INTRODUCTION 1.1 Statement of research problem and the rationale for the study
Aim and significance of the study
This research aims to enhance Vietnamese learners' understanding of appropriate politeness strategies for effective communication It also seeks to provide language teachers with suggestions for teaching both positive and negative politeness strategies The completed thesis will offer valuable theoretical contributions by highlighting the critical role of politeness strategies in verbal and cross-cultural communication Additionally, it will provide practical insights into methods for incorporating politeness strategies into language course materials.
―New He dw y - Element ry‖ s well s in djustment nd pplic tion of te ching techniques
This thesis aims to explore the use of positive and negative politeness in typical contextual environments found in the "Everyday English" section of the New Headway - Elementary coursebook Additionally, it seeks to analyze the distribution and application of politeness strategies within the coursebook The research will address these objectives by attempting to answer specific research questions related to politeness in language use.
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”?
This study explores the application of positive and negative politeness strategies within the conversational activities of "Everyday English," found in 14 units of the New Headway – Elementary course book by Liz and John Soars.
The study is organized into five chapters, beginning with an introduction that outlines the rationale, objectives, significance, and scope Chapter 2 reviews literature related to culture, communication, and politeness strategies Methodology, including research questions, participant details, data collection methods, and analysis, is discussed in Chapter 3 Chapter 4 presents the analysis of data and addresses research questions 2 and 3 Finally, Chapter 5 summarizes the main findings, highlights research limitations, suggests implications for English teaching and learning, and offers recommendations for future research.
Design of the study
The study is organized into five chapters: Chapter 1 introduces the rationale, objectives, significance, and scope of the research Chapter 2 reviews the literature on culture, communication, politeness, and politeness strategies Chapter 3 outlines the methodology, including research questions, participant details, data collection methods, and analysis techniques In Chapter 4, the data is analyzed, and findings relevant to research questions 2 and 3 are discussed Finally, Chapter 5 summarizes the main findings, highlights research limitations, offers implications for English teaching and learning, and provides recommendations for future 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 encompasses shared backgrounds, such as national, ethnic, and religious identities, shaped by common language, communication styles, customs, beliefs, attitudes, and values In this context, culture is not about art, music, or food; rather, it refers to the subtle and often concealed patterns of human interaction and perspectives that characterize a group This hidden aspect of culture can be likened to an iceberg, where the majority of its influence remains unseen While the visible elements of culture may not always lead to cross-cultural misunderstandings, it is the concealed components that profoundly impact behavior and interpersonal interactions.
Culture, as defined by Phillip K Bock, encompasses the beliefs and expectations that shape our interactions and behaviors, making us feel like strangers when away from home It is a product of social learning, ingrained in us to the point where, within a culturally similar group, we instinctively understand each other's perspectives and expectations.
According to Banks (1989: 8), culture is fundamentally defined not by its physical artifacts or tools, but by the ways in which group members interpret, utilize, and perceive these elements.
Definition of communication
Communication encompasses various definitions focusing on different elements According to Hybels and Weaver (2001: 5), it is defined as a process where individuals exchange information, ideas, and emotions This exchange involves not only spoken and written words but also includes body language, personal mannerisms, and contextual factors that enhance the meaning of the 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
Culture and communication are intricately linked, as culture shapes communication and vice versa Without communication, understanding the manifestations of culture both within and between cultures would be impossible According to Samovar (1981), culture and communication are inseparable; culture influences who interacts with whom, the topics discussed, and the methods of communication It also affects how messages are encoded, their meanings, and the contexts in which they are exchanged or interpreted Ultimately, culture serves as the foundation of communication.
S Movr suggests that culture and communication are mutually supportive; culture nurtures communication, while communication, in turn, fosters the growth and preservation of culture.
Politeness
Politeness plays a crucial role in communication and pragmatics, particularly in cross-cultural contexts As a result, numerous scholars have provided various definitions and conceptualizations of politeness.
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”,
According to Thomas (1995: 157), politeness is defined as a set of strategies used by speakers to achieve various objectives, including the promotion and maintenance of harmonious relationships.
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”
Most scholars agree that politeness in communication refers to behaviors aimed at satisfying the listener's needs or making them feel more comfortable.
Politeness in communication is closely tied to the public self-image of those involved, often referred to as "face." According to Brown and Levinson (1987), "face" represents the public self-image that individuals strive to maintain in social interactions.
According to Levinson (1987), face is categorized into two types: negative face and positive face Negative face pertains to an individual's claim to personal space and the right to avoid interruptions, while positive face relates to the desire for a favorable self-image that is recognized and valued by others.
In daily communication, two dimensions coexist: respect for face, known as "face as want," which reflects societal norms and values, and the opposing dimension, termed Face-Threatening Act (FTA), which challenges the face wants of either the speaker or the addressee Brown and Levinson (1987) propose five common strategies to navigate FTAs, which are visually represented in Figure 1.
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)
Estimatio n of ri sk of face lo ss
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)…
In her 1973 work, Lakoff expands on Grice's Conversational Principles to explore the concept of politeness, highlighting its significance in communication She broadens the traditional understanding of grammatical rules by incorporating the structure of sentences as a key element in expressing politeness.
Leech (1983: 82) presents the politeness principle, which aims to sustain social harmony and foster amicable relationships by presuming that our conversational partners are inherently cooperative.
Watts (1989) defines politeness as linguistic behavior that exceeds typical expectations It is recognized as a distinct and conventionally understood aspect of 'politic' that facilitates effective socio-communicative interactions and contributes to the creation of coherent discourse within social groups that utilize complex 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) discusses 'politic behavior,' highlighting how participants shape their conduct to align with the ongoing social interaction This construction can be established before the interaction begins, yet it remains flexible and negotiable throughout the engagement, regardless of the preconceived expectations participants may hold.
Politeness strategies, as outlined by Brown and Levinson (1987), are designed to protect an individual's "face," which represents their self-respect and self-esteem in both public and private contexts These strategies aim to either mitigate Face Threatening Acts (FTAs) or avoid them altogether, ensuring that individuals maintain their dignity in social interactions.
2.2.3 Positive politeness and positive politeness strategies 2.2.3.1 What is positive politeness?
Brown and Levinson (1987) define positive politeness as a form of communication aimed at addressing the addressee's positive face, which reflects their desire for their wants and values to be perceived as desirable.
Positive politeness refers to communicative acts, both verbal and nonverbal, that are intentionally designed to express the speaker's concern for the addressee, thereby fostering a sense of solidarity between them (Nguy n Qu ng, 2004).
In this thesis, the researcher focuses her analysis on the positive strategies found in the conversations of the course book
Positive politeness strategy, as described by Yule (1996: 64), encourages requesters to seek common goals and foster friendship This approach emphasizes the closeness between speakers and hearers, functioning as a "solidarity strategy." Individuals employ this strategy to demonstrate shared interests and solidarity, indicating that speakers recognize and value the hearers' desires Consequently, positive politeness not only mitigates face-threatening acts (FTAs) but also signifies a desire for greater connection with the hearers.
Brown and Levinson (1987) identified a super-strategy of positive politeness consisting of fifteen strategies used in communication, while Nguyen Quang (2002) expanded this concept by introducing seventeen positive politeness strategies aimed at helping speakers reduce face-threatening acts (FTAs).
Data source
The primary data source for this article is the textbook "New Headway - Elementary" by Liz Soars, published by Oxford University Press This book is part of a six-volume series designed for learners of English as a second language It enhances learners' proficiency in all four essential language skills: listening, speaking, reading, and writing, with a strong emphasis on communicative activities and daily conversations The textbook consists of 14 units filled with straightforward dialogues and interactions.
―Listening‖ nd ―Everyd y English‖; so it is a good opportunity for beginning learners to practice speaking English easily
This research examines conversational utterances within each unit, particularly in listening tasks and "Everyday English." All necessary statistics for this study are calculated and categorized, with findings to be detailed in the subsequent chapter.
The data from the contents of the course book are reported and described to ensure the reliabity and validity of the study
This research employs both qualitative and quantitative methods to explore the practical aspects of communication, specifically focusing on politeness strategies The qualitative approach includes textual analysis and some observational techniques, while the quantitative method aims to quantify the usage and variations of these politeness strategies The quantitative analysis is emphasized to effectively illustrate the distribution and frequency of politeness strategies throughout the textbook, highlighting which strategies are most prevalent and how they are organized.
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 gathering the utterances, they are analyzed and categorized based on various politeness strategies The results are then presented, followed by a critical discussion of the findings to address the research questions outlined in 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
The researcher meticulously analyzed the course book, focusing on the conversations within the communicative activities Key phrases and sentences from each unit, particularly in the listening tasks and "Every English" activities, were carefully selected for further examination.
(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
Negative politeness, as defined by Brown and Levinson (1987), focuses on addressing the addressee's desire for freedom and unobstructed attention, embodying the essence of respectful behavior It aims to reduce the imposition that a Face Threatening Act (FTA) inherently causes Common linguistic features of negative politeness include conventional indirectness, hedging on illocutionary force, polite pessimism regarding the success of requests, and an emphasis on the relative power of the hearer, all of which are widely recognized and understood.
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
The data presented in the table and chart indicate that the most favored negative politeness strategy is strategy 1, "Be conventionally indirect," with a preference rate of 40.9 percent This strategy involves the speaker's intention to provide an "out" by being indirect, while also expressing a desire to go on record This is achieved through the use of phrases and sentences that possess contextually unambiguous meanings, which differ from their literal interpretations, such as "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
The speaker subtly conveys a desire for others to take action without directly stating it, often using common phrases such as "Can you " or "Could you " followed by the specific action they wish to be performed.
Give deference is the strategy ranked in the second position after strategy
In communication, a strategy that shows respect for the hearer's positive face can be observed, particularly when the speaker acknowledges the hearer's perceived higher social status This approach is evident in interactions where the speaker consciously caters to the hearer's desire to be treated as superior, resulting in a nuanced dynamic between the two parties.
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)
In each example provided, the speaker demonstrates a clear respect for the listener during conversations, as evidenced by the frequent use of phrases like "Excuse me" at the beginning of communicative exchanges.
Two groups of strategies sharing the same percentage are strategies 2
Strategies 9 and 10, which focus on nominalization and publicly acknowledging debt, are utilized more than twice as often as strategies 2 and 4, which aim to minimize imposition Specifically, these strategies account for 9.1% of the total, highlighting their significance in the overall approach.
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
Teaching politeness in communication is undeniably challenging for both educators and learners, as understanding its strategies requires careful distinction However, teachers can implement specific tips in their lessons to enhance students' awareness and application of politeness strategies This section will provide valuable insights and implications for both English teachers and students to improve their communication skills.
Students must understand the significance of politeness strategies in everyday communication Teachers can facilitate this awareness through conversational activities, encouraging students to identify instances of positive and negative politeness strategies By practicing these conversations, students can enhance their communication skills effectively.
In daily interactions, politeness and facework often hold greater significance than the actual words or grammatical structures used Therefore, teachers should focus on providing suitable utterances along with thorough explanations and guidance, beyond just word forms and structures.
In interactions, it is essential to practice real-life contexts and focus on politeness strategies, particularly positive ones This approach helps students become more comfortable and proficient in applying these strategies during their own real-life communications.
In daily communication, teachers must clarify the appropriate use of positive and negative politeness strategies to achieve effective communication Positive politeness should be employed in social interactions, suggestions, and conversational responses, while negative politeness is essential for making requests.
5.3 Limitations of the study and recomendations for further research
The research has yielded important findings, but it also presents certain limitations This section of the paper highlights the shortcomings of the study and suggests directions for future investigation.
The study primarily emphasizes positive and negative politeness strategies, while giving limited attention to bald on record and off record strategies, which are also relevant to politeness and impoliteness discussed earlier in the thesis Therefore, further research could explore these aspects in the course book.
The study acknowledges limitations in time and thesis requirements, resulting in an omission of the roles and relationships influencing politeness strategies in communication Additionally, it does not explore the specific contexts in which these politeness strategies are applied.
Further research can explore additional textbooks to analyze positive and negative politeness strategies, as well as the four key aspects of politeness and impoliteness: positive politeness, negative politeness, bald on record, and off record communication.
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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
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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?
11 O=Oliver M= Monica 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 T12.4/ p.122 1
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?
13 The information bureau 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?