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 offers recommendations for language teachers on teaching both positive and negative politeness strategies The thesis provides valuable theoretical contributions by highlighting the crucial role of politeness strategies in verbal and cross-cultural communication Practically, the study offers insights into methods for teaching these strategies within course materials.
―New He dw y - Element ry‖ s well s in djustment nd pplic tion of te ching techniques
This thesis aims to investigate both positive and negative politeness strategies within the contextual environments of "Everyday English" in the New Headway – Elementary coursebook Additionally, it seeks to analyze the extent to which these politeness strategies are employed and distributed throughout the coursebook To achieve these objectives, the research will address specific questions related to the use of politeness strategies in the material.
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 research explores the application of positive and negative politeness strategies within the conversational practices of "Everyday English" featured in 14 units of the New Headway – Elementary course book by Liz and John Soars.
The study is organized into five chapters, beginning with Chapter 1, which outlines the rationale, objectives, significance, and scope of the research Chapter 2 reviews existing literature on culture, communication, politeness, and politeness strategies In Chapter 3, the methodology is detailed, including research questions, participant information, and data collection and analysis methods Chapter 4 presents an analysis of the data and discusses the findings in relation to research questions 2 and 3 Finally, Chapter 5 summarizes the study's 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, beginning with Chapter 1, which outlines the rationale, objectives, significance, and scope of the research Chapter 2 reviews literature related to culture, communication, politeness, and politeness strategies In Chapter 3, the methodology is detailed, including research questions, participant information, and data collection and analysis methods Chapter 4 presents an analysis of the data and discusses findings in relation to research questions two and three Lastly, Chapter 5 summarizes the main findings, addresses research limitations, suggests implications for English teaching and learning, and offers 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 refers to the informal and often concealed patterns of human interaction and perspectives that individuals within a culture share, rather than to art, music, or cuisine This hidden aspect of culture can be likened to an iceberg, where the majority remains unseen beneath the surface While visible cultural elements may not always lead to cross-cultural challenges, the underlying influences significantly impact behavior and interactions with others.
Culture, as defined by Phillip K Bock, encompasses the beliefs and expectations that shape how individuals communicate and behave, forming a second nature through social learning When surrounded by others who share the same cultural background, individuals instinctively understand each other and perceive the world similarly, eliminating the need for conscious thought about cultural norms This shared understanding can make one feel like a stranger when away from home, highlighting the integral role culture plays in shaping identity and social interactions.
Banks (1989) emphasizes that the true essence of culture lies not in its physical artifacts or tools, but in the ways group members interpret, utilize, and perceive their cultural elements.
Definition of communication
Communication encompasses a variety of definitions that highlight different elements According to Hybels and Weaver (2001), it is defined as a process where individuals share information, ideas, and emotions This process includes not only spoken and written words but also incorporates language, personal mannerisms, and styles, as well as the context and elements that enhance the meaning of 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
The intricate relationship between culture and communication is fundamental, as culture shapes communication and, in turn, communication reflects cultural nuances Effective communication is essential for understanding and interpreting cultural expressions both within and between different cultures According to Samovar (1981), culture and communication are inseparable; culture influences who communicates with whom, the topics discussed, and the manner of communication Additionally, it affects how individuals encode messages, the meanings attributed to them, and the contexts in which messages are sent, received, or interpreted Ultimately, culture serves as the foundation for all forms of communication.
According to S mov r, culture and communication are mutually supportive; culture serves as the foundation that nurtures communication, while communication, in turn, acts as a driving force for the development and preservation of culture.
Politeness
Politeness plays a crucial role in communication and pragmatics, particularly in the context of cross-cultural interactions As a result, numerous scholars have proposed 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 a speaker to accomplish 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 significantly linked to the public self-image of the participants involved According to Brown and Levinson (1987), this self-image is known as "face," which represents the public persona that individuals strive to maintain.
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 territory and the right to remain undisturbed, while positive face relates to the desire for a favorable self-image and the need for this image to be recognized and valued by others.
In everyday communication, two dimensions are present: respect for face, known as face wants, which encompasses the norms and values held by a society, and the opposing dimension that threatens the face wants of either the speaker or the addressee, referred to as Face-Threatening Acts (FTA) Brown and Levinson (1987) propose five effective strategies to manage FTAs, as illustrated in the accompanying figure.
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) is a key figure in the exploration of Grice's Conversational Principles, particularly in relation to politeness She expands the concept of grammatical rules to encompass politeness, emphasizing the significance of sentence structure in communication.
Leech (1983: 82) presents the politeness principle, which aims to preserve social harmony and foster amicable relationships This principle operates under the assumption that our conversation partners are inherently cooperative.
Watts (1989) defines politeness as a linguistic behavior that exceeds typical expectations, serving as a crucial element for effective socio-communicative interactions It is recognized as a distinct and conventionally understood aspect of 'politic,' essential for fostering well-structured discourse within social groups that utilize elaborate 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) defines 'politic behavior' as the way participants shape their actions to align with the ongoing social interaction This construction may be established before the interaction begins, yet it remains open to negotiation throughout the process, regardless of the expectations participants may hold.
Politeness strategies, as outlined by Brown and Levinson (1987), are essential for preserving an individual's "face," which represents their self-respect and self-esteem in both public and private contexts These strategies aim to either mitigate or avoid Face Threatening Acts (FTAs), thereby fostering respectful communication and maintaining social harmony.
2.2.3 Positive politeness and positive politeness strategies
Brown and Levinson (1987) define positive politeness as a strategy aimed at addressing the addressee's positive face, which reflects the inherent desire for one's wants and the associated actions, acquisitions, or values to be perceived as desirable.
Positive politeness, as defined by Nguyen Quang (2004), refers to communicative acts—both verbal and nonverbal—that are deliberately intended to demonstrate the speaker's concern for the addressee This approach fosters a sense of solidarity and connection between the individuals involved in the interaction.
In this thesis, the researcher focuses her analysis on the positive strategies found in the conversations of the course book
Positive politeness strategy, as defined 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." By employing this strategy, individuals demonstrate shared interests and solidarity, signaling their desire to connect with the hearer Therefore, positive politeness serves not only to mitigate face-threatening acts (FTAs) but also to express the speaker's intention to strengthen their relationship with the hearer.
Brown and Levinson (1987) identified fifteen positive politeness strategies aimed at enhancing communication, while Nguyen Quang (2002) expanded this framework by introducing seventeen strategies designed to help speakers mitigate face-threatening acts (FTAs) These strategies are crucial for fostering positive interactions in conversation.
Data source
The primary data source for this article is the textbook "New Headway - Elementary," authored by Liz Soars and 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 particular focus on communicative activities and daily conversations Comprising 14 units, the textbook features numerous simple dialogues that facilitate practical language use.
―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 relevant statistics for the study have been calculated and categorized, with results to be presented in the following 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 utilizes both qualitative and quantitative methods to explore the practical aspects of communication, specifically focusing on politeness strategies The qualitative approach involves textual analysis and limited observation, while the quantitative method is employed to measure the prevalence and variations of these strategies The quantitative analysis is emphasized as it effectively reveals the distribution and usage of politeness strategies throughout the textbook, highlighting which strategies are most frequently employed and their overall distribution.
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)
Following the collection of utterances, they are analyzed and categorized according to various politeness strategies The results are subsequently presented, and the findings are critically evaluated 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 those found in the listening tasks and "Every English" activities, were identified and extracted 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 autonomy and unobstructed attention It embodies respectful behavior by minimizing the imposition caused by face-threatening acts (FTAs) Common linguistic expressions of negative politeness include conventional indirectness, hedging on illocutionary force, polite pessimism regarding the success of requests, and emphasizing the relative power of the hearer These elements are well-known and widely recognized in the study of communication.
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 negative politeness strategy 1, which emphasizes being conventionally indirect, is the most favored approach, with a preference rate of 40.9 percent This strategy allows the speaker to express a desire to provide an "out" by being indirect, while also demonstrating a willingness to go on record This is achieved through the use of phrases and sentences that convey contextually unambiguous meanings distinct 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 by using indirect phrases such as "Can you " or "Could you ," rather than stating their request outright This approach allows them to express their wishes while maintaining a level of politeness and discretion.
Give deference is the strategy ranked in the second position after strategy
The strategy, which occurs when the speaker acknowledges the hearer's positive face, aims to satisfy the hearer's desire for superiority, indicating that the hearer perceives themselves as having a higher social status than the speaker This approach is reflected in various utterances that exemplify this dynamic.
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 every example presented, it is evident that the speaker demonstrates a certain level of respect towards the listener, which is clearly illustrated by the frequent use of polite phrases such as "Excuse me" at the beginning of each communicative interaction.
Two groups of strategies sharing the same percentage are strategies 2
In the analysis of strategies, it is observed that strategies 9 and 10, which focus on nominalization and publicly acknowledging debt, are utilized over twice as often as the second and fourth strategies, which aim to minimize imposition The effectiveness of these strategies is reflected in their respective percentages, with strategy 4 achieving a 4.5% usage rate and strategies 9 and 10 reaching a notable 9.1%.
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 a challenging yet essential task for educators Understanding and applying politeness strategies can be complex for students However, teachers can implement specific techniques to enhance students' awareness and effectiveness in using these strategies This article outlines practical implications for both teachers and students of English to improve their communication skills through politeness.
Understanding the significance of politeness strategies in everyday communication is crucial for students Teachers can facilitate this awareness by incorporating conversational activities in lessons, allowing students to identify instances of positive and negative politeness strategies Engaging in these practices will enhance their conversational skills and promote effective communication.
In daily interactions, politeness and facework often outweigh the importance of words and grammatical structures Therefore, teachers should focus on providing suitable utterances along with thorough explanations and instructions, beyond just word forms and structures.
Incorporating real-life contexts into interactions is essential for students to enhance their communication skills By focusing on positive politeness strategies, learners can become more adept at navigating social situations, ultimately preparing them to engage effectively in real-life conversations.
In daily communication, teachers must clarify the appropriate use of positive and negative politeness strategies to achieve effective communication Positive politeness strategies are essential in social interactions, suggestions, and conversational responses, while negative politeness strategies should be prioritized during requests.
5.3 Limitations of the study and recomendations for further research
The research presents notable findings but is not without its limitations This section highlights the study's shortcomings and offers recommendations for future research directions.
The study primarily examines positive and negative politeness strategies, while the concepts of bald on record and off record receive less emphasis in the course book, despite being relevant to politeness and impoliteness discussed earlier in the thesis This indicates a need for further research to explore these aspects within the course book context.
Due to time constraints and thesis requirements, the researcher did not explore the role and relationships involved in the use of politeness strategies in communication Additionally, the study did not address the specific contexts in which these politeness strategies are applied.
Further research can explore various textbooks to analyze positive and negative politeness strategies, focusing on all four dimensions of politeness and impoliteness: positive politeness, negative politeness, bald on record, and 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
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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
- 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?
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
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
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: 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: 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
A: Hello A return to Britol, please
C: Day return or period return?
A: How do you want to pay?