of the gallery, Cyril Forbes, is
sensitive abo ut pu blic opinion, he has asked a num ber of people to come to a
meeting an d to express the ir likes, dislikes and preferences for the five works of
art from which the gallery will have to choose.
Th e five works being considered by the gallery a re :
Sheet by Carlos Begonyou.

Price: £35,000.
This is simply a nylon sheet
purchase d at a London supermarket.
Test Card by Charles Footley.

Price: £42,000.
Th is is a 6ft high paintin g o f a
television colour test card.
Appetites by Alexan dra G lassman.

Price: £32,000.
This is a p ainting of a yo ung girl
eating an apple.
14

/MEETING
PEOPLE
Interior Landscape by Derek C arriage.
Price: £49,000.
This is a semi-naturalistic pain ting of
a typical subu rban sitting room.
Contrasts by Caroline Snow.

Price £39,500.
Th is is a series of con centric circles.
At the m eeting c y r i l f o r b e s will ask all those present to express their likes,
dislikes and preferences for the various works.
The following people are present at the meeting:
c y r i l f o r b e s , the direc tor of the gallery. H e will ask everyone w hat they
think of the works, an d try to get everyone to agree.

m a r y p r o s s e r , the d irector of the m odern ar t section. She likes all the works
except for ‘Sheet’, which she dislikes intensely. Nevertheless she must try at all
times to be polite.
p a t r i c i a c u n t h o r p e , person nel officer of the gallery. She partic ula rly likes
Ca roline Snow’s work and dislikes all of the others, especially ‘A pp etite ’.
Nevertheless she will have to try to be fairly polite.
d a n p o p e , the direc tor of the town coun cil’s dep artm ent. He is very
traditiona l, a nd strongly against most mod ern art. N one of the works shown
at the mee ting appea l to him a t all, an d he is strongly against any m oney
being spent.
c a r o l p r e s t w i c k , the a rt critic on the ‘Evening Post’, the local pap er. She
partic ula rly likes ‘A ppetite ’, b ut she thinks all the works have something to
recommend them. She especially dislikes Dan Pope’s attitude to art.
r o g e r k a n e , the art critic from the na tional pa pe r ‘Th e Su nda y S tar’. He is
a gre at fan of Carlos Begonyou’s work, an d also the artist’s friend.

T he following members of the pub lic like ‘Test C ar d’ :
e l i z a b e t h c u t t s , a housewife Th ey should be prep ared to say why
p e t e r h u n t , a doc tor they like the work, and w hat they
d e n i s e C l i f f o r d , a den tist do not like abou t the others.
Th e following mem bers of the pu blic like ‘Inte rior Lan dsca pe’ :
t o m c r e e d , a bookshop owne r T hey should be pre pare d to say why
r a y a l l s o p , a bu tche r they like the work, and w ha t they
l e o t a n k a r d , a libraria n do not like abo ut the others.
15

/MEETING
PEOPLE
T he following mem bers of the public have n ot yet made up their minds abo ut the
works, or indeed w hether they think the gallery should purchase any o f th em :
r u t h p o w e r , a secretary They should study the works and see
G o r d o n m o r g a n , a baker if they like any of them or if they
v i v i a n g o d d a r d , a teache r think it would be irresponsible of the
i v o r w a l s h , a ban k employee gallery to spend its money in this way.
Extensive listening 1
OBJECTIVE
To und erstand auth entic English and decide wh at the speakers’ attitudes are.
1 G E N E R A L C O M P R E H E N S IO N (R)
a. Re ad the following questions and then listen to Part One. W hen you have
listened to Part One, answer the questions.
a) W hy ca n’t Clare Tho mas stay long?
b) W hat is Clare Th om as’job?
c) W hat are Clare Thom as and her colleagues hoping?
d) WThy does Clare Thomas decide to have a beer ?
b. R ead the following questions and the n listen to Pa rt Two. W hen you have
listened to Pa rt Two, answ er the questions.
a) W hen did Dav id Giles start working in Adrian Byfleet’s com pany?
b) W ha t kind of films does Da vid Giles usually work on?
c) How much longer does Da vid Giles expect to be working on his
presen t film?
d) W hen did D avid Giles work in publishing, an d w hat was his job ?
c. R ead the following questions and th en listen to Part Three. W hen you have
listened to Part Three, answer the questions.
a) W hat drinks do M r and Mrs Holly ask for?
b) W here have Clare Tho ma s and M rs Holly met before?
c) Why is Clare Tho mas learning French ?
d) W hat does Clare Thom as not like doing on holiday?
e) W hat kind of holiday atmosphere does Ad rian Byfleet prefer?
2 L A N G U A G E IN C O N T E X T
a. Listen to Pa rt O ne again a nd decide wh at the following words or
phrases mean.
a) ‘. .. up to ou r eyes in it.’
b) ‘. . . who seems to be qu ite promisin g.’
c) ‘Pretty run of the mill.’
d) ‘I could do with a beer.’
16

/MEETING
PEOPLE
b. Listen to Part Tw o again an d decide wh at the following words or
phrases mean.
a) ‘I t ’s boiling .’
b) ‘I ’m in publish ing.’
c) ‘. .. a bestseller.’
d) ‘I did n’t really rega rd it as a pe rm an ent thing anyw ay.’
c. Listen to Pa rt Th ree again a nd decide wh at the following words or

phrases mean.
a) ‘. . . I ’ll stick to the beer.’
b) ‘W hat do you get out of it ?’
c) ‘. .. roughing it.’
3 R E A D I N G B E T W E E N T H E L IN E S ®
a. Listen to Part O ne ag ain and say which of the following statements are true
an d which are false. Y ou should justify yo ur answers by referring to wh at the
speakers actually say.
a) A dria n Byfleet is very pleased to see Cla re Thom as.
b) A drian Byfleet is very formal with C lare Thomas.
c) A dria n Byfleet enquires politely ab ou t Clare’s work.
d) A dria n Byfleet is very interested to he ar ab ou t the new book Clare is
working on.
b. Listen to Par t Two a gain an d say which of the following statements are true
an d which a re false. You should justify you r answers by referring to w ha t the
speakers actu ally say.
a) A dria n Byfleet greets Da vid Giles very enthusiastically.
b) Clare Thom as and David Giles sound rath er reserved when they start
talking together.
c) Da vid Giles shares Clare Tho m as’ enthusiasm for wild life films.
d) Clare Tho ma s is surprised tha t Dav id Giles did not enjoy working in
publishing.
c. Listen to Part T hree again an d say which of the following statements are true
an d w hich are false. You should justify your answers by referring to w ha t the
a) A drian Byfleet is slightly emba rrassed ab ou t being called ‘one of our
bright y oung m en’.
b) A drian Byfleet is very informal wrhen intro du cin g Clare Th om as to Mr
and Mrs Holly.
c) Mrs Holly is rath er formal when introdu cing Clare Tho mas to Mr Holly.
d) Clare Thom as expresses her dislike of cam ping quite strongly.
e) M r Holly expresses very strong preference for com fortable holidays.
f ) A dria n Byfleet is ra th er ten tative wh en he expresses a preference for more
‘lively’ holidays.
17

MOODS
>1ND FEELINGS Intersoction A
PART ONE MOODS
1 C O M M E N T I N G ON S O M E O N E ’S A P P A R E N T M O O D /
C O N F I R M IN G C O M M E N T S A BO U T Y O U R M O O D /
C O N T R A D IC T I N G C O M M E N T S A B O U T Y O U R M O O D
Dona ld Cro mer is at his office. O ne Do nald Crom er next meets his
of his colleagues is clearly not well. boss, who looks serious.
1 I. Good morning , Charles.
Good morning. George.
You're looking at b it
under the weather! 2. Oh... Good morning,
- Do nald. „.,,.TT
-
2. I'm feeling pretty

awful actually. !m afraid
I've got a col d coming.
3 . You look ra th er worried.
4. No,notatall.
I was thinking about the
Jones case actually.
COMMENTING
v f ’re (not) looking . . . ( informal)
OU \ (don’t) look . . . (polite)
--------------------------- 1
CONFIRMING CONTRADICTING
I (don’t) feel. . . (polite) No, not at a ll . . . (polite)

I ’m afraid I .. . (polite) No, I feel. . . (polite)
I’m (not) feeling . . . (informal) ~ , f I feel 1 <»
(rather
O n the contrary , ■<T, >•. . . r
U m J fcvrmal)

/MOODS
yflND FEELINGS
2 A S K I N G A B O U T N E W S /R E A C T I N G T O BAD N E W S /
R E A C T IN G T O G O O D N EW S
Caro l And erso n’s prin cipa l meets he r on the stairs.
I. Hello Carol...I hope if. Hows your

everything's going weil friend D avi d?
s-v in ôur n e w f l a t , r '
2. Well actually, 5- He's fin e w e’re
so m e, of the pipes ar e thinking of ge ttin g>
. leak ing I'm afraid. married.
—' 6 . W ha t
ma rvel lows new s.
A S K IN G A B O U T N E W S
I h ope eve rything’s going well, (polite}

How are things going? <direct >
_____________________ ___________________
I
BAD NEWS GOOD NEWS
O h dear, I am sorry to hear that.

What {ma™=U°usl news!
<[polite> [excellent J
O h ! How awful (very strong) (slightly fo rm at)
Oh , I am pleased (to hear th a t)!
Oh, w hat a (weak : polite> ( polite)
T h a t’s m arve llous! (strong : polite >
G re at! <informal>
B Co ntrolled practice
1 M A N IPUL A TION D RILL (R)
OBJECTIVE
To p ractise, a t speed, the languag e from the Cha rts, using good intonation.
Make the following into sentences. * *

a) i Hello Jo h n , y ou/no t look very well 2 I/n ot feel well/afraid I/a cold
b) i Hello Jam es, you/looking terrible 2 On /contrary /feeling fine
19

/MOODS
/AND FEELINGS
c) i Hello M ary/ho pe every thing/well in your new job
2 O h yes, I really like the work. 3 Oh/pleased/hear that
d) 1 ^Hello Jan e/thin gs going?
2 T er rib le! I crashed my car this mo rning! 3 Oh/awful!
2 FADED DIALO GU ES
OBJECTIVE
To practise the languag e from P art O ne in situations.
Com plete the following dialogues with language from the C harts.
EXAMPLE
X : ‘My p et goldfish has jus t di e d !’
Y: _________________________________________________________
X : M y pet goldfish has ju st died!
Y : Oh no! How awful!
Now do the same with the following:
a) X :Hello George, you do n’t look too w ell!
Y : Yes ___________ a bit un der the weathe r, actually.
b) X : _ _________ at work.
Y : Well no, actually, I ’m not getting on very well with the boss.
X : ----------------------------------------------------------------------------------
c) X : Hi Frank ________________ ?
Y : O h lousy! I ’ve ju st had a row with my father.
X : ______________________________________________________
d) X : O h J a n e ___________terrible!
Y : ___________, I ’m feeling fine.
e) X : _________ at school ?
_
Y : I ’ve just come first in the ex am !

X : __________________________ !
20

/MOODS
A N D FEELINGS
PART TWO C O N G R A T U L A T I O N S , R E G R E T S,
R E A C T I N G T O NEW S
a | Languag e presentation
1 C O N G R A T U L A T IN G 2 EXPRESSING
SOMEONE REGRET
Don ald C romer meets Susan Grey is talking to a
Carol Anderson. colleague. 0 [SeS]
f I. HeJlo Miss Anderson. >

I. i sa w a really fantastic,
Ihear you're going to get
programme about childcare
m ar ri ed .. Congratulations!
S on television last night.
~~jr 2. Oh d ea r ...w ell it's Tp

J not definite really—
nobody's supp osed to Know.
I hear . .. Congratulations, (polite) O h, w hat a pity! I ’d ’ve D O N E . . . if

I ’d known.
Congratulations }
O h n o ! I wish I’d known I’d ’ve D O N E
(direct) - ------------->.
----- . . . (strong)
{ 1. Terribly sa d about )
^ ( > i a r | c s , isn't i t ? /
^ 2. Yes, it really is
3 T A L K I N G A B O U T BA D N E W S /
T A L K IN G A B O U T G O O D
N E W S /E X P R E S S IN G R E L IE F
Donald Cromer is talking to Nancy,
his wife, about an old friend who
has died in a car crash, ( fo i« - »i
21

/MOODS
A N D FEELINGS
BAD NEWS r e l i e f
Isn ’t it sad* abo ut X ? I t’s fortunate th a t. . . ( slightly fo rm a t)

Thank | ^ eaêns I _ , . (strong}
{Terrib ly } Sat^* a^ out *s n t ^ [goodness] *
(informal} W hat a good thing . . . ( informal}
I t’s a good jo b . . . (very informal}
a g r e e i n g
a g r e e i n g
Yes-it,s{teîb*e,}isn’tit? Yes, quite.
Yes, it (really) is.
Yes, P Sn t , } it? (informal}
[wasn tj J /
1 M A N I P U L A T I O N D R IL L
OBJECTIVE
To practise, at speed, the language from the Charts, using good intonation.
Make the following into sentences.

a) i Isn’t/sad/John? 2 Yes/terrible/it?
b) 1 I/you ’ve passed your driving test/ 2 C on gratulations/your driving test!
c) 1 Te rribly sad/M ary failing her exam
2 Yes/is, but/go od thing Ju lia passed 3 Yes/it?
d) 1 Michael was here yesterday 2 O h/pity I/come round if/known
e) /fortunate/D avid noticed tha t policeman
f ) I wish/known/the party I/loved i t !
2 FADED DIALOG UES
OBJECTIVE
To practise the language from Pa rt Tw o in situations.
Com plete the following dialogues with language from the Charts.
EXAMPLE
X : ___________your ex am !
Y : O h, it wa sn’t very difficult really.
X : Congratulations on passingyour exam!
Y : Oh, it wasn’t very difficult really.
Now do the same with the following.
a) X : __________sad about Glo ria’s do g !
Y: Yes________________________________________________
* Ot her words and phrases can be used here, e.g. terribly sad, tragic, really aw ful, etc.

/HOODS
A N D FEELINGS
b) X : ___________you’ve ju st got a degre e ___________ !
Y : T han k you very much.
c) X : ___________J o h n ’s accident? H e hit the back of a lorry!
Y : Y es___________isn’t it, b u t ___________ he was wearing a seat belt.
d) X : ___________the baby, W illiam !
Y : O h thanks. I ’m really happ y, and so’s Sarah.
OBJECTIVE
To select an d use appropriate language in given situations w ithou t reference to
the Charts.
In the following situations make short conversations, paying particu lar

T he Cast in the Introdu ctory Section.)
a) You meet Donald Crom er. He does not look very well.
b) You are discussing with C arol Anderson the break-up o f a friend’s
marriage.
c) You are asking a friend abo ut his/her new job.
d) In a conversation with a colleague you find out that his/her brother has
been bad ly injure d in a car crash.
e) A friend is telling you abo ut a fantastic film tha t was on at the local
cinema last week.
f ) You are asking a friend abou t his/her health after a long illness.
2 S O C IA L R E S P O N S E S
OBJECTIVE
To test you in the use of the language in this Intersection.
W hat would you say in the following situations?

a) You meet a friend you have not seen for a couple of weeks. You know he
has jus t got a really good job.
b) You have been told you look ill, but you feel perfectly well.
c) Someone tells you he has ju st failed his driv ing test.
d) A friend tells you about a pop concert th at took place two days ago. You
did no t know abou t it, b ut your favourite grou p was playing.
e) You meet someone who has just got a new job and ask him /her ab out it.
f ) You ask someone about a friend of his/hers. T he friend has just been killed.
g) Someone you know has got into university after trying three times.
23

/MOODS
>4ND FEELINGS
h) You meet a friend who has got a big smile on her face. You com me nt on
the fact.
i) Ta lking to a colleague you comm ent on the unfortunate fact tha t another
colleague, Sam Jones, has ha d to retire because o f illness.
j ) Someone tells you th at he/she is really ha pp y in his/her new house.
3 FLASHBACK DIALO GU ES
OBJECTIVE
To consolidate your knowledge o f the langu age in this Intersection.
R ea d the following reports of conversations and then p ut them into d irect

speech, as if they were ha pp enin g now.
EXAMPLE
Jo h n m et his friend Pe ter and told him he looked very tired. P eter replied tha t
he was really tired because he h ad not gone to bed the nigh t before.
John: H i Peter!
Peter: Hello!
J o h n : You’re looking incredibly tired. . . are you O.K. ?
Peter: Pm feeling tired actually . . . I didn’t go to bed at all last n ig ht . . .
Now do the same w ith the following.
a) M ary m et a colleague of hers who she ha d no t seen for some time. She
asked the colleague (Anne) abo ut A nn e’s new son - ju st six months old.
An ne told he r th at the boy ha d been te rribly ill for a few weeks. M ary
natu rally sym pathised, bu t Anne said tha t he was now getting better.
M ary reac ted to the news.
b) A rthu r met his friend Kevin an d co ngra tulated him on the successful
results of his exam. Kev in told him how he h ad failed his driving test tha t
morning. A rthu r reacted to the news.
c) Mrs George and Mrs C larke were discussing their neighbours, the Greens.
A friend, Mrs Lyn ch, joine d them and tried to discuss the news th at M r
Green h ad died. Th e othe r two did not know and felt they could have
helped if the news had not take n so long to reach them. Mrs L ynch told
them how Mrs G reen ’s da ug hte r ha d luckily come down to look after her
m other, and they all agreed th at it was a good thing.
24

PLANS AND
Section 2 CHOICES
PAR T ONE S O C I A L P L AN S
1 IN T E R A C T I O N S
David Stuart is asking Carol Anderson, Susan Grey and Graham Williams
ab ou t th eir social plans.
. Have you got anythin g fixed
up for this evening Carol? r*
Q2. Nothing special, no/ ^ 5 1
3. What about you, Susan
4. Wei i ac tua lly. I wa s going to

nave, a t^wiet evening At home...
5. And yow Graham?
6. I'm working in th e Hope
3 LANGU AGE ITEM S

See Cha rts 20-23 on page 4 of the book let in the back cover.
1 M A N IP U L A T I O N D R IL L ®
OBJECTIVE
To practise, at speed, the language from C harts 20-23 , using good intonation.
25

PLANS >IND
CHOICES
M ake the following into sentences ab ou t s o c i a l p l a n s . pr ...
a) 1 Have/any arrangements/this evening? 2 No t/yet, no. W hy ?
b) 1 W hat/tomorrow evening?
2 Well actually I/think ing/d oin g some work
c) 1 I/wondering/you were/anything/Saturday
2 Well actua lly/arran ge d to go to my mo the r’s/afraid
d) 1 H ave/anything /up/Saturday evening? 2 Nothing/particular
e) 1 Hav e/any plans/next Sunday?
2 W ell/a m atter/fact/going ou t with a friend
f ) 1 I/won dering/m ade/arrange me nts/this evening
2 Well/was going to bed early
OBJECTIVE
Use appropriate languag e from C harts 20-23 in the following situations an d be

pre pare d to justify your answers. (W here necessary, refer back to The Cast in
the Introdu ctory Section.)
a) Do nald C rom er’s boss phones Don ald C romer to ask him ab out his plans
for lun ch tomorrow.
1 D on ald ’s boss say s _______________________________________________
Do nald Crom er has no definite plans.
2 Dona ld say s_____________________________________________________
b) Susan Grey asks Carol Anderson a bo ut he r plans for this evening.
1 Susan says.
Carol is going ou t with Da vid S tua rt, he r boyfriend.
2 Carol says.
c) G rah am Williams is working at th e ‘Ho pe an d A nch or’. He asks a
customer a bo ut his plans for the next w eekend.
1 Graham says ____ _ _______________________________________________
T he customer’s original plan was to go to the coun try, b ut he has change d
his mind.
2 Th e customer says _______________________________________________
Situational transfer
OBJECTIVE
To select and use appropriate language in given situations, withou t reference to
the Charts.
26

PLANS >4ND
CHOICES
In the following situations make sho rt conversations, paying pa rticu lar
atten tion to the use of appropriate language. (Where necessary, refer back to
Th e C ast in the Introd ucto ry Section.)
(Changeable Plans are shown in italics.)
a) you (tomorrow evening) - Nancy Crom er (no plans)
b) you (this evening) —Carol An derso n (wash her hair)
c) you (lunchtime tomorrow) - po tential client (lunch with her business
partner)
d) you (next Saturday ) —G rah am W illiams in a ba d mood (going to a
football ma tch)
e) you (tomorrow afternoon) - D onald C romer (working on a very
im po rtant case)
f ) you (the evening after next) - an acq uaintan ce jus t ma de at a party (no
plans)
g) you (tomorrow evening) - an imp ortan t visitor to your firm (having an early
night)
h) you (this evening) - Da vid Stu art (playing at the folk club)
2 PR A C T I C E S IT U A T I O N S
OBJECTIVE
T o use appropriate language from Pa rt One.
M ake the following conversations. You ask the people below abo ut th eir plans
for tomorrow evening, and they answer. Pay p articula r attention to attitude.
a) A friend
b) A colleague
c) Someone you w ould like to get to know
► YOU
d) An a cqua intance you do not know very well
e) A friend in a ba d m ood
f ) Yo ur boss
PAR T TWO I N V IT A T I O N S
1 I N T E R A C T IO N S
27

PLANS >IND
CHOICES
2 M O D E L C O N V E R S A T IO N ® O
Do nald Crom er is inviting three o f his colleagues, Jim An drade, Philip Long
and M arcia Williams.
1. Would you ail like to

tome out fora drink?
f 2 . yes, th a t would be
I marvellous.Thanks
3. Thank you foi

the invitation
Donald, tout I've
got to ge t home
~y to the wife, r
4. Could I let you know in

a few minutes Donald?
«. I'm n o t su re if I've r-
V finished e verything. J
3 LANGUAGE ITEM S
See C ha rts 24—26 on pages 4—5 o f the booklet in the back cover.
OBJECTIVE
To practise, at speed, the language from Charts 24—26, using good intonation.
Make the following sentences about i n v i t a t i o n s .

a) i W ould/like/come to the cinema?
2 Th at/nice /you /afraid I ’m no t feeling very well
b) i I/wondering/would/interested/coming round for a meal
2 Th at/nice/no t sure/can/let you know?
c) i How /having a drink?
2 I can ’t/see I ’ve got some work to do
d) i I/wonde ring/like/have a meal
2 Yes/would/marvellous
e) i W ould/interested/coming to the N atura l History Museum?
2 Th ank/the inv itation/not sure/can
f ) i Wo uld/like/go to the theatre ? 2 Yes/love/thanks
28

PLANS A HD
CHOICES
OBJECTIVE
Use appropriate lang uag e from Charts 24—26 in the following situations a nd be

pre pare d to justify your answers. (W here necessary, refer back to The Cast in
the Introductory Section.)
a) i Don ald Crom er’s boss invites Do nald and N ancy Crom er to a party
next Thursday.
D on ald ’s boss say s _______________________________________________
2 Do nald accepts the invitation.
Donald says ______________ ____________________________________
_
b) i G rah am Williams invites Da vid Stu art for a me al'this evening.
Graham says ___ ________________________________________________
2 David cannot go because he is playin g in a folk club.
David says______________________________________________________
c) i David Stuart has had an argum ent with Carol Anderson and they
have not spoken to each othe r for a few days. H e rings her up and asks
her to go to the cinema with him.
Dav id says______________________________________________________
2 Carol really wants to go but she has arrang ed to have dinner w ith her
mother.
Carols says______________________________________________________
d) i O ne of the reporters on Susan Grey ’s paper invites he r for a drink.
The reporter says________________________________________________
2 Susan accepts the invitation.
Susan says______________________________________________________
OBJECTIVE
To select and use appropriate language in given situations withou t reference to
the Charts.
In the following situations make short conversations, paying particular

attentio n to the use of appropriate language. (Where necessary, refer back to
a) Nancy Cro m er’s friend Brigitte rings up and invites Nancy and her
husba nd for dinne r next Thu rsday. Next T hurs day the Cromers are going
to the theatre.
29

PLANS >1ND
CHOICES
b) Carol Anderson invites her principa l to a party at her flat.
c) G rah am W illiams invites a girl called Ja n e to the cinema.
d) Susan Grey is invited to stay with one of her colleagues for the weekend.
She is not sure if she can accept.
e) David Stu art is invited to play at a concert bu t he has to refuse.
f ) Susan Grey’s editor invites her to a party.
2 P R A C T I C E S IT U A T I O N S
OBJECTIVE
To use appropriate language from P art O ne and Part Tw o fluently, and
without reference to the Charts.
Look at the two diaries below ; they show appo intm ents for the next week.
G E O R G E M A K EM C L A I RE F L O W E R
In the diaries, c h a n g e a b l e p l a n s have question marks after them.

M ake the following conversations ab out s o c i a l p l a n s and i n v i t a t i o n s .
Pay particular attention to attitude.
30

PLANS A N D
CHOICES
EXAMPLE
Claire’s friend M arth a w ants Claire to have dinner w ith her on Thursday.
M arth a: What are you doing on Thursday evening ?
Claire: Nothing in particular. Why?
M arth a: Well, how about having dinner with me ?
Claire: Th at would be lovely, M arth a, thankyou.

a) Derek Nags, one of George M ake m ’s friends, wants George to have a
drink with him on M onday evening.
b) George M akem ’s hea dm aster (George is a teacher) w ants George to have
din ner a t his house on W ednesday.
c) O ne of Claire Flow er’s colleagues, with whom she is not particula rly
friendly, wants to have lunch w ith her in Lond on on Tuesday.
d) Da niel Me rrick, who is in love with Claire Flower bu t a little afraid of her,
wants Claire to go to the races with h im on Sa turda y afternoon.
e) T her e is a school excursion to see a play on Thu rsd ay an d there is a spare
place. M r Lewis, the English teacher, invites George Makem .
f ) Claire ’s friend To m wan ts to have din ner with her on Friday evening.
g) Georg e’s bro ther Te rry wants George to go to the football m atch with him
on Saturday afternoon.
h) Claire’s lawyer, Ma rjorie Puxton, wants Claire to have dinner with her
on Tue sday evening.
3 D I A L O G U E W R I T IN G
OBJECTIVE
To give you extra practice of the language in Par t On e an d P art Tw o in order
to fix it more firmly in your m emory.
W rite one o f the following dialogues in a bo ut 100 words.

a) Gloria invites H ow ard to the cinema. H e is not very keen on the idea.
b) Yo ur friend invites you to spend the weekend with him/her. You make
plans about how to spen d the time.
c) You have m ade an arra ng em ent to see you r boy/girl friend tomorrow
evening, but your boss rings up and invites you to a party to meet some
new clients. You cann ot really refuse.
4 FREE PRA CTICE
OBJECTIVE
To use the language from P art On e and Pa rt Two.
31

PLANS A N D
CHOICES
Below is your diary for the next week. You should fill in any two evenings
with c h a n g e a b l e p l a n s and any one evening with a d e f i n i t e p l a n . O n
Saturd ay and Sunday you can write in c h a n g e a b l e / d e f i n i t e p l a n s for
both the afternoo n and the evening i f you wish.
T ' ----------------------------------------------------------------------------------------------—
D ecem ber D ecem ber

Mond ay <| «j Thursday ^ ^
Tue sday «g £ Friday <| g
Wednesday «| j Saturday ^ 0
S u n da y ^ "J
L — — _
Now you invite oth er people in your class and they invite you. Your replies
will depen d on w hat you have w ritten in your diary.
P A R T T H R E E [A] SUGG ESTION S
32

PLANS A N D
CHOICES
2 M O D E L C O N V E R S A T IO N @ p p j
D ona ld C rom er is talking to a client, M r M ilton.
I. Weil Mr Cromer, when d'you su gg est

we m eet to discuss the case further?
2 . I Vn n o t r e a l l y s u r e
When do you sugg est?
3 . U m m .. . s h a l l w e m e e t f o r
l u n c h o n. .. sa u . .. F r i d a y ?
4. Fine. Is there an uw here in

part icula r you would like to eat?
5. Well, we could goto a pub.

There's a good one not far
\ fro m th e office . a/k
See Cha rts 27-29 on pages 5-6 of the booklet in the ba ck cover.
OBJECTIVE
T o practise, at speed, the langu age from C harts 27-29 , using good
intonation.
M ake the following into sentences ab ou t s u g g e s t i o n s .

a) i W hat/y ou like/do this evening?
2 I/mind/you like to do?
b) i Is/anyw here/particular/wo uld like to go?
2 I/really sure/anywhere you/suggest?
c) i W here/yo u suggest/go for a me al? 2 Shall/go/pub?
d) i W ha t film/fancy seeing?
2 I/m ind really/film/like to see?
e) i W hen/suggest/go on holiday? 2 W e/go in August
f ) If/make/sug gestion/could/to the sea
g) i How /spend/this evening? 2 I/easy
33

PLANS >IND
CHOICES
2 CAST CON VER SATIONS
OBJECTIVE
Use appropriate language from Ch arts 27-29 in the following situations and be

prepare d to justify y our answers. (W here necessary, refer back to The Cast in
a) i Carol an d David c'&nnot decide w hat to do this evening. Carol asks
Da vid for his suggestions.
Carol says
David shows indecision.
Da vid says
b) i At a meeting between Susan Grey, three colleagues, and the editor of
the newspaper, they are talking abo ut where to hold the an nu al staff
party. T he editor asks for suggestions.
T he editor says
Susan suggests the ‘Mayfair’ hotel.
Susan says-
c) i Don ald and a colleague are deciding where to go for lunch. Do nald
asks for a suggestion.
Dona ld says-
T he colleague has no pa rticu lar place in mind.
Th e colleague says-
d) i Do nald C romer, his boss, and a client are trying to decide when to meet
again. Donald asks for suggestions.
Do nald says--------------------------------------------------------------------------------
His boss suggests next Friday at eleven o’clock.
His boss says----------------------------------------------
OBJECTIVE
To use appropriate language from Pa rt T hree A fluently and w ithout reference
to the Charts.
Make the following conversations. You ask the people below for their
s u g g e s t i o n s , and they answer you. Pay particu lar attention to attitude.
a) You are going to go ou t for the evening with a friend.

b) You are arrangin g another meeting with a business colleague.
c) You are going to go away for the weekend with a close friend.
d) You are arrangin g for your boss to come to dinner.
e) You are buying a record with your flat mate.
34

PLANS A N D
CHOICES
P A R T T H R E E [B] A L T E R N A T I V E S U G G E S TI O N S
Carol A nderson an d some of her students at school have decided to hold a
science exhibition.
1. Let s hav e an
f exhibition a bout old
machin es, you know
industrial archaeology-
6. Yes, it's a
great idea.
H U E r . ' T
See Cha rts 30-32 on page 6 o f the booklet in the back cover.
1 M A N IP U L A T IO N D R IL L
OBJECTIVE
To practise, at speed, the language from Charts 30-32, using good intonation.
35

PLANS A N D
CHOICES
Make the following sentences about s u g g e s t i o n s . i* - #a
a) i Shall/have/drink?
2 T ha t/bad idea/ra ther not thanks. I ’ve got a headache
b) i I/we take a tent 2 W ouldn’t/rath er better/we hired a caravan?
c) 1 Ho w /idea/camping/to you? 2 That/possibility
d) 1 We/hitch-hike 2 W e/do /I do n’t think I ’d like to
e) 1 What/going/seaside? 2 C ould n’t/cam p by a lake instead?
f ) 1 W hy/we/w alking in the hills? 2 I/say/rather not
g) 1 I/we go camping 2 W hy/stay at home instead?
h) 1 Shall/have a drink? 2 M ight/suggest/a meal instead?
zj 1 W e/have a meal 2 I/lik e/I ’ve only just eaten
2 C A ST C O N V E R S A T I O N S ®
OBJECTIVE
Use appropriate language from Charts 30—32 in the following situations and be
prepared to justify yo ur answers. (W here necessary, refer back to T he Cast in
the Intro du ctory Section.)
a) 1 Susan Grey’s editor suggests going out for a meal. Susan is surprised bu t
agrees with the suggestion.
Susan says______________________________________________________
2 Th e editor suggests going to ‘Ang elo’s’, an expensive res taur ant, bu t
Susan prefers the ‘London Steak House’.
Susan says______________________________________________________
3 Th e editor disagrees with the suggestion.
The ed ito r says__________________________________________________
b) G raha m Williams suggests tha t he and David Stu art should go to a
film. David disagrees with the suggestion.
David says---------------------------------------------------------------------------------
c) 1 Susan and Carol are making holiday plans. Susan suggests travelling
round Europe. Carol wants to go to Morocco.
Carol says______________________________________________________
2 Susan does not agree with the idea because she does not think she has
got enough money.
Susan says______________________________________________________
3 Susan suggests going to Fran ce. Ca rol likes the idea.
Carol says______________________________________________________
d) 1 Nanc y Crom er wants to go to a ballet with Donald. H e prefers the idea
of seeing a play.
Donald says____________________________________________________
2 Nan cy disagrees, but does not want to upset her husband.
Nancy says_____________________________________________________
36

PLANS >IND
CHOICES
OBJECTIVE
T o select and use appropriate languag e in given situations witho ut reference to
the Charts.
In the following situations make short conversations, pay ing pa rticula r

attentio n to the use of appropriate language. (WThere necessary, refer back to
a) You are going to the cinema with G rah am Williams, bu t you have not yet
decided which film to see.
b) D onald C rom er and his boss are trying to decide how to re-decorate the
boss’s office. T he boss asks for suggestions.
c) Susan Grey and a colleague are trying to decide where to go for lunch.
d) You w ant Da vid S tuar t to sing at your folk club. You are trying to decide
the date w ith him.
e) Carol Anderson and her principal are discussing a pupil who behaves
badly in class. They are trying to decide w hat to do.
2 PR A C T I C E S IT U A T I O N S
OBJECTIVE
To use appropriate language from Pa rt Th ree A and Pa rt Three B fluently and

w ithout reference to the Charts.
M ake the following conversations. You ask the people below for their
s u g g e s t i o n s and they answer you. Pay particu lar attention to attitude.
a) You wan t to pa int a room in the b) You are in a restaur ant with a
flat and you are discussing it with friend discussing w hat to eat
your flatmate
37

PLANS A N D
CHOICES
c) W ith your boss you are trying to d) You and a colleague have
decide the best way to advertise decided to learn a foreign
‘W oof’, a new br an d of dog food language. You are trying to select
the language to study
3 FREE PRA CTICE
OBJECTIVE
T o use the language from Pa rt Three.
In small groups

You a re organising a pa rty for yourselves and you r friends. As a grou p you
should decide :
when to hold the party
where to hold the party
who to invite to the pa rty
w hat food and drink to provide for the party
what entertainment to have at the party, etc.
PART FOUR C H O I C E A ND P R E F E R E N C E
1 INTER A CTION S
38

PLANS >4ND
CHOICES
There is a meeting taking place in Susan Grey’s office between Paul Wood,
the news editor, and three news reporters. They are discussing an article
which is going to be prin ted in tom orrow ’s paper.
I. We can pu t the article on the fron t pag e without
a photograph , or print it, with th e photoarc 2. i'd prefer to put it on
on pag e five; its up toy ou threere^lly. th e front page myself.
What abou t you.nike?
/ 3. F r a n k l y , i t s a i l
A th e s a m e to m e!
** 4. That's not very helpful Mike...

I'm not veru keen on printing th e story
withou t th e photograph; personally ,
I'd prefer to p ut t h e photograph on th e
fron t page, and the article on page five.
5. Well,that might
be possible...
3 LANGUAG E ITEM S
See Ch arts 33 -36 on pages 6-7 of the booklet in the back cover.
1 M A N I P U L A T IO N D R IL L S ®
OBJECTIVE
T o practise, at speed, the langua ge from C harts 33-36, using good intonation.
a. Use the following to o f f e r c h o i c e s . K~ a

a) wh at/you prefer/do/the news on television/listen/radio?
b) there’s/cinema/night club/up/you
c) we /either visit you this evening/you tomorrow which/prefer?
d) w ha t/rath er we did/visit you this evening /tomorrow ?
e) we/w atch the news on television/listen/radio/up/yo u
b. Use the following to express p o s i t i v e or n e g a t i v e p r e f e r e n c e s or
i n d i f f e r e n c e .
a) person ally/prefer/watch television

b) it’s/same/me
c) well/1 th ink /rath er you visited me tomorrow
39

PLANS XND
CHOICES
d) I/rath er not/to the radio myself
e) I/n ot keen/to the night club
f ) well/both/inte,resting
g) well/not particu larly keen/going to the cinema
h) I/rathe r/to the night club
i) I/rath er not/to the night club either
j) I/fancy either
2 CAST CO NV ERSA TIONS
OBJECTIVE
Use appropriate languag e from Cha rts 33-36 in the following situations and be
pre pared to justify your answers. (W here necessary, refer back to The Cast in
a) i Carol An derson ’s princip al is offering her Thu rsda y or Friday off so
th at she can go for an interview.
The principal says-----------------------------------------------------------------------
2 Carol would prefer Thursday .
Carol says______________________________________________________
b) i A folk-club organiser, M ary Ball, is offering David S tua rt the choice
between two possible dates for him to do a concert: the 15th and the
22nd.
M ary Ball says----------------------------------------------------------------------------
2 David is negative about both. He likes the 29th.
David says______________________________________________________
c) i Susan Grey ’s editor offers her the choice between doing an article on
the local schools or doing one about a local council meeting.
The editor says__________________________________________________
2 Susan Grey does not want to do an article on the council meeting; she
wants to do the article on the local schools.
Susan says______________________________________________________
d) i David Stu art offers Carol the choice between going to the ‘Hope and
Anchor’ and going to another pub, the ‘Crown’.
David says______________________________________________________
2 She does not w ant to go to either. She wants to go to the ‘Excelsior Cafe’.
Carol says______________________________________________________
40

PLANS A N D
CHOICES
1 I N T E R A C T I O N W R I T IN G
OBJECTIVE
To select and use appropriate languag e in given situations, w ithout reference to

the Charts.
In the following situations make sh ort conversations, pay ing pa rticula r

atten tion to the use of appropriate langu age. (Where necessary, refer back to
T he Cast in the Introdu ctory Section.)
a) N ancy C rom er is buy ing fish. Th e fishmonger offers her a choice between
plaice and cod.
b) Carol Anderson’s prin cipa l offers her the choice betw een a pay rise or an
extra week’s holida y a year.
c) G rah am W illiams has invited Dav id Stu art to go to a concert in a nearb y
town. He offers David the choice betw een going by tra in or by bus.
d) Do nald C rom er has invited you out for a meal and offers the choice
between two restaurants.
2 P R A C T I C E S IT U A T IO N S
OBJECTIVE
To use appropriate language from Pa rt F our fluently and w ithout reference to

the Charts.
In the following situations you offer each person a choice betw een two things,
and they answer.
Pay particular a ttention to attitude.
a) A friend has come to see you b) You are inviting a business
colleague from ano ther cou ntry
41

PLANS A HD
CHOICES
First c l a s s ?
Tourist class?
c) You are offering to work d) You are selling an airline ticket

overtime for your boss to a customer
e) It is raining, you r friend is f ) Yo ur boss has come to dinner.

leaving D inner has just finished
3 D IA L O G U E W R I T IN G
OBJECTIVE
To give you extra practice of the langu age studied in P art Four, in orde r to fix
it more firmly in your memory.
W rite one o f the following conversations in a bo ut 100 words.

a) Tw o friends are discussing whether to see a film at the Ode on C inem a (a
Western) or the film at the ABC (a serious film). T hey have different
tastes.
b) Jam es M ilroy, a schoolboy, goes to a factory for an interview, and is
offered the choice between two jobs.
42

PLANS A N D
CHOICES
D Role simulation
OBJECTIVE
To use appropriate language from P art T hree and Pa rt Four in a realistic
situation.
The Situation
At Coastal Television Jo n ath an
Wilson, the He ad of Dra m a, has
called a mee ting to decide on the
next ‘play of the m onth’ which will
be show n in thre e m onth s’ time. Two
plays hav e so far been put forw ard,
an d the m eeting has to decide
wh ether to ado pt one o f these, or
choose som ething different.
THE PLAYS
Hotel Holiday by Bertran d M o tra m ; a farce. This play tells the story of a ma n
who goes to a hotel for a weekend with his mistress. By chance, his wife goes to
the same hotel with her lover. While the re, the hu sba nd gets involved with the
pre tty recep tionist, and the situation is fu rther complicated becau se the wife’s
lover is the husband’s boss. During the play all the characters try to avoid each
other, w ith hilarious consequences. Finally, in a hurric ane , they all discover
wh at is going on, the husb and and wife decide they love each other after all, an d
everybody is happy. O the r characters are the hotel mana ger, a p orter, waiter,
oth er guests, etc. A very funn y comedy, if you like tha t sort of thing. T ota l cost:
£30,000.
Greater Love Hath N o M an by George C risp ; a serious dram a. After a shipwreck
two men are strand ed on a desert island. A t first they are total strangers, b ut as
they learn how to survive, they come to trust each o ther a nd soon rely on each
other completely. T rage dy strikes when one o f the m en falls from a tree and
breaks both legs. His friend tries to help him , but cannot and so the in jure d m an
begs his friend to kill him. T he friend does not w ant to, because he cannot bear
the idea of being a lone ; b ut finally, whe n he realises that he is being selfish, and
th at his conscience forces him to, he kills the injured man. He cann ot survive his
sadness and swims out to sea, never to return. A very moving play, in which a
m an ’s conc ern for his friend fights with his selfishness. T ota l co st: £27,000.
Some points in favour of Hotel Holiday :
it will attra ct a large aud ience
it has a reasonably large cast
it is an enjoyab le play
it involves no outside locations (working aw ay from the studio)
43

PLANS A HD
CHOICES
Some points in favour of Greater Love Hath No M a n :
it is very ‘serious’ dr am a
there are only two roles
it will not involve the studio staff in difficult organisation since it will be shot on
location
it costs less
a) Th e following people would prefer Hotel Ho lid ay:
a l b e r t g r e e n a w a y , the studio man ager
k e n o ’ n e i l l , a producer
s a n d r a r i c h a r d s , the advertising Accounts Director
b) T he following people would prefer Greater Love Hath No M a n :

p e t e r a l e x a n d e r , a pro ducer
C a r o l i n e t i n d a l l , a pro ductio n assistant

h e n r y f r e e l a n d , Chief Sound Engineer
c) T he following people are at present un de cid ed :

j o e g r a f t o n , the Accounts M anage r
p a u l i n e e l k i n , ‘Props’ Mistress (props are things which are not sc en ery -
glasses, guns, newspapers, etc.)

k a t e r o g e r s , Set Designer (Set — Scenery)
h e l e n m o r r i s , Warcfrobe Mistress
j o h n y a t e s , Senior Cam eraman
M A R Y S T R A N G E , Make-up
j a n e b r o w n , Publicity Manageress
d) Th e Me eting is controlled b y :

J o n a t h a n w i l s o n , Head of Drama
Those people who supp ort one of the two plays should p repa re argum ents
in favour of their choice an d against the o ther play.
Those people who are unde cided can sup port one of the two plays, or
make suggestions abo ut different types of play that m ight be chosen
instead.
In this meeting you should be pre pare d to:
o f f e r c h o i c e s a n d s t a t e p r e f e r e n c e s
a s k f o r a n d m a k e (a l t e r n a t i v e ) s u g g e s t i o n s
N ote : O the r charac ters could be assistants to the managers.
OBJECTIVE
To und erstan d authe ntic spoken English and decide what the speakers’
attitudes are.
44

PLANS A HD
CHOICES
1 G E N E R A L C O M P R E H E N S IO N (R)
a. Listen to the Introd uc tion to this Extensive Listening Section and answer the
following qu estion s:
a) W ho is giving the din ne r pa rty?
b) W ho has Ja n e Phillips decided to ask roun d for a pa rty?
b. R ead the follow ing questions and th en listen to Part One. W hen you have
listened to Pa rt O ne, answer the questions.
a) Does Colin Blackmore accept Ja n e P hillips’ invitation imm ediately?
b) Does Colin Blackmore know who he intends to ask to go with him when
Ja n e Phillips invites him?
c) H ad Jo hn M iller m ade any plans for the next (Friday) evening?
d) W ha t reasons does An ne H arris give for declining Colin Blackmore’s
invitation?
e) Does Angela Palm er accept Colin Blackm ore’s invitation imme diately, or
does he have to persuad e he r to accept?
c. R ea d the following questions and then listen to P ar t Two. W hen you have
listened to P art T wo, answer the questions.
a) W hy do J a n e ’s guests w ant to take her out for a meal?
b) W hat are the problems about arrangin g to go out together
i) next Sa turd ay ? ii) the Frid ay after next?
c) T he group decide to have a mea l together. W here is it to be and w hen?
d) W here and when do they arrange to meet?
a. Listen to Pa rt On e an d decide w ha t the following words or phrases mean.
(Conversation 2 )
a) ‘Struggling on .’
b) ‘. . . you don’t get on th at well.’
(Conversation 3)
c) ‘Yo u’ve not really given me enou gh notice.’
d) ‘. . . ha lf an arra n g em e n t. . .’
e) ‘. . . difficult to pull o u t . . .’
b. Listen to Part Two and decide w hat the following phrases m e a n :
a) ‘.. . pa y Ja n e back for this.’
b) ‘.. . a week on S atur da y.’
c) ‘I can fit in .’
d) ‘.. . the best of bo th wo rlds.’
3 REA DING BETW EEN TH E LINES (R)

a. Listen to Part O ne again and say wh ich of the following statements are true
an d which are false. You should justify your answers by referring to w ha t the
45

PLANS A N D
CHOICES
a) Ja n e Phillips wants Colin Blackmore to bring a friend to the party.
b) Jo h n Miller is very enthusiastic abou t going to the party.
c) Jo h n M iller offers to bring some wine.
d) Colin Blackmore and Anne Harris are close friends.
e) Anne Harris has m ade a definite arran gem ent to go to a concert
tomorrow (Friday).
f ) Colin Blackmore tries tentatively to persuade Anne Harris not to go to
the concert.
g) W hen Colin Blackmore rings up Angela Palmer, she accepts the
invitation enthusiastically.
h) Angela Palm er asks Colin Blackmore for a lift to the party very casually.
b. Listen to Part Two again and say which of the following statements are true
and which are false. You should justify your answers by referring to w hat the
a) Jo h n Miller asks for more coffee in a rath er blu nt man ner.
b) Both Angela Palmer and Jo h n M iller agree imm ediately to Colin
Blackm ore’s suggestion to take Ja n e Phillips out for a meal.
c) Jan e Phillips politely tells the others th at she already has a tentative
arrangem ent for next Saturday.
d) Ja n e Phillips’ suggestion of going out for a meal somewhere is made in a
very direct way.
e) Jo h n M iller politely disagrees with the idea of going to a pub.
f ) Jo h n M iller is very strongly in favour of going to a Chinese restaurant.
g) Everyone agrees fairly readily to the idea of going to the ‘K un g Fu ’.
46

APOLOGISING AND
Intersection B COMPLAINING
P A R T O NE A P O L O G I E S A N D E X C U S E S
a | Lang uage presen tation

1 A P O L O G I SIN G T O S O M E O N E W H O K N O W S
T H E S IT U A T IO N
Don ald Cromer arrives home late after an im po rtant meeting.
Sorry for being late, darling.but \ T, f te rrib ly )

there was this important meeting... J 1 m < J > sorry
[very J 1
(
2. Oh really, Donald,that's
th e third tim e this week
O IN G . . .;
f f o r D
5i Fm afraid . . .
[ ( t h a t ) S E N T E N C Ee ; J
< polite')
I apologise for D O I N G . . .;
I ’m afraid . . . (ratherformal)
I do apologise for D O I N G . . .;
I’m afraid . . . (very strong)
f for D O I N G .
(b u t. . .)
[ s e n t e n c e ;
(informal)
2 A P O L O G IS IN G W H E N A D M IT T I N G M IS T A K E S /R E A C T IN G
T O A P O L O G IE S U N H A P P I L Y /M A K IN G E X C U S E S /
A C C E P T I N G A P O L O G IE S
Carol Anderson m eets N anc y C rom er on the stairs.
>l 1 Yes Carol

< 3. Well...uhm... I'm afraid \
Iseem to have backed my car
int o y our s... I'm really sorry.
4. Oh dea r! I hop e it's

\ n o t to o s eri o u s. .. <-
5. Oh, not really: Ithink I've only

brok en one of your head lights
It really wasn't my fau lt...
you see my foot slipped, and...
wel I I backed into your car.
Oh well Carol
thes e things happen
It can 't be helped.
47

APOLOGISING A N D
COMPLAINING
ADMITTING MISTAKES
I ’m sorry ab ou t this bu t I ’m afraid . . . (polite')

I ’m afraid I seem to have D O N E . . . (tentative)
I’m afraid I’ve D O N E . . . , { F m
(sorry, (informal)
REACTING TO APOLOGIES UNH APPIL Y

O h dear! (T ha t’s a pity.) (quitepolite)
O h n o ! (in for m al: very strong)
MAKING EXCUSES
Chad no intention of D O IN G . . really, (ratherformal)
I
(d id n ’t mean to, really.
It really wasn’t my fault, you see . . . (strong)
I just cou ldn’t help it! (informal)
ACCEPTING APOLOGIES
That’s (quite) all right.
These things happ en ; it ca n’t be helped, (polite)
I quite unde rstand. (Please do n’t worry.) (slightly fo rm al)
Not to worry, (informal)
6 Controlled practice
OBJECTIVE
T o practise, at speed, the langua ge from the C harts, using good intonation.
Make the following into sentences.

a) i I/sorry I/late/afr aid I got held up at the office
2 That/right
b) i I do/spilling wine on the carpet
2 The se/happen it/be helped
c) i I/sorry /this bu t I/af raid I ’ve lost the book you lent me
2 Oh dear/pity
d) i I/afraid/seem /broken your record player/really sorry
2 I/mean/really 3 Ohwell/worry
e) 1 I/afraid/forgo tten your nam e, sorry
2 I/understand/worry
48

APOLOGISING A N D
COMPLAINING
1 M I N I-D IA L O G U E S
OBJECTIVE
T o select and use appropriate langu age in given situations.
M ake a short conversation for each of the following situations.

a) At a party, X spills wine over Y’s dress.
b) X arrives late for a mee ting ; the bus was late.
c) X has lost the record he borrow ed from his friend.
d) At a pa rty, X spills wine all over the Persian rug. X tells the host/hostess.
e) X is really un ha pp y ab ou t forgetting Y ’s birthda y.
f ) X rings up Y in the middle of the night because X is unh app y and wan ts
sympathy.
g) X took Y ’s coat by mista ke : X rings Y.
h) X has upset Y ’s m o th er: X tells Y.
PAR T TWO APOLOGISING FOR

C H A N G I N G F U T U R E P L A NS
One of Donald’s colleagues, George, rings him up.
I. Hello Don ald ... Look, v

about th e dinner we'd arra ng ed
— _
fo r to morr ow n i g h t . . . _
3. Well, I'm awfully sorry

bu t I don't think I'll be
l able, to come a fte r all.
4. Oh dear, that's a pity.
49

APOLOGISING A HD
COMPLAINING
A P O L O G I S I N G F O R C H A N G I N G F U T U R E P LA NS
1
(after all), (polite)
sorry (about this) bu t I don ’t think I ’ll be able to DO . . .
I hope this doesn’t pu t you out too much, b ut I ’m afraid I w on’t be able to
D O . .. (after all), (slightlyform al)
I ’m afraid I can ’t m anage t im e , I ’m sorry, (slightly informal)
(you see . . .) (informal)
1 M A N I P U L A T I O N D R IL L
OBJECTIVE
To practise, a t speed, the langua ge from the Charts, using good intonation.
Make the following into sentences. E*- »1

a) I/terrib ly sorry/think/be able to go to the thea tre with you/all
b) I/afraid/m anage Th ursday evening/sorry
c) You know I said I/go/cinem a on T hurs day evening, well/afraid I/now
d) I hope /put you/too m uch /afraid /w on’t/able to come to the ope ra after all
c Situational practice
OBJECTIVE
To select and use appropriate languag e from the Charts in given situations.

attentio n to the use of appropriate languag e. (W here necessary, refer back to
T he Cast in the Intro du ctory Section.)
a) Susan Grey had arra nge d to have dinner with her friend, Jam es, who also
works on the newspaper. She realises she ha d a lread y arra nged to go to a
film with Carol.
b) Don ald C romer had arran ged to have a m eeting with his boss at eleven
o’clock, but he cannot because a client insists on seeing him.
c) David Stua rt had arra nge d to pick Carol up after work. He cannot
because of a rehearsal.
50

APOLOGISING A N D
COMPLAINING
OBJECTIVE
To test you in the use of the language in P art O ne and Pa rt Two.
W ha t wo uld you say in the following situations ?

a) You have to break a promise to go to a par ty because you have to
complete an im porta nt report.
b) You have broken a vase while at the home of a business acq uain tanc e. It
looked rath er expensive.
c) At a p arty a few weeks ago you lost you r tem per w ith one of the guests.
You have jus t met him again an d are apologising for your behaviour,
which you th ink was due to overtiredness.
d) A friend of yours forgets to bring you the book you ha d asked to borrow.

He apologises. You accept the apology.
e) You have jus t backed your car into a police car.
f ) You arrive late for a din ne r pa rty because your car broke down.
g) Some time ago you accep ted an inv itation from a friend to go hiking this
weekend. N ow you ca nn ot go because your sister is arriving hom e after
m any years abroad. W hat do you say to your friend ?
h) A colleague who you lent a record to has scratched it and apologises. You
accept the apology.
PART THREE CRITICISM
a I Language presentation
1 C R I T I C I S IN G S O M E O N E W H O IS P R E S E N T
N ancy Cro mer is talking to her

d au gh te r, Emily. 0 ju g ji
Do you think you could D O . . .

(next tim e) ? < polite>
<(,strong>
O h X ! I do wish you
would(n’t) D O . . .
(very strong)
ihad(n’t) D O N E . . .
51

APOLOGISING AND
COMPLAINING
2 C R I T I C I S IN G SO M E O N E W H O IS N O T P R E S E N T /
A G R E E IN G /D I S A G R E E I N G W IT H C R I T I C I S M
Carol Anderson is talking to Susan Grey.
I. I'm sick and tir ed of th e way

-r\ Graham Williams is always rr
Hanging around. y --l f
2. Yes, I know V
w hat you mean.f
4. Oh come on!
He isn't tVint bad!
3. TVie trouble witVi him

is th a t he never tries to
be considerate. Anyway,
he’s alway s unpleasan t
and aggressive,
CRITICISING
T i . .
5 • i r- [the way s e n t e n c e .
1m beginning to get rath er tired oi \ x ( D O IN G )
Don’t you think (that) X tends to DO . . . (too much). ( tentative)
Th e trouble with X is tha t 1 is j a‘™ ycSD 0 IM S ' ' ' } (direc t)
[she never] D O E S . . . J
I ’m sick and tired of j N

TEN
CEj (extremely strong)
AGREEING DISAGREEING
Re ally? I ca n’t say I’ve
Yes, it <{Pan j a problem , (particularly) noticed, (polite)
I can see what you mean, bu t you
ca n’t it?
(polite) must remember -j- s e n t e n c e .
isn’t it?
(tentative)
I think I can un derstan d how you O h come o n ! X isn’t that b a d !
feel, (tentative) (informal: strong)
Yes, I know w ha t you mean.
(fairl y strong)
52

APOLOGISING A N D
COMPLAINING
OBJECTIVE
To practise, a t speed, the language from the C harts, using good intonation.
M ake the following into sentences.

a) i the trouble/M ike/alway s borrowing money
2 yes/prob lem, isn’t it?
3 really/not say/noticed
b) do/think /could knock before/come in next time?
c) O h Ja ne , I/wish you/not told M ary w hat I said
d) i I/beginning/tired/M ike borrowing money all the time
2 I think/understan d/you feel
3 I/see/you mean, but of course/real financial trouble at the moment
MINI-DIALOGUES
OBJECTIVE
T o select and use appropriate langua ge from the Ch arts in given situations.
M ake short conversations for each of the following situations.

a) X ’s friend borrowed X ’s bicycle w itho ut asking.
b) X is com plainin g to colleague Y ab ou t colleague Z, who does not do his
share of the work. Y disagrees.
c) X is com plaining to friend Y ab ou t Z always being aggressive. Y agrees.
d) X com plains to colleague Y ab ou t Y ’s strong-smelling cigarettes.
e) X is telling boss Y abou t secretary Z ’s untidiness. Y disagrees.
f ) X is com plaining to Y ab ou t Y shouting.
g) X is com plaining to friend Y ab ou t Y’s friend Z, who tells stories abou t
oth er people. Y disagrees.
h) X is com plaining strongly to Y abo ut Z, who always makes bad jokes. Y
agrees.
53

APOLOGISING AND
COMPLAINING
PART FOUR COMPLAINTS
M A K IN G /R E J E C T IN G /A C C E P T IN G /D E L A Y I N G C O M P L A IN T S
Do nald Crom er is in the shop where he recently bought a radio.
Q . Yes sir ? Can I Help you?*'

|1—VIV*1 "
In .
2. Well ye s... Ibou ght this ra di o
a week ago an d there se em s bo be
">p. so m eth ing wrong with it —
3 . Well sir, I'm a fr a id

there isn't much we can
do about it actually...
4. Hello... What's the problem?
5. I'm a fr a id this radio which I

bought Here a week a go, ha s gone
wrong and your as sista nt ...
/ 6. Well sir , Is u g g e s t uou le av e it
witH us an d we'll see What we o an do .
M A K I N G A C O M P L A IN T
(Excuse me), I’m afraid s t a t e m e n t o f p r o b l e m * (polite')
(Excuse me), there \ seems t to be som ething wrong with X . (ten tative)
) appears I
REJECTING A COMPLAINT A C C E P T I N G A C O M P L A IN T
O h, I am sorry abo ut that, I ’ll D O
Well, I ’m afraid there { ’Sno thin S 1
(isn t much] (polite)
we can do abo ut it, actually, (polite)
D E L A Y I N G A C O M P L A IN T
t i • •i j mi i ( can be done.

I suggest you leave it with us, and we 11 see w hat <we can (polite)
I ’m afraid the m an ag erf isn’t in at the m oment. Could you call back later?
(polite)
* Whe n m aking a complaint, the usual way is to simply explain wha t has happened,
t or who ever is in a position of authority e.g. the director, etc.
54

APOLOGISING A N D
COMPLAINING
b | Controlled practice
OBJECTIVE
T o practise, at speed, the lang uage from the C harts, using good intonation.
M ak e the following into sentences. QAy ft - *1

a) excuse/afraid my wa tch has stopped
b) I suggest/leave/us and we/what can/done
c) excuse/appears/something wrong/m y watch
d) well/afraid/not m uch/do /actually
e) excuse/seems/something wrong /the vacuu m cleaner I bough t here
f ) O h/sorry/that, I/change it
1 M IN I-D IA L O G U E S
OBJECTIVE
To select and use appropriate langua ge from the C harts in given situations.
M ake short conversations for each of the following situations.

a) X b oug ht a record in a shop, bu t it was not the right record inside.
b) X has bought some m eat at the butchers. It is bad.
c) X b oug ht an airline tick et; it was filled in incorrectly.
d) X has hired a c a r; it has broken down.
e) X bo ught a pa rrot three hours ag o ; it has died.
OBJECTIVE
To test you in the use of the language in P art T hree and Pa rt Four.
W ha t would you say in the following situations ?

a) Yo ur friend has just broken your teapot and you are unha pp y about it.
b) You are fed up with Jo hn , who never remembers arrangem ents that he has
made. You tell ano ther friend a bo ut it.
c) You bo ugh t a new car last week, b ut alread y the windscreen wipers have
fallen off. You c om plain to the garage.
d) Someone who you do not know very well is com plaining abo ut how Ma ry
is always gossiping. You do not agree.
55

APOLOGISING AND
COMPLAINING
e) You are working at an airport. Someone complains because they have not
got a visa and so can not m ake th eir journ ey. T he re is noth ing you can do.
f ) Somebo dy who you do not know very well has jus t been rude to your
friend. You are u nha ppy abo ut it.
3 F L A SH B A C K D I A L O G U E S
OBJECTIVE
T o co nsolidate your knowledge of the langua ge in this Intersection.
Cha nge the following situations into d ialogue form, as if they were
happ ening now.
(For an example see Intersection A page 24.)
a) Jo a n ran g up her friend Christine and apologised for not being able to
come to dinne r as they had a rran ged because her (Joan ’s) mo ther had
been taken ill. Christine natu ra lly accepted the apology and hoped Jo a n ’s
m other w ould soon be better.
b) M r Smith took the record player he had bo ught back to the shop where he
ha d bough t it. He complained tha t it did not work - it went too slowly.
Th e assistant rejected his complaint, bu t the m anager, who ha ppen ed to
he ar the conversation, told M r Sm ith to leave it for them to look at.
c) Pau l borrowed his bro ther To m ’s motorcycle witho ut asking and ha d an
accident. H e apologised to Tom . H e explained how he had skidded on the
wet road and hit a lamppost. T om criticised him for taking the bike without
asking, and for being so careless. Pa ul apologised again, a nd T om
reluctantly accepted his apologies.
d) M r Brown was com plaining to his colleague M r Jon es ab ou t the fact that
the gove rnmen t kept raising taxes all the time. M r Jon es agreed
completely. M r Brown wen t on to com plain th at the opposition were jus t
as bad since, in his opinion, they did not do an ything. M r Jon es could n ot
agree, and hoped the opposition would soon be the government.
56

Section 3 OPINIONATING
PA RT ONE O P I NI O N S
1 IN T E R A C T IO N S
2 M O D E L C O N V E R S A T IO N @ [E g
Susan Grey is interviewing M ark Cum mings and M adeleine Whitehouse, two
politicians, about the latest increase in taxes:
3 LANGUAG E ITEM S
See Cha rts 37-40 on pages 7 -8 of the booklet in the back cover.
57

OPINIONATING
1 M A N I P U L A T IO N D R IL L S
OBJECTIVE
T o practise, at speed, the languag e from C harts 37-40, using good
intonation.
a. M ake the following into questions and answers abou t opinions. (Q | E 3 p |
EXAMPLE
i) w ha t/th ink /F re d’s new song ? Wh at doyou think o f Fred’s new song ?
ii) it’s very good . . . in my opinion In my opinion, it’s very good.
a) i how/feel/the proposed new art gallery?
2 it’s unnecessary . . . as far as I ’m concerned
b) i wh at/opinion /Carlos Begonyou’s new painting ?
2 it’s below his usual stand ard . . . it would seem to me that
c) i I/wo nderin g/you stood/qu estion/the council’s proposal for a new art
gallery. 2 it ’s a waste o f money . . . from m y point of view
d) 1 wh at/think/C arlos Begonyou’s earlier work?
2 it’s very ex citin g. . . personally, I think that
e) 1 I/wond ering/opinion /Beg onyo u’s more recen t work was.
2 it’s horrible . . . I reckon
f ) 1 w ha t/thin k/th e council’s plans for a new art gallery?
2 there are more imp or tan t things to spend money on . . . as I see it
g) 1 wh at/opinion/this painting? 2 it’s really quite interesting . . . as far
as I ’m able to judg e
b. M ake the following into statements of agre em ent or disagreem en t.
EXAMPLE
In my opinion w aterski-ing is a pointless sport.
i) I/not/more I couldn’t agree more!
ii) do/really/so Do you really think so ?
a) As far as I’m concerned, C lark is a terrible footballer!
1 I/go along/you there 2 I/really sure if/go along/you there
b) In my opinion Manchester Un ited is a great tea m !
1 I/agree more 2 You/be joking
c) It would seem to me tha t English football is de clinin g!
1 Yes, I/tend/agree/you/that 2 do/really/so
d) In my opinion, Syd is the best goalkeeper a ro u n d !
1 I/with/there 2 I/not accept that
e) Personally, I think tha t football is a boring game for people who do n’t
support a pa rticular team. 1 I/you r point 2 I/no t agree
58

OPINIONATING
2 C A ST C O N V E R S A T IO N S
OBJECTIVE
Use appropriate languag e from C harts 3 7-40 in the following situations, an d be

pre pared to justify your answers. (W here necessary, refer back to T he Cast in
the In trodu ctory Section.)
a) i Carol Anderson asks Susan Grey her opinion of a new wom en’s
magazine called ‘Feline’.
She says ________________________________________________________
2 Susan Grey thinks it is sexist.
She says.
3 David Stuart agrees.
He says.
b) i Donald C rom er asks his wife w ha t she thinks of his boss.
He says.
2 She does not w ant to hu rt his feelings, but she does not like him.
She says______„ ___________________ _ _____________ _____________
c) i Susan G rey’s editor gives his opin ion abou t a colleague’s writing. He
thinks it is awful.
He says.
2 Susan disagrees.
She says.
d) i Carol Anderso n’s princip al asks he r w ha t she thinks ofJo hn Sm ith, a
pupil.
T he princ ipal says_
2 Carol thinks Jo h n Sm ith is extremely intelligent.
She says.
3 T he princip al agrees.
She says ___________
OBJECTIVE
T o select and use appropriate langua ge in given situations, w ithout reference to
the Charts.
In the following situations make short conversations, paying p articu lar

Th e Cast in the Intro du ctory Section.)
59

OPINIONATING
a) G rah am W illiams and David Stu art disagree abo ut ‘Flintlock’ beer.
b) Susan Grey disagrees with her editor abo ut w hether a pho togra ph should
be published in the paper.
c) Nancy Crom er asks Do nald for his opinion o f the ir eldest son’s new
girlfriend.
d) Dona ld Crom er agrees with his boss abou t the new office furniture.
e) Dav id Stuart and C arol Anderson agree abo ut a film they have jus t been
to see.
OBJECTIVE
To use the language from P art On e.
Using the language from P art O ne m ake conversations abo ut some of the
following.
hitch-hiking
examinations modern fashions
package holidays marriage
60

OPINIONATING
PART TWO CLARIFICATION
1 IN T E R A C T IO N
2 M ODEL CO NV ERSATION
At Susan G rey’s interview with the two politicians, M ark Cum mings an d
M adeleine W hitehouse, M rs Wh itehouse is giving he r opinion of the
government. ------------- -------------- N
-
° I I. fr om my point or view, i think the \
I government has been irresponsible. J
1.1 m sorry... 1 do w

cjiAite understand
what you mean
by irresponsible.
3. Weil you see , th e point I'mtrying.

to make is th at th is new tax rise should
never hav e been introduced. Its y et anoth er
example of th e government's inefficiency.
4 . 1 wouldn't go along with yoM there ...

th e government had no alternative but
' v to intr oduce this, tax becau se -- r
3 LANG UAGE ITEM S

See Charts 41 a nd 42 on page 8 o f the booklet in the back cover.
1 A T T IT U D E D R IL L
OBJECTIVE
To practise appropriate language from Ch arts 41 a nd 42, using good intonation.
61

OPINIONATING
Opinion boxes
Below are four boxes, each concerned with a p artic ula r subject. In each box
there a re two general opinions ( o p ) an d clarifications o f those opinions ( c l ) .
M ake conversations in which X gives an opinion, Y asks for clarification, and
X gives clarification.
EXAMPLE
X is Y ’s frie nd :
e d u c a t io n b o x
(o p ) Ed uca tion is the responsibility of parents

(c l ) Parents should show them how to b ehave in society
X : As I see it, education is the responsibility o f parents.

Y : Wha t doyou mean by education ?
X : What I’m saying is that parents should show children how to behave in society.

a) X is Y ’s frie nd:
MONEY BOX
(o p ) Mo ney isn’t everything

(c l ) Th ere are some things money c an ’t buy
(o p ) Mo ney creates more problems th an it solves
(c l ) Th e m ore money people have, the more they worry
b) X is Y ’s colleag ue:
A D V E R T I S IN G B O X
(o p ) Advertising is imm oral

(c l ) It encourages people to b uy w hat they ca n’t afford
(o p ) Adv ertising is a waste of time
(c l ) People could use their imag ination on mo re imp ortan t things
X is Y ’s boss:
ABORTION BOX
(o p ) Abortion is unnatural
(c l ) I t’s taking life
(o p ) Abortion is extremely dangerous
(c l ) In some cases the m oth er dies too
62

OPINIONATING
d) X is Y ’s colleag ue:
WORK BOX
(o p ) Factory work/inhuman
(c l ) People/treated/like machines
(o p ) Factory work/made/more attractive
(c l ) Pay an d conditions/improved
1 FR EE PRA CTICE
OBJECTIVE
To use language from Pa rt One and Part Tw o appropriately.
Look at the following letter, p rinted in a local newspaper.
Dear Sir,
I am writing to protest about the which are often unpleasant and
appearance o f most school chil ridiculous. The boys seem to
dren nowadays. I find the way prefer having long ha ir—often
they dress quite appalling. unwashed and messy-and the
When I was at school children girls wear far too much make
had to wear uniforms and look up.
neat and tidy. Nowadays, how I would suggest that we
ever, a lot of schools do not should return to the standards
make their pupils wear uniforms of the past.
at all. They are allowed to wear Yours sincerely.
clothes of their own choosing J, B. Noakes (Col. retd.)
At a Pare nt-T each ers Association m eeting you are discussing the letter. Some of
you agree w ith it and some of you do not.
63

OPINIONATING
PART THREE A T T A C K A N D R E SP ON S E
| Language presentation
INTERACTION
Attack Response
2 M O D E L C O N V E R S A T IO N ® EE3
At Susan Grey’s interview with the two politicians they are both arguing.
Surely you must admit th at t he

gove rnme nt failed to realise how 2. Maybe so, bu t wouldn't you agree.
serious the situation was, th at theu have done t h e only tining
possible in the circumstances?
3. Possibly, but it was

to o late.wasn't it?
4. No, 1wouldn't go along

with you there, you se et h e
whole point is that... - s
See Cha rts 43 and 44 on page 9 of the booklet in the back cover.
64

OP1NIONATING
1 M A N IP U L A T IO N D R I L L S ®
OBJECTIVE
T o practise, at speed, the langua ge from C harts 43 and 44, using good
intonation.
a. M ake the following sentences into a t t a c k sentences using Ta g Questions.

EXAMPLE
Cities are becom ing overcrowded.
Cities are becoming overcrowded, aren’t they ? ..........
Now do the same with the following. i P “Pj
a) Cities are too noisy
b) People who live in cities are usually nervous
c) City life can be very enjoyable
d) City people aren ’t very friendly
e) Cities hav e becom e hectic places
f ) Noise in cities causes stress
g) City life m ight get be tter
h) Cars should be ba nn ed from city centres
i) City living will soon becom e intole rable
j) Some peop le prefer living in cities
b. M ake the sentences from a . into a t t a c k sentences, using othe r language
from C ha rt 43.
OBJECTIVE
Use appropriate languag e from C harts 43 an d 44 in the following situations and

be prepare d to justify y our answers. (W here necessary, refer back to T he Cast
in the Introductory Section.)
a) i G rah am W illiams is trying to get a custom er to agree th at censorship
should be abolished.
H e sa ys_________________________________________________________
2 Th e custom er feels very strongly th at p orn og raph y affects morality.
Th e customer says _______________________________________________
b) i Carol Anderson is trying to get David to agree tha t children should be
allowed to leave school at 15.
Carol says_______________________________________________________
2 David thinks th at a lot of children develop late.
David sa ys______________________________________________________
65

OPINIONATING
c) i Do nald Cro m er’s boss thinks th at M r Jon es - someone who works in the
same firm - has been acting very strangely recently.
D on ald ’s boss says _______________________________________________
2 Donald Crom er thinks th at M r Jones has been und er a lot of pressure
recently.
Don ald says_____________________________________________________
3 A T T A C K A ND R E S P O N S E
OBJECTIVE
To practise the language from C harts 43 and 44, using good intonation.
Change the following arguments about certain subjects into a t t a c k and

RESPONSE.
e x a m p l e Tourism
ATTACK RESPONSE
Tourism benefits only the middle class Tourism provides jobs
X : Is n’t it ju st possible that the tourist industry benefits only the middle classes?
Y : I see your point, but surely you would admit that it provides jo bsfo r a lot o f people . . .

a) Boxing
A T T A C K RESPONSE
Boxing is inhuma n. Boxing is exciting.

Boxers behave A good boxer uses
ridiculously. a lot of skill.
Boxing is far too violent. Th ere are strict rules to stop
I t’s horrible to see people people getting ba dly hurt.
enjoying the spectacle of I t’s exciting to watch a
boxers ge tting hu rt. good competition of
streng th and skill.
b) Space travel
A T T A C K RESPONSE
Space travel is a waste of Space trav el teaches us a

money. lot about the universe.
The money could be used M an needs to learn more
to help victims of abo ut his environment.
starvation.
Space travel encourages It promotes international
international competition. co-operation sometimes.
We don’t learn anything We m ake a lot of
impo rtant about our technological discoveries.
environm ent from space
travel.
66

OPINIONATING
OBJECTIVE
T o select and use appropriate languag e in given situations, with out reference to
the Charts.
In the following situations make short conversations, pay ing pa rticu lar
T he Cast in the Intro du ctory Section.)
a) G rah am W illiams, who smokes, is argu ing with Dav id Stua rt, who does
not.
b) Na ncy C romer, who does not app rove of the plan to build a new by-pass,
is arguin g with her hu sb an d’s boss, wh o does.
c) A politician who thinks tha t taxes should be increased is arguin g with
an oth er politician who does not think so.
d) A pup il who thinks tha t learning foreign languages is a waste of time, is
arguing with Carol Anderson.
2 FREE PRA CT ICE
OBJECTIVE
To use the language from P art Three.
Using language from P art T hree m ake conversations a bo ut some of the

following.
a) Television b) Zoos
67

OPINIONATING
c) Censorship d) Vegetarianism
e) The Olympic Games f ) Public transpo rt
OBJECTIVE
To give you extra practice of the language studied in Pa rt One, Pa rt Two and
Pa rt T hree in order to fix it more firmly in your memory.
W rite one of the following dialogues in a bo ut 100 words.

a) Jo h n a nd Peter, two friends, are arguing ab ou t wh ether readin g books is
better th an watching television.
b) Mrs Braithwaite is arguing w ith her husb an d’s boss, who thinks tha t a
wo m an’s place is in the home.
c) Tw o mothers, who do not know each oth er very well, are arguing abou t
wh ether or not ch ildren should be strictly disciplined a t school and at
home.
68

OPINIONATING
D Role simulation
OBJECTIVE
T o use appropriate language from P art One , P art Two and Pa rt Three in a

realistic situation.
T he T ho rpe D istrict Council is holding a m eeting to decide how to spend the

money allotted to the local amenities depa rtm ent. This dep artm en t organises
public facilities and entertain ments.
T here are three possible projects so far. T hey a re :
i) A public
swimming pool
ii) An Arts Centre

- to include galleries and
shops to sell local crafts
iii) A bowling alley

OPINIONATING______________________
Th e Councillors* in favour of ado pting the swimming pool plan a re :
c o u n c i l l o r s m i t h They must prepare the best
c o u n c i l l o r g r e e n argum ents in favour of the
swimm ing pool.
Th e Councillors in favour of adop ting the Arts Centre plan a re :
c o u n c i l l o r b l a c k b u r n They must prepare the best
c o u n c i l l o r w o o d argum ents in favour of the Arts
Centre.
T he councillors in favour of ado pting the bowling alley a re :
c o u n c i l l o r t a y l o r They m u s t p r e p a r e t h e b e s t
c o u n c i l l o r h a n s o n a r g u m e n t s i n f a v o u r o f t h e b o w l in g
alley.
T he following Councillors have not yet made u p their m ind s:
c o u n c i l l o r d a v i s They must decide what the
c o u n c i l l o r s h e p h e r d disadvantages of each plan a re ; they
c o u n c i l l o r r o d d must decide which one they prefer ;
c o u n c i l l o r c r o s s l e y they may have alternative proposals,
c o u n c i l l o r c h a d w i c k and they should p repare arguments
c o u n c i l l o r r o b e r t s in favour o f these.
COUNCILLOR SHAW
COUNCILLOR PASCOE
The Chairman of the meeting is:

c o u n c i l l o r j o n e s He or she must control the meeting,
and at the end he or she must m ake
sure a decision is reached.
* ‘C oun cillor’ here is used to mean either a man or a w oman.
70

OPINIONATING
PAR T FOUR S U G G E ST I N G C O U R SE S O F A C T I O N
2 M ODEL CO NV ERSATION
Susan G rey is interviewing a local councillor abo ut th e traffic in the town.
{ I. Councillor Manion, w h at do you think of th e \

I increasingly Heavy tr a f f i c in tine, town? Surely it would j
V toe a good idea if traffic were banned altogether. J 2 . 1wouldn't go along
with you there.
f 3. But don't you think th a t som ething j

I should loe done ab ou tall th es e new J
e n o r m o u s container lorries?
^ ------ a L V 'n - " _____
4. Well, you m ust remember th a t
we've already imposed weight limits
on the tr af fic in this town
5. Yes, but m ightn 't it be 6. Well yes, and it seem s to me th a t

rath er m ore sensible if lorries t h e g o v e r n m e n t , c o u ld h e l p us h e re by
were b a n n e d a ltogether ? providing money for a by- pa ss.T ha t way /
w e c o u ld r e - r o u t e m o s t o f t h e t r a f f i c .
See C harts 45 -47 on page 9 of the b ooklet in the back cover.
71

OPINIONATING
OBJECTIVE
To practise, at speed, the language from C harts 45-47, using good
intonation.
Make the following suggestions about education. i« - «i

/ \
---
a) i surely/good idea/go vernm ent gave more mo ney for educa tion
2 wouldn’t/more sensible/children were allowed to leave school at the age
of fifteen ?
b) i wo uldn’t/possible/more prac tical subjects to be taug ht?
2 and/fact/seems/me/children/also study modern languages instead of
classical ones
c) i it/tim e/m ore children were enco uraged to go to university
2 on/con trary/they/be given more practical training
d) i do n’t/think teachers/enco urage their students to study practica l
subjects? 2 and m ight/be rather wiser/the government gave more
money to science dep artm ents ?
e) i I/only suggest/we/train more teachers
2 and furthermo re we/train them better
2 C A ST C O N V E R S A T I O N S ®
OBJECTIVE
Use appropriate languag e from C harts 45-47 in the following situations an d be

pre pare d to justify your answers. (W here necessary, refer bac k to T he Cast in
a) A window in the C rome rs’ flat has been broken by a stone. Na ncy C romer
is talking to Susan Grey about it.
1 Na ncy C romer is sure the dam age was done by vandals and thinks that
vandals should be p ut in prison.
Nancy sa ys __ _ _____________________________________________
___ _
2 Susan thinks it would be more effective if the parents were made to pay
for the damage.
She says_______________________________________________ ________
b) O ne of Carol Anderson ’s students has been injured in an acc ident with a
lorry and she is very upset ab ou t it. She is talking to Da vid Stu art an d
Graham Williams.
72

OPINIONATING
1 Caro l says th at lorries should be ban ne d from towns during the day.
Carol says_______________________________________________________
2 David does not want to make Carol unh appy , bu t he thinks children
should be tau gh t better ro ad sense.
David says ______________________________________________________
3 G rah am agrees with David and goes on to say th at paren ts should really
punish ch ildren if they cause accidents.
Graham says____________________________________________________
c) i Carol Anderson is talking to one of her classes abo ut diet. O ne of the
students suggests that people should eat less.
The student says_________________________________________________
2 Carol says that they should rath er eat healthier food.
Carol sa ys_______________________________________________________
3 Ano ther student thinks that people should stop eating meat.
The students says________________________________________________
4 Carol agrees and adds tha t people should also stop drinking so much.
Carol says_______________________________________________________
OBJECTIVE
the Charts.
In the following situations make short conversations, paying p artic ular

Th e Cast in the Intro duc tory Section.)
a) G rah am Williams and a customer who he has never seen before are
arguing ab out the kind of musical enter tainm ent the ‘Hope and A ncho r’
should provide.
b) W ith Carol Anderson and David S tuart, you are discussing the problem of
stopping young people from taking drugs.
c) Do nald and Nancy Crom er are discussing how to discourage people from
watching so much television. D on ald’s boss and his wife are also with
them.
d) Nancy Crom er thinks she needs to lose weight and is discussing this with
the wife of D ona ld’s boss.
e) You and some friends have just he ard abo ut a terrible earthquake disaster.
You are discussing how to raise money to send to the Disaster Relief Fund.
f ) Grah am Williams and his boss are discussing how to attra ct more
customers to the ‘Hope and Anchor’.
73

OPINIONATING
OBJECTIVE
T o use appropriate language from Pa rt Fou r fluently and with out reference to
the Charts.
In the following situations you a re discussing solutions to problems w ith each

of the people below. You suggest courses of action, agree, or disagree. Pay
particula r attention to attitude.
A coal-miner A m other with young children
A governm ent economist Le ader o f ‘CA P’ —

Campaign against Pollution
74

OPINIONATING
A tax inspector A worker in a cigarette factory
3 D I A L O G U E W R I T IN G
OBJECTIVE
To give you extra p ractice of the langua ge studied in P ar t Fou r in orde r to fix
it more firmly in your m emory.
Wrrite one o f the following conversations in not more th an 100 words.

a) O n a radio programm e about prison reform Ja n e M ulley, a politician who
thinks tha t prison conditions should be im proved, is talking to G eorge
Ma ckay, a g overnmen t minister.
b) Tw o friends are discussing the fact tha t most people do not take enough
exercise and are very unfit.
c) A newsp aper repor ter is discussing the problem o f vand alism with a
policem an and a social worker.
75

OPINIONATING
4 FREE PRA CTICE
OBJECTIVE
To use the language from P art Fo ur appropriately.
‘c o n c e r n i is an intern ation al group of young people who

n t e r n a t i o n a l ’
take an active interest in world problems. A local group is holding a
discussion meeting to talk about the subject:
‘h e l p f o r t h e d e v e l o p i n g w o r l d ’
Th ere are a nu m ber of different solutions which different people believe in.
Developing countries need m oney Rich countries should p ay higher
and food. prices for the products of de veloping
countries.
Th e cost of technology and technical Gove rnments of developing countries
equipment should be reduced. should work together mo re and rely
less on rich countries.
Financial aid should only be used for Only projects which cost very little
paying doctors and skilled pe ople to money should be started. Projects
train local people. which depend on a large work-force
should be encouraged to reduce
unemployment.
Oil prices should be increased by 5( At least 75% of money should be
and the extra m oney used for spent on developing a griculture.
agricultural projects.
i) Decide your personal suggestions and solutions.
ii) T ry to convince the other particip ants tha t your solutions are best. Pay
partic ula r attention to attitude.
76

OPINIONATING
d Role simulation
OBJECTIVE
To use appropriate langua ge from
this section in a realistic situation.
The Situation
Every T hursd ay, on Co astal T. V.,
there is a prog ramm e called
‘Dilemma’, in which people argue
ab ou t affairs an d issues of curre nt
interest. T his week the topic is
drinking a nd driving, and the title of
the p rogram m e is ‘So you think
yo u’re fit to dr iv e!’ T he discussion is
ab ou t w hether the law is too strict, or
w hether it is not strict enough.
Information
T he limit of the am ou nt o f alcohol a driver is allowed to have in his blood is
80 milligrams for every 100 millilitres of blo od : tha t is abo ut one an d a ha lf
litres of beer, or one dou ble whisky.
If the drive r is convicted o f ‘being dru nk while in charge of a m otor vehicle’,
the usual sentence is a) a heavy fine, b) disqualification from driving for
12 months.
If the driver causes an acc ident, the sentence can be stricter. For exam ple, a
drun ke n driver who killed a ped estrian was sent to prison for 9 months, as
well as being fined and losing his licence for a year. (A dem onstrato r who
destroyed a tennis co urt as a protest was sent to prison for 18 months.)
If the police suspect you of having dru nk more tha n the limit (see above)
they can ask you to blow into a bre atha lyser, w hich is a plastic bag; if the
crystals inside turn green, the police can take you to a police station a nd take
a blood sample. If the driver has ha d a drink less tha n 20 minutes before he is
stopped, the breath alyser cann ot be used.
Officially the police can stop you only if they th ink you a re driving badly, bu t
in prac tice they sometimes simply stop drivers, and give them the
breath aly ser test.
T he following people are taking pa rt in the program me.
t h e m i n i s t e r o f t r a n s p o r t is inves tigating the law, and is no t ready to
make any changes until the investigation is complete.

OPINIONATING
(He ad of Sou thern Police) w ould like the alcohol
c h i e f i n s p e c t o r k a l e
limit lowered an d sentences m ade tougher.
m r s n a s h (a lawyer) is often professionally involved in drin king an d driving
cases. She thinks judges a re too kind, and t hat sentences should be made
tougher.
d r s m a l b y has been asked to exp lain the effects of alcohol. H e says th at it
slows down reactions, and affects vision.

m r s h o u g h t o n , whose six-year-old son, Tommy, was killed by a drunken
driver. She thinks the d rive r should have been sent to prison for life.
m r l a m b e r t knocked do wn a pe des trian while slightly drun k. He feels very
guilty, and is convinced it would not have h ap pen ed if he ha d no t had a few

drinks.
m r c r o s b y lost his licence six months ago, a nd , as a result, his job . He feels he
was driving quite properly, an d th at the law was, and is, far too strict.
m r s A u s t i n lost her licence after having three whiskies. She was driving
because her husb and was dru nk. She thinks she drives perfectly well after
three whiskies and th at th e law is unfair.
j a m e s c o n n e r y (a famous racing driver) thinks th at everybody reacts
differently to alcohol. (He w ould be quite safe after drinkin g three whiskies.)
H e thinks the limit should be raised. •
g a b r i e l l e s a v a g e ( a f a m o u s f il m ac t re s s) t h i n k s t h e la w s h o u l d b e
a b o l i s h e d b e c a u s e it s to p s p e o p l e h a v i n g a g o o d t i m e .
O the r m embers of the public w ith their own views.

Th e program me is introduced b y d i a n a h c l o s e and c o l in w h i t e ,
interviewers for ‘Dilemma’.
Extensive listening 3 ® §HI

o b j e c t iv e
T o un ders tand auth entic spoken English and decide w hat the speakers’
attitudes are.
1 G E N E R A L C O M P R E H E N S IO N ®
a. Listen to the In trod uc tion to this Extensive Listening Section an d then
answ er the following questions.
a) W hy has T erry W ilkins been dismissed ?
b) W ho is Sally Green an d why has she called a comm ittee meeting?
78

OPINIONATING
b. R ead th e following questions and th en listen to Part One. W hen you have
listened to Pa rt On e, answer the questions.
a) In D avid K en ne dy ’s opinion, why was T erry W ilkins dismissed ?
b) In David Ke nn edy ’s opinion, why does the m anag em ent want to
intim idate the Union?
c) W hat right does Paul Barnes say th at the m anag em ent has?
d) W hat, according to Paul Barnes, did the Union accept, and what,
according to David K ennedy , did the U nion not accept?
e) W hat does Paul Barnes say the Un ion has to do ?
f ) W hat action does Dav id K enn edy propose ?
c. R ea d the following questions and the n listen to Par t Two. W hen you have
listened to P art Tw o, answ er the questions.
a) W hat does Jill M ortimer say ab ou t strike action?
b) W ha t does Pau l Barnes say ab ou t A .T.T . ‘eve ntually’ ?
c) How, in David Ke nne dy’s opinion, is the m anag em ent treating the
Un ion an d its members?
d) W ha t reasons does Sally Gre en give for sup po rting Te rry Wilkins ?
e) W hat will David Ke nned y do, if the others do not agree with him?
a. Listen to Pa rt On e and decide w ha t the following words or phrases mean.
a) ‘. . . they use it as a pretex t to get rid of hi m .’
b) ‘I ’ll lay odds t h a t . . .’
c) ‘. . . yo u’re ru nn ing away with you rself a little b i t . . .’
d) ‘Y ou ’re living in cloud-cuckoo land. ’
e) ‘. . . a bit of a thorn in the m an ag em en t’s side.’
b . Listen to P art Two and decide w hat th e following words or phrases mean.
a) ‘. . . a position they can ’t bac k dow n from .’
b) ‘T he re ’s no card left to play, the re’s no trum p left to play .’
c) . the only thing we can do is climb dow n afterw ards.’
d) ‘. . . reinstate d.’
e) ‘. . . at w ha t cost?’
f ) . . a boiler-suit un ion .’
3 R E A D I N G B E T W E E N T H E L IN E S ®
a. Listen to Pa rt O ne a gain a nd say which of the following statements are true
and which are false. Yo u should justify your answers by referring to w ha t the
a) Pau l Barnes blun tly disagrees with the reason David K enn edy gives for
T erry W ilkins’ dismissal.
b) W hen Da vid Ke nn edy says tha t Wilkins was dismissed because he always
put the U nio n mem bers ’ complaints to th e m anagem ent, Jill M ortim er
reacts quite strongly.
79

OPINIONATING
c) Sally Green tentatively disagrees with David K enn edy ’s argu m ent that
the m anagem ent were looking for an excuse to dismiss Terry Wilkins.
d) Paul Barnes argues strongly tha t the m ana gem ent has the right to dismiss
someone who has broken an agreed rule.
e) David Ken nedy tentatively agrees tha t the m anag em ent were too hasty.
f ) Both Jill M ortim er and Paul Barnes bluntly disagree with David
K en ne dy ’s analysis of the reasons for T erry W ilkins’ dismissal.
g) Jill M ortimer tentatively argues tha t the Union should make
representations to the man age m ent an d start negotiations.
b. Listen to Pa rt Tw o ag ain a nd say which o f the following statements are true
an d w hich are false. You should justify you r answers by referring to what the
a) Paul Barnes tentatively argues tha t there is a dang er of confrontation.
b) Jill M ortim er expresses very strong agree ment with Paul Barnes’
argum ent against going on strike.
c) Both Sally Gre en and Pau l Barnes now think th at going on strike will cost
too much money.
d) Dav id Ken nedy does not agree that there is a good deal of trust between
the m anagem ent and the Union.
e) Sally Green argues quite strongly tha t they have a duty to fight for
Wilkins.
80

LINKING SIGNALS
intersection C IN SPEECH
PART ONE C H A N G I N G T H E S U B J E C T / R E I N F O R C E M E N T /
INTERRUPTING/BALANCING ARGUMENTS
David S tuart is talking to Graham Williams and a customer in the
‘Ho pe an d A ncho r’. • —
I. ... anyway it was a fan tas tic

con cert. I love Bob Crowe's music 3. In my opinion they
have no musical talen t
and wh at's more the
way th ey dress is...
2. By th e way,
talking of music,
what do you
i r ec ko n t o t h i s j
I new grou p I
A'Blue Rock?
C H A N G I N G T H E S U B JE C T REINFORCEMENT
By the way, talking o f. . . W ha t’s m o re ,.. .

(slightly informal) Furthermore,. .
Incide ntally, on the subject o f. . . Moreover,. . . (slightly form al)
(slightlyform al) In addition,. . .
T h a t’s not a ll ,. .
(informal)
On top of th a t,.
4 C ould I j u s t . . absolutely homble-They
look really horrible..
b C o u l d I j u s t s a y s o m e t h i n g h e r e ?
It would seem to me th a t what
^ y ou a r e s ay i ng is w h a t y o u r
p a re n ts sai d a b o u t t h e j S r 7. Wei I yes, I agree
ry*?Vj_ B eetles and the r-<?M\X3 with you tool certain
t \ Rolling Stones. e x t e n t . b u t a t ,l e a s t t h e
Beatles plaued music.
8. Yes bu t on th e oth er hand they

d id rebel against some of .society's
norm s, didn't they? y —-—"
INTERRUPTION BALANCING
Excuse me, b u t . . . on the other hand (polite)

(Co uld I) . . . Could I ju st there again (informal)
ask a question ) here? (Yes, but) (shouldn’t
one < ,
say something j (tentative) [mustn t
forget t h a t . . . (formal)
T ~ T .f make a p o in t) here
. . . . .
It 1 n w h t lust < . *•
° J I come in j (formal)
{ h a n g } o n (a m o m e n t ) ! .
(informal)
81

UNKING SIGNALS
IN SPEECH
1 M A N IP U L A T I O N D R IL L S ®
OBJECTIVE
To practise, at speed, the langua ge from the C harts, using good intonation.
a. Using language from the C hart, make the following questions as if you are
chang ing the subject.
EXAMPLE
football, wha t do you think of M anchester U nited this season? . . . By the
way -
By the way, talking o f footba ll, what doyo u think o f Manchester United this season?
Now do the same with the following. 0 I* - *1
a) Charles, how is he? . . .B y the way -
b) transpo rt, w ha t do you think of the new high-speed trains? . . .
Incidentally -
c) novels, have you read the new one by M ar tha Colson? . . . In cid en tally -
d) children, how’s your nephew? . . . By the w ay —
b. Using language from the C ha rt join the following sentences using the words
given.
EXAMPLE
pets are a nuisan ce —* pets are expensive m o r e o v e r
Pets are a nuisance and moreover they’re expensive.
Now do the same with the following. "^
a) Cars should be ba nn ed -> we should stop factories FURTHERMORE
from cities polluting the atmosp here

b ) M r Sm ith’s very kind —*■ M r S m ith’s got a real o n t o p o f t h a t
sense o f hum our

c) T her e’s a lot of rubbish —► television encourages w h a t ’s M O R E
on television pe ople to be lazy

d ) Sm oking’s a waste of time —» smoking also damages t h a t ’s n o t a l l
your health
c. Using langua ge from the C ha rt m ake the second of the following pairs of
sentences balance the argu m ent used in the first.
EXAMPLE
1 Living in cities makes people nervous.
2 T he re’s more to do in a city tha n in the c o u n try . . . there again
Yes, but there again there’s more to do in a city than in the country.
Now do the same with the following. t* - *1
a) 1 M ode rn films are too full of violence.
2 So is life . . . there again
82

LINKING SIGNALS
____________________________IN SPEECH
b) 1 Nobody likes the new director.
2 Th ey didn ’t like the old one either . . . on the other hand
c) 1 He shouldn’t have hit his son.
2 T he child did give him a lot of prov oca tion . . . one mus tn’t forget
2 FA D E D D I A L O G U E S
OBJECTIVE
T o practise the language from P art O ne in situations.
Com plete the following dialogues using suitable langu age from the Charts.
a) Tw o colleagues are discussing some of the ir other colleagues.
X : . . . any way I saw M r Brown this mo rning. H e wasn’t very polite.
Y : (changing the sub ject) ___________ M r Brown, how ’s his secretary ?
X : M ary, you mean ?
Y: Yes.
X : Well, she’s always getting to work late, a n d ___________she’s going
out with Jo e Green. M r Brown can’t stand him and . . .
Y : (interrupting) ___________ did you say she was going out w ith Jo e
Gree n? H e’s a really nasty piece o f work.
X : Yes, b u t ____________ he’s got a lot of money.
b) T he re is a business meeting taking place at which a new produ ct is being
discussed.
X : I think we should have a lot of success and big sales with this new
pro duct.
Y : (changing the sub ject) ___________ sales, how is the pro du ct going to
be ad vertised ?
Z : Well th at’s my responsibility, actually, a nd I ’ve got this fantastic new
idea ; you see . . .
W : (interrupting) ___________, we are supposed to be discussing the
pro duct, not advertising.
Y : Yes, b u t___________it is im po rtant to discuss how the product is to be
advertised.
X : Gentlemen, it’s getting late, a n d ___________I ’m feeling very hungry.
I suggest we continue this discussion over dinner.
c Situational practice
OBJECTIVE
T o select and use appropriate language in given situations without reference to

the Charts.
83

LINKING SIGNALS
IN SPEECH
attention to the use of appropriate language.
a) W ith two friends you are discussing a television prog ram m e you saw.
b) At a business lunch you are talking abo ut mod ern transp ort with two
people from anoth er company.
c) You are discussing the problem of pollution w ith a friend and someone else
who you have jus t met.
PART TWO M A K I N G A P O I N T M O R E A C C U R A T E/
I L L U S T R A T I N G A P O IN T /
M A K I N G S U RE T H A T Y O U H A V E
UNDERSTOOD CORRECTLY
N an cy Cro mer is complaining to her husb and Donald about a new town
guide th at has just been published. ( Q t» - »1
I-This new town guide is really

appalling: th at is, the.
\ information is appalling. /
me.nn,dear?
3. Well, for exampl e, it mak es no

mention of the new theatre.
MAKING A POINT MORE ACC URA TE ILLUSTRA TING
j or rather, 1
[t h a t is (to say),] F q (exam ple,-)
or to be more accurate, (formal ]> [instance, j '
or a t least, (informal)
84

LINKING SIGNALS
IN SPEECH
[ 4. Is fchatall? Imean the theatres
V only been open for montin...
5. Yes, but it doesn't

include any information
About local events, it
hasn't got a stre et plan,
an d it's veru sho rt. .
r 6. In other words, <
you think there's
too littie information.
1. Well ye s, de ar, that's

what I've been saying.
M A K I N G SU R E Y O U H A V E U N D E R S T O O D
So you’re saying (that) . .. are you?
If I understan d you correctly, you’re sayin g. . . (rather formal)?
In o ther words .. . (direct)
You mean .. . (informa l: direct >
1 FA D E D D I A L O G U E S
OBJECTIVE
To practise the appropriate language from P art T wo in situations.
a) Tw o friends are talking abo ut the holidays they have had.
X : You went to Mexico, did you?
Y: Yes, it was really fasc inatin g, ___________ t he parts th at ha ven ’t been
spoilt by tourism were.
X : W hat do you mean exactly?
Y : W ell, ___________, there are incred ible arch aeological sites, and some
really wonderful country.
X : ____________you don’t like the holiday resorts an d the beaches?
Y : T h a t’s ri g h t,___________I like some of them, but no t the really
famous ones.
X : Personally, I prefer doing things,___________I love ski-ing.
Y : ___________________________you don’t like ju st sitting aroun d ?
X : T h a t’s right.
b) A governm ent minister is at a press conference talking abou t the problem
of unemployment.
85

LINKING SIGNALS
IN SPEECH
M in iste r: Th e prob lem is caused by economic difficulty, ___________by
inflation. W e’re doing everything we can to lower the level of
unemployment,___________we’re providing incentives for
businessm en in the north so that they will employ more men.
Reporter: ___________that the government can solve the problem.
M inister: Well, perhaps we can!
1 FLASHBACK DIA LO GU ES
OBJECTIVE
To consolidate your knowledge of the language in this Intersection.
R ead the following reports of conversations and then turn them into direct
speech as if they were happ enin g now.
(For an example see Intersection A, page 24.)
a) At a pub Alice mentioned a friend, Ellen, to Bob and Alan. Since Ellen
had been mentioned, Alan said that he thought Ellen was overworked, or,
more exactly, overtired. Bob balance d th at arg um ent by saying that Ellen
enjoyed her work and a dde d t ha t she would not stop overworking even
thoug h people suggested she should. Alice wondered w hether Bob m eant
th at it was E llen’s fault tha t she was overtired. Bob though t it was.
b) At a Council meeting, C ouncillor Davis was describing the new ring-road
proposal, which he said would cost £ 2 m - or m ore exactly £ 1.95m. He
thou ght the ring-road should be open in three years. At this point
Councillor M arton inter rupte d and suggested th at £ 1.95m was far too
much money and add ed th at he even doubted whe ther the ring-road was
necessary. Councillor Davis said it was the m ost impo rtan t of the Council’s
m any projects. Councillor M arton asked if tha t m eant Councillor Davis
was more concerned about cars than old people or unemployment.
Councillor Davis refuted the suggestion.
c) At an engineering exhibition M r Smythe was talking abo ut energy.
Professor Glase used the op portun ity to mention solar energy, which he
thoug ht was mu ch cheap er tha n an y other form of energy. He
imm ediately corrected himself, saying th at it was cheaper in theory. Miss
Ho ward added th at solar energy was also less dangerous, an d therefore
better. M r Smythe did not completely agree, pointing out that theories
were often wrong. Miss How ard w anted to find out if he mea nt th at
atomic energy, as an example, was better tha n solar energy. M r Smythe
was sure it was.
86

Section 4 HELP
P A R T O N E [A] ADV ICE
1 IN T E R A C T IO N S
2 M ODEL CON VER SATION

G rah am Williams has gone to visit his doctor.
r"l. Well, Mr Williams, Wow can I help you
2. It'i this problem with whisky )

Doctor. What shall Id o ? r-'^
.5. Weil, Mr Williams?^
it might be a good
idea if you gave up
drinking altogether
for the time being. J
See Charts 48-51 on page 10 of the booklet in the bac k cover.
87

HELP
1 M A N IP U L A T I O N D R IL L S
OBJECTIVE
To practise, a t speed, the languag e from C harts 48-51, using good intonation,
a. M ake the following into sentences a bo ut advice. Jo h n is going for an

interview.
a) i can/give/some adv ice/w hat to we ar for my interview?
2 well/suggest/wear a suit
b) i what/Isay? 2 well personally/advise/be very careful
c) i I/wondering/give m e/advice/wh at to wear
2 well/be/good idea/wore a suit
d) i what/wear/you/me? 2 well/your best course/wear a suit
e) i wh at/say/yo u/in my position?
2 we ll/I/you/wo uldn’t talk abo ut your last job
b. M ake the following into sentences asking for an d giving more exact
information.
EXAMPLE
I think there ’s a problem
I’m sorry/explain/more detail
the situation is no t straightforward . . . well, w ha t I mea n is
I ’m sorry but could you possibly explain in a little more detail?
Well, what I mean is that the situation is not straightforward.
Now do th e same w ith the following. 0

a) 1 I’m out of work
2 what/mean?
3 I ’ve got the sack . . . well, to be quite frank
b) 1 I ’m resting
2 Sorry/no t quite clear/you m ean/resting
3 I ’m not acting in any plays at the m o m e n t. . . well, the thing is this
c) 1 I find it difficult to make friends
2 I ’m sorry/explain/m ore detail?
3 I ’m a policem an . . . well, actually, the point is
OBJECTIVE
Use the ap pro priate lan guag e from C harts 48-51 in the following situations
88

HELP
an d be p rep are d to justify your answers. (Where necessary, refer back to T he
Cast in the Introductory Section.)
a) i G raha m Williams wants to buy a car, but he does not know w hat kind
to get because he is rath er sho rt of money. He asks Dav id Stu art for
advice.
Graham says _ __________________________________________________
2 David Stu art thinks he should get a second-hand car from P remier
Garages, a local garage.
David says _ ____________________________________________________
b) i Carol And erson has a problem with one of the girls in her class. She asks
the principal for advice, even tho ugh she knows the principal is very
busy.
Carol says______________________________________________ ________
2 H er principal does not unde rstand wh at the problem is.
The principal says________________________________________________
3 Ca rol explains tha t the girl is always falling asleep in class.
Carol says ______________________________________________________
4 Th e princ ipal advises her to find ou t if there is any thing wrong with the
girl.
Th e principal says _______________________________________________
c) i Do nald C rom er has a problem because one of his sons wants to get
m arrie d a nd Don ald thinks he is too young. He asks his hostess for
advice when they meet at h er party.
Do nald says ____________________________________________________
_
2 Th e hostess does not un ders tand w hat he means by ‘too you ng’.
T he hostess says _________________________________________________
3 Donald Cro mer thinks his son is too you ng to take the responsibility.
Donald sa ys_____________________________________________________
4 T he hostess thinks Do nald C rom er should not interfere in his son’s life.
T he hostess says _________________________________________________
OBJECTIVE
To select and use appropriate langua ge in given situations, witho ut reference to
the Charts.
In each of the following situations make short conversations, pay ing

particula r attention to the use of appropriate language. (Where necessary, refer
back to T he Cast in the Introducto ry Section.)
89

HELP
a) You are talking to a friend of yours in a cafe. H e or she has he ard tha t
his/her girlfriend/boyfriend is going ou t with someone else.
b) You have received a letter from a credit com pany thre atenin g to take you
to court abou t some money th at you borrowed from them whe n you
bought a car. As far as you know, you have already paid bac k all the
money. Y ou are asking Don ald Cro m er for his professional advice.
c) Dav id Stu art is having problems with his song writing at present. He is
discussing the problem w ith a m an from the M ecca record com pany.
d) O ne o f C arol’s students has failed an exam a nd she does not know wh at to
do. She is especially worried ab ou t her m oth er’s reactio n to the news.
Carol is trying to help her.
OBJECTIVE
To use appropriate language from Pa rt O ne A fluently and w ithout reference to

the Charts.
Below are some situations in which you are asking other people for advice.
Make the conversations that take place, paying particular attention to
attitude.
a) T he neighbou rs are always m aking a lot of noise. You ask a friend.
b) You always seem to feel overtired. Y ou ask a doctor.
c) You wan t to give up smoking bu t cannot. You ask a doctor who seems to
be in a bad mood.
d) You are having problems with one of the subjects you are studying. You
ask you r teacher.
e) A colleague is makin g your life very difficult. You ask yo ur boss.
f ) You keep oversleeping an d getting to work late. You ask a colleague.
g) Yo ur pet tiger has escaped. You ask a vet.
P A R T O N E [B] TA KIN G ADV ICE
1 IN T E R A C T I O N S
90

HELP
2 M O D E L C O N V E R S A T IO N 0 |
G rah am Williams is visiting his doctor.
I. Well, Mr Wil liams, it m igh t b e a good C 2. Right Doctor, I'll try.^
idea if you gave up drinking -------------------- y -----------------------
for the time being! —
3. And Mr Williams.
I would adv ise , you 4. Oh dea r. ..
to give up smoking. I'mafraid that's
out of the question
See Ch arts 52 and 53 on pages 10-11 of the booklet in the back cover.
B Situational practice
OBJECTIVE
To use appropriate language from P art O ne A an d P art O ne B fluently and

w ithou t reference to the charts.
In the following situations, a c c e p t or r e j e c t a d v i c e , paying partic ula r

attention to attitude.
a) Yo ur boss advises you to live ne are r the office. You do no t wan t to.
b) Yo ur friend advises you to talk to you r flatma te abo ut your problem w ith
the flat. Y ou agree.
c) Yo ur teac her advises you to go to the lecture tonight. You cannot.
d) Your friend advises you to buy a new bicycle. You can no t afford it.
e) Yo ur colleague advises you to speak to you r boss ab ou t your problem. You
reject the advice.
f ) T he p rincipa l of the school where you are studying advises a few days off
because you are overtired. You accept the advice.
g) After an arg um ent your friend advises you to control you r tem per better.
You ac cept the advice.
h) A vet advises you to change y our pet tiger for a dog. You are not qu ite sure
wh ethe r to accep t the advice.
91

HELP
OBJECTIVE
To give you extra practice of the language studied in Part O ne A an d Part
O ne B in ord er to fix it more firmly in you r memory.
W rite one of the following conversations in about 100 words.

a) George is interested in becoming a teacher, bu t he does not know wh at
teach ing involves, and he won ders if he is the right kind o f person to be a
teacher. He asks one of his teachers for advice.
b) M ary is having problems with her children, who never do anythin g she
says. She goes to see a child psy chiatrist to ask for his advice.
c) Gloria ’s boyfriend has asked her to m arry him. She can not decide w ha t to
do, and asks he r friend Susan for advice.
OBJECTIVE
To use the language from P art O ne A and Pa rt One B appropriately.
You are faced w ith one o f the following problems.

i) You are abo ut to finish you r course and you do not know what to do (e.g.
wh ether to study further, or w hethe r to take a job , a nd if so wh at job . . .)
ii) You have been made re du nd an t because the firm you were working for
has closed down. Y ou do not know w hat type of jo b to apply for.
V Aged 21-25?

lo ok in g for a Sales Career with
„
an Engineering bias?
j If so, Eutectic,
lf«o. Eu tectic , W or ld !leade rsin
World ,
JtMeir 2'f field, cou
could ld have a ( .edu cateddto
educate toat
atleast
leastG.C.E.
G.C.E. 'O'
I for you you as a Trainee Teel Teel atd jnw ill be nc nec-
■ Sales Representative 1 3 OQ 73 2 l e t im e
lin the South of Englancf reuses paid.
Enth usiastic young pe<
| v r o c a n d e m o n st ra t e i
M al if ied ' fbe around
ng on
lOess. A
Apply now- ’ ? desire to b egin a ci
•!ing , caj --------------- «U/?SE r>e provide d
p p 0 rt u n it ie s fo rt h ^ r^ 0 V jJ |J i_ reQu/rotf fnefits,
i s c he m e ,
PRIVATE SECRETARY t e a s e r i 66529 don i t y o u h av e

Iksrourddnd
Inakea
required as from April for PRIVATE CONSULTING
I I saies,
ROOMS in postgraduate specialist hospital. Interesting f o r R e m e d i a l * d o £ a J o’^ , Go* .o ne iiep"£j!iL laisJ wn g charges)
and busy job. working directly with consultant neurolo h e r M r. c . w . H a r w o o d o n
gists and psychiatrists and their patients. Audio and
s h o r t h a n d E l e c t r i c t y p e w r i t e r . S a l a r y £ 2 9 8 7 t o C 3 .5 2 4
i n c l u s i v e p l u s p r o f i c i e n c y a l l o w a n c e s fo r r e c o g n i s e d
’• e. j0:n. or M r. W. Ewing on
Vfo rd 4152 7 o n Friday IW;
betwee n 9 a.m. ~
s e c r e t a r i a l q u a l i f ic a t i o n s . . "•gean inte rvie w
at Hay m a t u r it y . peri- I s[s Personnel r*x/ m/- .
• ■ ■ » i; c a ! — >r writing t r* Dr. E a rl . T h e N a - .i o n al
" * r Squa'*» Lond on
O n a piece of pap er write down a short C urriculum Vitae. This is a short

history of your life, and should inc lud e:
your education (what schools, etc.)
your qualifications (e.g. exams which you have passed, etc.)
jobs whichyou have done (if your problem is (ii) above)
your interests and hobbies
anything else that might be important (e.g. how many languages you speak)
92

HELP
You a s k f o r a d v i c e f r o m s o m e o r a l l o f t h e f o l l o w i n g p e o p l e :
a group o f yourfriends
a careers advisory board ( p e o p l e w h o s e j o b i t is t o h e l p p e o p l e i n y o u r s i t u a t i o n )
e i t h e r a group o f your teachers o r a group o f yo ur superiors who have agreed to helpyou
P A R T T W O [A] OFFERS
a
2 M O D E L C O N V E R S A T IO N @ || p p j
Carol Anderson, David S tuart, G raha m Williams and Susan Grey are talking
ab ou t the p arty which the y are going to have in the girls’ flat.
I'm absolutely exh auste d j

and there are so many J
thin gs to do before f 2. Well, 1 can g et the drink
everyb ody arrives... J for you if you want.
3. Oh c a n you D a v id ?
That'd be a great help.
5 . Please, Graham. I know it's a bit

of a horrible job bu t could you
po ss ibly move all t h e fu r n it u re out of
the fron t room and pu t it in here?
7. If th er e’s any thing

8. No, it's all right thanks, Sue. -s\ Ic an do... j —
We can m ana ge and I know
you've got a lot of work to J
L do before thi s evening... /
See Charts 54—58 on pag e 11 of the boo klet in the back cover.
93

HELP
OBJECTIVE
T o practise, at speed, the language from C harts 54-58, using good intonation.
M ake the following into sentences abo ut o f f e r s .

T he re is going to be a party.
a) i if/wo uld/an y help/cou ld do some cooking 2 that/very kind/you
b) 1 is/anything I can get? 2 no/all right/you/can manage
c) 1 I/go to the shops/you/you like 2 I/extrem ely grateful/would
d) 1 can/do anything? 2 do /favo ur/ge t some glasses
e) do/think/move some furniture ?
f ) 1 is/anyway/be/help? 2 yes, I wonder/possibly go to the shops for me
g) 1 shall/buy some beer? 2 thank /for offering/think/be all right
h) 1 if/would/any help/co uld prep are the food
2 it/very kind/offer/can mana ge
OBJECTIVE
Use appropriate langu age from Charts 54—58 in the following situations and be
prepared to justify your answers. (W here necessary, refer back to T he Cast in
a) 1 O n her way upstairs to her flat one day Susan Grey sees N ancy Crom er,
who she does not know very well, looking for the key to her flat. N anc y
Crom er has lost he r key. Susan shows willingness.
Susan sa ys______________________________________________________
2 Nancy Cromer asks Su san Grey to phone Donald Cromer and ask him
to come home.
Nancy sa ys _____________________________________________________
b) 1 At work Susan Grey finds out th at she has mislaid her notebook. O ne of
her great friends expresses willingness to help.
The friend says__________________________________________________
2 Susan rejects the offer.
She says________________________________________________________
c) 1 Do nald C rom er’s boss is un ha pp y because he has to meet a client at the
airport. D ona ld offers to meet the client instead.
Dona ld says.
The boss rejects Donald’s offer.
The boss says________________
94

HELP
d) i At home Carol Anderson com plains because she has so mu ch m arking
to do. H er boyfriend, David Stua rt, expresses willingness to help.
He says________________________________________________________
2 Carol asks him to make sup per, even tho ugh she knows he really hates
cooking.
She says _______________________________________________________
1 I N T E R A C T I O N W R I T IN G
OBJECTIVE
To select and use appropriate language in given situations, withou t reference to
the Charts.

Th e Cast in the Introdu ctory Section.)
a) The principal at Ca rol’s school has a lot of work to do. She tells Carol this,
and Carol offers to help.
b) G rah am Williams is very depressed because he has had a n argum ent with
the lan dlord o f the pu b where he works. Da vid S tuart expresses willingness
to help.
c) Na ncy Crom er is talking to a friend and telling her abou t the dinn er pa rty
which she is giving this evening. She is telling her friend th at her electric
stove is not working properly.
d) Do nald Cromer is telling one of his colleagues tha t his car has broken
down and th at he is going to miss his train.
OBJECTIVE
To use appropriate language from Pa rt Tw o A fluently and w ithout reference
to the charts.
Below are some situations in which people you know tell you about a problem
they have. M ake conversations in which you e x p r e s s w i l l i n g n e s s or o f f e r
h e l p . Pay particular a ttention to attitude.
a) You r friend has run o ut of money.

b) O ne o f your senior colleagues is having his car serviced at a garage a nd so
he will have difficulty in getting to work.
c) Yo ur neighbo ur is ill an d cann ot get to the shops.
d) You r flatmate’s girl/boy friend has broken up with him/her.
95

HELP
e) At work your boss’s wife rings up. She wan ts to speak to her husband , but
no-one seems to know w here he is.
f ) Someone who you have never met before stops you in the street and tells
you th at h is/her car has been stolen.
g) Yo ur colleague tells you th at his/her mo ther is very ill.
h) Yo ur ne igh bo ur’s flat has been burgled.
P A R T T W O [B] U N W I L L I N G N E SS A N D I N D I F F E R E N C E
1 in te r a c tio n
2 M O D E L C O N V E R S A T IO N ® jE53j
Carol Anderson a nd h er friend, Ja n e, are talking ab out the p arty which is going
to be held in the girls’ flat.
See Charts 59 and 60 on page 12 of the booklet in the back cover.
96

HELP
B Situational practice
1 P R A C T IC E S IT U A T I O N S
OBJECTIVE
To use appropriate language from C harts 59 and 60 fluently and accurately.
Below are some situations in which people tell you about problems they have.
M ake sentences in which you e x p r e s s u n w i l l i n g n e s s and they e x p r e s s
i n d i f f e r e n c e . Pay particular attention to attitude.
a) Yo ur flatma te tells you tha t the flat has to be cleaned.

b) A colleague tells you th at he has a lot of work to do.
c) An E nglishma n visiting your coun try has mislaid his luggage at the
airport. He canno t speak your language.
d) You r boss tells you he needs a lift to the station.
e) Yo ur friend tells you he has run out of money.
f ) A colleague is organising a concert for the people who work in your
com pany . It is a difficult job.
OBJECTIVE
To give you extra practice o f the language studied in Part T wo A and Part
Tw o B in orde r to fix it more firmly in you r memory.
W rite one of the following conversations in a bo ut 100 words.

a) M ary ’s hus ban d has had to go into hospital, and a neig hbo ur wants to
help M ary, if she can. W rite the con versation in which the ne ighbo ur finds
out abo ut M ary ’s husband.
b) George M akem is driving home one nigh t wh en he sees an old m an
looking into th e engine of a car. He stops and offers to help.
c) Caroline is dec orating her flat. H er friend J o h n wants to help her, but
Caroline knows th at he always makes a mess of decorating. W rite the
conversation in which she refuses his help.
Role simulation
OBJECTIVE
T o use appropriate langua ge from this Section in a realistic situation.
O n pag e 98 is a m ap o f the town of T ho rpe, a pleasa nt seaside town in the

south o f Eng land. You will notice th at to the no rth-east of the town is Sheen
Airp ort, a small one for holidaym akers and local businessmen.
97

HELP
Th e D epartmen t of the Environment, together with the T horpe District
Council, have decided to expand Sheen a nd to make it into the third airport
serving London . T he reasons for this are as follows:
a) Sheen is reasonably close to Lon don.
b) Th ere is an existing rail link betwee n Sheen an d Lo ndo n
c) Th ere is an urgent need for a third Londo n A irport
d) T horpe is not a very dense centre of pop ulation
e) Sheen Airport already has a runw ay tha t could be used by wide-bodied
an d supersonic jets
f ) Sheen Airport is a better site than others tha t have been considered
[if 1 'J British Rail station HM Roads

MiH In d us t ri al e st at e B S h ee n a i r p o r t b o u n d a ry
T hree people are strongly opposed to this plan. T he y a re :

t o m a r c h e r , a representative of the So uthe rn Fa rm ers ’ Association. T he
Association knows tha t the airp ort extension will m ea n th e destruction o f

farm land for m any miles around.
d r e m m a n u a l j o n e s , a local doctor. H e likes Th orp e a nd the country round
it a nd does no t wan t to see it spoiled.

m r s M a r g a r e t w i l l i a m s , Secretary o f the Re side nts’ Association and
m other of three. Th e residents of T ho rpe feel th at the extension of the a irport

will ruin the quality o f life in the town.
98

HELP
T hey have called a m eeting a t the town hall to discuss the situation and to see
w hat can be done to stop the plan. T hey w ant a d v i c e and o f f e r s o f h e l p
ab ou t organising protest meetings, writing to the newspapers, raising money,
etc.
Th e following people, all of whom are opposed to the plan, come to the
meeting:
m a r c u s d r y b e r g , a local lawyer
s h e i l a w a r d , a jou rna list wo rking for the ‘Th orp e Ec ho’
s t e v e s t a l l w i l l , a folk singer
j a n e g r a w l e , a housewife
d o n l a w s o n , the organiser o f the ‘Coastal T elevision’ news de pa rtm en t
m i c h a e l w i l s o n , a psyc hiatrist
d r c a r o l m a n s f i e l d , a p s y c h o l o g i s t w o r k i n g a t a n e a r b y u n i v e r s i t y o n t h e
p r o b l e m s o f u r b a n p o l l u t i o n
s e b a s t i a n p e a k e , a n a r t i s t w o r k i n g f o r a n a d v e r t i s i n g c o m p a n y
j a n e t o ’c l e a r y ,
a social worker for the a rea ; she is employed by the council
to give help to ‘troubled’ families
h u g h l a n g l y , a me m ber o f ‘La nd of ou r Fath ers’ (a society pledged to
saving the en vironm ent from destruction)

g l e n d a b r o w n e , a teacher
O ther people connected w ith T horpe

T he p eople who have come to the mee ting will o f f e r h e l p , e x p r e s s
w i l l i n g n e s s , g i v e a d v i c e or e x p r e s s u n w i l l i n g n e s s , etc.
He re are some of the things that could be d o n e:

Write to the newspapers
Hold protest marches
Hold concerts to raise money fo r the campaign against the plans
Produce reports showing the effect o f the extension on people living nearby
Take the Department o f the Environment to court and see i f it can beprevented from building
the airport
Attract television companies; get them to make programmes about Thorpe and the areas
around it
M ak e sure that the campaign against the plans is well publicised
Speak to local politicians and persuade them that the plans are bad
Note to students. You are one of the cha racters. Before the m eeting think
carefully abou t wh at you could do to help, and w hat advice you have. If you
can no t think o f any thing in p articu lar, at least decide if you are w illing to help
or not.
99

HELP
OBJECTIVE
To un de rstand auth entic spoken English and decide wh at the speakers’
attitudes are.
1 GENERA L CO M PR EH EN SION (R)

a. Listen to the Intro du ction to this Extensive Listening Section and answer the
following questions.
a) W here is W itton?
b) W ho are Ja ke M acN eill and Miss Streth er?
c) W hat does the Local Edu cation Authority intend to do when Jak e
M acNeill retires?
d) W here is W arwick ?
b. R ead the following questions and the n listen to Part One. W hen you have
listened to Pa rt O ne, answer the questions.
a) W hy is Ja ke M acNeill talking to Charles Boddington and George
Meyrick?
b) W ha t does Ja ke M acNe ill think are the reasons for the school being
closed do wn ?
c) W ha t further reason does George Mey rick suggest?
d) W hat does Charles Boddington suggest tha t Ja ke M acNeill should do?
e) W ha t two things does Charles Boddington think tha t people might
con tribute if they came to a meeting?
f ) W hat does George Meyrick think tha t Jak e M acNeill should do?
c. R ead the following questions and then listen to Part Two. W hen you have
listened to P art T wo, answer the questions.
a) Besides Ja ke M acNeill and Miss Strether, who is at the meeting, and
w hat are their jobs?
b) W ha t two things does Peter Bowen say the problem consists of?
c) W hat is K ate M illigan sure tha t the ‘Ech o’ would be pleased to do?
d) W hat course of action does Philip King suggest ?
e) W hy could Peter Bowen not go aro un d knocking on doors ?
f ) W ha t course of action does Miss Stre the r suggest?
g) W ith whom does Jak e M acNeill wan t to have a meeting?
h) W hat could Kate M illigan do before going on holiday?
a. Listen to Pa rt On e an d decide w ha t the following words or phrases mean.
a) ‘I w ould no t be in favour o f hav ing the place closed do w n.’
100

HELP
b) ‘. . . a far be tter deal wh ere they ’re goin g.’
c) ‘. . .ju st call it a da y.’
b. Listen to Part Two and decide w hat the following words or phrases mean.
a) ‘I would throw the ball back in you r co urt.’
b) ‘. . . som ething more concrete. ’
c) ‘. . . som ething along the lines of pro test.’
d) ‘. . . ad vanc e no tice.’
e) ‘I ’ll hav e to sound him out first; hemay be very anti the idea .’
3 RE A D ING BETW EEN TH E LINES (R)

a. Listen to Pa rt On e again a nd say which o f the following statements are true
speakers ac tually say.
a) Charles Bodd ington bluntly disagrees with George M eyrick’s statem ent
tha t the ch ildren ma y be getting a far better deal where they are going.
b) Charles Boddington strongly suggests tha t a m eeting should be called.
c) Ja k e Ma cNeill tentatively agrees to the suggestion of calling a mee ting of
the parents.
d) Charles Boddington is sure tha t most people wan t to keep the school
open.
e) Ja k e Ma cNeill asks for advice abo ut wh at he should do in a very direct
way.
f ) George Mey rick tactfully advises Ja k e M acN eill to retire and enjoy his
retirement.
b . Listen to Part Two again and say w hich of th e following statemen ts are true
charac ters ac tually say.
a) After Ja ke M acN eill’s intro du ctory remarks, Peter Bowen tentatively
offers to help.
b) K ate M illigan makes a very direct offer to help by getting an article
published.
c) Philip K ing politely offers to help if they organise a petition.
d) Ja ke Ma cNeill bluntly admits tha t he does not know how much support
they ha ve in the village.
e) Miss Stre the r strongly suggests the idea of a village baz aar.
f ) Ja ke M acNeill bluntly asks K ate M illigan to arrange a meeting between
himself and the e ditor o f the ‘Ec ho’.
g) Peter Bowen tentatively suggests th at K ate M illigan could help with the
adva nce publicity before going away.
h) K ate M illigan expresses grea t willingness to help with the adva nce
publicity.
101

ADVANCED SPEAKING SKILLS aims to develop students'

oral communicative ability. In particular, it trains them to
choose ways of saying things which are appropriate to
different situations and people.
Within a functional framework, typical spoken exchanges

(interactions) are given and also the different forms these
may take. The interactions are then practised thoroughly
before the students are led into stimulating and realistic
role-playing situations.
For easy reference, a separate booklet in a pocket at the

back of the book contains the language charts and a key
to the exercises. The material is therefore suitable for
many different learning situations.
•
An accompanying cassette (or tape) contains recording s

of the short dialogues which occur throughout the book,
models for pronunciation practice and four 'extensive
listening' passages of interesting authentic material.
ADVANCED SPEAKING SKILLS is suitable for intensive

and non-intensive courses of study. It may be used
independently or in conjunction with ADVANCED
WRITING SKILLS. Used together, the two books form the
basis for a complete course at the post Cambridge First
Certificate in English level or equivalent.
ISBN 0 582 51510 6

8c John A Nold

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IN T E R S E C T IO N A Moods and Feelings 18

S E C T IO N T W O Plans and Choices 25

IN T E R S E C T IO N S Apologising and Complaining 47

SE C TIO N T H R EE O pin io na tin g 57

IN T E R S E C T IO N C Linking Signals in Speech 81

Bo oklet: Lang uage Ch arts and K ey (in back cover)

a d v a n c e d s p e a k i n g like its companion course a d v a n c e d w r i t i n g

advise. Giving A dvice is a language function. T he re a re various ways in which we

CONTENTS OF THE COU RSE

T he re are thre e Intersections in the course, whose design differs, in some

LAYOUT OF THE COU RSE

This presents the concepts of attitude and appropriateness, introduces a cast of

Ea ch Pa rt of each Section or Intersection will con tain some or all of the

c) Situational Practice, which includes:

Intro du ction to students

T ea ch er’s ha nd ling notes

Role Simulations) it will be necessary for the students to prepare, and be

Th e purpose o f these listening passages is to enable students to he ar the

Interaction Writing Cast Conversations <3- Manipulation Drills

Practice Situations -&> Free Practice -fc> Role Simulation

INTRODUCTORY SECTION CHOOSING

( P o l i t e ) : We use polite) langua ge when we want to sound particularly (polite'}

Language presentation an d practice

4 You are the personal secretary to the ma nag er of a large company.

3 CAST CON VER SATIONS

Use appropriate language from C ha rt 1 ‘Asking Someone to Do Som ething’ in

a | Langu age presentation

I. Good evening. Mr Cromer.

c) At the meeting, Susan Grey is surprised to meet an old colleague.

' 2. Well... if it isn’t

* 4 .'Th e Mirror? Well you have

I. Professor 5a tc s. good evening

\ ( 3. Do yo u min d if Ias k you

3 LANG UAGE ITEMS

Make the following conversations in which you m eet people.

Use appropriate language from Ch arts 2 -9 in the following situations an d be

Susan answers____________________________________________ _ _______

In the following situations make short conversations paying p articu lar

2 MODEL CON VERSATION ® ^

M ake the following into sentences abo ut p e r s o n a l i n t e r e s t s .

2 D on ald ’s colleague expresses a slight interest in opera, bu t expresses a

In the following situations make sho rt conversations, pay ing pa rticula r

2 PRA CTICE SITUA TION S

a) A friend V b) Someone you have jus t met

detective stories modern architecture

e) A friend f ) Yo ur boss

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3. Oh recti ly... I'm afraid it's n ot «, v 4. Oh aren't you? V

a. Make the following sentences. E* ,a

2 CAST CO N V ER SA TION S (K)

Use appropriate langu age from Ch arts 14-19 in the following situations an d be

In the following situations make short conversations paying pa rticula r

3 FREE PRA CTICE

In small groups

W rite one o f the following conversations in a bo ut 100 words.

Sheet by Carlos Begonyou.

Test Card by Charles Footley.

Appetites by Alexan dra G lassman.

Contrasts by Caroline Snow.

think of the works, an d try to get everyone to agree.

a gre at fan of Carlos Begonyou’s work, an d also the artist’s friend.

c. Listen to Pa rt Th ree again a nd decide wh at the following words or

2. I'm feeling pretty