Advanced Conversation Ii Course 2023

ADVANCED
CONVERSATION II
Designed by Prof Buhendwa Frank
Taught by Prof. Sangabau Raymond
Assisted by Mr. Levi’s NDEY

1. COURSE OBJECTIVE
2. TABLE OF CONTENT
3. PRACTICAL WORK
4. CHAPTER 1: THE ART OF CONVERSING
1. COURSE OBJECTIVE:
The objective of this course is to develop skills in
conversing by:
Expressing one’s feelings and attitudes towards
the situation, people and topic involved
Expressing and distinguishing expression of
facts, reality, possibility
Engaging others in one’s conversation
Presenting information to others on a topic of
one’s researching
ADVANCED CONVERSATION II
Presenting collected information to others
Involving others in a discussion about a
topic you investigated
Using technological devices of
presentation (Power Point, Word, Excel) to
achieve quality presentation and engage
others in a discussion about a given
topoic.
A good conversation is not a quarrel. It is freely and
elegantly interacting with the other participants in
order to convice, persuade, have them change their
opinions. Therefore, it is an art as well as a
technique. Turn taking is the main rule of the game.
Other rules of the relate to the speaker’s

appropriatness in the use of body language,eye
contact, facial expression and intonations.
By practicing each one of these skills, as
illustrated in this course material, the
student should be proficient in listing and
speaking and communicating their ideas
before a public audience.
2. TABLE OF CONTENT
Unit 1: CONVERSATION TECHNIQUES
Unit 2: GIVING OPINIONS, AGREEING AND
DISCUSSING
Unit 3: LANGUAGE AND COMMUNICATION
Unit 4: PERSONAL FEELING AND ADVICES
Unit 5: REPORTING AND TELLING STORY
Unit 6: DEFINING FEELINGS ABOUT NATURE
Unit 7: TECHNOLOGY AND POSSIBILITIES
ADVANCED
Unit 8: GOOD ANDCONVERSATION II
BETTER PRESENTATIONS
PRATICAL WORK
Most of works evaluation will be oral, not
written, in this course such as:
1. Oral Quiz
2. Oral Exam
3. Oral Pratical works
4. Written works( original not copied)
1. Hesitating,
2. preventing interruptions and
3. interrupting politely,
4. bringing in other people.
1.1. Conversation:
Sue: You know, John,I feel that the developers are
using up the best farm and building high-rises…
John: Mm.
Sue: Nuh, in fact, I just joined this group – it’s
called the citizens Against Overdevelopment – and
they have a really good point…
Sue: Oh, but another thing. I mean, of course we
need places for people to live, but do they have to
take some of the best farmland to build it?
1.1. Conversation:
Sue: You know, John,I feel that the developers are
using up the best farm and building high-rises…
John: Mm.
Sue: Nuh, in fact, I just joined this group – it’s
called the citizens Against Overdevelopment – and
they have a really good point…
Sue: Oh, but another thing. I mean, of course we
need places for people to live, but do they have to
take some of the best farmland to build it?
1.1. Conversation:
John: Well, I know, but let’s face it, we have more
people, and they need housing, and industry has to be
developed…
Sue: Yes, but the way I see it is you don’t have to take
the best farmland to build high – rises….
Mary: You know, Sue, I think you’ve got a good point
there. Now, now John, John, what you were saying is
right too, but I think if … well, if everybody just got
together and talked about it, I think everything would
work out.
1.1. Conversation:
Mary: Yes.
John: Bob, you’ve been very quiet up to now. What do you
think about all this?
Bob: (laugh) Well, I, you know, uh…. The thing is uh, John,
uh…I pretty well like to mind my own business, and
uh(laugh)…
Sue: You mean you’re not interested in politics?
Bob: Uh, well no, I’m, I’m, you know, well, I’m really, uhh…
Mary: I’m sorry to interrupt, everybody, but it’s time for
coffee!
1.1. Conversation:
◦ 1.2. Presentation: hesitating
Hesitation is a natural part of using a
language – for those learning English as
well as for native speakers. Very fluent
speakers don’t hesitate very often. But
most people have to hesitate now and then
during a conversation. Silence is not a good
way to hesitate.
Silence causes embarrassment and
confusion. Silence also lets other people
take over the conversation. Here are some
useful expressions you can use to fill the
silence and to give you time to organize
your thoughts and decide how to express
them.
Um How can I put it
Uh It’s like this, you see
Well Sort of
Well, let’s see now Uh lengthened to uh-uh
In fact Um lengthened to um-m
You see The lenghtned to th – uh – uh
You know Well lengthened do we-ell or we-ll-ll
The thing
1.2. Presentation: hesitating
Decide with your teacher when these
hesitation devices might be useful.
You may have strong feelings about “bad
English”- get them off your chest before
you begin the exercice!
1.3. Exercise
Give a one-minute, totally unprepared talk to the
rest of the class on one of these subjects. Choose
the subject you know least about! The idea is to
keep talking constantly and not be silent while
you are thinking. In fact for this exercise you
should try to give as little information as possible!
The best way to start is Well, I ‘ve been asked to
talk about…
1.3. Exercise
Babies Hitchhiking Oudism
Breakfast The sun Classical music
Trees The moon Literature
Coffee Communism National politics
Drugs Tourism Royalty
Electricity Vegetarianism Insects
1.3. Exercise
Make sure you and others in the class are
using a variety of hesitation devices – not just
ul all the time!
even if you pride yourself on being a good
listener, “ there will be times when you want to
keep talking and not be interrupted. Here are
some useful techniques for you to try to
prevent interruptions:
1.3. Exercise
There are three points I’d like to make ….
(you can’t be interrupted until you have made all three!)
Even though…
(you can’t be interrupted until you have spoken two clauses.)
And another thing….
(you can’t be interrupted until you have completed your
sentence)
Pausing in the middle of a sentence, not between sentences.
(You can’t be interrupted until you have completed your
sentence)
1.3. Exercise
If you you want to interrupt politely when another
person is speaking, you need to be alert for suitable
opportunities. This may take a lot of of practice. If
you break into the conversation at the wrong time,
you may be considered aggressive. The end of a
sentence is often a safe place to break in( but not
always (see above). Here are some useful
techniques for interrupting:
If I could just come in here… (formal)
Silence causes embarrassment and
confusion. Silence also lets other people
take over the conversation. Here are some
useful expressions you can use to fill the
silence and to give you time to organize
your thoughts and decide how to express
them.
◦ 1.2. Presentation: Hesitating
If you you want to interrupt politely when another
always (see above). Here are some useful techniques
for interrupting:
If I could just come in here… (formal)
◦ 1.4. Presentation: Hesitating
If you you want to interrupt politely when another
always (see above). Here are some useful techniques
for interrupting:
If I could just come in here… (formal)
◦ 1.4. Presentation: preventing
interruptions and interrupting politely
Sorry to interrupt, but…
Um…..um…..um….. (repeated until the speaker lets you
speak)
By the way…(to change the subject)
That reminds me…
The way I see it…
Discuss these techniques with your teacher and make
sure your intonation and tone of voice are all right.
◦ 1.5. Communication activity
Work in groups of three or four. You will be
discussing different aspects of
“smokers’rights” and “work”. Student A
should look at activity 50, student B at
activity at activity 20, student C at activity
74, and student D at activity 107.

◦ 1.5. Presentation: bringing in other people
Actually, you probably don’t want to appear to dominate people all
the time! You may want to hear other people’s views and make
sure everyone gets a chance to speak in a conversation. A
chairman at meeting can just nominate speakers or point to them,
but in a conversation it’s better to use less direct methods:
Don’t you agree, John?
What do you think, John?
You’re very quiet, John.
I think John will agree with me when I say….
John’s looking skeptical.
I don’t know what John thinks , but….
Decide with your teacher what the effect of each of these
techniques would be.
◦ 1.5. Presentation: bringing in other people
Actually, you probably don’t want to appear to dominate people all the
time! You may want to hear other people’s views and make sure everyone
gets a chance to speak in a conversation. A chairman at meeting can just
nominate speakers or point to them, but in a conversation it’s better to
use less direct methods:
Don’t you agree, John?
What do you think, John?
You’re very quiet, John.
I think John will agree with me when I say….
John’s looking skeptical.
I don’t know what John thinks , but….
Decide with your teacher what the effect of each of these techniques
would be.
◦ 1.5. Presentation: bringing in
other people
◦ 1.7. Exercise
Work in committees of four or five. Make sure
that everyone gets a chance to state his or her
views on each aspects of the following topic:
THE PROBLEM OF OLD PEOPLE
When you are ready, report your discussion to
the rest of the class. Then deal with the
following topic in the same way:
TRAFFIC IN CITIES
Work in three groups. Each will conduct a
committee meeting. Students in group A
should look at activity 35, group B at
activity 75, and group C.
Work in three groups. Each will conduct a
committee meeting. Students in group A
should look at activity 35, group B at
activity 75, and group C.
◦ 1.8. Written work
The techniques used in this unit are
conversation techniques and are not generally
used in writing, except when you are:
Writing a dialogue, or
Writing a friendly personal letter.
In both of these cases, conversational phrases
only serve to make things sound more natural
or intimate.
Discus each of these ideas with your
teacher before you start writing:
1.a. imagine you are on the phone with a
friend. You are talking about what you both
did today and yesterday. Write only your
side of the conversation in dialogue form.

1b. Exchange one-sided dialogues with another
student. Fill in the missing parts of the dialogue
that you receive. Then get together with the
other student and see if you both had the same
ideas on how the conversations went.
Write a chatty personal letter to a good friend
explaining why you didin’t meet him or her as
arranged yesterday. Invent some good excuses!
UNIT 2: GIVING OPINIONS, AGREEING AND
DISCUSSING
◦ 2.1. CONVERSATION
Sue: Well Ken, if you ask me, there is too much
violence in television .
 Why killing seems normal now.
Ken: Uh Sue, I ‘m not sure if agree with you . I have
never read any proof that supports your claim.
Sue: Oh Ken, it’s common sense . The point is , is if
you keep seeing shooting and muggings and
strangling, you won’t care if it happens on your street.
DISCUSSING
Mary: I think that’s interesting.
Ken: Maybe, but …. I’ve never met people that are that
apathetic about violence.
Sue: Oh I’m sorry, I don’t see what you mean. Would you
mind explaining that point ?
Ken: Let me put it another way, Sue. The people on my
street – they’re not influenced by what happens on television.
Sue: Oh, but people may care about violence on their street,
but not about violence in general .
UNIT2: GIVING OPINIONS,
AGREEING AND DISCUSSING
UNIT 2: GIVING OPINIONS, AGREEING
AND DISCUSSING
Ken: Wouldn’t you say that…. Television is just
a passive way of letting off steam?
Sue: Oh Ken, that’s exactly what I mean!
People watching violence to cool off proves my
point – they get used to violence!
Mary: I think that’s a good point, Sue. I mean,
Ken, don’t you see what she’s saying?
DISCUSSING
Sue: Yes! There’s got to be a better way to cool off!
Mary: I agree. Well, like talking with friends, or
sports, or reading, or….
Ken: I agree with, Mary. Anyway, TV’s really
boring, so why argue about it?
Sue: (laugh) I agree with you there.
Mary: (laugh)That’s true.
DISCUSSING
◦ 2.2. Presentation: giving opinions
◦ When you are taking part in a discussion it
is useful to have techniques up your sleeve
for getting people to listen to you and to
give yourself thinking time while you
arrange your ideas. Here are some useful
opening expressions (they get more and
more formal as you go down the list):
DISCUSSING
INFORMAL: if you ask me….
You know what I think? I think that ….
The point is….
Wouldn’t you say that …?
Don’t you agree that…?
As I see it?
I’d just like to say that I think that….
FORMAL: I’d like to point out that….
Decide with your teacher when these
different expressions would be appropriate
. Do you agree with the order they have
been put in? can you suggest more
expressions?
DISCUSSING
Exercise
Make up conversations from the cues blow, using
expressions presented in 2.2. Follow this pattern:
A: How do you feel about big dogs?
B: Well, if you ask me, big dogs are a nuisance.
A: Why do you think that?
B: Because they eat a of food, and run around where
they're not wanted, and…
DISCUSSING
Big dogs Foreign travel
Cats Learning a foreign

language
Daycare Downtown parking
spaces
Womendrivers
◦ Try to use new expressionsTransistor
each time!radios
Capital punishment Children

◦ 2.2. Presentation: giving
opinions
EXERCISE
Work in group of three. Find out each
other opinions on these subjects :
Vacations Inflations
Birthdays Air travel
Christmas Television
Politeness Wintersports

Lotteries Communism

◦ 2.3. PRESENTATION: AGREEING
AND DISAGREEING
Here are some useful ways of agreeing
with someone’s opinion. Notice that you
need to be very polite when disagreeing
with someone in English- even someone
you know quite well.
AND DISCUSSING
◦ 2.3. PRESENTATION: AGREEING AND
DISAGREEING
AGREEMENT:
 Exactly.
 I couldn’t agree more
 That’s just what I was thinking.
 You know, that’s exactly what I think
 That’s a good point
AND DISCUSSING
AND DISAGREEING
DISAGREEMENT:
Yes, that’s quite true, but…
I’m not sure if I agree…
Well, you have a point there, but…
Maybe, but don’t you think that….
DISCUSSING
DISAGREEING
DISAGREEMENT:
Ifwe know someone very well we can disagree
more directly using expressions like these:
Are you kidding?
Don’t make me laugh!
Come off it!
DISCUSSING
DISAGREEING
EXERCISE
Here is a series of extreme opinions:
“Learning English is pointless”
”the united States is not a nice place to live.”
“Football is oring”
“Mariage is out of date”
DISCUSSING
DISAGREEING
EXERCISE
Here is a series of extreme opinions:
“Learning English is pointless”
”the united States is not a nice place to live.”
“Football is oring”
“Mariage is out of date”
DISCUSSING
DISAGREEING
EXERCISE
“Space travel is a waste of money.”
“Strikes should be made illegal”
“All motorists should be forced to wear seatbelts”
“the speed limit should be forty miles an hour on all
highways”
“English is a very easy language to learn”
AND DISAGREEING
Make up conversations about each topic,
using the expressions presented in 2.3.
Follow this pattern:
DISCUSSING
DISAGREEING
A:It says here that learning English is pointless!
B: I’m not sure if I agree – I think it’s probably a good
thing to do.
A:why do you say that?
B:well, because English is a world language – you need
it to communicate with people from other countries
A:That’s a good point
UNIT 2: GIVING OPINIONS,
2.4. COMMUNICATION ACTIVITY
Working in groups of three. Each person
will present some strong opinions and the
others will react. Student A should look at
activity 70, student B at activity 30, and
student C at activity 7.
2.4. PRESENTATION : DISCUSSING
Working in groups of three. Each person
will present some strong opinions and the
others will react. Student A should look at
activity 70, student B at activity 30, and
student C at activity 7.
DISCUSSING
In a friendly discussion, you don’t want to present your
opinions strongly that you start an argument! You can
express your opinion in a more tentative way like this:
I sometimes think that….
Well, I’ve heard that…
Wouldn’t you say that…?
Do you think it’s right to say that…?
IT’s my feeling that…
AND DISCUSSING
And you may want to ask other people to
explain their point of view more exactly, using
expressions like this:
I didn’t follow what you said about…
Sorry, I don’t see what you mean.
I don’t exactly see what you’re getting at.
What exactly are you trying to tell me?
AND DISCUSSING
And other people may not understand what you
say to them. So you may need to rephrase your
own statements, beginning like this:
that’s not exactly what I mean…
Let me put it in another way….
Sorry, let me explain …
Let me try that again…
DISCUSSING
Decide with your teacher how you could use these
phrases in a discussion about a topic in the news
today.
Working pairs. One of you will present some ideas and
then both of you will discuss them. The topics are
EXAMS and MARRIAGE. One of you should look at
activity I42 while there other one looks at activity I02.

2.5. COMMUNICATION ACTIVITY
Working pairs. One of you will present
some ideas and then both of you will
discuss them. The topics are EXAMS and
MARRIAGE. One of you should look at
activity I42 while there other one looks at
activity I02.
AND DISCUSSING
2.6. EXERCISE
Work in groups of about six students. Pick one
these topics and idscuss it, making sure each
member of the group gets a chance to speak :
Pollution
Fashions
Tourism
Make notes on the points that are made.
DISCUSSING
2.7. CONSOLIDATION EXERCICE: DEBATE
Begin by choosing a topic that everyone is interested
in. Then spend some time preparing your opinions
about the topic (perhaps in small groups). Then choose
a chairperson and two opening speakers who will
discuss the topic from opposite points of view.
After the opening speakers have clearly presented their
opposing opinions on the topic, the discussion is “open
to the floor” and everyone else can give their opinions.
DISCUSSING
DISCUSSING
2.7. CONSOLIDATION EXERCICE:
DEBATE
.
Unit 3 LANGUAGE AND COMMUNICATION
LESSON A: THE NATURE OF LANGUAGE
1. SPOKEN AND WRITTEN LANGUAGE
A. Read these texts . Which do you think are spoken
language? Written language?
Management skills increase in productivity new
product
1. The photocopy machines in the catalog you
showed me seem to be greatly superior to the ones
we’re currently using. Most of our machines need to
be replaced.
2. That’s impossible ! I’m working at top speed
already, and I got lucky on a fex big orders in the first
quarter. That’s why I’m 20% ahead of my quota right
now… increase in productivity spoken language
3. Well, neither Julia nor Joe was able to improve

morale. The department was sort of a mess before I
took over…
4. Increasing productivity is going to be a challenge.
A combination of circumstances has helped to make
my 20% gain possible so far. I don’t believe the 25%
is realistic…
5. During my tenure as department manager, morale

improved significantly. Now each of the workers has
an annual performance review…
6. Well, neither Julia nor Joe was able to improve morale.
The department was sort of a mess before I took over…
Pair work
Can you think of some features of spoken and written
language? Share your ideas with the class.
In spoken language, more idioms are used and
vocabulary chosen is more informal.
6. Well, neither Julia nor Joe was able to improve morale.
The department was sort of a mess before I took over…
Pair work
Can you think of some features of spoken and written
language? Share your ideas with the class.
In spoken language, more idioms are used and
vocabulary chosen is more informal.
Unit 3 LANGUAGE AND
COMMUNICATION
LESSON A: THE NATURE OF
LANGUAGE
What’s correct language?
Read the following comments about the use
of language, and complete the chart.
Discuss your opinions in with a partner.
COMMUNICATION
LANGUAGE
Agree Disagree
1. Most people don’t speak their first language correctly.

2. Learning grammar doesn’t help a person speak a language any
better.
3. E-mail is causing people to write more carelessly.
4. Teaching writing is unnecessary. People learn as they go along.
5. Young people nowadays don’t pay any attention to correct
language.
I don’t agree with the first one. Of course people
speak their first language correctly. After all, who
could speak if “better” than a native speaker?
Grammar Focus
Subject – verb agreement in sentences with
quantifiers
….
Grammar Focus
Subject – verb agreement in sentences with quantifiers
Some collective nouns, such as staff, majority, and minority ,
can have a singular or plural verb. If the noun refers to the
individual members of a unit, the verb is plural.
The majority of people in the world speak more than one
language
Only a ,minority of U.S. students write correctly when they
enter college.
If the noun refers to a whole unit, the verb is singular.
Grammar Focus
In the U.S., Spanish speakers constitute a linguistic minority that
is growing rapidly.
None, each, and every one are followed by a singular verb.
None of my friends knows how to write good business letters.
Each of the instructors in the school has a different teaching style.
All(of), a lot of, lots of, some, most, plenty, and fractions are
followed by a singular verb if the noun they modify is uncountable
or singular and by a plural verb if the noun they modify is plural.
Grammar Focus
A lot of contact with native speakers helps to learn a second
language better .
Half of the textbook is about improving your communication
skills.
A lot of second language learners have difficulty using informal
English.
Half of the chapters in the book deal with improving writing
skills.
Grammar Focus
Complete these sentences with the correct form of the verb in
parentheses.
A lot of people ……………….that slang is inappropriate in writing . (feel)
The staff at school ………….able to speak at least three languages . (be)
All of the employees in my company ……..to take a business communication
course.(have)
A lot of the language that people use every day……inappropriate in writing. (be)
Every one of the letters I receive usually …………….one or two spelling mistakes.
(contain)
None of my friends……..foreign newspapers regularly . (read)
A lot of college students really…….from taking debate courses early next
semester. (be)
Grammar Focus
Group work
Complete these sentences with information about how people
use language in different situations. Then discuss your answers.
1. Most of the announcers you hear on the radio….
2. The majority of people my age….
3. A lot of the language young people use…
4. None of my friends…
5. A lot of the slang expressions people use the days…
6. Nowadays some of the language you hear in movies…
Grammar Focus
Group work
A: Most of the announcers you hear on the
radio have a very formal way of speaking. They
don’t speak the way ordinary people do.
B: Maybe, but I think that’s changing . For
example….
Grammar Focus
Idiomatic expressions:
The expressions below can be used to comment on people
and the way they speak. Do you know what they mean?
Which ones are positive, and which ones are negative?
Jack is sort of a windbag.
Mei-Leg has a way with words.
Alex can never stick to the point .
Grammar Focus
Jeniifer loves to hear herself talk.
With Carlos, you can’t get a word in edgewise.
Somsak never talks behind your back.
Kate can talk you into anything.
Steve has a very sharp tongue.
Grammar Focus
Group work
Have you ever known anyone above? Tell your
group.
My neighbor Jhon is sort of windbag. He talks too
much, and he’s always trying to show how
important he is.
COMMUNICATION
LANGUAGE
Practical advice
Pair work
People often tell stories about what has
happened to them or to other people. Read
this advice from a conversation manual. Do
you agree with it? What other advice would
you give?
COMMUNICATION
LANGUAGE
Practical advice
Pair work
o Don’t tell a story that is o Don’t be the first to laugh
too long at your own story
o Don’t give uncesseray o Don’t start story unless

details you’re sure how it ends.
Practical advice
Group work
Think of a story to share with your classmates. Describe
something interesting that has happened to you or that
you have heard about recently. Try to follow the
guidelines in Exercise A.
A:The other day I nearly got into an accident.
B:What happened?
A: Well, I was driving on Route 60 when this guy in front
me….
COMMUNICATION
LANGUAGE
Practical advice
Storytellers
Listen to these people’s anecdotes. Decide
if each anecdote is interesting or not. Give
reasons.
Is it interesting? Why or why not?


COMMUNICATION
LANGUAGE
When you write a summary, state in your
own words the main ideas of a text,
leaving out most of the supporting details.
The summary must accurately reflect the
ideas of the original text.
COMMUNICATION
LANGUAGE
Unit3 PERSONAL FEELING AND
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
ADVICES
Admit, claim, feel, report, assume,
argue, doubt. Eg. Many people claim that
they have no superstituos beliefs
Reporting clause in passive
Use of negative adverb in the beginning
of a sentence(inversion)
Use of double comparative
Unit 6. Defining feelings about
nature: clothes and appearance
What does does adjectives mean?
Some Verb patterns
Which partern ….?
Fashion survey
Read and reread the two extracts on page
37
1. What are they about
2. Show the different opinions
3. Which one is similar to yours
Exercise
Unit 7. Technology and possibilities
Using ‘’the’’ or not
Subject verb inversion in conditional
Example of subject verb inversion
Different terms describe how peole interact:
Speech
Conversation
Talk
Chat
Exchange
Argument
Etc…..
They describe the exchange in different
circumstances
Attention to the orther
Taking turns
Reacting
Motivation
….are almost the same, but the aims are
different. A tennis game is a competition
which aims at wining whereas the
conversation aims at a mutual exchange.
Definition of a conversation
Research paper last 20 -15 minutes
Reading your paper is not presenting the useful
information
Researc paper focusses on :
 The Problem (documented)and the research question
 Hypothesis
 Objective(main & specific)
 Methods and techniques
 Choice and interest of the topic
 Delimitation of the subject
 Subdivision of your work
Tips
Tips
Tips
Tips
1. Think and visualize(what you want to present
and how)
2. Don’t overdo the slide
3.Design for for success
4.Stay on the message
5.Tell a story
6. Sell the brand, not the feature
7.Practice transition(pauses not accepted)
8.It’s all about the show( slides are only tools)(be
sure on how you things)
Ten tips
9.Engage the audience(active eng and reflective
eng)
10.Take advantage of Q&A

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ADVANCED

Taught by Prof. Sangabau Raymond

Assisted by Mr. Levi’s NDEY

Other rules of the relate to the speaker’s

Um How can I put it

Uh It’s like this, you see

Well, let’s see now Uh lengthened to uh-uh

In fact Um lengthened to um-m

You see The lenghtned to th – uh – uh

You know Well lengthened do we-ell or we-ll-ll

Babies Hitchhiking Oudism

Breakfast The sun Classical music

Trees The moon Literature

Coffee Communism National politics

Drugs Tourism Royalty

Electricity Vegetarianism Insects

Big dogs Foreign travel

Cats Learning a foreign

3. Well, neither Julia nor Joe was able to improve

5. During my tenure as department manager, morale

1. Most people don’t speak their first language correctly.

5. Young people nowadays don’t pay any attention to correct

o Don’t give uncesseray o Don’t start story unless

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