INTRODUCTION 1.1 Statement of research problem and the rationale for the study
Aim and significance of the study
This research aims to r ise Vietn mese le rner‘s w reness of how to use politeness strategies appropriately in order to achieve successful communication
Moreover, the study expects to put forward some suggestions for the teaching of positive and negative polite strategies to language teachers Hence, as this thesis completed, it can be beneficial for both theoretical and practical contributions In terms of theoretical significance, this study contributes to making explicit the important role of politeness strategies in verbal communication, especially in cross- cultural communication For practical significance: This study helps gain an insight into the method employable for teaching politeness strategies in the course book
―New He dw y - Element ry‖ s well s in djustment nd pplic tion of te ching techniques
This thesis is conducted with two main objectives Firstly, the author comes to investigate positive and negative politeness in most typical contextual environments in ―Everyd y English‖ of the course ook New He dw y – Elementary In addition, the second purpose is to collect and analyze the extent to what politeness strategies are recruited and distributed in the coursebook In brief, these objectives can be achieved through finding tentative answers to the following research questions:
1 How are positive politeness strategies used in the “Everyday English activities”of the course book “ New Headway – Elementary”?
2 How are negative politeness strategies used in the “Everyday English activities”of the course book “ New Headway – Elementary”?
The study investigates the use of positive and negative politeness strategies only in the conversational activities of ―Everyd y English‖ in 14 units presented in the course book New Headway – Elementary written by Liz & John Soars
The study consists of five chapters Chapter 1 (Introduction) presents the rationale, the objectives, significance and the scope of the study Literature of culture, communication, politeness and politeness strategies are reviewed in chapter 2 Chapter 3 disscusses methodology of the study with research questions, the participants, the method for data collection and data analysis In chapter 4, data are analyzed and findings are discussed towards research questions 2 and 3
Finally, chapter 5 summarizes the main finding of the study, pointing out some limitations of the research, offering implications for English teaching and learning, and giving recommemdations for further research.
Design of the study
The study consists of five chapters Chapter 1 (Introduction) presents the rationale, the objectives, significance and the scope of the study Literature of culture, communication, politeness and politeness strategies are reviewed in chapter 2 Chapter 3 disscusses methodology of the study with research questions, the participants, the method for data collection and data analysis In chapter 4, data are analyzed and findings are discussed towards research questions 2 and 3
Finally, chapter 5 summarizes the main finding of the study, pointing out some limitations of the research, offering implications for English teaching and learning, and giving recommemdations for further research.
LITERATURE REVIEW 2.1 Culture and Communication
Definition of culture
Levine nd Adelm n (cited in Nguy n Qu ng, 2002: 30-31) hold that
―culture is a share background (for example, national, ethnic, religious) resulting from a common language and communication style, customs, beliefs, attitudes, and values‖ ―Culture‖ in this study does not refer to art, music, literature, food, clothing styles, and so on It refers to the informal and often hidden patterns of human interactions, expressions, and viewpoints that people in one culture share The hidden nature of culture has been compared to an iceberg, most of which is hidden underwater! Like the iceberg most of the influence of the culture on an individual cannot be seen The part of culture that is exposed is not always that which creates cross-cultural difficulties; the hidden aspects of the culture have significant effects on behaviour and on interactions with others
According to Phillip K Bock (cited in Nguyen Thi Tuyet, 2005: 3), culture is considered ―in its broadest sense, as what makes you a stranger when you are away from home It includes all those beliefs and expectations about how people should speak and act, which have become a kind of second nature to one as a result of social learning When you are with members of a group who share your culture, you do not have think about it, for you are all viewing the world in pretty muach the same way and you all know, in general terms, what to expect of one another‖
Banks (1989: 8) also shares a very remarkable notion of culture in which he claims that “the essence of culture is not its artifacts, tools or other tangible culture elements but how the members of the group interpret, use and perceive.‖
Definition of communication
The term ―communic tion‖ h s lre dy included many definitions with emphasis on various factors Hybels and Weaver (2001: 5) defined communication as ―any process in which people share information, ideas, and feelings that involve not only the spoken and written words but also language, personal mannerism and style, the surrounding and things that add meaning to a message.‖
Nguyen Quang (1998: 3) states that ―Communnication is the process of sharing meaning through verbal and nonverbal behaviour.‖
The relationship between culture and communication
There has always existed the close relationship between culture and communication; that means, culture creates communication and communication in its turns reflects culture Without communication, it would not be possible to see and interpret how culture manifests itself intraculturally and interculturally
Samovar (1981: 20) points out the close-knit relationship between these two factors in inter ction ―Culture and communication are inseparable because culture not only dictates who talks to whom, about what and how the communication proceeds, it also helps to determine how people encode messages, the meanings they have for messages, and the conditions and circumstances under which various messages may or may not be sent, noticed or interpreted Culture is the foundation of communication‖ It is revealed from
S mov r‘s opinion th t culture and communication got are reciprocally supportive in which culture is the cradle to nourish communication and communication comes back to be the paddle for the development and maintenance of culture.
Politeness
Politeness is an important construct in the studies of communication and pragmatics, especially in cross – cultural communication Hence, it is obvious that there have been lots of definitions and conceptualisations of politeness extended by many scholars
According to Blum-Kulla (1983: 131), politeness linguistically refers to ―the interactional balance achieved between two needs: the need for pragmatic clarity and the need to avoid coerciveness”,
Thomas (1995: 157) gives another opinion of politeness, politeness is understood as “strategies (or series of strategies) employed by a speaker to achieve a variety of goals, such as promoting or maintaining harmonious relation”
Holmes (1992: 296) points out in her book An Introduction to Sociolinguistics th t politeness includes t king ccount of other people‘s feeling in order to make himself comfortable
Nguy n Qu ng (2004: 11) functionally claims that “Politeness is any communicative act (verbal and/or nonverbal) which is intentionally and appropriately meant to make other(s) feel better or less bad”
Generally, most of the scholars share the view that politeness is any behaviour in communication that the is resorted to the im to s tisfy the he rer‘s or at to make the hearers feel better or less bad
It is undeniable that the realisation of politeness in communication partly relates to the public self-image of the participants Brown and Levinson (1987) mention this image in their research which is referred to s ―f ce‖ ―Face is the public-self image that every member wants to claim for himself‖ (Brown and
Levinson, 1987: 61) In addition, these authors classify face into two types: negative face and positive face Negative face focuses on the basic claim to territories, personal preserves, rights to non-distraction while positive face concerns with the positive consistent self-image or ‗person lity‘(cruci lly including the desire that this self-image be appreciated and approved of) claimed by interactants
In daily communication, it is possible to exist both dimensions: one is respect for face as norms or values subscribed to by members of a society which is called face as want, the other dimension runs contrary to the face wants of the addressee and/or of the speaker which is defined as Face-Threatening Act (FTA) Brown and Levinson (1987: 60) suggest five common strategies to deal with FTA, these stratetegies are illustrated in Figure 1 below:
Figure 1: Circumstances determining choice of strategy
Nguyen Quang (2002) comments that this view by Brown and Levinson is more or less eurocentric and thus decreasing their di gr m‘s univers l v lue Therefore, he proposes the following figure:
Figure 2: Strategies to minimize risk of losing face (Nguyen Quang, 2001)
Estimation of risk of face loss
3 Do not do the FTA
1 Without redressive action/ On record
There has been a variety of studies conducted to investigate politeness by various scholars through out the years That could list Lakoff (1973, 1990), Leech
(1983), Watts (1989), Frazer (1990), Cruse (2000), Eelen (2001, Watts (2003)…
Lakoff (1973: 296) is one of the pioneers to adopt Grice's construct of Conversational Principles in an effort to account for politeness She explicitly extends the notion of grammatical rule to the domain of politeness and considers the form of sentences
Leech (1983: 82) introduces the politeness principle whose function is to maintain the social equilibrium and the friendly relations and to assume that our interlocutors are being cooperative in the first place
Watts (1989: 19) identifies politeness as linguistic behaviour which is perceived to be beyond what is expectable Politeness is viewed as explicitly marked, conventionally interpretable subset of 'politic' responsible for the smooth functioning of socio-communicative interaction and the consequent production of well-formed discourse within open social groups characterized by elaborated speech codes
Lakoff (1990: 34) sees politeness as "a system of interpersonal relations designed to facilitate interaction by minimizing the potential for conflict and confrontation inherent in all human interchange‖
Fraser (1990: 232) presents the notion of politeness as a Conversational Contract
Cruse (2000: 362) states that the purpose of politeness is the maintenance of harmonious and smooth social relations in the face of the necessity to convey belittling messages
Eelen (2001: 240) argues for an alternative conceptualization of 'politeness' with the characteristics of variability, evaluativity, argumentativity and discursiveness
Watts (2003: 20) refers to 'Politic behaviour' in which the participants construct as being appropriate to the ongoing social interaction The construction may have been made prior to entering the interaction, but is always negotiable during the interaction, despite the expectations that participants might bring to it
According to Brown and Levinson (1987), politeness strategies are developed in order to save the hearers' "face." Face refers to the respect that an individual has for him or herself, and maintaining that "self-esteem" in public or in private situations We can see it as a way to do the Face Threaten Acts (FTAs) or don‘t do the FTAs
2.2.3 Positive politeness and positive politeness strategies 2.2.3.1 What is positive politeness?
In the research on politeness in language usage, Brown and Levinson (1987) note th t ―Positive politeness is redress directed to the addressee‟s positive face, perennial desire that his wants (or the actions/ acquisitions/ values resulting from them) should be thought of as desirable” (Brown and Levinson, 1987: 101)
According to Nguy n Qu ng (2004), ‗Positive politeness is any communicative act (verbal and/or nonverbal) which is intentionally and appropriately meant to show the speaker‟s concern to the addressee, thus, enhancing the sense of solidarity between them‟ (2004: 24)
In this thesis, the researcher focuses her analysis on the positive strategies found in the conversations of the course book
Positive politeness stratedy, as seen by Yule (1996: 64), ―leads the requester to inquire for a common goal, and even friendship‖ Positive politeness is to focus on proximity etween spe kers nd he rers which c n e shown s ―solidarity strategy‖ People use this str tegy in order to indic te common ground and solid rity in which spe kers sh re he rers‘ w nts Thus, positive politeleness is used not only to redress the FTA, but also to indicate that speakers want to come closer to hearers
Brown and Levinson (1987) specify the super-strategy on record with positive politeness into fifteen positive politeness strategies realised in communication, while Nguyen Quang (2002) emerged seventeen positive politeness strategies to help speakers minimize the FTA Those seventeen strategies are presented below:
Data source
The prim ry d t source is from the course ook ―New Headway - elementary‖ written y Liz So r nd pu lished y Oxford University Press It is a book in the six-volume series of the book as a second language for learners The book contributes to improve learners‘ ability in all four language skills: listening, speaking, reading and writing, especially communicative activities daily conversations The book includes 14 units with many simple small talks in
―Listening‖ nd ―Everyd y English‖; so it is a good opportunity for beginning learners to practice speaking English easily
The research focuses on the utterances in conversations in each unit, especially in listening t sks nd―Everyday English‖ Then ll st tistics needed for this study are calculated and grouped into different categories which are to be presented in the next chapter of the research
The data from the contents of the course book are reported and described to ensure the reliabity and validity of the study
In this research, the author applies both qualitative and quantitative method since the study concentrates on the practical aspects of communication with reference to politeness strategies The qualitative method recruited in this research includes textual analysis and, to a certain extent, observation The application of quantitative method is to present the extent and the differences that the politeness strategies are used The quantitative method are likely to be recruited much more than the qualitative one since it helps to explain how politeness strategies are distributed and used in the whole textbook: which ones are used more and how they are distributed.
Methods
To collect data, the author observes all the conversational activities in the categorized according to the classification proposed by Brown and Levinson (1987) and revised by Nguyen Quang (2002)
After collection, utterances are examined and classified into types of politeness strategies Results are then presented and findings are critically discussed for the answer to the research questions posed for this study
Categorizing data: All utterances that are collected from the course book are categorized into different types and sub-typess with graphs and tables
Describing data: Different politeness strategies are described with their typical features and markers and in specific communicative events
The following steps are taken for data analysis
(1) Checking the course book carefully The researcher examined the course book, the conversation in the communicative activities Then, all phrases and sentences appearing in the units, especi lly in the listening t sks nd ―Every English‖activities, are picked up
(2) Classifying the politeness strategies based on the framework proposed by Brown and Levinson (1987) and Nguyen Quang (2002)
(3) Illustrating the data by summary in figures and table
FINDINGS AND DISCUSSIONS 4.1 Frequency of positive and negative politeness strategies in the
Negative politeness strategies in the conversational
According to Brown and Levinson (1987:129), negative politeness is redressive ction ddressed to the ddressee‘s neg tive f ce: his w nts to have his freedom of action unhindered and his attention unimpeded It is the heart of respect behaviour Negative politeness performs the function of minimizing the particular imposition that the FTA unavoidably effects Its linguistic realizations — conventional indirectness, hedges on illocutionary force, polite pessimism (about the success of requests, etc.), the emph sis on H‘s rel tive power - are very familiar and need no introduction
The negative politeness strategies found in the New Headway – Elementary course book are presented in Table 3 below
Table 3: The statistics of negative politeness strategies
No Negative Politeness Strategies Number of occurrence
8 State the FTA as the general rule 0 0%
10 Go on record as incurring a debt, or as not indebting H 1 4.5%
All the statistics are converted and demonstrated in the bar chart as follows:
Figure 4:The frequency of negative politeness strategies
It is clearly displayed from the table and the chart that negative politeness strategy 1 (Be conventionally indirect) is most preferable with 40.9 percent In this stratetegy, the speaker shows his/ her desire to give an ‗out‘ y eing indirect, and the desire to go on record which is represented in the use of phrases and sentences that have contextually unambiguous meanings that are different from their literal meanings The phrases conveying these meanings c n e listed s ―Can you…”,
―Could you…‖ For inst nce,
- Can you give me the recipe?
- Could you tell me the time, please?
- Can you take me to school?
- Could you lend me some money, please?
(New Head way – Elementary Unit 9, Track 9.9, page 120)
- Can you tell me the time of the trains from Bristol back to Oxford, please?
(New Head way – Elementary Unit 13, Track 13.7, page 122
From the instances above, we can see that the speaker wants to show his/ her wish to have others perform an action, but he/ she does not express it directly and hides it in the common phrases like ―Can you…”, ―Could you…‖ ccomp nying with an action to perform after that
Give deference is the strategy ranked in the second position after strategy
1with 31.9% which is only 9 percent lower than the first one This stratregy appears when the speaker pays the hearer positive face of a particular kind, namely that which s tisfies the he rer‘s w nt to be treated as superior The hearer seems to be in a higher social status than the speaker Let‘s t ke the utterances below as examples:
B: I‟m sorry I don‟t It‟s at home
(New Head way – Elementary Unit 4, page 35)
- A: Excuse me! Is there a chemist near here?
(New Head way – Elementary Unit 5, Track 5.6, page 116)
- A:Excuse me, are you ready to order?
(New Head way – Elementary Unit 9, Track 9.3, page 119)
We can point out in each of the given examples that the preceding speaker always hold a certein respect to the hearer in their conversation which is clearly shown in such common phr se s ―Excuse me‖ t the eginning of every communic tive activity
Two groups of strategies sharing the same percentage are strategies 2
(Question, hedge) and 4 (Minimize the imposition) with 4.5%, strategies 9 and 10 with 9.1% However, strategies 9 (Nominalize)and 10 (Go on record as incurring a debt, or as not indebting H ) are used more than twice in comparison with the second and the forth strategy
Strategies not found in this course book are strategies 3 (Be pessimistic), 6 (Apologize), 7 (Impersonalize S & H), 8 (State the FTA as the general rule), and 11
(Avoid asking personal questions) These strategies are also important in social interactions However, they are not commonly shown in daily conversations among communicators.
CONCLUSION 5.1 Summary of the findings
Implications to English teaching and learning
It is undeniable that politeness is not an easy task to teach and to learn The realization and distinction of its strategies are also a challenge However, there are some tips that teachers can apply in their lessons to explicit nd improve student‘s awareness and performance of politeness strategies in communication In this part, some implications will be extended to teachers and students of English:
Firstly, it is vital to note that students should be well aware of the importance of politeness strategies in daily communication Teachers may help them realize in the lessons by assigning some conversational activities and let them point out whether that is the positive politeness or negative politeness strategies that are performed and instruct them to practise those conversations
Secondly, in most of daily interactions, the politeness and facework seem to be much more inportant than words or grammar structures Thus, the teachers should provide appropriate utterances with careful explanation and instruction, apart from word forms and sructures
Thirdly, during interactions, it is advisable to practise real-life contexts and pay attention to the politeness strategies, especially the positive ones so that students can be more familiar as they apply to communicate in real-life situations by themselves
Lastly, when it comes to daily communication, teachers should make clear when to use positive politeness strategies and when to use negative politeness strategies to attain communicative goals In other words, in social behaviors, suggestions and responding conversations, utterances containing politeness strategies should be apply, while the negative politeness strategies should be emphasized in requesting conversations
5.3 Limitations of the study and recomendations for further research
It is factual that the research has provided some significant findings
However, it also has some limitations In this part of the paper, the author points out shortcomings of the research as well as recommends some other orientations for further investigation
Firstly, the study focuses mainly on positive and negative politeness strategies Little attention is paid to bald on record, off record in the course book as they are also aspects of politeness/ impoliteness mentioned in the previous parts of this thesis Hence, more studies can be conducted to examine the course book with focus on these aspects
Secondly, due to the limitation of time and the requirement of the thesis, the researcher has not mentioned the role and relationships in the use of politeness strategies in communication Futhermore, this study has not discussed the contexts of situations in which specific politeness strategies are used
Finally, further investigation can exploit other course books in terms of positive and negative politeness strategies or in all the four aspects of politeness/ impoliteness such as positive politeness, negavetive politeness, bald on record, off record
Banks, JA & McGee, C A (1989) Multicultural Education Needham Heights,
Brown, P., & Levinson, S (1987) Politeness: some Universal in Language Usage
Cruse, A (2000) Meaning in Learning: An Introduction toSemantics and
Pragmatics Oxford: Oxford University Press
Eelen, G (2001) A Critique of Politeness Theories St Jerome Publishing
Frazer, B (1990) Perspectives on politeness Journal of Pragmatics 14(2): 239-36
Holmes, J (1992) An Introduction to Sociolinguistics USA: Longman Publishing
Hybels, S & Waver, P L (2001) Communicating Effectively Mc Graw- Hill, Inc
Lakoff, R T (1973) The logic of politeness; or minding your p's and q's In Papers from the ninth regional meeting of the Chicago Linguistic Society, 292-305
Lakoff, R T (1990) Talking power: The politics of language in our lives New
Leech, G N (1983) Principle of Pragmatics London: Longman Nguyen Quang (2004) Một số vấn đề giao tiếp nội văn hóa và giao văn hóa NXB Đại học Quốc gi Hà Nội
Nguyen Quang (2002) Giao tiếp và giao tiếp giao văn hóa NXB Đại học Quốc
Nguyen Quang (1998) Intercultural Communication Vietnam National
Nguyen Quang (2001) Sắc thái quyền lực trong giao tiếp ngôn ngữ Tập s n ngoại ngữ số 1
Nguyen Thị Tuyết (2005) A study on politeness strategies in the conversational activities of the course book “Lifeline” Luận văn th c sỹ, Đại học Ngoại
Ngữ, Đại học Quốc Gi Hà Nội
Samovar, L.A (2007) Communication between Cultures Belmont: Thomson
Thomas, J (1995) Meaning in interaction: An introduction to pragmatics London and New York: Longman
Watts, R (1989) 'Relevance and relational work: Linguistic politeness as linguistic behaviour' Multilingua, 8/2-3:131-166
Watts, R (2003) Politeness Cambridge: Cambridge University Press
Yule, G (1996) Pragmatics Oxford: Oxford University Press
APPENDICES SUMMARY OF POSITIVE AND NEGATIVE POLITENESS STRATEGIES
IN THE COURSE BOOK “NEW HEADWAY – ELEMEN ARY”
Units Conversational Activities Pages Politeness Strategies
1 -Goodbye, Brianca Have a nice day p.11 1 -Hi, Flor ! It‘s me, Leo How re you?
-Very well How are the children?
- Good morning Can I have an orange juice, please?
- Here you are Anything else?
- Yes Can I have a tune and egg salad, please?
-Four pounds ninety-five Please
- Good afternoon Can I have two ice-creams, p.25
- One chocolate, one vanilla, please
- Only two letters for you this morning, Mrs Craig
- Thank you very much, Mr McSporran And how‘s Mrs McSporr n this morning?
- Oh, she‘s very well, th nk you She‘s usy in the shop p.25
- A glass of wine before bed, my dear?
- Th nk you, my de r I‘m very tired this evening p.25
- Good morning, boys and girls Hurry up, we‘re l te p.25
- Can I sit here, Mr McSporran? 13
- No, no, I want to sit there 13
- Be quiet all of you, and SIT DOWN! 10
1 M: Hello, everybody! This is my friend Jane from England
J: Hello! Please to meet you
M: Come and have a drink, Jane 15
2 T: Mrs Jones! How do you do?
T: Ple se come in You‘re from our office in London, ren‘t you?
T: Welcome to Tokyo! Do you like our headquarter here?
J: Yes It‘s very big How many people work here?
T: about six thousand people Do you want to see our offices?
3 A: What do you want to do today
M: Ooh! I don‘t know Wh t do you
A: Ah! Do you like sailing?
M: Yes, very much I sometimes go sailing in Scottland but not very often
A: OK – so tod y it‘s s iling nd fishing on the lake
M: Fantastic I love fishing too – we go fishing a lot in Scottland
1 A: I‘m sorry, I‘m l te The tr ffic is bad today
B: Don‘t worry Come nd sit down
3 A: It‘s very hot in here C n I open the window?
A: Can I have film for my camera? p.35 13 B: How many exposures?
5 H=Helen B= Bob H: And this is the kitchen
H: Well, it‘s not very ig, ut there re lot of cup o rds And there‘s new fridge nd cooker Th t‘s new, too
B: But wh t‘s in ll these cupboards?
H: well, not a lot There are some cups but there ren‘t ny pl tes And I h ve some knives nd forks, ut I don‘t h ve ny spoons!
B: Do you have any glasses?
B: Never mind We can drink this champagne from those cups! Cheers!
1 A: Excuse me! Is there a chemist near here?
2 A: Excuse me! Is there a newsagent near here?
B: Yes It‘s in Church street T ke the first street on the right It‘s next to the music shop
3 A: Excuse me? Is there a restaurant near here?
B:There‘s Chinese one in p rk L ne next to the nk, nf there‘s n It li n one in Church Street next to the travel agent
B: No Just two minutes, th t‘s ll
4 A: Is there a post office near here?
B: Go str ight he d, nd it‘s on the left, next to the pub
B: Hello Can I speak to Jo, please?
B:Oh! Hi, Jo This is Pat Is Sunday still OK for tennis?
B: Great! See you on Sunday at ten, then Bye!
A: No, it isn‘t I‘ll just get her
B: Hi, Liz It‘s Tom Listen! There‘s party at my house on Saturday Can you come?
C: Oh, sorry, Tom I c n‘t It‘s my sister‘s wedding
B: Oh, never mind Perhaps next time
3 A: Good morning, Barclay Bank, Watford Can I help you?
B: Good morning Can I speak to the manager, please?
A: I‘m fr id, Mr Smith isn‘t in his office at the moment Can I take a message?
B: Don‘t worry I‘ll ring ck l ter
7 1 A: Ugh! Work again! I hate Monday mornings!
B: me too! Did you have a nice weekend?
Happy birthday, dear Tommy, Happy birthday to you
3 A: Did you get any valentine cards?
B: Yes, I did Listen to this
Rose are red Violets are blue You are Valentine
A:Oooh-er! Do you know who it‘s from?
B: Oh thank you very much
A: Your wedding day When is it?
B: Oh! We‘re not sure Perh ps some time in June
5 A: It‘s midnight! H ppy New Ye r, everybody!
6 A: Th nk goodness! It‘s Friday!
8 1 A: Why didn‘t you l ugh t my joke?
B: Bec use it w sn‘t very funny
2 A: Hello Hello I c n‘t he r you Who is it?
A: Oh, Jon thon! Hi! Sorry, I c n‘t ch t now I‘m in hurry
3 A: Good luck in your exams!
B: Oh, thank you I always get so nervous before exams
4 ‗A: Mmmmm! Did you m ke this chocolate cake?
B: I did, do you like it?
A: Like it? I love it It‘s delicious C n
5 A: Come on, Tommy Say hello to Auntie M vis Don‘t e shy
B: No, it w sn‘t It was a Thursday
A: No, I remember It was a Friday the thirteenth The thirteenth of July
2 A: Oh, no I forgot your birthday
B: It doesn‘t m tter, re lly
A: It w s l st Sund y, w sn‘t it? The thirtieth, november the thirtieth
3 A: Hey! Did you know that Shakespeare was born and died on the same day?
A: Yes, it is He was born on April the twenty- third, fifteen sixty-four and he died on April the twenty-third, sixteen sixteen
9 D= Daisy T=Tom D: I don‘t like te T: Oh, I do Well, sometimes, with sugar.but coffee‘s horri le!
D: Ye h Disgusting I don‘t like eer or wine either
T: Well, I don‘t like wine ut I like eer My dad has beer every day after work and sometimes I have a bit
D:Beer! Yuk! But apple juice is nice I really like pple juice It‘s delicious
T: Mmmmm! Ye h, it‘s delicious nd it‘s good for you Apples are too! I love all fruit – apples, oranges, bananas and strawberries
D: Yeah, OK I like fruit, but I hate all v get les, ‗speci lly c rrots
T: Yeah, vegetables are disgusting Er-but ot all of them, - I quite like peas Hamburger, chips nd pe s Mmm! Th t‘s one of my favoutite meals
D: Yeah – hamburgers, I like Chips, I like
T: My very favourite meal is spagetti
Spagetti, then ice-cream after Yummy!
Or yoghurt I love strawberry yoghurt
D: Ice-cream – OK Yes Yoghurt, no!
Spagetti – yes I like all the pasta and pizza!
But I don‘t like it with tom toes or cheese I don‘t like tom toes very much nd I h te cheese
T: Mmmm! Pizz The est ut you c n‘t have pizza without tomatoes and cheese
D: Well, I c n I don‘t like cheese at all
T: What do you like then?
D: Well, I like , er Ilike chocolate and chocolate biscuits
T: Yeah! I really like chocolate.everybody likes chocolate
No, th nks I don‘t smoke
2 Do you like your teacher?
Yes, please Some coke, please
Yes I‘d like ook of st mps, ple se
5 What sports do you do?
Well, I like swimming very much
6 Excuse me, are you ready to order?
Yes, I‘d like ste k, ple se
Brry MP=Miss Potts MP: Good morning Can I help you?
B: Yes, I‘d like some or nge juice, ple se
MP: Er sorry There‘s pple juice ut no orange juice
B: Wh t‘s th t then? Isn‘t th t or nge juice?
MP: Oh, yes So it is! My eyes! Here you are
B: Thank you, and some milk, please
MP: Sorry I sold the last bottle two minutes ago
B: Oh, dear! What about some coffee?
MP: Yes, here you are
B: Th nks Th t‘s or nge juice, coffee er and er a kilo of apples, please
B: You don‘t sell pples! Th t‘s str nge
What about cheese?can I have some cheese?
MP: I don‘t sell cheese, either
B: You don‘t sell cheese! Th t‘s m zing
Now, I w nt some pizz , ut I‘m sure you don‘t sell pizz , do you?
MP: Oh, yes, I do What would you like?
Pizza with mushrooms, pizza with cheese and ham, pizza with sausage, or pizza with tomatoes?
B: Wow! Can I have er some pizza with cheese with cheese and tomatoes, please?
MP: Oh, sorry I forgot Usually, I have pizza ut not on Thursd ys Tod y‘s Thursd y,isn‘t it?
B: Yes, it is Mmm OK, er OK Forget the pizza wh t out re d? I don‘t suppose you have any bread?
MP: Yes, you‘re right T9.6/ p.120 5
MP: You‘re right There isn‘t ny re d
B: Tell me Do you do a lot of business?
MP: Oh, yes sir This shop is open 24 hours a day
B: Really? What do people buy?
MP: all the thing you see
B: Mmmm! OK Th t‘s ll for me How much?
MP: Good bye sir See you again
1 Would you like some more carrots?
Yes, ple se They‘re delicious
2 Could you pass the salt, please?
Yes, of course Here you are
3 Could I have a glass of water, please?
Do you want fizzy or still?
4 Does anybody want more dessert?
Yes, ple se I‘d love some It‘s delicious
5 How would you like your coffee?
6 This is delicious! Can you give me the recipe?
Yes, of course I‘m gl d you like it
7 Do you want help with the washing- up?
No, of course not We have a dishwasher
1 Can I have a cheese sandwich, please?
2 Could you tell me the time, please?
3 Can you take me to school?
4 Can I see the menu, please?
Would you like a drink to start? T9.9/ p.120 15
5 Could you lend me some money, please?
Not again! How much would you like this time?
6 Can you help me with my homework, please?
Wh t is it? French? I c n‘t spe k word of French
7 Can I borrow your dictionary, please? T9.9/ p.120 13
Yes, If I c n find it I think it‘s in my bag
10 1 A: Life in the country is slower than city life?
B: Yes, the city is much faster
2 A: New York is safer than London
B: No, it isn‘t It‘s much sm ller
3 A: Madrid is more expensive than Rome
B: No, it isn‘t M drid is much cheaper
4 A: The buildings in Rome are mỏe modern the the buildings in New York
B: No, they ren‘t They‘re much older
5 A: The underground in London is better the the Metro in Paris
B: No! The Underground is much worse
Tara: Why did you leave London? You had a good job
Mel: Yes, ut I‘ve got etter jo here
Tara:And you had a big flat in London
Mel: Well, I‘ve got igger fl t here
Tara:Really? How many bedrooms has it got?
Mel: Three And it‘s gogt g rden It‘s nicer th n my fl t in London nd it‘s che per
T r : But you h ven‘t got ny friends!
Mel: I‘ve got lot of friends here People are much friendlier than in London
Tara: But the country is so boring
Mel: No, it isn‘t It‘s much more exciting than London Seacombe has got shops, a cinema, a theater, and a park And the air is cleaner and the streets are safer
Tara: OK Everything is wonderful! So when can I visit you?
O: Oh, dear! Monic , I don‘t know ny of these people Who are they?
M: Don‘t worry, Oliver They‘re very nice
C n you see th t m n over there? He‘s sitting down Th t‘s H rry He‘s a musician He works in LA
M: You know, LA Los Angeles
M: And he‘s t lking to M ndy He‘s we ring red dress She‘s very nice nd very rich
She lives in a beautiful old house in the country
M: Yes, Rich and married! Next to her is Fion She‘s drinking glass of red wine
Fion ‘s the oldest frienf, she nd I were t school together
O: And what does Fiona do?
M: She‘s writer She writes children‘s stories- they‘re very good ut nyw y, she‘s t king to Goerge He‘s l ughing nd smoking cig r He‘s pilot He tr vels the world, thousands of miles every week
O: And who are those two over there? They know each other very well
M: Oh, th t‘s Roz nd S m They‘re m rried
They live in the flat upstairs
O: So…er…th t‘s H rry nd M ndy and
…er…it‘s no good, I c n‘t remem er ll those names
C: Yes, ple se I‘m looking for shirt to go with my new suit
SA: What colour are you looking for?
C: No, it isn‘t the right lue
SA: Well, wh t out this one? It‘s it darker blue
C: Oh, yes I‘d like th t one much etter C n
T11.8/ p.121 13 SA: Yes, of course The changing rooms are over there Is the size OK?
C: No, it‘s it too ig H ve you got smaller size?
SA: Th t‘s the l st lue one we‘ve got, I‘m fr id But we‘ve got it in white
C: OK I‘ll t ke the white How much is it?
SA: $39.99 how do you want to pay?
C: Can I pay by credit card?
SA: Credit c rd‘s fine Th nk you very much
1 A: Why is she going to learn French and Russian?
B: Because she wants to dance in Paris and Moscow
2 A: When is she going to marry?
B: Not until she‘s thirty-five
3 A: How many children is she going to have?
4 How long is she going to work?
B: Until she is seventy-five
5 A: What is she going to teach?
1 T ke n um rell It‘s going to r in
2 Look t the time You‘re going to e late for the meeting
3 Ann ‘s running very f st She‘s going to win the race
4 Look! J ck‘s on the w ll He‘s going to fall
5 Look t th t m n He‘s going to jump T12.4/ p.122 1
6 They‘re going to h ve y It‘s due to next month
7 There‘s my sister nd her oyfriend!
Yuk! They‘re going to kiss
8 ―Oh, de r I‘m going to sneeze
MB= Miss Bishop H=Harold MB: First I‘m going to Holl nd
MB: To see the tulips, of course!
H: Oh, yes! How wonderful! Where are you going after that?
MB: Well, then I‘m going to Sp in to w tch flamenco dancing
1 A: It‘s lovely d y! Wh t sh ll we do?
2 A: It‘s r ining g in! Wh t sh ll we do?
B: I think it‘s going to e w rmer
1 A: it‘s lovely d y! Wh t sh ll we do? T12.8/ 1 p.122
B: let‘s pl y tennis! T12.8/ p.122 12 A: Oh, no! it‘s too hot to pl y tennis
B: Well, let‘s go to the e ch
A: OK I‘ll get my swimming costume T12.8/ p.122 5
2 A: it‘s r ining g in! Wh t sh ll we do?
B: let‘s st y t home nd w tch video
A: Oh, no! we watched a video last night
B: Well, let‘s go to the cinem
A: OK Which film do you want to see?
A=Ann B=Clerk A: good morning Can you tell me the time of the trains from Bristol back to Oxford, please?
B: Afternoon, evening? When do you want to come back?
A: A out five o‘clock this fternoon
B: A out five o‘clock? Right Let‘s h ve look There‘re tr in th t le ves t 5.28, then there isn‘t nother one until 6.50
A: And what time do they get in?
B: The 5.28 gets into Oxford at 6.45 and the 6.50 gets in at 8.10
At the ticket office A: Hello A return to Britol, please
C: Day return or period return?
A: How do you want to pay?