Campus Talk, Volume 2: Effective Communication beyond the Classroom 9781474419413
Promoting interactional language awareness and developing active listening skills for intermediate-advanced learners Par
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CAMPUS TALK Volume 2
Effective Communication Beyond the Classroom Silvana Dushku and
Paul Thompson
We owe a huge debt of gratitude to Karen Aijmer (University of Gothenburg, Sweden), Ronald Carter (University of Nottingham, UK), and Erica McClure and Wayne B. Dickerson (both University of Illinois at Urbana-Champaign) for inspiring and encouraging us to write this book.
Edinburgh University Press is one of the leading university presses in the UK. We publish academic books and journals in our selected subject areas across the humanities and social sciences, combining cutting-edge scholarship with high editorial and production values to produce academic works of lasting importance. For more information visit our website: edinburghuniversitypress.com © Silvana Dushku and Paul Thompson, 2021 Edinburgh University Press Ltd The Tun – Holyrood Road, 12(2f) Jackson’s Entry, Edinburgh EH8 8PJ Typeset in Baskerville by Biblichor Ltd, Edinburgh, and printed and bound in Great Britain. A CIP record for this book is available from the British Library ISBN 978 1 4744 1940 6 (hardback) ISBN 978 1 4744 1941 3 (webready PDF) ISBN 978 1 4744 1942 0 (paperback) ISBN 978 1 4744 1943 7 (epub)
The right of Silvana Dushku and Paul Thompson to be identified as the authors of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988, and the Copyright and Related Rights Regulations 2003 (SI No. 2498).
CONTENTS Introduction Acknowledgments
UNIT 5: TALKING ABOUT WHAT HAPPENED
UNIT 5, PART 1: SHARING A CONVERSATIONAL STORY Part 1, Activity 1: Let’s Get Started Part 1, Activity 2: Let’s Review: Pre-announcement Expressions Part 1, Activity 3: Setting the Scene: Background Information Part 1, Activity 4: Reference in Conversational Stories
UNIT 5, PART 2: DELIVERING A CONVERSATIONAL STORY Part 2, Activity 1: Expressing Emotions: What a Story! Part 2, Activity 2: Using Stress and Intonation to Express Strong Emotions Part 2, Activity 3: Using Contrastive Stress Part 2, Activity 4: Using Pauses for Emphasis
UNIT 5, PART 3: ENGAGING IN A CONVERSATIONAL STORY Part 3, Activity 1: Asking Questions Part 3, Activity 2: Let’s Review: Making Comments Part 3, Activity 3: Revisiting Ellipsis
viii xii
1 3 3 6 7 9
12 12 14 17 20
22 22 24 28
UNIT 5 FINAL UNIT TASK
30
UNIT 5 SELF-ASSESSMENT: What Progress Did I Make?
33
iv
CONTENTS
UNIT 5 VOCABULARY LIST
35
UNIT 5 QUIZ
37
Activity 1 Activity 2 Activity 3 Activity 4
37 38 39 40
UNIT 6: SORTING THINGS OUT
UNIT 6, PART 1: MAKING A COMPLAINT Part 1, Activity 1: Let’s Get Started Part 1, Activity 2: Use of Complaints in English Part 1, Activity 3: Making a Pre-complaint Part 1, Activity 4: Making a Complaint
UNIT 6, PART 2: RESPONDING TO A COMPLAINT
41 43 43 45 46 49
52
Part 2, Activity 1: How Can You Respond to a Complaint? Part 2, Activity 2: Strategies for Responding to a Complaint Part 2, Activity 3: Focus on Appropriateness – Putting It Together Part 2, Activity 4: Focus on Fluency – Let’s Play!
52 53 54 55
UNIT 6, PART 3: MAKING AND RESPONDING TO AN APOLOGY
56
Part 3, Activity 1: When Do We Apologize in English? Part 3, Activity 2: Apologizing Strategies Part 3, Activity 3: Apology or Non-apology Statements? Part 3, Activity 4: Responding to an Apology
57 58 60 62
UNIT 6 FINAL UNIT TASK
65
UNIT 6 SELF-ASSESSMENT: What Progress Did I Make?
68
UNIT 6 VOCABULARY LIST
70
CONTENTS
UNIT 6 QUIZ
72
Activity 1 Activity 2 Activity 3 Activity 4
72 73 74 75
UNIT 7: SHARING YOUR WORK
UNIT 7, PART 1: BUILDING RAPPORT WITH YOUR AUDIENCE Part 1, Activity 1: Let’s Get Started Part 1, Activity 2: Getting Attention Part 1, Activity 3: Setting Expectations Part 1, Activity 4: Establishing Visual Connections
UNIT 7, PART 2: KEEPING YOUR AUDIENCE FOCUSED Part 2, Activity 1: Using Focus Expressions Part 2, Activity 2: Emphasizing Intentions Part 2, Activity 3: Expressing Stance Part 2, Activity 4: Previewing and Reviewing the Main Points
77 79 79 81 83 87
90 90 92 94 97
UNIT 7, PART 3: MANAGING INTERACTION WITH YOUR AUDIENCE 100 Part 3, Activity 1: Asking Questions Part 3, Activity 2: Softening the Effect of Questions Part 3, Activity 3: Managing the Q&A Session Part 3, Activity 4: Identifying Feedback Strategies Part 3, Activity 5: Giving and Responding to Tentative Feedback
100 102 103 105 108
UNIT 7 FINAL UNIT TASK
110
UNIT 7 SELF-ASSESSMENT: What Progress Did I Make?
112
UNIT 7 VOCABULARY LIST
114
v
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CONTENTS
UNIT 7 QUIZ
116
Activity 1 Activity 2 Activity 3 Activity 4
116 117 118 119
UNIT 8: HANGING OUT
UNIT 8, PART 1: MAKING AND RESPONDING TO AN INVITATION Activity 1: Let’s Get Started Activity 2: Making an Invitation Activity 3: Practicing Pre-invitation Follow-up Routines Activity 4: Responding to an Invitation Activity 5: Distinguishing an Invitation from a Non-Invitation
UNIT 8, PART 2: GIVING AND RESPONDING TO A COMPLIMENT Part 2, Activity 1: How Good of an Observer Are You? Part 2, Activity 2: Giving Compliments Part 2, Activity 3: Responding to Compliments Part 2, Activity 4: Let’s Practice
UNIT 8, PART 3: UNDERSTANDING AND RESPONDING TO HUMOR Part 3, Activity 1: How Do You Feel About It? Part 3, Activity 2: Learning About Humor in American Culture Part 3, Activity 3: Exploring Common Joke Topics Part 3, Activity 4: Understanding Humor Part 3, Activity 5: Responding to Humor
121 123 123 125 126 128 130
133 133 134 138 139
140 140 142 143 144 145
UNIT 8 FINAL UNIT TASK
150
UNIT 8 SELF-ASSESSMENT: What Progress Did I Make?
152
UNIT 8 VOCABULARY LIST
154
CONTENTS
UNIT 8 QUIZ
156
Activity 1 Activity 2 Activity 3 Activity 4
156 157 158 159
LISTENING TRANSCRIPTS FOR UNITS 5–8
Unit 5: Talking about what happened PART 1, Activity 1B PART 2, Activity 1 PART 2, Activity 3A PART 3, Activity 1A PART 3, Activity 2B
Unit 6: Sorting things out PART 1, Activity 1B PART 1, Activity 4A PART 1, Activity 4B PART 3, Activity 1A PART 3, Activity 3A
Unit 7: Sharing your work
161 163 163 165 166 167 168 169 169 170 171 172 173 174
PART 1, Activity 4A PART 2, Activity 2B PART 2, Activity 3A PART 3, Activity 1 PART 3, Activity 2 PART 3, Activity 4
174 175 176 177 178 178
Unit 8: Hanging out
180
PART 1, Activity 1B PART 1, Activity 5B PART 2, Activity 2B PART 3, Activity 5A
180 182 183 185
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INTRODUCTION Campus Talk is a research-based guide for upper-intermediate/advanced adult learners of English (Common European Framework of Reference (CEFR) B1–C2) to promote interactional language awareness and develop active listening skills and strategies. It aims at enhancing learners’ appropriate English language use, and facilitating their everyday social communication in both academic and non-academic environments on campus. The two-volume Campus Talk textbook can be used as a self-reference guide and practice resource by individual learners or as an English as a Second/Foreign Language (ESL/EFL) textbook in the classroom. It is designed to meet the English language development needs of a wide range of learners, including but not limited to: • international students who intend to complete undergraduate and/or graduate studies in an English-speaking country • international teaching assistants (ITAs) • exchange and post-doctoral students, as well as visiting scholars who study, work, and/or conduct research in an English-speaking country • learners who need to take Test of English for International Communication (TOEIC) or C1 Advanced (CAE) tests.
Through a learner need-based syllabus, Campus Talk:
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• ensures that the learners are exposed to the most salient and widely used lexico-grammatical patterns of spoken English discourse, in and outside academia, that are pertinent to their level • provides plenty of opportunities to practice and assess interactive listening skills and strategies • facilitates conversation management by providing knowledge of and practice in conversation maintenance strategies in a variety of situations • promotes practice of common speech act routines with a focus on interaction rather than on speaker turns
Introduction • encourages learners’ observation skills and noticing through language corpus investigation and analysis of everyday situational language use • enhances awareness of a wide range of communication strategies that learners can use to interact fluently, confidently, and effectively • draws learners’ attention to socio-cultural aspects of communication in English and how they affect interaction • promotes learners’ self-reflection and independent management of their learning through learner error analysis and self-assessment tools.
Campus Talk is comprised of two volumes. Each volume contains four instructional units and each unit consists of three topic-/skill-related parts or mini-units. The unit introduction highlights the unit goals and concrete learner benefits. Each unit includes interactional tasks and activities which provide plenty of opportunities for observation and practice. There is a set of self-study exercises in each unit, too. The unit tasks and activities culminate in the unit main speaking task and a unit quiz. Each unit has a self-assessment section at the end of the unit, which invites the learners to track and reflect upon their unit benefits and progress made. The usage-informed vocabulary list, also located at the end of each unit, is intended for use by the learner for self-study and classroom practice. The learning goals for each unit of Campus Talk Volume 2 are as follows:
Unit 5 In this unit, students learn to: • share a conversational story using appropriate strategies (such as pre-announcers, reference, and so on) • deliver a conversational story with attention to stress, pauses, and intonation • engage in a conversational story by demonstrating appropriate listenership (such as ask questions, show surprise, and make an evaluation).
Unit 6 In this unit, students learn to: • make a pre-complaint and complaint with sensitivity to tone • respond to a complaint by using various conversational strategies • make and respond to an apology with attention to culture-specific situations and relevant strategies.
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Campus Talk, Volume 2
Unit 7 In this unit, students learn to: • build rapport with their audience in a presentation by drawing attention, setting expectations, and maintaining visual contact • keep their audience focused by emphasizing intention, expressing stance, and previewing/reviewing the main points • manage interaction with their audience in a Q&A session, and give and respond to feedback.
Unit 8 In this unit, students learn to: • make and accept/decline a pre-invitation and invitation • give and respond to a compliment, depending on its purpose and audience • understand and respond to humor with attention to topic and situation.
Each Unit contains a number of listening activities. The MP3 files for the listening activities can be accessed on the student’s companion website, which complements this book. In the book, an icon appears in the text to show where there is a listening file available. Several units contain a language corpus investigation activity. The corpora used are the Corpus of Contemporary American English (COCA; available at (last accessed October 22, 2020)), and the Michigan Corpus of Academic Spoken English (MICASE; available at , (last accessed October 22, 2020)), and for each activity there is also an online screencast to help demonstrate the procedures for doing the activity. An icon appears in the text for the activity to indicate that there is a screencast. These screencasts can be found on the student’s companion website. Campus Talk student’s companion website (https://campustalk.online/) also offers an online workbook for students, with supplementary activities and language practice resources. In addition, a Teacher’s Notes booklet is downloadable via the Edinburgh University Press website (edinburghuniversitypress.com/campustalk2). This booklet contains guidance on the purpose of each activity in Campus Talk and suggests ways to structure the activity in class.
Introduction
EXPLANATION OF ICONS USED IN THE BOOKS
C
MP3 file for listening activity is available on the Edinburgh University Press website (edinburghuniversitypress.com/campustalk2). Screencast for corpus investigation activity is available on the Edinburgh University Press website (edinburghuniversitypress.com/campustalk2).
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ACKNOWLEDGMENTS Photo acknowledgments
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Kelsey Chance on Unsplash (page 4) Paul Thompson (page 6) Kenan Buhic on Unsplash (page 8) Andre Benz on Unsplash (page 12) Silvana Dushku (page 13) Silvana Dushku (page 14) Jennifer Brown-Rocheleau (p. 16) Fred Moon on Unsplash (page 19) Briana Tozour on Unsplash (page 25) Karl Bewick on Unsplash (page 29) Kelvin Ang on Unsplash (page 44) Paul Thompson (page 46) Glori Kraja (page 47) Chris Moore on Unsplash (page 51) Toa Heftiba on Unsplash (page 56) Icons8 Team on Unsplash (page 58) Shpresa (Aliaj) Kraja (page 62) Derick Anies on Unsplash (page 64) Margaret Ferrec (page 79) Austin Distel on Unsplash (page 83) Miguel Henriques on Unsplash (page 87) Paul Thompson (page 94) You X Ventures on Unsplash (page 97) Felicia Buitenwerf on Unsplash (page 100) Campaign Creators on Unsplash (page 105) Paul Thompson (page 108) Michael Discenza on Unsplash (page 124) Simon Ray on Unsplash (page 127)
Acknowledgments
Adam Gong on Unsplash (page 130) Waldemar Brandt on Unsplash (page 136) Andreas Rønningen on Unsplash (page 139) Silvana Dushku (page 140) Felix Rostig on Unsplash (page 145) You X Ventures on Unsplash (page 147) Baylee Gramling on Unsplash (page 149)
Recording acknowledgments Musical intro to audio files is extracted from Modern Jazz Samba by Kevin Macleod (incompetency.com). Licensed under Creative Commons: By Attribution 3.0 License http://creativecommons.org/licenses/by/3.0/ Sound engineer (Urbana-Champaign): Liam Moran Sound engineer (Birmingham): Gabriela Zogall Vocal talents (Urbana-Champaign): Evan Branson, Jennifer Brown-Rocheleau, Peter Chiligiris, Anita Greenfield, Hillary Veitch Vocal talents (Birmingham): Natalia Barton, Luis Freija Escudero, Grace Harding, Brittany Moster, Peter De Sanctis, Sara Cardoso Saraiva, Niamh Scattergood.
General acknowledgments for help with trialing, critiquing, or reviewing in the development of the book Shpresa Aliaj, Kristin Bouton, Jennifer Brown-Rocheleau, Joy Chen-Howard, Peter Chiligiris, Brianna Corletto, Maggie Courtright, Kate Curry, Anisa Dalle, Ani Dushku, Susan Feldman, Julieta Fernandez, Pam Fernandez, Patricia Ferrer, Megan Ficek, Gretchen Forman, Sue Ingels, Kallie-Jo Ho, Andy Hunt, Anna Kasten, Dustin Kelly, Jill Knutson, Irena Kola, Lynee Lawson, Mary-Jo Licht, Erica McClure, Natalie Mullen, Rachel Newell, Ulugbek Nurmukhamedov, Lisa Ochoa, Carleen Sacris, LuAnn Sorenson, Jeanette Pyne, Aziz Yuldashev, Ellen Zlotnik. Patricia Watts kindly agreed to be a reviewer for the Campus Talk Workbook.
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PART 1: Sharing a conversational story Activity 1: Let’s Get Started A D ESCRIBE – With your partner share a short memorable (funny, challenging) experience you’ve had when using English or any other foreign language abroad. Describe this experience.
B LISTEN AND RESPOND – Now listen to the students sharing their stories on the same topic. Take notes and use them to answer the following questions.
C
Listening file: Unit_5_Part_1_Activity_1B.mp3
3
4
Campus Talk, Volume 2, Unit 5
1. What is the phrase the three international students had a hard time understanding and why? 2. What does Lisa mean by “I was diligent and happy to please”? 3. What choices is Lisa referring to when she says, “In my country we do not have such choices”? 4. How does Hee-Jin respond to “Paper or plastic?”? 5. How would you describe how Lisa was feeling at the store? What does she mean by “So, I finally decided to bite the bullet”? 6. What is Joy trying to say by “I’d be like, ‘Whatever’”? 7. How do these experiences compare to the stories you previously shared with your classmates? Has anything similar ever happened to you?
Part 1: Sharing a conversational story
C LISTEN AND IDENTIFY – L isten again. Place a check (✓) next to each storytelling strategy you can identify in the story. One is done for you.
C
Listening file: Unit_5_Part_1_Activity_1C.mp3
Storytelling strategies 1. Emphatic pauses
10. Questions
2. Reported speech
11. Ellipsis (grammatically incomplete statements)
3. Repair strategies (comprehension check, request for clarification)
12. Expressions of evaluation
4. Expressions of surprise
13. Background information
5. Definitions (to explain a word or phrase)
14. Reporting verbs (say; think; guess; be like)
6. Simple present tense to refer to past events
15. “This” used in place of the indefinite article “a/an”
7. Pre-announcement expressions
16. Continuers (uh-huh, OK, etc.)
8. Repetition (words or phrases repeated for emphasis or emotional appeal)
17. Expression of empathy (Oh, I am so sorry to hear that)
✓
9. Ending the story with a concluding comment (That’s quite a story!)
D D ISCUSS – S hare your findings with your partner. Then, read the conversation transcript and verify them.
5
6
Campus Talk, Volume 2, Unit 5
Activity 2: Let’s Review: Pre-announcement Expressions A D ISCUSS – P re-announcement expressions (Guess what?/Did I tell you that . . . ?) can be used as starters in news-sharing conversations/stories. Look at the Activity 1 transcript at the back of the book. Identify and underline the pre-announcement expressions in this conversation. Share with your partner.
ow think about the language story you shared before with your B PRACTICE – N partner. How did you start your story? Try starting your story over by using one of the pre-announcements below. Share with your partner.
Part 1: Sharing a conversational story
1. I have to tell you about the . . . 2. Do you know what? 3. You want to hear a story? 4. You want to know what . . . ? 5. You won’t believe this. 6. I never told you what happened to me the other day . . . 7. Did I tell you that? 8. I didn’t tell you, did I that?
Activity 3: Setting the Scene: Background Information When we share stories we usually provide some background information about what happened (what/where/when/who, and so on) so that the listener can follow the story more easily. C COMPLETE AND ROLE-PLAY – R ead the incomplete story beginnings below. Complete the third turn by adding two to three sentences to provide the missing background information. Role-play each of them with your partner. Here is an example: A: Did I tell you what happened to me this weekend? B: No, what happened? A: Well, I drove to Chicago . . . to celebrate the 4th of July with my family. It’s kind of a big family holiday, when we catch up with everybody. We talk, share food, and play games, you know, that sort of stuff.
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Campus Talk, Volume 2, Unit 5 1.
A: You want to know what happened to me yesterday? B: What happened? A: So, I was . . .
2.
A: You won’t believe this. B: What? A: You know, I . . .
3.
A: I didn’t tell you, did I, that I am moving to Canada? B: Wow! You’re moving to Canada! When? Why? A: Well, here’s the thing . . .
4.
A: I had a rough weekend this past week. B: Oh no! Why? A: Do you remember . . . ?
5.
A: Hey, I finally made it! B: Made what? Tell me! Sounds like we need to celebrate. A: Well, last spring I applied for this . . .
6.
A: Jim, I don’t want you to miss this. B: What am I missing now? I’m always the last to learn the news! A: Come on, man, you’re the first I’m sharing this with! So, you know I was dating . . .
Part 1: Sharing a conversational story
Activity 4: Reference in Conversational Stories We tell coherent stories by using a variety of devices to clarify references/connections in the story. These reference devices include: 1. Repeated key words (nouns, verbs, etc.) 2. Parallel structures 3. Reference markers a. Articles (a/conversational “this,” the) b. Personal pronouns (he/she/it, etc.) c. Demonstrative pronouns (this/that/these/those). A IDENTIFY – R ead this extract from the conversation above and identify and underline one example of each reference device from the list above. Share with your partner.
Lisa: You think that’s embarrassing? Did I tell you what happened to me the first week I was here? In every store I went they kept asking for my driver’s license. And, I kept saying “I don’t have a driver’s license.” Joy: It’s so annoying to have to do that, right? Lisa: Well, I was diligent and happy to please . . . ( pauses) Until they changed the question! Tae Ann: What do you mean? Lisa: Well, I’ll tell you. One day this friend of mine drives me to a different grocery store. The saleswoman mutters something like a question, ( pauses) very indifferently. Guess what? Joy: She asks you if you have a store gas card. Lisa: No guys, it was much less complicated than that. ( pauses) Paper or plastic?
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Campus Talk, Volume 2, Unit 5 Many times, reference in conversational storytelling is vague or missing. Such is the case when there is a degree of shared topic familiarity or a common understanding of “what comes next” among conversation participants. Example: In my country, when a new store opens, they give out freebies like paper towels and plastic bowls, that sort of thing.
og in to the Corpus of Contemporary American English B ANALYZE AND DISCUSS – L (COCA). Choose the Spoken section. Search for two of the vague reference expressions in the table below, as assigned by the teacher. With your partner, analyze the first twenty examples of these expressions in context. Discuss their meaning and enter the required information in the table below.
Vague reference expression thing thingy and things or anything or something something like that and that sort of thing stuff and stuff and that sort of stuff
Meaning in context
Part 1: Sharing a conversational story
C PRACTICE – G et into a group of five students. Choose one of the four story topics below and make an organized list of relevant facts and details. 1. A bad dream 2. A strange coincidence 3. A happy childhood memory 4. The worst vacation
Use these facts and details to practice telling a chain story with particular focus on making coherent references. Make sure you plan to use at least two direct and two vague references accurately in the story.
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PART 2: Delivering a conversational story Activity 1: Expressing Emotions: What a Story! A LISTEN – L isten to Patti sharing an eventful holiday travel story with her friend Kate. Take notes.
C
12
L istening file: Unit_5_ Part_2_Activity_1A.mp3
Part 2: Delivering a conversational story
ead the following statements about the travel story. Using your B TRUE OR FALSE – R notes, identify true and false statements. Circle T for “True” and F for “False”. The first one is done for you. 1 Patti had an unusually challenging trip.
T F
2 Patti took two trains and a taxi to reach O’Hare airport from home. T
F
3 The plane flew as scheduled the day of the trip.
T
F
4 Evi drove Patti back and forth to O’Hare.
T
F
5 Patti stayed at the airport for two days.
T
F
6 Kate thinks John is very cool.
T
F
7 Patti admitted that the trip was worth a lot of money.
T
F
8 Patti arrived home for the holidays 4 days later.
T
F
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Campus Talk, Volume 2, Unit 5
Activity 2: Using Stress and Intonation to Express Strong Emotions
We vary our voice to add emotional “color” to a story or to our reactions to it. We express strong feelings through phrases pronounced with emphatic word stress (vowel lengthening) and falling intonation at the end of the phrase.
C
Listening file: Unit_5_Part_2_Activity_2A.mp3 Example: How cool is that! A LISTEN AND IDENTIFY – L isten to the travel story again. While listening, focus on the emphasis and intonation in each phrase that expresses strong emotions. In the box below, check (✓) only the emotional expressions that you hear. Look at the given examples. Verify and discuss your findings with a partner.
Part 2: Delivering a conversational story It was totally crazy.
Yes, she sure is.
Surreal.
What a hassle.
No problem. ✓
✓
I can’t believe it.
No way!
Are you kidding me?
Guess what?
I’m so sorry.
Oh, thank God!
What a crazy holiday you’ve had.
I love miracles.
Well I made it.
Seriously?
He looks super cute.
What a shame.
I am happy for you, guys.
How kind of her.
It was so totally worth it.
She is super nice.
Notice the emphatic stress on intensifiers in the following examples: 1. It was totally crazy. 2. I am so sorry. Other intensifiers that can be used with emphatic stress are very, extremely, incredibly, really, and especially. They make the meaning of the adjectives they precede even stronger.
ow read the following evaluation statements and circle the B READ AND IDENTIFY – N word/syllable that has special emphasis. 1. We should give him some credit. That was an extremely difficult situation. 2. It was so totally worth it. I would do it again. 3. I don’t blame you. It must be incredibly frustrating. 4. It was really yummy. I couldn’t help eating non-stop. 5. That was very expensive. She was a bit disappointed.
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Campus Talk, Volume 2, Unit 5 Many times we use interjections (an emotional word/short phrase) to express strong feelings. They are also pronounced with emphatic stress and falling intonation. Example: A: I failed the final exam. B: Oh man! What happened? C PRACTICE – R ead the factual statements below. Imagine you are sharing them with your friend. Write an emotional reaction to each of them using one of the interjections given in the box below. Note that some of them can be used in more than one situation. The first one is done for you. Take turns to role-play each short conversation.
Wow! Oh no! Oh boy! Bummer! Yikes! Oh my God!
Hallelujah! Ouch! Super! Phew! Aha! Yay!
Part 2: Delivering a conversational story
Factual statement
Emotional reaction
1. I dropped my phone in the swimming pool. Oh man! 2. I have to turn in this paper in an hour. 3. Her dog died when she was away on vacation. 4. He broke his arm and leg in the accident. 5. I don’t have to sit for that exam anymore. 6. My sister finally finished her PhD. 7. I can’t come to the party tonight. Got to work. 8. My family is going to Paris for the holidays.
Activity 3: Using Contrastive Stress Storytellers sometimes highlight new information by contrasting it with the previously given or implied information. They purposefully place special emphasis on the new and specific information.
C
Listening file: Unit _5_ Part_2_Activity_3_Example.mp3 Example: You were the one trying to fly from O’Hare that afternoon. (implying “not me”) Example: I did not fly that day, or the next day . . . Finally, the third day they put us on a different flight and I could go home . . .
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Campus Talk, Volume 2, Unit 5 A LISTEN AND IDENTIFY – L isten to the speaker say the following statement with a different contrastive stress each time. Circle the word the speaker stresses in each statement. Notice the difference in meaning each time the contrastive stress changes. Then write down the contrastive choice. Share with your partner.
C
Listening file: Unit_5_Part_2_Activity_3A.mp3
Statement
Contrastive choice
I never thought he should say that to her.
However, you may have a different opinion.
I never thought he should say that to her. I never thought he should say that to her. I never thought he should say that to her. I never thought he should say that to her. I never thought he should say that to her. I never thought he should say that to her. I never thought he should say that to her.
Part 2: Delivering a conversational story
ow with your partner take turns to practice reading the statements B PRACTICE – N above. Make sure you produce contrastive stress correctly, placing emphasis on the words in bold.
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Campus Talk, Volume 2, Unit 5
Activity 4: Using Pauses for Emphasis In storytelling, pauses can be used for transition or for emphasis. Emphatic pauses increase the impact of the story on the audience by adding to its dramatic effect. They can be even more effective when accompanied by steady eye contact or a relevant gesture. Note the “suspense” effect of emphatic pauses in these examples from the story in Activity 1: Example: Wait, it wasn’t over yet . . . ( pause) I did not fly that day, or the next day. Example: Well, I made it. And, as they say, every cloud has a silver lining. ( pause)
A GUESS – R ead each statement and guess the intended effect of the emphatic pause. What feeling/s (such as surprise, empathy, and so on) does the speaker express?
Part 2: Delivering a conversational story Statement with emphatic pause
Intended effect of the pause
1.
And there she was . . . the love of my life! She was back!
Surprise, happiness
2.
I had to work long hours every day. No weekends. Imagine I was only 15 . . .
3.
He did not have to worry about it anymore. It was over . . .
4.
He lost his wife and then his dog. For the first time in his life, he felt so lonely . . .
5.
I ran home and pushed the door open. I could not believe what I saw . . . They were all gone!
6.
She was on the wrong bus! She never thought that could happen to her . . .
sing the statements above as a model, write down three statements of B PRACTICE – U your own, each containing an emphatic pause with a different effect. Read them to your partner. Ask him/her to guess the intended effect. Take turns. Statement
Intended effect
1.
2.
3.
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PART 3: Engaging in a conversational story Activity 1: Asking Questions One of the most common ways to engage in a conversational story is asking questions. We ask questions to seek information, check understanding or clarify information, make a suggestion, or express feelings/attitude.
22
Part 3: Engaging in a conversational story
A LISTEN AND IDENTIFY – L isten to each question in turn B below and match the question with its intended purpose. The first one is done for you. Check with your partner.
C
Listening file: Unit_5_Part_3_Activity_1A.mp3
Question
Purpose
A: They opened the door and I saw his room had been redone. B: You mean, he had checked out?
a. Express empathy
1. c
2.
b. Seek information A: I think you met David once. B: Hmm. Is he the tall guy with glasses I saw at your last B-day party?
3.
A: I was totally devastated. B: Of course you were! Who wouldn’t be?
c. Ask for clarification d. Express admiration
4.
A: I think I will never find it. B: Have you thought of calling the store’s Lost and Found Office?
5.
A: And he went for it right away, head on. B: Don’t you hope he’d thought about it a bit more?
e. Express disagreement
6.
A: She passed both exams with flying colors. B: Isn’t that amazing?
f. Make a suggestion
7.
A: He insisted she was innocent. B: How can she be innocent?
g. Express criticism
8.
A: I finally opened the box. B: And? What was in it?
h. Check comprehension
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Campus Talk, Volume 2, Unit 5 ick a short story slip from the Story Box provided by the teacher. B PRACTICE – P Share the stories with your partner. Take turns to ask a question about the story for at least three of the following intended purposes: 1. Clarify 2. Seek information 3. Check comprehension 4. Express feelings 5. Make a suggestion
Activity 2: Let’s Review: Making Comments We often make comments as a reaction to a part of the conversational story or to the whole story itself in order to wrap it up. Comments include expressions of surprise, evaluation, or other reaction statements that could be formulated as an affirmation, a question, or an imperative. I. Comments on a part of the conversational story Example: A: Did I tell you how I got out of that course? I learned that you could petition out of it if you had taken a methodology course before. And I had! B: Wow! That was really smart. A: Yup! I’m so glad I don’t have to think about it anymore. One less course and . . . Example: A: I saw the “Exit” movie. It was amazing! B: Don’t you love Amy Linch in it? A: Absolutely. She’s a mega star! She always . . . Example: A: Erin got an internship in California for this summer. In Santa Barbara. B: Get out! She’s so lucky! A: I know, right? She . . .
Part 3: Engaging in a conversational story II. Comments at the end of the conversational story Wow! That’s quite a story. What a story! (And/so), that was it! No wonder/It’s no wonder + statement. (Example: No wonder/It’s no wonder you are so exhausted.) Well + a proverb or a wise saying (Example: Well, you can take the horse to the river, but you can’t make it drink!)
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Campus Talk, Volume 2, Unit 5 A IDENTIFY – L og in to the Corpus of Contemporary American English (COCA). In groups assigned by the teacher, search for “that’s + adjective” pattern, which is very commonly used to make comments in English. Identify the first ten most frequent pattern expressions in the spoken section of the corpus and enter them in the table below.
That’s + adjective 1. That’s right
6.
2.
7.
3.
8.
4.
9.
5.
10.
isten to these story fragments. Using your smart device, B LISTEN AND COMMENT – L record your immediate comment on each of them by using one of the most frequent “that’s + adjective” expressions in the table above. Then, compare and discuss your recorded comments with your partner.
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Listening file: Unit_5_Part_3_Activity_2B.mp3
Example: You will hear: A: When the door opened, I was so surprised. My roommate had invited my best friends and they had put together a B-day party for me! You should comment: B: That’s great!
Part 3: Engaging in a conversational story
1. A: I was reading your book all afternoon and I left it on the porch. I did not realize it until this morning when I saw it was all wet. It had rained all night long. I am so sorry. B: __________________________________________________________________
2. A: I was all packed to travel to West Africa at the end of the week. I happened to talk to a friend of mine about the trip and he told me that I should get several shots first before they let me out of the country. B: __________________________________________________________________
3. A: I finally got the driver’s license and I feel so relieved. I could drive myself to work back and forth every day without having to ask for favors left and right. B: __________________________________________________________________
4. A: I was not feeling well and I asked permission from the teacher to leave. I went home and crashed. I slept eleven hours non-stop! B: __________________________________________________________________
5. A: I went to the airport to find out that I had left my passport at home, so I could not fly that day. The moral of the story is “More haste, less speed.” B: __________________________________________________________________
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Activity 3: Revisiting Ellipsis When sharing a conversational story we tend to use incomplete statements (ellipsis) in responses/reactions. This is the case when there is sufficient shared information between the participants to understand such statements. Ellipsis in conversational storytelling is commonly used to answer a question, or make a clarification, a confirmation, or a comment. It can also be used as a continuer: that is, to encourage the speaker to continue the story. Example: A: I found out she had left town several months ago. B: Unbelievable. (Comment) A: Yeah, I was so shocked . . . Example: A: I anxiously tried to call him several times until I got hold of him. B: You did? (Continuer) A: Yes, I talked to him last Monday. A REWRITE – A nthony is sharing his travel mishaps with Bob. Rewrite their conversation. Replace the underlined parts with elliptical constructions. Discuss the function of each elliptical construction with your partner. A: Hey, what’s going on? I haven’t seen you in a while. B: Oh, I thought you knew. I didn’t tell you, did I, that I was going to travel a bit at the end of the semester? A: Did you say travel? No, you didn’t. That is good for you! How was it? B: It was awesome. Everything was awesome except for a few mishaps here and there. A: Do you mean flight cancellations and stuff? B: No, actually I drove to New Orleans. A: Oh, that is my dream! So, what happened? B: Well, first my car died in the middle of nowhere and I had to spend the night in the car until they towed me to a repair shop. A: Oh, that is scary. But then you moved on, right? B: I totally moved on. I wasn’t going to let it ruin my trip. The other fun part was when I went on a boat tour along the Mississippi.
Part 3: Engaging in a conversational story A: Did you say boat tour? I am impressed. You are a lucky dog! What could ever go wrong in a boat tour? You were not crossing the Amazon! B: That is true. But I was trying to take pictures like crazy and fell into the river. They had to save me from the jaws of an alligator! A: What did you say? Oh my God! What were you thinking? B: Oh, well, what happened, happened. Here I am. And other than that, the trip was absolutely fantastic!
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UNIT 5 FINAL UNIT TASK A NARRATE – S hare a conversational story (as person A) on a topic of your choice. Interact in another conversational story (as person B). Record both stories on your smart device. Here are some conversational story topic examples: 1. An unexpected event that happened on my trip 2. A cultural experience in a foreign country 3. An event that changed my life 4. An unusual day 5. Other? 1. Share your conversational story with a classmate Make sure that you begin and develop the conversational story coherently, and deliver it effectively. You need to interact with your classmate, facilitate his/her understanding, and respond to questions. Do not write or memorize the story. You can write and use notes to guide your conversational storytelling (such as examples of phrases you want to use, new and difficult words, and so on). Try to be natural. 2. Interact during the conversational story told by a classmate Listen attentively. Make sure that you are an ACTIVE listener (for example, ask questions and make comments) when necessary.
isten to both recordings. Use the following rubrics to evaluate your B E VALUATE – L performance and your classmate’s. Get together with your classmate and discuss your evaluation. Take turns.
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Final unit task Performance evaluation criteria
Comments
Points
Storytelling – speaker evaluation 1. Starts the conversational story with a pre-announcing expression (e.g., “Do you know what happened to me last week?”)
/2
2. Provides sufficient background information
/2
3. Develops the conversational story coherently by making appropriate references
/2
4. Communicates actively with the audience (e.g., asks and responds to questions)
/2
5. Develops the conversational story sufficiently
/2
6. Uses at least two emphatic pauses
/2
7. Speaks clearly and with good volume
/2
8. Talks naturally (avoiding many non-native pauses)
/2
9. Uses stress and intonation effectively
/2
Total
/18
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Campus Talk, Volume 2, Unit 5 Performance evaluation criteria
Teacher comments
Points
Storytelling – listener evaluation 1. Asks at least two questions during the conversational story (e.g., “And then what happened?”)
/2
2. Expresses his/her feelings towards the conversational story/storyteller using appropriate language at least two times (e.g., “I can’t believe it,” “That’s amazing.”)
/2
3. Uses ellipsis (e.g., “Great”, “About what?”) at least two times
/2
4. Follows the conversational story actively and uses communication repair strategies, if necessary (e.g., “Did you say she did not have any money with her?”)
/2
5 Use at least two interjections (e.g., “Oh man!”)
/2
6. Makes a comment at the end of the conversational story (e.g., “Wow! That’s quite a story!”)
/2
7. Speaks clearly and with good volume
/2
8. Speaks naturally (without too many non-native pauses)
/2
9. Uses stress and intonation effectively
/2
Total
/18
UNIT 5 SELF-ASSESSMENT: What Progress Did I Make? I REVIEW – U nit 5 vocabulary list and complete the table below.
Expressions I can actively use
Expressions I need to review
Part 1: Share a conversational story
Part 2: Deliver a conversational story
Part 3: Engage in a conversational story
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Campus Talk, Volume 2, Unit 5 II These are the conversation strategies you practiced in this unit. Check (✓) the box in the category that best evaluates your ability to use them.
Strategy
Very well
Fairly well
Not very well
I can start a conversational story
I can ask questions during the conversational story
I can make comments during the conversational story
I can make references in a conversational story
I can use emphatic pauses
I can use contrastive stress
I can use interjections
I can use ellipsis
I can comment at the end of the conversational story
rite about what you learned in this unit, and what you plan to continue to work on: III W One new skill/strategy I learned in this unit is: _____________________________________________________________________. What I plan to continue to work on is: _____________________________________________________________________.
UNIT 5 VOCABULARY LIST Use the chart below to study the new unit vocabulary and record any new topic-related vocabulary from this unit and elsewhere.
Topic/Function
Vocabulary to review
Pre-announcement I have to tell you about the . . . expressions D’you know what? You won’t believe this. I never told you what happened to me the other day . . . Did I tell you that . . . ? I didn’t tell you, did I, that . . . ? Here’s the thing . . . Expressions of surprise
(Table continues overleaf)
Oh my God! Oh, no! Oh, man! Really? Wow! Are you serious? Are you kidding (me)? You’re kidding me! You’ve got to be kidding me! For real? No way! Get out (of here)!
New vocabulary I don’t want you to miss this. You wanna (want to) hear a story? You wanna (want to) know what . . . ?
Oh my gosh!
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Topic/function
Vocabulary to review
Expressions of evaluation
(That’s) crazy/too bad/terrible. How cool is that! How embarrassing! (That’s) right/true/good/fine/great/ correct/OK/important/cool/crazy/ awesome/amazing/wonderful/fantastic That’s a pain/a nightmare/a shame. What a pain/a shame/a mess. Good for you.
Vague expressions
thing stuff
thingy and things or anything or something something like that and that sort of thing and stuff and that sort of stuff
Interjection expressions
Oh, man! Wow (Oh) God!
Oh, boy! Boy oh boy! Bummer Goodness gracious Hallelujah Super
Conversational story-ending expressions
New vocabulary
Wow! That’s quite a story. What a story! (And/so), that was it! No wonder/It’s no wonder . . . Well + a proverb or a wise saying
UNIT 5 QUIZ Activity 1 Listen and complete these short conversational stories with an appropriate comment. Comments should relate to the story.
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Listening file: Unit_5_Quiz_1.mp3
1.
2.
A: Have you heard the news? He won 3. the most prestigious piano competition in Europe and will start touring the world.
A: Did she tell you? She was driving home in the snow when she had an accident. Her car was totaled, but luckily she only had a few scratches.
B:
B:
A: I should tell you that Sara is not going to be around much longer. She finished her PhD and will be moving to Colorado. B:
4.
A: Did I mention that my advisor was not very happy with my new dissertation chapter, and he suggested that I rewrite it? B:
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Activity 2 Listen to the following conversational stories. Choose the right interjection to react to each of them.
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Listening file: Unit_5_Quiz_2.mp3
1.
2.
A: I’m not looking forward to this fall semester. I have to take four classes and teach a six-hour Academic Writing course. Not counting studying for the comprehensive exam.
3.
A: Here’s what happened. Her skis broke and she fell 500 feet down the valley. They thought they lost her, but her dog saved her life. It sniffed her out!
B:
B:
a. Oh man! b. Hallelujah! c. Phew!
a. Aha! b. Wow! c. Super!
A: You won’t believe this! I got to know 4. Anna at a conference in Spain. Five years later, I ran into her when I was doing a post-doctoral study in England. She was a visiting scholar at the same university!
A: He thought it would never happen, but it did! Jamie got an offer to publish his dissertation by the most renowned publishing house in Germany.
B:
B:
a. Oh boy! b. Gosh! c. No way!
a. Gee! b. Yay! c. Bummer!
Quiz
Activity 3 Listen to the following conversation statements. Ask a question about each of them for one of the discourse purposes below. Then, write down the purpose next to each question.
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Listening file: Unit_5_Quiz_3.mp3 1. Seek information 2. Check understanding 3. Make a clarification 4. Make a suggestion 5. Express feeling/attitude
Statement
Question response
1.
A: I hadn’t seen my high B: school language teacher in years.
2.
A: I found out they are not B: together anymore.
3.
A: They finally made a plan about summer vacations.
B:
4.
A: I had a feeling I would never be able to see them again.
B:
5.
A: She was in her late fifties B: when she finished her second MA degree.
6.
A: He was sixteen, but was B: not used to doing any chores at home.
Purpose
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Activity 4 Complete each conversation with an ellipsis according to the discourse purpose given in parenthesis.
Statement
Elliptical (shortened) response
1.
A: He will finish his degree next year.
B: (Ask a clarification question):
2.
A: (Starting to tell a joke) A man walks B: (Use a continuer): into a bar and he can’t believe his eyes.
3.
A: Do you remember Karen, the girl you sat next to in the Linguistics seminar?
4.
A: I didn’t know that she was proficient in B: (Make a comment): six foreign languages.
5.
A: And you know, it’s what they say, that B (Confirm): when you’re young, anything goes, right?
B: (Answer the question):
PART 1: Making a complaint Activity 1: Let’s Get Started A D ISCUSS – R ead the list of potential issues facing international students studying abroad. Have you had any of these issues? Check (√) one/all that apply. Share with your partner.
High education costs
Difficult visa process
Missing their family
Lack of native speaker friends
Food differences
No free time
Loneliness
Language challenge
Academic culture differences
Difficulty finding a job in the host country after graduation
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Campus Talk, Volume 2, Unit 6 B LISTEN AND ANALYZE – Listen to a group of students sharing their first week of college experience in the Fall. Take notes to answer the following questions.
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Listening file: Unit_6_Part_1_Activity_1B.mp3
1. What are Jim and Jenny complaining about? Do their issues seem familiar to you? 2. Why are they complaining to one another? 3. What kind of response do Jim and Jenny get to their complaints (for example, empathy/encouragement, advice, and so on)? How would you have responded to them?
Part 1: Making a complaint
Activity 2: Use of Complaints in English A ILLUSTRATE – H ave you noticed why most American English speakers generally complain? The table below includes the main researched reasons they do so. Match the reasons to the left with the examples to the right. Examples 4 and 6 from Activity 1 listening are already matched for you.
f
Common reasons for complaining in American English
Example
1. Express dissatisfaction
a. Well, this winter seems to be going on forever.
2. React to social misconduct
b. It drives me crazy when you expect me to do the dishes every day.
3. Request action to address/solve the problem
c. I can’t believe we made it to Labor Day. Phew!
4. Share a negative experience and expect empathy
d. Stop littering.
5. Express anger/frustration
e. Long meetings are not my cup of tea.
6. Open a conversation
f. Yup, and a super boring professor. I’m so ready to drop it.
7. Maintain small talk
g. Come on. You can’t sit and do nothing!
c
an you think of your own example for each reason? Share with your B CREATE – C partner.
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Activity 3: Making a Pre-complaint A ANALYZE – R ead the following statements that may signal a complaint or criticism. Think of the possible relationship (even/uneven) between the speakers and the situation, and whether the statement is formal or informal. Complete the table with the required information following the example given.
Part 1: Making a complaint Pre-complaint
Possible relationship
Level of formality
1. Listen, there is something I want to talk to you about. 2. I need to talk to you about Uneven your performance in the last quiz.
Formal
3. I have been wanting to talk to you about what happened last weekend. 4. We need to talk. 5. Do you have a minute? 6. I am afraid we have a problem.
B COMPLAIN AND RESPOND – Write a follow-up complaint for each pre-complaint statement. Then, include a matching response. Work with a partner and follow the example given.
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Pre-complaint
Complaint
Response
1. Listen, there is something I want to talk to you about.
I thought your comment about my hairstyle the other day was a bit unfair.
Seriously? Come on, Jill! I was just joking!
2. I need to talk to you about your performance in the last quiz. 3. I have been wanting to talk to you about what happened last weekend. 4. We need to talk. 5. Do you have a minute? 6. I am afraid we have a problem.
Part 1: Making a complaint
Activity 4: Making a Complaint A LISTEN AND DISCUSS – Listen to unhappy customers being interviewed about a cable company. What language do they use to make a complaint? Underline and discuss them with your partner.
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Listening file: Unit_6_Part_1_Activity_4A.mp3
1. You can never speak with any person or a supervisor, and wait times are always long. 2. Absolutely ridiculous. Constant problems. The channels show up on and off, and that drives me crazy. 3. It’s a shame that a company holds no value in a twenty-year customer like me. They don’t care! 4. I really can’t stand dealing with such an awful company. I’ll switch to a different one. 5. Their tech support service is the worst. These are strong complaints. As you can see, how the words are chosen determines the tone: that is, the “strength” of the complaint. Strong complaints are used to express deep dissatisfaction emotionally. Look at the strong language choices in the complaints below: 1. ALWAYS OR NEVER Example: You always leave the oven on. Example: You should never do that! 2. INTENSIFIER + ADJECTIVE OR ADVERB Example: This is so wrong! Example: You’re driving too fast! NOTE: “Absolutely” is generally used with emotionally strong negative adjectives in complaints. For example: That’s absolutely ridiculous.
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Campus Talk, Volume 2, Unit 6 3. I/IT + EMOTIONALLY STRONG NEGATIVE VERB + OBJECT + WHEN/THAT . . . Example: I hate it when/that you use my iPad without telling me. Example: It annoys me when/that you keep missing the study group and then complain about being ‘behind.’ 4. SUPERLATIVE DEGREE ADJECTIVES Example: This is the most expensive hot chocolate I’ve ever tried! (Ironically)
B S OFTEN COMPLAINTS – L isten to the conversations and analyze the complaint in each of them. Rewrite the complaint by using one of the hedging structures below. Make other changes as needed to soften the tone of the complaint.
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Listening file: Unit_6_Part_1_Activity_4B.mp3 1. Not very/really + positive adjective 2. Quite/a bit too + negative adjective Example: Calling a telephone company Representative: Thank you for holding. How can I help you? Customer: Yeah. Can you check if my new cell phone has shipped please? I am sick and tired of waiting for weeks to get it! Rewrite: Yeah. Can you check if my new cell phone has shipped please? I am not really happy that I’ve had to wait for weeks to get it.
Part 1: Making a complaint
onversation 1: At a restaurant C Server: Yes? Customer: This silverware is totally dirty! Rewrite: __________________________________________________________ onversation 2: At a store C Salesperson: Hi, can I help you? Customer: This web-enabled crockpot is useless. Rewrite: __________________________________________________________ Conversation 3: Calling apartment maintenance
Representative: Orange Grove Apartments, how can I help you? Tenant: Yeah, this is Jim again. I’m supposed to move in today, but my apartment is still very messy! Rewrite: __________________________________________________________ onversation 4: At a hotel C Receptionist: Good morning, Ma’am. How can I help you? Customer: Yeah, my room is terribly hot! I could not sleep at all last night. Rewrite: __________________________________________________________
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PART 2: Responding to a complaint Activity 1: How Can You Respond to a Complaint? A BRAINSTORM – G o back to the four conversations in Activity 4B above. You have already rewritten the complaint in each of them. What would be a possible response appropriate to the speaker–listener relationship and the situation? Work with a partner to complete each conversation.
onversation 1: At a restaurant C Server: Yes? Customer: (softened complaint):_______________________________________ Server’s response:__________________________________________________ onversation 2: At a store C Salesperson: Hi, can I help you? Customer: (softened complaint):_______________________________________ Server’s response:__________________________________________________ onversation 3: Calling apartment maintenance C Representative: Orange Grove Apartments, how can I help you? Tenant: (softened complaint):___________________________________________ Server’s response:__________________________________________________
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onversation 4: At a hotel C Receptionist: Good morning, Ma’am. How can I help you? Customer: (softened complaint):_______________________________________ Receptionist’s response:____________________________________________
Part 2: Responding to a complaint
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B ANALYZE AND DISCUSS – S hare your responses with another pair. Why did you respond that way?
Activity 2: Strategies for Responding to a Complaint A D ISCUSS – W e respond to complaints in different ways. Think of situations when you respond by using each of the given strategies and illustrate them. Follow the example given in number 1 below.
Response to a complaint
Situation
Example
1. Give an explanation/ an excuse
Take somebody’s seat unknowingly
I’m so sorry. I thought it was free.
2. Contradict 3. Express empathy 4. Offer to address the problem 5. Play it down 6. Give advice/suggestion 7. Ask a question 8. Change subject
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Campus Talk, Volume 2, Unit 6
Activity 3: Focus on Appropriateness – Putting It Together A COMPLETE AND RESPOND – C omplete the following softened complaints. Then, respond to each of them by using the suggested strategy in parenthesis. Pay attention to the situation. Example:
A: This weather has not been really cooperative these days. B: (Contradicts) Yeah. To be expected, though. It’s winter!
1. (At school)
A: I am sorry to have to say this, but __________________________________________________. Most of your assignments are incomplete. B: (Offers an apology and excuse)
2. (On the phone) A: Sorry to bother you, but there appears to be something wrong with _________________________________________. I can’t get it to work. B: (Apologizes and offers to address the problem) 3. (In a dorm room)
A: I was wondering why I can’t seem to find __________________________________________________. I left it on the table. B: (Offers an explanation)
4. (In the office)
A: Do you think you could __________________________________________________? I really do not want to get sick. B: (Plays it down)
5. (At a meeting)
A: Excuse me, but I’m afraid we might first need to address __________________________________________________. B: (Agrees and offers a suggestion)
6. (On the train)
A: Excuse me, do you mind __________________________________________________. This lady might need to sit. She’s had back surgery. B: (Apologizes and expresses empathy)
ith your partner, role-play the situations above. Switch roles. B PRACTICE – W
Part 2: Responding to a complaint
Activity 4: Focus on Fluency – Let’s Play! A COMPLETE – C omplete the table below by matching the following short conversational responses with a complaint you would most commonly make to your classmates. One is done for you.
Complaint
Response
1. _______________________________ a. I don’t like it, either. 2. _______________________________ b. Oh really? I did not know. Sorry. 3. _______________________________ c. Sorry to hear that. 4. _______________________________ d. I know what you mean. 5. _______________________________ e. Me, too. 6.
c My eyes hurt.
f. Me, neither.
7. _______________________________ g. You think so? 8. _______________________________ h. I hear you.
ou are given an “unhappy face” emoji cutout. Pass the “unhappy face” B M ATCH – Y cutout and share a complaint in return for an appropriate matching response. Then, find another classmate with an ‘unhappy face’ and respond to their complaint. Continue to exchange complaints and responses in this manner with all classmates.
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PART 3: Making and responding to an apology
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Part 3: Making and responding to an apology
Activity 1: When Do We Apologize in English? A IDENTIFY – L isten to each of the apology situations below. Do you also apologize in these situations in your culture? Circle “YES” or “NO.”
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Listening file: Unit_6_Part_3_Activity_1A.mp3
Apology situation in English
Apology situation in your culture?
1. Not having made oneself clear: e.g., Sorry, let me go over this again.
YES
NO
2. Interrupting a conversation to answer your cell phone: e.g., Sorry, just a sec. Got to take this call.
YES
NO
3. Sneezing: e.g., “Achoo!” Sorry.
YES
NO
4. Clearing your throat: e.g., Ahem. Sorry.
YES
NO
5. Not keeping in touch: e.g., Sorry, it’s been a while.
YES
NO
6. Keeping somebody waiting: e.g., I am so sorry to keep you waiting.
YES
NO
7. Cancelling an appointment: e.g., I’m so sorry, but I don’t think I can make it tomorrow.
YES
NO
8. Asking your professor to email you the assignment you missed when you’re sick: e.g., Sorry to bother you, but would it be possible to email me the last assignment?
YES
NO
9. Wasting someone else’s time: e.g., I’m sorry I’m taking your time.
YES
NO
10. Brushing up against somebody’s arm on the street accidentally: e.g., (Oops,) sorry.
YES
NO
B D ISCUSS – I n groups of three students, discuss cultural differences and similarities in making an apology. Have you encountered other apology situations in English when you do not need to apologize in your culture?
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Activity 2: Apologizing Strategies
A E XPLORE – T he phrase “(I am) so sorry!” is very commonly used in English to express an apology. Log in to the Corpus of Contemporary American English (COCA). Search for so sorry in the spoken section. In pairs, analyze concordance lines and complete the table below with examples of apologizing strategies. One is done for you.
Part 3: Making and responding to an apology Apologizing strategies
COCA example
1. Ask for forgiveness 2. Apologize and give an explanation/excuse 3. Include self-criticism 4. Minimize responsibility 5. Express emotion 6. Take responsibility 7. Promise for the future 8. Offer to make up for it
I am so sorry! Let me take care of that.
witch partner. Take turns to role-play apologizing by using the B ROLE-PLAY – S above-mentioned strategies.
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Activity 3: Apology or Non-apology Statements? A IDENTIFY – L isten to the following statements. Think about the possible speaker– listener/s relationship and the situation. Are they real apologies or not? Check (√) and discuss their use with your partner.
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Listening file: Unit_6_Part_3_Activity_3A.mp3 1. Excuse me, I saw your note. Thanks! 2. I am sorry, but you need to leave now. 3. Sorry, did you call me? 4. Oh, excuse me! Who do you think I am? 5. I am afraid this table is reserved. 6. I beg your pardon? 7. I am so sorry you have to go through this. 8. Excuse me. I need to get off.
Apology Non-apology √
Part 3: Making and responding to an apology
DID YOU KNOW THAT . . . ?
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Listening file: Unit_6_Part_3_Word_stress.mp3 Word stress plays an important role to distinguish apologetic from non-apologetic phrases. Notice the change in meaning with the stress shift and extra vowel length in the following examples: ExcUUse mEE! – (Meaning: Please pay attention!) Well, excUse mE! – (Meaning: Hey, that’s not fair! Also, it can be used ironically.) ExcUse me, please. (Meaning: Please step aside and let me get off the bus.) Stress and extra vowel length are also used to emphasize that one is genuinely sorry. For example: I AM sorry. (In all other cases we use “I’m sorry”) I am SOO sorry! EXCEPTION: As different from “so,” other intensifiers that go with “sorry” such as “very,” “terribly,” and “extremely” rarely experience an extra vowel length. Intonation also determines whether the statement is an apology or not. Compare: “Sorry.” (Meaning: I apologize) “Sorry?” (Meaning: I could not hear you/Can you say that again, please?) The same rule applies to “Excuse me” and “I beg your pardon.” Finally, a change in intonation pattern can also indicate irony or sarcasm. Compare: I am SO sorry. (Sincere) I am SO sorry. (Sarcastic)
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Campus Talk, Volume 2, Unit 6 B PRACTICE – Pick a situation slip from the given envelope and read it aloud. Let your partner respond with an apology or non-apology phrase such as “sorry,” “excuse me,” or “I beg your pardon,” using the appropriate stress or intonation. Take turns. Example: You read: A lady drops her wallet on the bus. Your partner says: Excuse me, Ma’am! Is this your wallet?
Activity 4: Responding to an Apology A PRACTICE – C hoose the response from the table below that best fits each apology Pay attention to the situation and the conversation participants. In some of the situations, more than one response is possible.
Part 3: Making and responding to an apology
You do not need to apologize. Don’t worry about it/No worries. That’s OK. That’s/You’re/It’s fine. No problem. I totally understand
It doesn’t matter. No harm done. It’s no big deal. Don’t mention it. Forget about it. It happens.
Situation 1: Your friend forgot to bring a book you had asked for twice. He apologizes: Don’t kill me but I did it again. I forgot! Sorry! You respond: ________________________________________________________ Situation 2: You accidentally push someone on the bus. You apologize: Oops. Sorry. He responds:_________________________________________________________ Situation 3: You give the saleswoman the wrong banknote. You apologize: Oops, I’m so sorry. Here you go. She responds:________________________________________________________ Situation 4: Your colleague spills coffee on your books She apologizes: Oh, no! I am so sorry! I really did not mean to. You respond: ________________________________________________________ Situation 5: Your classmate is late for a game. He apologizes: I’m an idiot! I totally forgot. Sorry. You respond: ________________________________________________________ Situation 6: You forgot your study group meeting time. You apologize: I apologize, guys. I blew it. I was watching TV and lost track of time. One classmate responds:______________________________________________
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Campus Talk, Volume 2, Unit 6 B PRACTICE – You will be given cards with apology responses and an apology situation clue. Pick a card and a partner, and improvise a role-play that matches the response and the apology situation. Continue to role-play until you’ve used all the cards. Response: No big deal Clue: Two minutes Role-play: A: Sorry I’m two minutes late. I had to run from a meeting. B: No big deal. I was playing with my phone.
UNIT 6 FINAL UNIT TASK A ROLE-PLAY – R ecord role-playing one of the following service encounter situations with your partner. Person A makes a complaint and responds to an apology. Person B responds to a complaint and apologizes. When making and responding to a complaint, make sure you: a. use a pre-complaint b. make a complaint appropriate to the situation and your relationship with the listener c. soften your complaint (using a hedger) d. apologize (if necessary) and respond to the complaint politely. When making and responding to an apology, make sure you: a. apologize explicitly b. acknowledge responsibility c. promise it will not happen again d. respond politely.
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Campus Talk, Volume 2, Unit 6 Service encounter situations 1.
At a restaurant The server brings the wrong order.
2.
At a department store You bought a two-piece suit, but did not notice that the sleeve in-seam was undone. Return it to the store, although it is past sixty days from the day of purchase.
3.
Calling apartment maintenance Your living room paint is peeling off. You have requested a paint job several times, but nothing has been done. Call and ask them to allow you to paint it yourself, if possible.
4.
At a grocery store You’ve been overcharged $10 for your groceries. Return to the grocery store and talk to a customer service representative. Explain what happened and ask for your money back.
atch your recorded role-play with your partner. Use the following B E VALUATE – W guidelines to evaluate your performance and provide feedback to each other. How did you both do?
Performance
Yes
To some extent
Student A, Making a complaint and responding to the apology: 1. Did you use a pre-complaint? 2. Did you make a complaint appropriate to the situation and your relationship with the listener? 3. Did you soften your complaint (by using a hedger)? 4. Did you respond to the apology politely? Student B, Responding to the complaint and offering an apology: 1. Did you respond to the complaint politely? 2. Did you apologize explicitly?
√
No
Final unit task 3. Did you acknowledge responsibility? 4. Did you promise it will never happen again? Overall performance: 1. Did you speak fluently? 2. Did you speak clearly? 3. Was your language grammatically accurate? 4. Was your performance natural?
I would like to improve: 1. _______________________________________________________________ 2. _______________________________________________________________
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UNIT 6 SELF-ASSESSMENT: What Progress Did I Make? I Review Unit 6 vocabulary list and complete the table below. Expressions I can actively use Part 1: Make a complaint
Part 2: Respond to a complaint
Part 3: Make and respond to an apology
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Expressions I need to review
Self-assessment
II T hese are the conversation strategies you practiced in this unit. Check (✓) the box in the category that best evaluates your ability to use them.
Strategy
Very well
Fairly well
Not very well
I can make a pre-complaint
I can make a complaint
I can respond to a complaint
I can soften a complaint
I can make an apology
I can respond to an apology
rite about what you learned in this unit, and what you plan to continue to work III W on: One new skill/strategy I learned in this unit is: _____________________________________________________________________. What I plan to continue to work on is: _____________________________________________________________________.
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UNIT 6 VOCABULARY LIST Use the chart below to study the new unit vocabulary and record any new topic-related vocabulary from this unit and elsewhere.
Topic/Function
Vocabulary to review
Pre-complaint expressions
Listen, there is something I want to talk I have been wanting to talk to you to you about. about . . . We need to talk. I need to talk to you about . . . Do you have a minute? I am afraid there is a problem. You see, I’ve got a bit of a problem here.
Expressions of complaint
Strong complaint expressions You shouldn’t do that! It annoys me when/that . . . I can’t stand it when/that . . . I can’t take it when/that . . . It drives me crazy/nuts when/that . . . It drives me up the wall when . . . It makes me sick when/that . . . I am sick and tired of . . . It’s a shame that . . .
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New vocabulary
Softened complaint expressions I’m afraid I have to say that . . . I’m sorry to have to say this, but . . .. I’m sorry to bother you, but . . .. Excuse me, I’m afraid . . . Excuse me, there seems/appears to be something wrong with . . . Do you think you could . . . ? Would you mind not doing/doing . . . ? I wish you wouldn’t (do this/that)
Vocabulary list Topic/Function
Vocabulary to review
New vocabulary
Expressions to respond to complaint
Oh, really? I didn’t know. Sorry. Sorry about that. I had no idea you felt that way. I don’t like it, either. Yes, I think so, too. Sorry to hear that. I know what you mean. Me, too. Me, neither. You think so? I hear you.
I know, right?
Expressions of apology
Sorry/So sorry. Oops, sorry. Sorry, I didn’t mean to . . . My fault. My bad. My mistake. I should/shouldn’t have . . .
I’d like to/I want to apologize. I owe you an apology. I should/must apologize. I was wrong on that. I had that wrong. My apologies. (Please) don’t be mad (at me)/ don’t kill me. So sorry! I am (such) an idiot.
Expressions to respond to an apology
You do not need to apologize. Don’t apologize. That’s quite alright. That’s/It’s/alright/all good. Don’t worry about it/No worries. That’s OK. That’s/You’re/It’s fine. No problem. I totally understand.
Apology accepted. Never mind. I don’t mind. It doesn’t matter. No harm done. It’s/no big deal. Don’t mention it. Forget about it. It happens.
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UNIT 6 QUIZ Activity 1 Listen and complete each conversation below with an appropriate response to the given complaint. Student B’s response should match Student A’s complaint.
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Listening file: Unit_6_Quiz_1.mp3
1.
2.
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(Student A’s comments on his math assignment grade)
3
(After an exam, student A feels overwhelmed)
A: Don’t know about you, but I keep getting terrible grades in this class, no matter how hard I work.
A: Too many exams this week! I am wiped out . . .
B:
B:
(The librarian talks to student B, who is 4. about to respond to a phone call)
(A is a new international student)
A: Do you think you could take that call out in the hall, please?
A: It’s a shame you don’t have the summers off here. Don’t you have any summer vacations?
B:
B:
Quiz
Activity 2 Listen to the following apologies. Choose the right response to match each of them.
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Listening file: Unit_6_Quiz_2.mp3
1.
(Mark calls Brooke again)
3.
Mark: Sorry, Brooke. My mind doesn’t work today. Can you give me that extension number again, if you don’t mind?
(Donny missed Sue’s birthday) Donny: I’m so sorry I missed your birthday. I was in Chicago over the weekend. Sue:
Brooke:
a. Oh well. There will be another birthday. b. Too bad. There will be another birthday. c. No worries. There will be another birthday.
a. No worries. It’s 5437. b. Apology accepted. It is 5437. c. Forget about it. It’s 5437.
2.
(Vera decided not to go to a costume party on the weekend) Vera: Jenny, don’t kill me, but I’m going to have to pass this time. I have a big test on Monday I need to cram for.
4.
(Dr. Koch had offered to write a letter of recommendation for Karen, one of his students) Dr. Koch: Hi Karen, I’m afraid I won’t have it ready today. I am really sorry.
Jenny: a. I don’t mind. b. No harm done. c. That’s OK.
Karen: a. That’s no problem. Thank you, Dr. Koch. b. That’s quite alright, Dr. Koch. c. Thanks, no big deal, Dr. Koch.
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Activity 3 Listen to the following strong complaints. Use a hedger to soften each of them. Make sure to use each hedger only one time.
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Listening file: Unit_6_Quiz_3.mp3
Complaint (To the salesperson) I can’t stand it when this happens. The hem came totally undone after the first washing. (To the server) I never ordered this dish. (To a classmate) Shut that window! I am freezing here. (To the teacher) We absolutely can’t hear you! (To a classmate) It drives me crazy when you talk on the phone during class. It’s totally distracting. (To a neighbor) It drives me up the wall when you vacuum at 3am.
Hedged (softened) complaint
Quiz
Activity 4 Match each statement with its meaning. Is the meaning apologetic or non-apologetic? Circle a or b.
Statement
Meaning
1.
(At a theater hall) Excuse me, this is my seat.
a. Apologetic b. Non-apologetic
2.
(In a dorm room) I am sorry, but I don’t have to clean this mess every night.
a. Apologetic b. Non-apologetic
3.
(On a moving bus) Oh, God, did I hurt you? I am so sorry.
a. Apologetic b. Non-apologetic
4.
(In the family) Excuse me, but I just got home. I’ll start cooking in a moment.
a. Apologetic b. Non-apologetic
5.
(In the hospital) I am sorry. There was nothing we could do.
a. Apologetic b. Non-apologetic
6.
(In the office) Excuse me, this must be your phone, right?
a. Apologetic b. Non-apologetic
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PART 1: Building rapport with your audience Activity 1: Let’s Get Started
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Campus Talk, Volume 2, Unit 7 A CHECK YOUR SKILLS – W hen sharing your work, how good are you at communicating with the audience? Take this survey to find out.
My skills
Never
Sometimes
Always
I use an attention getter to attract the audience’s attention to my talk
I clarify the purpose of my talk from the start
I provide an overview of my talk from the start
I define the main terms I am going to use that the audience may not be aware of
I use body language (eye contact, facial expressions, gestures) to stay connected with the audience
I keep my audience focused on my talk by using signposting language (transition phrases, references to previously mentioned information)
I preview and review the main points of my talk to help the audience understand and remember them
I interact with the audience through questions and answers at the end of the talk
I welcome feedback at the end of the talk
hare your survey results in your group. Discuss common communicaB D ISCUSS – S tion challenges and brainstorm strategies to address them.
Part 1: Building rapport with your audience
Activity 2: Getting Attention When delivering a talk (for example, making a presentation), people often start by using an attention getter to capture the attention of the audience and involve them in their talk. They can: • share a personal experience (e.g., tell an anecdote) • stimulate the imagination (e.g., “Imagine . . . ”; “What if . . . ?”) • make a striking statement (e.g., supported by facts, statistics, etc.: “Do you know that . . . ?”) • ask a rhetorical or literal question (e.g., a provocative question) • refer to expert opinion • use an impressive quotation • show a powerful image/physical object.
A ANALYZE – R ead and watch the beginning of the “A More Perfect Union” speech by Barack Obama, and Steve Jobs’s announcement of the iPhone. With your partner, discuss how they manage to attract the attention of the audience. What strategies do they use?
“A more perfect union.” Two hundred and twenty-one years ago, in a hall that still stands across the street, a group of men gathered and, with these simple words, launched America’s improbable experiment in democracy. Farmers and scholars, statesmen and patriots, who had traveled across the ocean to escape tyranny and persecution, finally made real their declaration of independence at a Philadelphia convention that lasted through the spring of 1787. From http://www.nytimes.com/2008/03/18/us/politics/18text-obama.html Available at (last accessed June 22, 2020).
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Steve Jobs Introducing The iPhone At MacWorld 2007. Well, today, we’re introducing three revolutionary products of this class. The first one is a widescreen iPod with touch controls. The second is a revolutionary mobile phone. And the third is a breakthrough Internet communications device. So, three things: a widescreen iPod with touch controls; a revolutionary mobile phone; and a breakthrough Internet communications device. An iPod, a phone, and an Internet communicator. An iPod, a phone . . . Are you getting it? These are not three separate devices, this is one device, and we are calling it iPhone. Today, today, Apple is going to reinvent the phone, and here it is. From http://thenextweb.com/apple/2015/09/09/genius-annotated-with-genius/ Available at (last accessed June 22, 2020).
hoose two of the topics below. Use a starting phrase and write down B PRACTICE – C an attention getter for each. Take turns and share them orally with your partner. Discuss their effectiveness.
Possible topics
Possible starting phrases
1. Racial inequality
a. “Imagine you have to . . . ”
2. Environmental issues
b. “Just like you, I was raised to believe . . . ”
3. Life and technology
c. “If I were to ask you . . . ”
4. The future of energy
d. “In his famous speech, ‘I Have a Dream,’ Martin Luther King . . . ”
5. The impact of social media
e. “Have you ever wondered why . . . ?”
6. Choose your own topic.
f. Choose your own starting phrase.
Part 1: Building rapport with your audience
Activity 3: Setting Expectations
A ANALYZE – R ead the following examples of real introductions to lectures and presentations taken from the Corpus of Contemporary American English Academic (COCA ACADEMIC/SPOKEN) and Michigan Corpus of Academic Spoken English (MICASE). • How do the speakers outline their talk? • How do they set audience expectations? Underline verb expressions used for this purpose. The first one is done for you.
1. In this talk, I’ll be giving you a brief overview of how we apply evolutionary theory to consumer behavior, so let me get into it right away. So, are consumers born or made? (COCA/ACAD: Politics & the Life Sciences) 2. I am going to talk about new technology and copyrights today with a very low-tech presentation. First, thank you, Henry, for inviting me, and to the faculty and students for organizing the program. I was asked to address the topic of protecting and exploiting U.S. and Canadian intellectual property abroad in a technologically changing world economy, with a focus on copyright issues. (COCA/ACAD: Canada -- United States Law Journal)
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Campus Talk, Volume 2, Unit 7 3. Um, and I think with that we’re gonna go on, and we’re gonna start talking about, evolution. And we’re gonna start talking about it in a historical context. We’re gonna talk about Darwin and how he came to the ideas that became known as the theory of evolution by natural selection. And so, the first part of today’s two lectures is kind of a historical story about how these ideas all came together. (MICASE/lecture, Transcript ID: LEL175JU154) 4. In this presentation, Christine will showcase the various PSA International Video Exhibition winners from throughout the year as well as furnish tips on preparing successful videos. (COCA/ACAD: PSA Journal) 5. Um, today I’d like to talk about the solution to this problem in sphere packings the Kepler Conjecture, and I also want to talk about some related problems in geometry, many of them unsolved. I’ve tried to prepare a lecture that doesn’t involve any complicated equations. Rather, I’m going to explain these different models that we have here. And, by the end of the lecture, you should understand what each of these models is about, and what they have to do with sphere packings. (MICASE/colloquium, Transcript ID: COL385MU054) 6. In this presentation, I will first frame the problems that are present in resourcepoor environments. I next examine Indonesia, Cambodia, and Mexico as comparative cases, then, wrap up with some concluding thoughts. (COCA/ ACAD: Politics & the Life Sciences) 7. Today we’re gonna be talking about stage-structured and size-structured models. Again, uh matrix models, following up on the topics we’ve discussed earlier. Mostly we’ve been talking about age-structured models or Leslie matrix models. Now we’re going to talk about some variations on that theme. (MICASE/Lecture. Transcript ID: LES425JG077)
Part 1: Building rapport with your audience
hat outlining verb expressions did you identify in each introduction B COMPLETE – W above? Add these expressions to complete the list below. An example from the first introduction is given.
Outlining verb expressions 1. I will be giving an overview of . . .
9. I’d like to begin by . . .
14. I want to look at . . .
10. Now, what I’d like to do today is . . .
15. I will highlight . . .
2. 11. One of the things I will focus on is . . . 3. 12. I will take you through . . . 4.
5.
6.
7.
8.
13. In this presentation, I’d like to + verb. For example: introduce discuss explore focus on report examine show analyze tell talk describe
16. I will then move on to . . . 17. I will summarize the analysis results 18. I will discuss the implications of . . . 19. I will conclude by . . . 20. I will allow time at the end for . . .
C E XPAND – Q uite often, introductory remarks start by “In this talk/lecture/present ation, I’d like to + verb,” as indicated in number 13 in the table above. Some of the given verbs, such as “talk,” are used with the preposition “about” in this context, but many others most commonly are not. Instead, they follow the more frequent Verb + Noun pattern.
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Campus Talk, Volume 2, Unit 7 Log in to the Corpus of Contemporary American English (COCA). Choose the Academic section. In groups assigned by the teacher, search for Verb + the + Noun pattern for each of the verbs in the table below, using the “List” search. For example: introduce the [nn*] Identify the first three most frequent Verb + the + Noun patterns and enter them in the table below.
Verb
+ Noun
Verb
Introduce
Explain
Present
Report
Discuss
For example, issues
+ Noun
Explore
What did you find out? Compare your results with your partner’s. D ILLUSTRATE – C hoose one of the Verb + Noun patterns for two of the verbs above and find an example of each from COCA which illustrates their usage. Share them in class. Verb 1: ____________________________________________________________ Verb + Noun pattern: ________________________________________________ COCA example: ____________________________________________________
Part 1: Building rapport with your audience Verb 2: ____________________________________________________________ Verb + Noun pattern: ________________________________________________ COCA example: ____________________________________________________
Activity 4: Establishing Visual Connections
A ANALYZE – S ome international students find making and keeping eye contact with the audience challenging. Listen to the reasons they provide to explain it. How about you? Check (√) all the reasons that apply to you.
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Listening file: Unit_7_Part_1_Activity_4A.mp3
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It is hard to make eye contact with your audience because:
Does it apply to you?
1. I am a shy person.
2. I don’t really like to speak in public.
3. In my culture it is rude to look other people in the eye.
4. I tend to look at the people in the front row only.
5. I always look at the ceiling when trying to think hard or recall information.
6. I find it really hard to maintain eye contact with the audience, while reading from the laptop or the slides on the big screen.
7. Where I come from, we talk with a lot of informal gestures.
8. I don’t know what gestures are appropriate for a formal presentation.
9. Because of nervousness, my hands tremble, and I cannot hold a laser pointer or presentation cards still.
10. I feel “protected” when hiding behind the podium at all times.
11. I find it really hard not to turn my back to the audience when I read from the slides.
12. Because of nervousness, I can’t help pacing back and forth on the stage.
hare your reasons in your group. Make suggestions to your group B D ISCUSS – S members to address these reasons, in order to improve your visual appeal to the audience.
Part 1: Building rapport with your audience
C PRACTICE – C hoose one fact sheet on an academic topic provided by the teacher. Write a bullet-list outline and then give a brief talk on it in your group. Move your gaze constantly from one student to the other and monitor your gestures and body language. Take turns. D E VALUATE – P rovide feedback to one another on your performance. Focus on the challenging aspects of visually connecting with your audience that you identified in Activity 4A.
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PART 2: Keeping your audience focused Activity 1: Using Focus Expressions The following expressions are frequently used in talks, lectures, and presentations. They show the speaker’s intention to keep the audience engaged. To this purpose, the speaker commonly uses the inclusive “we/us” and the “you” of direct address.
“We/us” focus expressions
“You” focus expressions
So, let’s talk about . . . Let’s go back/return to . . . That brings us to . . . At this point, we have . . . Now, we can assume that . . . So, suppose we . . . Let’s get going. Let’s move on to . . . We know that . . . Let’s take/have a look at . . . If we look at . . . Before we wrap up, let’s recap . . .
I will walk you through . . . If you look at . . . Do you see what I’m saying? As you can see, . . . Do you know (what/where/how) . . . ? I’d like you to focus on . . . Imagine you . . . I want you to . . . You might want to . . . If you want to . . . If you have questions . . .
A COMPLETE – Fill in the gaps with an appropriate focus expression. More than one choice may be possible.
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Part 2: Keeping your audience focused Example: . . . ______ the D-N-A closely, you can see that from here, to here is exactly the same, as from here to there, okay, they’re inverted repeats. (MICASE/Lectures, Transcript ID: LES175SU079) . . . if you look at the D-N-A closely, you can see that from here, to here is exactly the same, as from here to there, okay, they’re inverted repeats. (MICASE/ Lectures, Transcript ID: LES175SU079)
1. [________________], cortisol is produced and secreted mainly by the outer cortex, along with other hormones. (MICASE/Presentations, Transcript ID: STP175SU141) 2. [_____________________] have a species that lives happily in some, location, in some general area. (MICASE/Lectures, Transcript ID: LEL115SU107) 3. Okay, well, [_______________________] at a couple of issues before we have to stop. (MICASE/Lectures, Transcript ID: LES235SU099) 4. [_________________________] question number two. X is distributed U-three-seven, what does that mean? (MICASE/Lab discussion, Transcript ID: LAB575JU095) 5. [_________________________] define E-of-S-C, as the expected travel time for a normalized rack. (MICASE/Lectures, Transcript ID: LES330JG052) 6. [_________________________] this experiment, which addresses that question, of whether there’s something special about the cells, that metastasize. (MICASE/Lectures, Transcript ID: LEL175SU106) 7. Now, [_______________________] study the growth model, we have to define some parameters, because it’s gonna be very easy for us. (MICASE/Discussion Session, Transcript ID: DIS280SU058) 8. Now, [__________________________] this distribution, you’ll see there’s a lot of calcium carbonate in the Atlantic. (MICASE/Lectures, Transcript ID: LEL305JU092)
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Activity 2: Emphasizing Intentions A COMPLETE – W ork with a partner. Rephrase the following statements by using the “What I want/plan/intend/would like to do is . . . ” construction to emphasize the speaker’s intention. Focus on the underlined phrases. Example: I will put heterochrony, and some of the stuff that, fairly complicated things for those of you who haven’t thought about this work, in a historical context, and, to explain why it’s relevant. What I want to do is put heterochrony, and some of the stuff that, fairly complicated things for those of you who haven’t thought about this work, in a historical context, and, to explain why it’s relevant. (MICASE/Lectures, Transcript ID: LES355SU009) 1. All righty, um, I continue with this discussion . . . trying to show the interaction between history and language change. (MICASE/Lectures, Transcript ID: LES355SU009) _________________________________________________________________ _________________________________________________________________ 2. I look at, well, what’s the, how far can we go in doing this, in solving this in a decentralized way. (MICASE/Group meetings, Transcript ID: MTG270SG049) _________________________________________________________________ _________________________________________________________________ 3. So, I narrowed things down and broadened other things, and I’m looking at a little bit different aspect than I was last year. (MICASE/Student presentations, Transcript ID: STP450SG128) _________________________________________________________________ _________________________________________________________________
Part 2: Keeping your audience focused 4. And this is an art, as I said before, which one fits, so this is on a different scale right now but I selected a beta that I think fits. (MICASE/Lectures, Transcript ID: LES205JG124) _________________________________________________________________ _________________________________________________________________ 5. Today I will essentially finish the part of the course that I would call the backg round or introductory part. (MICASE/Lectures, Transcript ID: LES565MX152) _________________________________________________________________ _________________________________________________________________
ow listen to the statements. Compare them with your B LISTEN AND COMPARE – N answers.
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Listening file: Unit_7_Part_2_Activity_2B.mp3
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Activity 3: Expressing Stance
We express “stance” – that is, feelings, attitudes, and assessments that relate to the information we are sharing with the audience – by using the following markers:
Modal verbs
Stance adverbials
Stance complement clauses
Will Would Can Could May Must Have to
Actually Probably Surprisingly Clearly Obviously
I think that . . . I know that . . . It seems to me that . . . It is possible that . . . I would like to . . . I want to . . . I need to . . .
Part 2: Keeping your audience focused
A IDENTIFY AND DISCUSS – Listen to the following excerpts from seminars and study groups. With your partner, identify and discuss the kind of stance speakers express through the words and phrases in bold. Use the following list of stance types as a guidance.
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Listening file: Unit_7_Part_2_Activity_3A.mp3
Prediction Probability Permission Certainty Possibility Obligation Hedged certainty Willingness Intention
Example: It seems to me that there’s two separate issues here. One is the issue of appealing to a current generation of a Chinese audience, and the other is the tourist . . . (MICASE/Colloquium, Transcript ID: COL140MX114) Stance: Hedged certainty or probability 1. Um, in some cases you raised issues, uh well, you drew some tentative conclusions, which probably aren’t correct, but there’s no way for you to know that from the numbers. (MICASE/Seminars, Transcript ID: SEM495SU111) Stance: ________________________ 2. I’d just like to throw out a little quote here. I’m gonna try to wrap up, I’m not trying to be over long here. (MICASE/Seminars, Transcript ID: SEM340JG072) Stance: ________________________ 3. I think it would be a better use of our group time while you have this many minds in one spot to work on concepts. (MICASE/Study Groups, Transcript ID: SGR200JU125) Stance: ________________________ 4. Okay. These are written not just in Sanskrit, but in classical Sanskrit, they clearly reflect, a very scholastic, well trained mind . . . (MICASE/Seminars, Transcript ID: SEM140JG070) Stance: ________________________
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Campus Talk, Volume 2, Unit 7 5. Okay, I know that if you integrate two-X, okay, it’s going to be like X-squared, plus, a constant or something, whatever, okay, well, anyway. Um, that’s just a rule. (MICASE/Study Groups, Transcript ID: SGR999MX115) Stance: ________________________ 6. . . . Maybe, if we could do a group on Wednesday, I could have something for you guys to look at, so you can tell me whether you like it or not . . . (MICASE/ Study Groups, Transcript ID: SGR565SU144) Stance: ________________________
B PRACTICE – Read these striking facts about waste and recycling in the USA. Discuss them with your partner. Choose three of them and express stance by using the language patterns in the table at the start of Activity 3 above. Example: Approximately 40 percent of food in the U.S. goes to waste. Stance: It seems to me that the country needs new food consumption and recycling regulations. 1. The average person generates over 4 pounds of trash every day and about 1.5 tons of solid waste per year. Stance: ________________________ 2. Americans make more than 200 million tons of garbage each year, enough to fill Busch Stadium from top to bottom twice a day. Stance: ________________________ 3. The EPA estimates that 75% of the American waste stream is recyclable, but we only recycle about 30% of it. Stance: ________________________ 4. We generate 21.5 million tons of food waste each year. If we composted that food, it would reduce the same amount of greenhouse gas as taking 2 million cars off the road. Stance: ________________________
Part 2: Keeping your audience focused 5. Recycling one aluminum can saves enough energy to listen to a full album on your device. Recycling 100 cans could light your bedroom for two whole weeks. Stance: ________________________ (From (last accessed June 22, 2020))
Activity 4: Previewing and Reviewing the Main Points
Before they move to a new point in a lecture or a presentation, speakers often show what’s coming through an introductory entry called “internal preview.” Example: Um, so this brings us to, the second question that I wanted to um examine with you. What are the implications, of uh remembering the Holocaust through a symbol like Anne Frank? (MICASE/Lectures, Transcript ID: LEL542SU096)
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Campus Talk, Volume 2, Unit 7 The internal preview sets the audience’s expectations of what comes next and facilitates their focus on the following point. While an internal preview announces a new point, an internal summary restates a previous point and helps the audience remember it better. It can also serve as a bridge to the next part of the talk. Example: Okay. So, we’ve now talked in detail about the first two steps in the process, of metastasis. We talked about the ability of cancer cells to invade through surrounding tissues in terms of penetrating the vessels, and now we just talked about the transport of cancer cells via the bloodstream to distant sites of the body . . . (MICASE/Lectures, Transcript ID: LEL175SU106) A COMPLETE – R ead the following lecture introduction excerpt. Complete the introduction with background information (statistics about body image of women, current issues, relevant research results, etc.) and the lecture outline (the main points of the lecture). Um, . . . I think the issue of self-image, and particularly body image, is of critical importance to girls, young women, and even mature women. Unfortunately, despite women’s liberation, we seem to be more caught up on our physical attributes than ever. (MICASE/Colloquium, Transcript ID: COL605MX039) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Part 2: Keeping your audience focused
rite an internal preview of the next part of the lecture that focuses on B PREVIEW – W the causes of women’s negative body image (including consumer marketing and advertising, fashion, pop culture, TV shows, etc.). You do not need to write the entire paragraph. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ C REVIEW – W rite a paragraph (about 150 words) that describes the effects of the negative body image on women and society (such as low self-esteem, depression, eating disorders, social and economic discrimination, and so on). Then, write an internal summary of this part of the lecture. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ D E VALUATE – S hare your work with your partner. Provide feedback to one another based on the following guiding questions: 1. INTRODUCTION: a. Was the background information coherently connected with the given introduction? b. Did the lecture outline set clear expectations of the main points of the lecture? 2. INTERNAL PREVIEW: a. Did the internal preview provide a clear focus on what the next part of the lecture will be about? 3. INTERNAL SUMMARY: a. Did the internal summary recap the main point/s of the lecture part effectively?
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PART 3: Managing interaction with your audience Activity 1: Asking Questions
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Part 3: Managing interaction with your audience
A ANALYZE – L isten to the reasons below that could make asking questions in English in formal or academic events difficult for international students. Check (√) all that apply to you.
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Listening file: Unit_7_Part_3_Activity_1A.mp3
Asking questions in English in formal or academic events is difficult because:
Does it apply to you?
1. I am a shy person.
2. I don’t really like to speak in public.
3. I am afraid of making grammar mistakes.
4. I am afraid people will not understand me because of my poor
pronunciation. 5. I might have missed what I am asking about because of my low
listening skills. 6. I do not know how to explain my question in a short time. 7. I don’t want to put the speaker in a difficult position in public. I
can ask the question to her in the break. 8. I prefer to email the question to the speaker after the event.
hare your reasons in your group. Discuss common challenges and B D ISCUSS – S brainstorm strategies for how to address these challenges.
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Activity 2: Softening the Effect of Questions A HEDGE – W e can soften the effect of questions by using tentative language, known as hedgers. Among the most common hedgers in questions are “a bit,” “quite,” and “just.” Listen to the following questions. Use at least one of these hedgers to soften them.
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Listening file: Unit_7_Part_3_Activity_2A.mp3 Example: Is that the way you see it, or is it too early to tell? (COCA/CNN SPOKEN) Is that the way you see it, or is it just too early to tell? (COCA/CNN SPOKEN) 1. I am sorry. I am not __________ sure I am following you. What was the cause again? 2. I am __________ confused. Could you please explain one more time what exactly that does? 3. Isn’t that __________ too early to make that claim? 4. I don’t __________ understand how your conclusion directly relates to teaching practices in such a context. Could you elaborate it __________, please? 5. I am afraid I don’t __________ see where this argument is going. Could you go over it again, please? 6. I was __________ going to ask about the graph on the previous slide. Could you show it again, please? 7. I was __________ wondering whether or not one could attempt a generalization here.
Part 3: Managing interaction with your audience
rite down three questions of your own using the examples above as a model. B CREATE – W Insert a hedger (“a bit,” “quite,” or “just”) to soften them. Share them in your group. Q1: _______________________________________________________________ Hedged Q1: ________________________________________________________ Q2: _______________________________________________________________ Hedged Q2: ________________________________________________________ Q3: _______________________________________________________________ Hedged Q3: ________________________________________________________
Activity 3: Managing the Q&A Session A COMPLETE – I n your group, look at the Q&A scenarios assigned by the teacher. Think of possible ways (including asking questions) to address each of them. What would you do (for example, use gestures, facial expressions, and so on)? What would you say? Discuss them and complete your group table below. Group 1
Q&A scenarios
What would you do?
What would you say?
1. You do not understand a question from your audience.
For example: Cross your For example: Hmm, I’m afraid I arms and put on a thinking didn’t quite catch what you’re asking. face 1. 1. 2.
2. You know the answer to the 1. question, but you do not have time to respond to it properly.
1.
3. You do not know the answer to the question at all.
1.
1.
2.
2.
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Q&A scenarios
What would you do?
What would you say?
1. You do not know the answer 1. to the question, but you can speculate.
1.
2. What you are being asked about was clearly included in your talk.
1.
1.
3. You cannot answer the 1. question because you do not have sufficient data to support it.
2.
2. 1. 2.
et together with a member of the other group. Share the answers to B SHARE – G your group’s Q&A scenarios.
Part 3: Managing interaction with your audience
Activity 4: Identifying Feedback Strategies
A IDENTIFY – L isten to these excerpts of feedback given during various academic events. Which of the following feedback strategies are the speakers using? Discuss them in your group.
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Listening file: Unit_7_Part_3_Activity_4A.mp3 Feedback strategies 1. Focus on the strengths before you point out the areas that need improvement. 2. Describe facts, not how you feel about them. 3. Support your observations with examples. 4. Focus on major or recurring issues. Do not “sweat the small stuff.” 5. Be empathetic and show understanding of possible challenges. 6. Refer to expert opinion/relevant literature in the field when possible.
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Campus Talk, Volume 2, Unit 7 7. Avoid harsh criticism; use hedgers to soften feedback instead. 8. Provide suggestions to improve. I. Dissertation defense Let me just tell you one other thing about the um, abstract, which I somehow, I did a little writing on and then I forgot to bring it . . . but, I think it would be good, uh, to say something about the sources of your, I mean in an abstract for a dissertation I think it’s always a good thing to include, what is this based on? Is it based on listening, periodical literature, interviews? You know, whatever, so, just stick that in somewhere. (MICASE/Dissertation Defense, Transcript ID: DEF420SF022) Strategies used: __________________________________________________ II. Office hours . . . Okay, uh, the reason I asked you to come in is that I’m looking at the grades and I’m looking at this paper and, you’re at the point where I don’t want you to, fall off the edge and get a grade that’s not gonna be, supportive. It seems to me that, you know, that you’ve been in touch with things in the class and that I liked what you did with your poem to change it, . . . which must have involved a fair amount of work . . . But let’s look at this, because I think that part of what’s happening here, is that is that you’re using a lot of words where few words would work, where you don’t really need that many words to say what you want to say. (MICASE/Office Hours, Transcript ID: OFC300JU149) Strategies used: __________________________________________________ III. Student presentation . . . The other thing I was wondering about theoretically [is] the way the zones, . . . weighting the zones you have to be careful because you could, um, affect the theory, because of socioeconomic status. Because if one of your things is, outside of the U-S, if my socioeconomic status is low enough, I’m not gonna get that weight, but I might be extremely . . . , you know what I mean? Within the constraints of my socioeconomic status, I might be very active. (MICASE/Student presentations, Transcript ID: STP450SG128) Strategies used: __________________________________________________ IV. Discussion section . . . In this case, the thickness of the fin is significant compared to the fin that we’ve seen before, so you need to make sure you include it in. Okay? So, as long as you,
Part 3: Managing interaction with your audience you could include this or not, that looks fine. But, you just need to account for all four sides that were exposed to the fluid. Okay . . . ? (MICASE/Discussion section, Transcript ID: DIS195SU117) Strategies used: __________________________________________________
he table below includes an incomplete list of hedgers commonly B COMPLETE – T used when giving feedback. Listen to the excerpts again and complete the table with more hedgers. Add them to the table.
How about . . . ?
It might be a good idea (not) to . . .
You might want to . . . You might want to consider . . .
It might be You may (not) want to . . .
Have you thought about . . . ? You wouldn’t want to . . .
I wouldn’t do . . .
What I would do is . . .
Maybe you could . . .
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Activity 5: Giving and Responding to Tentative Feedback
A PRACTICE – R ewrite the statements below. Use tentative language (Hint: refer to the table in the previous activity) to soften the effect of the feedback. Answers may vary. Example: I do not understand the graph on the previous slide. I was wondering if you could explain the graph on the previous slide one more time please.
Part 3: Managing interaction with your audience Strong feedback
Tentative feedback
Response to feedback
1. Why don’t you talk about its social impact, then? 2. You should think about expanding your research. 3. You must use a quantitative approach. 4. I do not buy your second argument. 5. I do not understand your answer. 6. You should classify this as another category. 7. Please consider rerunning this statistical analysis. 8. There is no relationship between these two variables.
ow would you respond to this feedback? Complete the table with B RESPOND – H possible responses. Role-play each situation with your partner.
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UNIT 7 FINAL UNIT TASK A PRESENT – M ake an individual, formal, twelve-minute presentation on a topic of your choice. The topic may relate to your field of study or to an area of interest. The presentation can be informational or persuasive. When preparing the presentation, make sure you: a. include an attention getter (e.g., a quotation, a striking statement, etc.) b. give background information c. explain the purpose of the presentation d. outline the presentation parts by using verb expressions (e.g., “I will start by . . . ”) e. use focus expressions (e.g., “we/us” focus expressions) f. express stance (e.g., by using modal verbs such as “can,” “would,” etc.) g. emphasize your intentions (e.g., by using “What I want/plan to do is . . . ”) h. include a preview summary i. include an internal summary.
ive your presentation in front of your partner. He/she will: B E VALUATE – G a. take notes during your presentation b. ask at least two questions about your presentation c. evaluate your performance using the following evaluation rubric d. provide oral feedback based on the completed evaluation
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You will then switch roles.
Final unit task Presentation evaluation criteria
Yes
To some extent
No
Did the speaker: 1. Capture the audience’s attention by using an attention getter (e.g., a statistic, a story, expert opinion, etc.)? 2. Introduce the topic and purpose of the presentation? 3. Outline the presentation parts by using verb expressions at least two times (e.g., “I will begin by . . . ”)?
√
4. Use focus expressions at least two times (e.g., “we/us” focus expressions)? 5. Express stance at least two times (e.g., by using adverbials such as “probably,” “surprisingly,” etc.)? 6. Emphasize his/her intentions at least one time (e.g., by using “What I want/plan to do is . . . ”)? 7. Use a preview summary at the start of a presentation part? 8. Use an internal summary at the end of a presentation part? 9. Interact with the audience (e.g., answer questions)? Overall, did the speaker: 1. Speak fluently (with no long pauses and hesitations)? 2. Speak clearly (with few or no pronunciation errors that affect understanding)? 3. Use grammatically accurate language (with few or no grammar errors that affect understanding)?
I would like to improve: 1. _______________________________________________________________ 2. _______________________________________________________________
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UNIT 7 SELF-ASSESSMENT: What Progress Did I Make? I Review Unit 7 vocabulary list and complete the table below.
Expressions I can actively use Part 1: Build rapport with your audience
Part 2: Keep your audience focused
Part 3: Manage interaction with your audience
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Expressions I need to review
Self-assessment
II These are the conversation strategies you practiced in this unit. Check (✓) the box in the category that best evaluates your ability to use them.
Strategy
Very well
Fairly well
Not very well
I can make an introduction
I can set the audience expectations
I can establish visual connections
I can use focus expressions
I can express stance
I can emphasize my intentions
I can make an internal preview
I can make an internal summary
I can soften questions
I can identify feedback strategies
I can soften feedback
III Write about what you learned in this unit, and what you plan to continue to work on: One new skill/strategy I learned in this unit is: __________________________________________________________________ What I plan to continue to work on is: __________________________________________________________________
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UNIT 7 VOCABULARY LIST Use the chart below to study the new unit vocabulary and record any new topic-related vocabulary from this unit and elsewhere.
Topic/Function Vocabulary to review
New vocabulary
Outlining verb I’d like to begin by . . . expressions Now, what I’d like to do today is . . . One of the things I will focus on is . . . In this presentation, I’d like to + verb, e.g.: introduce discuss explore focus on report examine show analyze tell talk describe I want to look at . . . I will highlight . . . I will then move on to . . . I will summarize the analysis results I will discuss the implications of . . . I will conclude by . . . I will allow time at the end for . . .
I will take you through . . .
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Vocabulary list Topic/Function Vocabulary to review Focus expressions
“We/us” focus expressions So, let’s talk about . . . Let’s go back/return to . . . At this point, we have . . . So, suppose we . . . Let’s get going. Let’s move on to . . . We know that . . . Let’s take/have a look at . . . If we look at . . .
Expressions to Modal verbs show attitude Will Would Can Could May Must Have to Hedging expressions
Adverbials Actually Probably Surprisingly Clearly Obviously
How about . . . ? I think it would be good to/if . . . You just need to . . . Have you thought about . . . ? What I would do is . . . It’s always a good thing to . . . It might be a good idea (not) to . . . You might want to . . . It seems to me that . . . I was wondering about . . . It might be . . .. You could . . . I wouldn’t do . . . Maybe you could . . .
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New vocabulary “You” focus expressions If you look at . . . Do you see what I’m saying? As you can see . . . Do you know (what/ where/how) . . . ? I’d like you to focus on . . . Imagine you . . . I want you to . . . If you want to . . . If you have questions . . .
I will walk you through . . . That brings us to . . . Now, we can assume that . . . Before we wrap up, let’s recap . . .
Complement clauses I think that . . . I know that . . . It seems to me that . . . It is possible that . . . I would like to . . . I want to . . . I need to . . .
It appears that . . .
You might want to consider . . . You wouldn’t want to . . . You may (not) want to . . .
UNIT 7 QUIZ Activity 1 Listen to Student B’s response to feedback on his or her presentation assignment. Based on each situation, use a hedger to complete Student A’s feedback statement in order to match the given response.*
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Listening file: Unit_7_Quiz_1.mp3 1.
2.
(Student A makes a comment about the yellow font color)
3.
(Student A makes a suggestion about rehearsing the presentation more)
A: ___________________________ use a darker font.
A: ___________________________ rehearse it a few more times?
B: Yeah, I guess you’re right. Especially against a white background.
B: Yeah, I am afraid I need to. I hope to have time to.
(Student A tends to talk softly and it is sometimes hard to understand him)
4.
(Student B thinks that student A’s introduction should include a presentation outline)
B: ___________________________ A: Thanks, I’m going to try.
B: ___________________________ including a presentation outline? A: Yeah, that’s a very good suggestion. Thank you.
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Quiz
Activity 2 Listen to the following presentation excerpts. Choose the speaker’s intention that best matches each focus expression in bold.
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Listening file: Unit_7_Quiz_2.mp3 1.
Good. Okay. Any other comments? 3. Okay, let’s go back to number one. In case of, Germany, East and West Germany. Will it eventually converge to the same per capita income? (MICASE/Discussions, Transcript ID: DIS280SU058) a. Introduce an example b. Refer to a previous point c. Announce a new point
2.
4. What I want to focus on today is . . . what Westerners think of Peking opera, or more precisely what Westerners are thought to think of Peking opera. (MICASE/Colloquium, Transcript ID: COL140MX114) a. Paraphrase b. Give an example c. Introduce the topic of the talk
A lot of people identify this Chippendale furniture as, somehow very, very, very root American . . . Alright, moving on to my, uh, next example, Williamsburg. Williamsburg was kind of a Southern capital city in many ways . . . (MICASE/Lectures, Transcript ID: LES115MU151) a. Restate b. Give an example c. Refer to the next point Now, I’d like you to look at families three-B, four-B, five-B, six-B, and seven-B. So, the only one we wouldn’t have is just the family eight, there. There, you’re going to have, a primary oxidation state . . . (MICASE/Lectures, Transcript ID: LEL200JU105) a. Summarize b. Refer to visuals c. Getting the talk started
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Activity 3 Listen to the following questions. Use a hedger to soften each of them.
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Listening file: Unit_7_Quiz_3.mp3
Question 1. Can you talk about your approach here? 2. Why don’t you explain the difference between your model and the mixed model? 3. How can you design a better experiment to show the correlation between pollution and lung cancer? 4. I don’t understand. How did you determine this value? 5. Can you tell us how you reached that conclusion? 6. Do you have sufficient data to support that claim?
Hedged (softened) question
Quiz
Activity 4 Choose the speaker’s stance (feelings, attitude, assessments, and so on) that best matches each statement. Focus on the stance markers in bold.
Statement
Stance
1.
Clearly, the issue is not religion but tolerance to it.
a. Intention b. Certainty c. Probability
2.
You may have to consider a new approach.
a. Obligation b. Logical necessity c. Both a and b
3.
I would not argue for it without having sufficient data.
a. Uncertainty b. Willingness c. Recommendation
4.
What I’d like to do first is to explain the origin of this tradition.
a. Willingness b. Intention c. Both a and b
5.
I know we may need to rerun the statistical analysis.
a. Certainty b. Obligation c. Willingness
6.
You could take a quantitative approach instead.
a. Probability b. Certainty c. Recommendation
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PART 1: Making and responding to an invitation Activity 1: Let’s Get Started A ANSWER AND SHARE – A nswer the following questions about making and responding to invitations in your culture. Share the answers with your group. 1. Do you ask in advance (that is, make a pre-invitation) to see if your invitation is likely to be accepted (for example, to find out if the other person will be busy that day, and so on)? 2. Are there any constraints on who invites whom for what (for example, depending on their professional or marital status, age, gender, and so on)? Please describe. 3. Is it appropriate to reject an invitation? What are you expected to say and/or do when you reject an invitation? Provide examples.
B LISTEN AND ANALYZE – At the end-of-the-semester reception, students are talking about throwing a surprise party for Ariel’s birthday. Listen and take notes to answer the following questions.
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Listening file: Unit_8_Part_1_Activity_1B.mp3
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1. Is “Hey, by the way, are you leaving this Saturday?” an information question, a pre-invitation, or both? Explain. 2. What is Patti implying by “Shall we say Sunday evening, 7-ish . . . ”? Support your answer. 3. What does Patti mean by “Hey, Jim, what’re you up to this Sunday?”? How could you ask for the same information differently? 4. How does Patti invite Jim to the surprise birthday party? What does he say in response? 5. How does Paola interpret Patti’s “Hey, Paola, what’re you doing this Sunday?”? 6. Does Patti accept her invitation? How does she respond? 7. Guess whether Paola will be at the birthday party or not. Support your answer.
Part 1: Making and responding to an invitation
Activity 2: Making an Invitation he following invitation patterns are commonly used in English. Let’s C E XPLORE – T review them by looking at examples from the Corpus of Contemporary American English (COCA).
Relationship Invitation patterns with listener Formal
1. Would you like to + verb . . . ? Example: Would you like to watch the game together tonight?
COCA examples 1. 2.
Search COCA for: Would you like to Formal
2. Do you think we can + verb . . . ? Example: Do you think we can go to Chicago this weekend?
1. 2.
Search COCA for: Do you think we can Formal/ Informal
3. Can I + verb . . . ? Example: Can I invite you to a game this weekend?
1. 2.
Search COCA for: Can I Informal
4. How about + if . . . ? Example: How about if we grab a sandwich before class?
1. 2.
Search COCA for: How about Informal
5. [Do you] wanna (want to) + verb . . . ? 1. Example: [Do you] wanna (want to) try this smoothie? 2. Search COCA for: Do you want to
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Campus Talk, Volume 2, Unit 8 Work in pairs. Log in to COCA. Follow search instructions for each pattern. When you look at the concordance data, choose two examples from the spoken corpus and complete the table above. Share the examples in class.
Activity 3: Practicing Pre-invitation Follow-up Routines A COMPLETE – R espond to the pre-invitation in each situation. Then, follow up with an invitation or other response as appropriate. Use the invitation patterns we reviewed in Activity 2. Example 1: (Pre-invitation) A: Are you traveling this weekend? (Response) B: No, not this time. (Invitation) A: Are you up for a walk Sunday afternoon? Example 2: (Pre-invitation) A: Are you traveling this weekend? (Response) B: Yes, going to see my grandparents in Chicago. (Other response) A: I bet they would be so happy to see you. Situation 1 (Pre-invitation) A: Are you busy this weekend? (Response) B: ______________________________________________________ (Invitation/Other response) A: _________________________________________ Situation 2 (Pre-invitation) A: What are your plans for the winter break? (Response) B: ______________________________________________________ (Invitation/Other response) A: _________________________________________
Part 1: Making and responding to an invitation Situation 3 (Pre-invitation) A: Have you seen the movie “Equinox” yet? (Response) B: ______________________________________________________ (Invitation/Other response) A: _________________________________________ Situation 4 (Pre-invitation) A: Did you bring your lunch? (Response) B: ______________________________________________________ (Invitation/Other response) A: _________________________________________ Situation 5 (Pre-invitation) A: Do you have a lot to study tomorrow night? (Response) B: ______________________________________________________ (Invitation/Other response) A: _________________________________________
hare the completed conversations. Role-play them with your partner. B ROLE-PLAY – S Take turns playing each part.
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Activity 4: Responding to an Invitation A REFLECT – L ook at the completed conversations in Activity 3 when A extends an invitation. How can B reject or accept the invitation? Brainstorm potential responses in two of the situations. Situation (Accept the invitation) B: _____________________________________________ (Reject the invitation) B: ______________________________________________ Situation (Accept the invitation) B: _____________________________________________ (Reject the invitation) B: ______________________________________________
DID YOU KNOW THAT . . . ?
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Listening file: Unit_8_Part_1_Activity_4_box.mp3 When you accept an invitation, you are generally expected to show gratitude or appreciation. For example, you can make a comment and/or extend thanks: Invitation: Are you interested in the new movie? I have an extra ticket for tonight. Response: Oh, that’s fantastic! I’d love to go. Thanks! When you decline an invitation, you may need to provide an explanation for the rejection. Response: Well, I’d love to, but I already have plans for tonight. In addition, apologizing for the invitation decline and/or thanking are common. Response: Sorry, I’m afraid I can’t make it tonight. Maybe another time?
Part 1: Making and responding to an invitation
ook at the pairs of responses to invitations. Think of the possible B M ATCH – L situation and the speaker–listener relationship each response may provide inform ation about. Write down a matching invitation. More than one answer is possible.
Invitation 1.
2.
3.
4.
5.
6.
Responses Decline
I would, but I have plans. Sorry.
Accept
Thank you, I’d be happy to.
Decline
I’m really full. Thanks, anyway.
Accept
I’d love to, thanks.
Decline
Sounds great, but I can’t.
Accept
Sounds great. When?
Accept
Yes, please.
Decline
Sorry, I don’t think I can.
Accept
Why not? Sounds like fun.
Decline
Sorry, I’ll pass this time.
Accept
Sure. What time?
Accept
Sure, thanks.
Decline
No, but thanks for inviting me.
Accept
Thank you so much! That would be great!
C PRACTICE – T ake turns with five classmates to appropriately extend and respond to each invitation.
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Activity 5: Distinguishing an Invitation from a Non-invitation
A non-invitation is a polite statement that sounds like an invitation but it is not. Example: A: Let’s get together sometime. B: Sure, sounds good.
Part 1: Making and responding to an invitation
A D ISCUSS – W ith your partner, discuss the answers to the following questions about non-invitations. 1. Do people extend non-invitations in your culture? If “yes,” in which situations and how? 2. Have you encountered a non-invitation in English? If “yes,” describe your experience understanding and responding to it.
isten to the following conversations. Pay attention to the B LISTEN AND DECIDE – L relationship between the conversation participants. Is A extending a genuine invitation? Circle “Yes” or “No.” The first one is done for you.
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Listening file: Unit_8_Part_1_Activity_5B.mp3
Conversations
Invitation?
1.
(Two classmate girls) A: You look like you want to finish this today. I’m headed to the movie theater with Scott. Do you want to come? B: No, thanks. I’d rather stay and get this done.
YES NO
2.
(Two colleagues) A: Do you want to do lunch this Friday? Noonish? B: Sounds good! Same place as before?
YES NO
3.
(Two girlfriends) A: I am going to a concert with my boyfriend Mark. You can join us, if you want to. B: Thanks! I wish I could, but I am busy tonight.
YES NO
4.
(Two friends) A: Maybe we could go out for a drink, catch a movie, or take a walk during the Break. B: Absolutely. Do you want to give me a call this weekend to discuss when and where?
YES NO
5.
(Girlfriend and boyfriend) YES NO A: How about if I call you when I’m done and we could catch the last show of “Birmingham by the River”? B: Sounds like a plan. I will be at home.
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Invitation?
6.
(Two classmates) A: My parents and I are meeting at “La Veranda.” Do you want to come? B: Thanks for thinking of me, but I will pass this time. Too much to do!
YES NO
7.
(Two colleagues) A: I’m going to get some lunch. Do you want anything? B: No, thanks. I’m fine.
YES NO
8.
(Two new neighbors) A: Do drop by sometime and we can have coffee together. B: Thanks, I’d love to.
YES NO
C ANSWER AND DISCUSS – Answer and discuss the following questions in your group. 1. Which of the above A statements are non-invitations? 2. How did you recognize these non-invitations? 3. What do you think was the speaker’s intention when extending a non-invitation? 4. Looking at the responses to the non-invitations above, what do you think would always be an appropriate response to a non-invitation?
PART 2: Giving and responding to a compliment Activity 1: How Good of an Observer Are You? A COMPLETE – F ill out the following about giving and responding to compliments in your culture and in U.S. culture. What have you observed? Check (√) True or False.
Compliments
In my culture
In U.S. culture
1. Most compliments are given to people of the same gender and age.
True False
True False
2. It is OK to compliment someone you know, man or woman.
True False
True False
3. It is OK to compliment a stranger, man or woman.
True False
True False
4. Women compliment more than men.
True False
True False
5. Women give more personal compliments than men.
True False
True False
6. Only people of lower status give compliments.
True False
True False
7. The longer the compliment, the more genuine it is.
True False
True False
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In my culture
In U.S. culture
8. Women accept compliments more than men.
True False
True False
9. Most people always accept compliments.
True False
True False
10. Most people always avoid self-praise when responding to compliments.
True False
True False
This survey is based on some of the research findings reported in (last accessed October 6, 2020).
hare your results in your group. Look at the answer key on B SHARE AND DISCUSS – S compliments in U.S. culture provided by the teacher. Discuss cultural differences.
Activity 2: Giving Compliments A LIST – W hat do we use compliments for? With your partner, make a list of reasons that motivate people to give compliments. 1. To make people feel good 2. _______________________________ 3. _______________________________ 4. _______________________________ 5. _______________________________ 6. _______________________________ 7. _______________________________ 8. _______________________________
Part 2: Giving and responding to a compliment
B LISTEN AND UNDERLINE – Students are gathered at Kate’s new apartment to celebrate their friend’s birthday. Listen to their conversation and underline compliment statements in the transcript below.
C
Listening file: Unit_8_Part_2_Activity_2B.mp3
Sue (entering Kate’s apartment): Oh wow! Nice job, Kate! This looks so cool! Patti: Isn’t it amazing? I really love the bright modern décor. Kate: Thanks, guys. Please make yourselves comfortable. Drinks are in the kitchen, and there is plenty of food in the living room. Sue: Thanks, Kate. Can I see the balcony? Kate: Of course. Here (opens the balcony door for her ). Sue: Oh my God! What a wonderful view! And these plants look gorgeous! Kate: My Mom insisted that I have them. I hope they will make it . . . Patti: I’m hungry. I’m checking out the food. (enters the living room) Mm, something smells so good in here. The bruschetta look yummy. Did you make them, Kate? Kate: No, Sue brought them. Patti: Sue, great job! Do you think you could teach me how to make them? Sue: Sure, they’re kind of easy to make. Paola: Oh, here comes Sherrie. She’s grown a lot! Your dog is a darling, Kate! Come here, sweetheart! (pats the dog) Kate: Thanks! She is also very naughty sometimes. Look at my phone! (shows a big scratch) Paola: Oh, no, she did it? Kate: Yep, she gets very excited when it rings and rushes to bring the phone to me every time! Patti: Shhh . . . I can see Ariel coming. Light the candles and turn off the lights! (they surprise Ariel, sing the birthday song to her and then she starts cutting the cake) Ariel(very happy): Thank you very much, you guys! This is the best surprise party I’ve had since high school. Kate: You deserve it, Ariel! Enjoy! Ariel: And this cake looks so good! Kate: Well, I would have baked it myself, but Paola is so much better than I am. Ariel: Thanks, Paola. Paola: You’re welcome.
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Ariel: Who’s next? Here you go, Sue. (offers a piece of cake to Sue) Sue: You are doing an excellent job there, but do you mind giving me a smaller piece? I’m trying to cut back on carbs. Ariel: Sure. Here, how about this one? Sue: Thanks! Kate: And now for the presents! (They all move around Kate’s desk where all the presents are piled up. Suddenly, the door opens and Jim rushes in). Jim: I’m here! (to Ariel) Hi, Ariel. You look awesome! (extends a bouquet of flowers.) Happy birthday! Ariel: Oh my! You shouldn’t have. Thank you. You guys are amazing!
Part 2: Giving and responding to a compliment
C IDENTIFY – R ead the compliment statements listed below. Select a compliment function that best matches the speaker’s purpose for each compliment. One example is given. COMPLIMENT FUNCTIONS
a. Thanking b. Requesting c. Starting a conversation d. Building rapport
e. Apologizing f. Softening criticism g. Expressing admiration h. Congratulating
This list is based on research findings reported at (last accessed October 6, 2020).
Compliment
Function
1. Nice job, Kate! This looks so cool! 2. Isn’t that amazing? I really love the bright modern décor. 3. What a wonderful view! And these plants look gorgeous! 4. Mm, something smells so good in here. The bruschetta look yummy. 5. Sue, great job! Do you think you could teach me how to make them? 6. She’s grown a lot! Your dog is a darling, Kate! 7. This is the best surprise party I’ve ever had since high school. 8. You deserve it, Ariel! 9. And this cake looks so good! 10. Well, I would have baked it myself, but Paola is so much better at it than I am.
Requesting
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Function
11. You are doing an excellent job here, but do you mind giving me a smaller piece? I’m trying to cut back on carbs. 12. Hi, Ariel. You look awesome! 13. You guys are amazing!
Activity 3: Responding to Compliments C CHOOSE AND RESPOND – W ork with a partner. You will use an envelope with compliment strips and another with instructions for how to respond to them. Take turns to give and respond to compliments following the instructions given. Example: Compliment strip: You look really cool tonight. Instructions for how to respond: Return the compliment. Example: Thanks. You as well. You say: You, too! I love your earrings.
Part 2: Giving and responding to a compliment
Activity 4: Let’s Practice C PRACTICE – P ick up a “Hey, do you know . . . ?” label provided by the teacher and stick it on your chest. The label describes something you may be complimented on (such as a new skill or look, a recent accomplishment, and so on). Then move around the classroom, giving and responding to compliments from all your classmates.
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PART 3: Understanding and responding to humor Activity 1: How Do You Feel About It?
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Part 3: Understanding and responding to humor
A CHECK – R ead the following statements describing some of the challenges international students may face when trying to share and/or understand humor in English. Check (√) all that apply to you. 1. __I am not good at getting a joke, even in my own language. 2. __When someone tells a joke I do not understand, I feel lost. 3. __In my culture, you cannot ask about the joke because people think you are not smart. 4. __I cannot share jokes from my culture because people do not understand them. 5. __I do not try to tell a joke in English because it takes too long and the effect is lost. 6. __I think jokes in English are not very straightforward. 7. __I cannot understand jokes that refer to political or popular culture in this country. 8. __I do not know what to say when I do not understand a joke in English. 9. __I pretend to understand the joke in English and laugh to avoid embarrassment. 10. __In my first language I am considered funny; however, I think I am pretty boring in English.
B D ISCUSS – I n your group, share three of the challenges you checked. Discuss common challenges with your group members.
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Activity 2: Learning About Humor in American Culture A M ATCH – T he nouns in the left-hand column represent some of the most common types of humor in American culture. Match them with their respective meaning in the right-hand column. One is given for you.
Type of humor
Meaning
1. ___Slapstick
a. Comedy in which the performer improvises in front of the audience.
2. ___Sit com (situational comedy)
b. Trick played on someone that causes him/ her to lose face.
3. ___Stand-up comedy
c. Joke based on a play on words.
4. ___Practical joke
d. One kind of practical joke.
5. ___Prank
e. Physical comedy that involves exaggerated, absurd actions.
6. ___Insult comedy
f. TV series about funny events in the characters’ lives.
7. _c_Pun
g. Comedy during which negative comments are made about the audience or other people.
rom the list above, choose two kinds of humor that you like or are B ILLUSTRATE – F interested in learning about. Find information online about them and share it with your partner. Do you have a favorite? If “yes,” explain why.
Part 3: Understanding and responding to humor
Activity 3: Exploring Common Joke Topics A COMPLETE – W hat do you know about the most common safe and unsafe jokes in your culture and in American culture? Search online and complete the table below with this information. Some examples are given.
In my culture Safe
Unsafe
In American Safe culture
People
People
Places
Places
Events
Events
Other
Other
Lawyers
Unsafe Ethnic groups
elect one or two safe jokes you like the most and share them in your B SHARE – S group. NOTE: When telling a joke, just like when sharing news, you can use a pre-announcing phrase like the following:
Oh, yeah, this reminds me of . . . Somebody walked into a bar . . . I heard this story when . . . Listen to this: Once . . .
There was this guy who . . . So, there is this girl who . . . Do you know what . . . ?
C E VALUATE – C hoose the funniest joke in your group and practice pre-announcing and sharing it in class.
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Activity 4: Understanding Humor The most familiar kind of humor is a joke. As explained above, a joke pre-announcer usually gets the joke started. Further, you hear about the character/s (WHO), the action (WHAT), and the final bold comment (THE PUNCHLINE). Here is an example from the popular movie “Pulp Fiction,” which illustrates this joke structure: “Three tomatoes are walking down the street – a poppa tomato, a momma tomato, and a little baby tomato. Baby tomato starts lagging behind. Poppa tomato gets angry, goes over to the baby tomato, and smooshes him . . . and says, “Catch up.” From (last accessed June 22, 2020). In conversation, there is also a variety of humorous lines that people use for several communicative purposes, as illustrated below:
Communicative purpose
Humorous line
1. To start a conversation (e.g., through a funny question or a witty comment)
Shall we get to the dough?
2. To talk to strangers (e.g., at a party, etc.)
My Mom said I shouldn’t talk to strangers. Should I?
3. To introduce yourself impressively to someone (e.g., at a bar)
Do you believe in love at first sight, or should I walk by again?
4. To talk about yourself (e.g., through a self-deprecating comment or a funny comment)
My only weakness is that I’m not a perfectionist.
5. To offer advice/mild criticism
Don’t hurt your arm patting yourself on the back.
6. To respond
A: Oh, God! B: Yes?
7. To switch topic (e.g., to avoid an unpleasant conversation)
What did you say you had for breakfast?
8. To end a conversation (e.g., with a witty or Well, life gets so bright sometimes you’ve got funny remark) to wear shades.
Part 3: Understanding and responding to humor
A WRITE YOUR OWN – W rite three humorous lines of your own. Share them with your partner and explain their communicative purpose. Take turns.
hoose two of the humorous lines and write a brief conversation to B ACT IT OUT – C contextualize each of them. Role-play each situation with your partner.
Activity 5: Responding to Humor
People respond to humor in different ways, depending on whether they understood and liked it, or whether they disliked or rejected it. Here is a classic example from the “Mary Poppins” movie: Bert: Uncle Albert, I got a jolly joke I saved for just such an occasion. Would you like to hear it? Uncle Albert: [sobbing] I’d be so grateful.
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Campus Talk, Volume 2, Unit 8 Bert: Well it’s about me granddad, see, and one night he has a nightmare. He was so scared, he chewed his pillow to bits. Bits. In the morning, I say, “How you feel, Granddad?” He says, “Oh, not bad. A little down in the mouth.” [Bert laughs, Uncle Albert sobs harder] Bert: I always say there’s nothing like a good joke. Uncle Albert: [sobbing] No, and that was nothing like a good joke. The joke is a play on the double meaning of “down.” “Down” means “fine bird feathers used to stuff pillows.” “Down” is also part of the informal phrase “down in the mouth,” which means “unhappy, dejected.” Obviously, Bert’s reaction to the joke shows that he is pretty amused, unlike his uncle, who does not think it was that funny. Here are common phrases people use to react to humor:
I got it.
I don’t get it.
That’s right, isn’t it? Huh?* Ha-ha.
I like it.
I don’t like it.
Stop it!
That was a good one.
Heh . . . heh.
What are you TALKING about?
Ah-ha.
Wait, say that again?*
He-he.
Sorry, I don’t get it. You’re BAD.
Boo!
Sorry, I’m a little SLOW today.
Ha-ha-ha (you add more “ha-s” to show degree of enjoyment)
Hey man, that joke That’s NOT FUNNY! is TERRIBLE! Please DON’T You think that’s JOKE about that. FUNNY?
That’s HILARIOUS.
You’re REALLY BAD!
Sorry, I guess I missed the punch line. Oh, I guess I need to work on that one . . . I guess you had to be there.
You’re FUNNY.
OH MAN, that’s SO BAD!
Oh, I should Come on, be remember that one. SERIOUS! That’s Ah ha . . . ha HYSTERICAL. (fake laughter) VERY FUNNY!
I CAN’T BELIEVE you said that.
I’m NOT COMFORTABLE joking about that. Ha-ha, VERY FUNNY. (ironic) Cut it OUT. Use a gesture to express irony: clap your hands slowly
Part 3: Understanding and responding to humor
PRONUNCIATION NOTE All the reaction phrases above, except for two of them (marked *), are produced with a falling tone . Notice the role of stress to convey emotional emphasis in the words in capitals. In these words, the stressed vowel is louder and stretched, especially in intensifiers (so, really), and the pitch is higher.
A LISTEN AND RESPOND – Listen to each of the four jokes and respond to it.
C
Listening file: Unit_8_Part_3_Activity_5A.mp3 Joke 1 A family of mice was surprised by a big cat. Father Mouse jumped and said: “Bow-wow!” The cat ran away. “What was that, Father?” asked Baby Mouse. “Well, son, that’s why it’s important to learn a second language.”
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Campus Talk, Volume 2, Unit 8 Submitted by BH LEE at (last accessed October 6, 2020) Your response: ___________________________________________________. Joke 2 A panda bear walks into a restaurant. He orders the special and eats it. After eating, he pulls out a pistol, kills the waiter, and starts to walk out the door. The owner of the restaurant says, “Hey, what are you doing? You come in here, you kill my waiter, and walk away without saying a word. I don’t understand.” The panda says, “Look it up in the dictionary,” and walks out the door. So, the owner gets out a dictionary and looks under the heading “Panda.” It reads: panda black and white animal; lives in central China; eats shoots and leaves. (last accessed October 6, 2020) Your response: ___________________________________________________. Joke 3 A beginning ESL student enters a café and orders a coffee. The bartender asks the usual “For here or to go?” Unfortunately, all the student can hear is an emphatic “Go!” He decides to persist and asks for a coffee politely one more time. The impatient bartender says the “For here or to go?” more aggressively this time. The student is stunned, but remains convinced that there is no reason for him to be thrown out of the café. So, he shouts back in anger: “I coffee, YOU go!” From a personal communication. Your response: ___________________________________________________. Joke 4 An international student is looking for the restroom. He enters the student rest area, where Emma is studying. He asks her politely: “Excuse me, where is the restroom?” Emma makes a reassuring head gesture and says: “Restroom? This IS the rest room.” From a personal communication. Your response: ___________________________________________________.
Part 3: Understanding and responding to humor
ith your partner, take turns telling and responding to two of the B ROLE-PLAY – W jokes above. C SHARE – H ave you had any similar funny language experiences you want to share? Practice telling them in your group. Take turns.
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UNIT 8 FINAL UNIT TASK A PRESENT – I n a group, write/adapt and video-record a fun situation of your choice. When you prepare this task, make sure you: • use a pre-invitation • make one invitation and respond to it • give two compliments and respond to them • share a joke and react to it • share a humorous line • use at least two intensifiers to emphasize reactions • use appropriate intonation when responding to humor • participate equally and actively. You can prepare the situation script based on: 1. a real-life funny story 2. a costume party experience 3. a memorable, funny movie scene 4. a funny TV show or sitcom scene.
atch another group’s recorded situation, as assigned by the teacher. B E VALUATE – W Use the following rubric to evaluate their performance. Get together with the other group and discuss your evaluation. Your group’s performance will be evaluated and discussed in the same way.
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Final unit task Performance evaluation criteria
Comments
Points
Situation evaluation – group grade: 1. Developed the situation sufficiently
/3
2. Used a pre-invitation appropriately
/1
3. Made one invitation and responded to it appropriately
/2
4. Gave two compliments and responded to them appropriately
/4
5. Shared a joke and reacted to it effectively
/2
6. Shared a humorous line effectively
/1
7. Used at least two intensifiers appropriately to emphasize reactions
/2
8. Worked collaboratively and participated equally
/2
Situation evaluation – individual grade 1. Participated actively in the task
/2
2. Talked naturally (avoiding many non-native pauses)
/2
3. Used intonation in responses effectively
/2
4. Used correct grammar to accomplish the task with minimal errors that did not prevent communication
/2
Total
/25
I would like to improve: 1. ________________________________________________________________ 2. ________________________________________________________________
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UNIT 8 SELF-ASSESSMENT: What Progress Did I Make? I R eview Unit 8 vocabulary list and complete the table below.
Expressions I can actively use Part 1: Make and respond to an invitation
Part 2: Give and respond to a compliment
Part 3: Understand and respond to humor
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Expressions I need to review
Self-assessment
II T hese are the conversation strategies you practiced in this unit. Check (✓) the box in the category that best evaluates your ability to use them.
Strategy
Very well
Fairly well
Not very well
I can make a pre-invitation
I can make an invitation
I can respond to an invitation
I can identify a non-invitation
I can give a compliment
I can respond to a compliment
I can understand humor in context
I can share a joke
I can respond to a joke
I can use appropriate intonation and stress when responding to a joke
I can use a humorous line
rite about what you learned in this unit, and what you plan to continue to work on: III W One new skill/strategy I learned in this unit is: __________________________________________________________________ What I plan to continue to work on is: __________________________________________________________________
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UNIT 8 VOCABULARY LIST Use the chart below to study the new unit vocabulary and record any new topic-related vocabulary from this unit and elsewhere.
Topic/ Function
Vocabulary to review
Invitations & responses
Examples of pre-invitations Are you traveling this weekend? What are your plans for the Break? Are you busy this weekend? Have you seen the new movie yet? Did you bring your lunch? Do you have a lot of studying to do tomorrow night?
Invitations patterns Would you like to + verb…? How about + Gerund/if…? Do you think we can + Verb…? Can I + Verb…? Why don’t you + Verb…? [Do you] wanna (want to) + Verb…?
Phrases to accept an invitation Thank you, I’d be happy to. I’d love to, thanks. Sounds great. Thanks! Yes, please. Why not? Sounds like fun. Sure. Thanks! Thank you so much. That would be great.
Phrases to reject an invitation I would, but I have plans. Sorry. I’m really full. Thanks, anyway. Sounds great, but I can’t. Sorry, I don’t think I can. No. Thanks. No, but thanks for inviting me. No, but thanks for thinking of me.
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New vocabulary Examples of non-invitations Let’s get together sometime. Why don’t you drop by sometimes, and we can have coffee together.
Phrases to reject an invitation It’s very tempting, but I really can’t. Sorry. I’ll pass this time. Can I get/take a rain check?
Vocabulary list
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Examples of compliment responses intended to: Accept the compliment: Thanks. I’m glad you like it. Reject the compliment: Nah, I need to lose weight. Downgrade/hedge: It’s kind of thick, though. Re-assign credit: Thanks. My sister gave it to me. Interpret it as a request: Yeah, it’s kind of cool. Do you want to try it?
Compliments and responses
Examples of compliments about: Appearances: Nice hairstyle. Possessions: Cool shoes. Skills: Your English is flawless. Personality features: You are really/so kind. Accomplishments: Your progress is really impressive.
Humor
Joke pre-announcers Oh, yeah, this reminds me of . . . Somebody walked into a bar . . . I heard this story when . . . Listen to this: Once . . . There was this guy who . . . So, there is this girl who . . . Do you know what . . . ?
Phrases to show you understand the joke That’s right, isn’t it? Ha-ha. Ah-ha. He-he.
Phrases to show you do not understand the joke Huh? Wait, say that again? Sorry, I don’t get it. Sorry, I’m a little slow today. Sorry, I guess I missed the punch line. Oh, I guess I need to work on that one . . . I guess you had to be there.
Phrases to show that you like the joke That was a good one. You’re/That’s funny. You’re bad. Ha-ha-ha (you add more ‘ha-s’ to show degree of enjoyment) That’s hilarious. Oh, I should remember that one. That’s hysterical. Very funny!
Phrases to show that you dislike the joke Heh . . . heh. Oh, man, that’s so bad! Boo! Hey man, that joke is terrible! You think that’s funny? You’re really bad! Come on, be serious! Ah ha…ha (fake laughter)
Phrases to show that you reject the joke What are you talking about? I can’t believe you said that. That’s not funny! Please don’t joke about that. I’m not comfortable joking about that. Ha-ha, very funny. (ironic) Cut it out. Stop it.
Kinds of humor Slapstick Sit com (Situational comedy) Stand-up comedy Practical joke Prank Insult comedy Pun
UNIT 8 QUIZ Activity 1 Listen to two students talking. Complete each conversation with an appropriate follow-up turn after a pre-invitation–response sequence.
C
Listening file: Unit_8_Quiz_1.mp3
1.
A: Are you doing anything this weekend?
3.
A: Are you still planning to catch the Cubs game on Saturday? B: Well, not anymore. I have a take-home to finish over the weekend now . . .
B: No, not really. Just catching up on sleep. A:
A: 2.
A: Have you had breakfast yet? B: No, not yet. I was too rushed this morning.
4.
A: What are your plans for the holidays? B: No big plans. Just trying to finish my dissertation.
A: A:
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Quiz
Activity 2 Listen to the following invitations and non-invitations. Choose the right response to match each of them.
C
Listening file: Unit_8_Quiz_2.mp3
1.
(Two new neighbors talking)
3.
Donna: Do stop by and we can have coffee sometime.
(Sue and Dennis talking on the phone) Sue: Hey, Dennis. I’m throwing a party this Saturday. It’s my 20th. Do you think you can make it?
Angela: Dennis: a. Sure. I’ll drop by this weekend. b. Will do. Thanks. c. Sounds great. Can I visit you this Saturday?
2.
(Two colleagues talking) Peter: I’m gonna grab some food. Do you want me to get you anything?
a. Party? Sorry, I’ll pass. Thanks. b. Absolutely. Thanks for inviting me. c. I would if I could, but I won’t. Thanks.
4.
(Professor Brighton is hosting a party for his graduate students) Prof. Brighton: Have some more cake.
Jenny: Betty: a. No, thanks. I’m good. b. Oh, yes. Can you buy me a sandwich, a smoothie, and a cookie, please? c. What? No, I don’t eat fast food. I brought my own lunch.
a. Thanks, but it’s too fatty for me. b. Thanks. It’s very tempting, but I’d rather not. c. I won’t. I’m full enough.
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Activity 3 Listen to the following compliments. Respond to each of them following the given instructions.
C
Listening file: Unit_8_Quiz_3.mp3
Compliment
Response
1. Your car is beautiful!
(Re-assign credit)
2. You have a gorgeous apartment.
(Accept the compliment)
3. Did you get a new haircut? Looks nice.
(Downgrade/hedge)
4. Your Japanese is getting better.
(Reject the compliment)
5. I love your choice of chocolate. Great brand!
(Interpret it as a request)
6. Congratulations on your new job! That’s so exciting!
(Accept the compliment. Do not use the same response as in 2 above)
Quiz
Activity 4 Mark the following jokes in English as safe or unsafe by considering context and the given audience. Write down what you would you say in your reaction to each joke.
Joke in context
Audience
Appropriateness Your reaction to the joke
1.
A Christmas Family joke – over dinner
a. Safe b. Unsafe
(You don’t understand it at first):
2.
A blonde joke – at a party
Friends
a. Safe b. Unsafe
(You dislike it):
3.
A practical joke – at a party
Classmates
a. Safe b. Unsafe
(You like it):
4.
A joke about Office current politicians – colleagues at work
a. Safe b. Unsafe
(You acknowledge it):
5.
A joke about a Friends former classmate – at a café
a. Safe b. Unsafe
(You reject it):
6.
A joke about your math teacher – before class
a. Safe b. Unsafe
(You dislike it):
Classmates
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UNIT 5: Talking about what happened Unit 5, Part 1, Activity 1B: Let’s Get Started B LISTEN AND RESPOND – Now listen to the students sharing their stories on the same topic. Take notes and use them to answer the following questions. Note – Listening text: At a party, international graduate students are chatting about some of their challenges when using English in the USA. Lisa chimes in.
Lisa: You think that’s embarrassing? Did I tell you what happened to me the first week I was here? In every store I went they kept asking for my driver’s license. And, I kept saying “I don’t have a driver’s license.” Joy: It’s so annoying to have to do that, right? Lisa: Well, I was diligent and happy to please . . . Until they changed the question! Hee-Jin: What do you mean? Lisa: Well, I’ll tell you. One day this friend of mine drives me to a different grocery store. The saleswoman mutters something like a question very indifferently. Guess what? Joy: She asks you if you have a store gas card. Lisa: No guys, it was much less complicated than that. Paper or plastic? Hee-Jin: Ha-ha! You must be kidding! Lisa: I am serious! All these years of English, and here I am! I don’t get it. In my country we don’t have such choices. I panic and the lady looks at me like “What’s wrong with you?” And, she repeats the question two more times!
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Hee-Jin: I guess this IS the most confusing question! When I heard it for the first time, I said something ridiculous like “I do not have a card. I prepared only paper money.” Joy: Ha-ha! That’s so cute! You won’t believe my story, though! In my country, when a new store opens, they give out freebies like paper towels and plastic bowls, that sort of thing. Lisa: Oh my God, Joy! You crack me up! ( jokingly ) So, when they popped the question here, you chose plastic, of course! Joy: Absolutely! You can imagine the rest . . . Lisa: ( still laughing ) Yep! That’s hilarious! Oh, but wait till you hear the end of my story. Where was I? Hee-Jin: Oh yeah, really, what happened then? Lisa: Well, sorry guys, but my story beats all! So, here I am, looking like a moron . . . So, I finally decide to bite the bullet and say something! Joy: I’d be like, “Whatever!” Lisa: No! I go “Sorry, Ma’am, I don’t have a driver’s license!” ( They all laugh loudly. Voices fade out but you can hear the students saying “No you didn’t say that!” and “Seriously?” and Lisa replying “Oh yes I did. Some things you learn the hard way.” )
Unit 5: Talking about what happened
Unit 5, Part 2, Activity 1: Expressing Emotions: What a Story! A LISTEN – L isten to Patti sharing an eventful holiday travel story with her friend Kate. Take notes.
Kate: Hey, I heard you had quite an eventful trip. What happened? Patti: Oh, it was totally crazy. Surreal. Thank you for trying to drive me to the bus station through the blizzard that day, by the way. I appreciate it. Kate: Oh, no problem. You were the one trying to fly from O’Hare that afternoon. Patti: Well, there’s more to it. After you dropped me at the station, I learned that the buses to Chicago weren’t running. So, I rushed to get a train ticket. Kate: No way! And was there any left? I bet everybody wanted to take the train! Patti: Guess what? I called Evi and she got the last business ticket online for me. Luckily, she was taking the train to Chicago that morning, too. Kate: Oh thank God! I love miracles. Patti: Well, we hopped on the train and we thought I would make it to the airport, but the train was delayed. Evi and I rushed on the airport train, and in a taxi, but we were still too late. The plane had left only five minutes before we arrived! Grrr! Kate: Seriously? What a shame. Did you change the ticket? Patti: Well, I did, but it was for the next day flight, so Evi invited me to stay at her place overnight. She lives in the northern suburbs of Chicago, you know. Kate: How kind of her! She is super nice. Patti: Yes, she sure is. She called a friend of hers, and he gave us a ride to her place. She drove me back to the airport the next day. Kate: Oh, Patti, what a hassle. I can’t believe it! Patti: Wait, it wasn’t over yet . . . I did not fly that day, or the next day. Kate: No! Are you kidding me?
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Patti: I’m not. The airline cancelled all flights because of the terrible weather. We were stuck at the airport for the next two days. Finally, the third day they put us on a different flight and I could go home . . . Kate: Oh, Patti! I am so sorry. What a crazy holiday you’ve had! Patti: Well, I made it. And, as they say, every cloud has a silver lining. Kate: What do you mean? Patti: (shows a picture on her phone ). Surprise! Meet my new boyfriend, Chris. We met at the airport last December! Kate: Oh, how cool is that! He looks super cute. I’m happy for you guys. Patti: Yep, it was so totally worth it!
Unit 5, Part 2, Activity 3A: Using Contrastive Stress A LISTEN AND IDENTIFY – L isten to the speaker say the following statement with a different contrastive stress each time. Circle the word the speaker stresses in each statement. Notice the difference in meaning each time the contrastive stress changes. Then write down the contrastive choice. Share with your partner.
Statement I never thought he should say that to her. I never thought he should say that to her. I never thought he should say that to her. I never thought he should say that to her. I never thought he should say that to her. I never thought he should say that to her. I never thought he should say that to her. I never thought he should say that to her.
Unit 5: Talking about what happened
Unit 5, Part 3, Activity 1A: Asking Questions A LISTEN AND IDENTIFY – L isten to each question in turn B below and match the question with its intended purpose. The first one is done for you. Check with your partner.
Question
Purpose
1.
A: They opened the door and I saw his room had a. Express empathy been redone. B: You mean, he had checked out?
2.
A: I think you met David once. B: Hmm. Is he the tall guy with glasses I saw at your last B-day party?
b. Seek information
3.
A: I was totally devastated. B: Of course you were! Who wouldn’t be?
c. Ask for clarification
4.
A: I think I will never find it. d. Express admiration B: Have you thought of calling the store’s Lost and Found Office?
5.
A: And he went for it right away, head on. B: Don’t you hope he’d thought about it a bit more?
e. Express disagreement
6.
A: She passed both exams with flying colors. B: Isn’t that amazing?
f. Make a suggestion
7.
A: He insisted she was innocent. B: How can she be innocent?
g. Express criticism
8.
A: I finally opened the box. B: And? What was in it?
h. Check comprehension
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Unit 5, Part 3, Activity 2B: Making Comments isten to these story fragments. Using your smart device, B LISTEN AND COMMENT – L record your immediate comment on each of them by using one of the most frequent “that’s + adjective” expressions in the table above. Then compare and discuss your recorded comments with your partner. Example: You will hear: A: When the door opened, I was so surprised. My roommate had invited my best friends and they had put together a B-day party for me! You should comment: B: That’s great!
1. I was reading your book all afternoon and I left it on the porch. I didn’t realize it until this morning when I saw it was all wet. It had rained all night long. I am so sorry. 2. I was all packed to travel to West Africa at the end of the week. I happened to talk to a friend of mine about the trip and he told me that I should get several shots first before they let me out of the country. 3. I finally got the driver’s license and I feel so relieved. I could drive myself to work back and forth every day without having to ask for favors left and right. 4. I was not feeling well and I asked permission from the teacher to leave. I went home and crashed. I slept eleven hours non-stop! 5. I went to the airport to find out that I had left my passport at home, so I could not fly that day. The moral of the story is “More haste, less speed.”
Unit 6: Sorting things out
UNIT 6 Sorting things out Unit 6, Part 1, Activity 1B: Let’s Get Started B LISTEN AND ANALYZE – Listen to a group of students sharing their first week of college experience in the Fall. Take notes to answer the following questions.
Jenny: I can’t believe we made it to Labor Day. Laura: Yeah, we survived . . . Jim: How many classes are you taking this semester? Jenny: Four. You? Jim: Only three. I was closed out of all the classes I wanted . . . Jenny: Oh, no. That’s too bad. Jim: Well, my bad, actually. I was late registering for classes. So, I had to take Anthro 511. Laura: Oh, is that the one with 200 students? Jim: Yup, and a super boring professor. I’m so ready to drop it. Jenny: Come on, just get it done. You can do it! Laura: Hey Jenny, have you changed the dorm yet? Jenny: No. Still thinking about it. Jim: What’s going on? Jenny: Oh, family separation anxiety, I guess. My first couple of days at the Humphrey dorm have been a nightmare. My parents were so shocked the other night because I called them and complained like crazy. My Mom thought I was a moaning Minnie because I said that my dorm room was a cell, the cafeteria sucked, and my roommate was an alien!
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Laura: That sounds really frustrating. Are you sure you still want to stay in a dorm? I would quit. Jenny: Well, yeah, we’ll see. The problem is I can’t afford an apartment on campus. So, my other option is renting some place off-campus. Jim: Mm, I wouldn’t. You’d have to pay parking and stuff. Parking on campus is crazy! Jenny: Yeah. Thanks, guys. I’ll manage, no worries. Let’s get something to drink!
Unit 6, Part 1, Activity 4A: Making a Complaint A LISTEN AND DISCUSS – Listen to unhappy customers being interviewed about a cable company. What language do they use to make a complaint? Underline and discuss them with your partner. 1. You can never speak with any person or a supervisor, and wait times are always long. 2. Absolutely ridiculous. Constant problems. The channels show up on and off, and that drives me crazy. 3. It’s a shame that a company holds no value in a twenty-year customer like me. They don’t care! 4. I really can’t stand dealing with such an awful company. I’ll switch to a different one. 5. Their tech support service is the worst.
These are strong complaints. As you can see, how the words are chosen determines the tone: that is, the “strength” of the complaint. Strong complaints are used to express deep dissatisfaction emotionally. Look at the strong language choices in the complaints below: 1. ALWAYS OR NEVER Example: You always leave the oven on. Example: You should never do that!
Unit 6: Sorting things out 2. INTENSIFIER + ADJECTIVE OR ADVERB Example: That is so wrong! Example: You’re driving too fast! NOTE: “Absolutely” is generally used with emotionally strong negative adjectives in complaints. For example: That’s absolutely ridiculous. 3. I/IT + EMOTIONALLY STRONG NEGATIVE VERB + OBJECT + WHEN/THAT . . . Example: I hate it when/that you use my iPad without telling me. Example: It annoys me when/that you keep missing the study group and then complain about being ‘behind.’ 4. SUPERLATIVE DEGREE ADJECTIVES Example: This is the most expensive hot chocolate I’ve ever tried! (Ironically)
Unit 6, Part 1, Activity 4B: Making a Complaint isten to the conversations and analyze the complaint in B S OFTEN COMPLAINTS – L each of them. Rewrite the complaint by using one of the hedging structures below. Make other changes as needed to soften the tone of the complaint. 1. Not very/really + positive adjective 2. Quite/a bit too + negative adjective EXAMPLE: CALLING A TELEPHONE COMPANY Representative: Thank you for holding. How can I help you? Customer: Yeah. Can you check if my new cell phone has shipped please? I am sick and tired of waiting for weeks to get it. Rewrite: Yeah. Can you check if my new cell phone has shipped please? I am not really happy that I’ve had to wait for weeks to get it.
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Conversation 1: At a restaurant Server: Yes? Customer: This silverware is totally dirty! Conversation 2: At a store Salesperson: Hi, can I help you? Customer: This web-enabled crockpot is useless. Conversation 3: Calling apartment maintenance Representative: Orange Grove Apartments, how can I help you? Tenant: Yeah, this is Jim again. I’m supposed to move in today, but my apartment is still very messy! Conversation 4: At a hotel Receptionist: Good morning, Ma’am. How can I help you? Customer: Yeah, my room is terribly hot! I could not sleep at all last night.
Unit 6, Part 3, Activity 1A: When Do We Apologize in English? A IDENTIFY – L isten to each of the apology situations below. Do you also apologize in these situations in your culture? Circle “YES” or “NO.”
Apology situation In English 1. Not having made oneself clear: E.g., Sorry, let me go over this again. 2. Interrupting a conversation to answer your cell phone: E.g., Sorry, just a sec. Got to take this call. 3. Sneezing: E.g., “Achoo!” Sorry. 4. Clearing your throat: E.g., Ahem. Sorry.
Unit 6: Sorting things out 5. Not keeping in touch: E.g., Sorry, it’s been a while. 6. Keeping somebody waiting: E.g., I am so sorry to keep you waiting. 7. Cancelling an appointment: E.g., I’m so sorry, but I don’t think I can make it tomorrow. 8. Asking your professor to email you the assignment you missed when you’re sick: E.g., Sorry to bother you, but would it be possible to email me the last assignment? 9. Wasting someone else’s time: E.g., I’m sorry I’m taking your time. 10. Brushing up against somebody’s arm on the street accidentally: E.g., (Oops,) sorry.
Unit 6, Part 3, Activity 3A: Apology or Non-apology Statements? A IDENTIFY – L isten to the following statements. Think about the possible speaker- listener/s relationship and the situation. Are they real apologies or not? Check and discuss their use with your partner. 1. Excuse me, I saw your note. Thanks! 2. I am sorry, but you need to leave now. 3. Sorry, did you call me? 4. Oh, excuse me! Who do you think I am? 5. I am afraid this table is reserved. 6. I beg your pardon? 7. I am so sorry you have to go through this. 8. Excuse me. I need to get off.
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UNIT 7: Sharing your work Unit 7:
Unit 7, Part 1, Activity 4A: Establishing Visual Connections A ANALYZE – S ome international students find making and keeping eye contact with the audience challenging. Listen to the reasons they provide to explain it. How about you? Check all the reasons that apply to you.
It is hard to make eye contact with your audience because: 1. ___ I am a shy person. 2. ___ I don’t really like to speak in public. 3. ___In my culture it is rude to look other people in the eye. 4. ___ I tend to look at the people in the front row only. 5. ___ I always look at the ceiling when trying to think hard or recall information. 6. ___ I find it really hard to maintain eye contact with the audience, while reading from the laptop or the slides on the big screen. 7. ___ Where I come from, we talk with a lot of informal gestures. 8. ___ I don’t know what gestures are appropriate for a formal presentation.
Unit 7: Sharing your work 9. ___ Because of nervousness, my hands tremble, and I cannot hold a laser pointer or presentation cards still. 10. ___ I feel “protected” when hiding behind the podium all the time. 11. ___ I find it really hard not to turn my back to the audience when I read from the slides. 12. ___ Because of nervousness, I can’t help pacing back and forth on the stage.
Unit 7, Part 2 Activity 2B: Emphasizing Intentions ow listen to the statements. Compare them with your B LISTEN AND COMPARE – N answers. 1. All righty, um, what I want to do is continue with this discussion trying to show the interaction between history and language change. 2. What I want to do is look at, well what’s the, how far can we go in doing this, in solving this in a decentralized way. 3. So, what I’ve done is sort of narrowed things down and broadened other things, and I’m looking at a little bit different aspect than I was last year. 4. And this is an art, as I said before, which one fits, so this is on a different scale right now, but what I’ve done is I selected a beta that I think fits. 5. What I plan to do today is essentially finish the part of the course that I would call the background or introductory part.
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Unit 7, Part 2, Activity 3A: Expressing Stance A IDENTIFY AND DISCUSS – Listen to the following excerpts from seminars and study groups. With your partner, identify and discuss the kind of stance speakers express through the words and phrases in bold. Use the following list of stance types as a guidance. 1. Um, in some cases you raised issues, uh well, you drew some tentative conclusions, which probably aren’t correct, but there’s no way for you to know that from the numbers. 2. I’d just like to throw out a little quote here. I’m gonna try to wrap up, I’m not trying to be over long here. 3. I think it would be a better use of our group time while you have this many minds in one spot to work on concepts. 4. Okay. these are written not just in Sanskrit, but in classical Sanskrit, they clearly reflect, a very scholastic, well trained mind . . . 5. Okay, I know that if you integrate two-X, okay, it’s going to be like X-squared, plus, a constant or something, whatever, okay, well, anyway. Um, that’s just a rule. 6. . . . Maybe, if we could do a group on Wednesday, I could have something for you guys to look at, so you can tell me whether you like it or not.
Unit 7: Sharing your work
Unit 7, Part 3, Activity 1: Asking Questions A ANALYZE – L isten to the reasons below that could make asking questions in English in formal or academic events difficult for international students. Check (√) all that apply to you.
Asking questions in English in formal or academic events is difficult because: 1. ___ I am a shy person. 2. ___ I don’t really like to speak in public. 3. ___ I am afraid of making grammar mistakes. 4. ___ I am afraid people will not understand me because of my poor pronunciation. 5. ___ I might have missed what I am asking about because of my low listening skills. 6. ___ I do not know how to explain my question in a short time. 7. ___ I don’t want to put the speaker in a difficult position in public. I can ask the question to her in the break. 8. ___ I prefer to email the question to the speaker after the event.
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Unit 7, Part 3, Activity 2: Softening the Effect of Questions A HEDGE – W e can soften the effect of questions by using tentative language, known as hedgers. Among the most common hedgers in questions are “a bit,” “quite,” and “just.” Listen to the following questions. Use at least one of these hedgers to soften them. 1. I am sorry. I am not sure I am following you. What was the cause again? 2. I am confused. Could you please explain one more time what exactly that does? 3. Isn’t that too early to make that claim? 4. I don’t understand how your conclusion directly relates to teaching practices in such a context. Could you elaborate on it, please? 5. I am afraid I don’t see where this argument is going. Could you go over it again, please? 6. I was going to ask about the graph on the previous slide. Could you show it again please? 7. I was wondering whether or not one could attempt a generalization here.
Unit 7, Part 3, Activity 4: Identifying Feedback Strategies A IDENTIFY – L isten to these excerpts of feedback given during various academic events. Which of the following feedback strategies are the speakers using? Discuss them in your group. I. Dissertation defense Let me just tell you one other thing about the um, abstract, which I somehow, I did a little writing on and then I forgot to bring it . . . but, I think it would be good, uh, to say something about the sources of your, I mean in an abstract for a dissertation I think it’s always a good thing to include, what is this based on? Is it based on listening, periodical literature, interviews? You know, whatever, so, just stick that in somewhere. (MICASE/Dissertation Defense, Transcript ID: DEF420SF022)
Unit 7: Sharing your work II. Office hours . . . Okay, uh, the reason I asked you to come in is that I’m looking at the grades and I’m looking at this paper and, you’re at the point where I don’t want you to, fall off the edge and get a grade that’s not gonna be, supportive. It seems to me that, you know, that you’ve been in touch with things in the class and that I liked what you did with your poem to change it, . . . which must have involved a fair amount of work . . . But let’s look at this, because I think that part of what’s happening here, is that is that you’re using a lot of words where few words would work, where you don’t really need that many words to say what you want to say. (MICASE/Office Hours, Transcript ID: OFC300JU149) III. Student presentation . . . The other thing I was wondering about theoretically [is] the way the zones, . . . weighting the zones you have to be careful because you could, um, affect the theory, because of socioeconomic status. Because if one of your things is, outside of the U-S, if my socioeconomic status is low enough, I’m not gonna get that weight, but I might be extremely, you know what I mean? Within the constraints of my socioeconomic status, I might be very active. (MICASE/Student presentations, Transcript ID: STP450SG128) IV. Discussion section . . . In this case, the thickness of the fin is significant compared to the fin that we’ve seen before, so you need to make sure you include it in. Okay? So, as long as you, you could include this or not, that looks fine. But, you just need to account for all four sides that were exposed to the fluid. Okay . . . ? (MICASE/Discussion section, Transcript ID: DIS195SU117)
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UNIT 8: Hanging out Unit 8, Part 1, Activity 1B: Let’s Get Started B LISTEN AND ANALYZE – At the end-of-the-semester reception, students are talking about throwing a surprise party for Ariel’s birthday. Listen and take notes to answer the following questions.
Speakers: Patti, Kate, Jim, Paola (also in Unit 8, Part 2, Activity 2B) Patti: Oh, I love it here tonight! Kate: Me, too. It’s a lot of fun! I can’t believe the semester is over. Patti: Tell me about it! I barely made it through finals . . . Kate: Hey, by the way, are you leaving this Saturday? Patti: Not sure yet. Why? Kate: This Sunday’s Ariel’s birthday. I wanted to do something for her. Patti: What do you have in mind? Kate: I was thinking of a surprise party, but I’m not sure if everybody’s going to be in town. Patti: Sounds like a great idea! Well, everybody’s here now, so let me find out who can make it. Shall we say Sunday evening, 7-ish . . . (lengthens the vowel)? Kate: My new place is almost ready, if we want to do it there . . . Patti: Oh, that’d be perfect! Kate: Alright, if you think so . . .
Unit 8: Hanging out
Patti goes around the room and talks to several classmates about the surprise B-day party for Ariel. Patti: Hey, Jim, what’re you up to this Sunday? Jim: Not much, just chilling. After finals, I am a vegetable! Patti: Are you up for another party? Jim: Of course! Where? Patti: Kate’s place, around 7pm on Sunday. It’s Ariel’s birthday. But keep it under your hat! It’s a surprise! Jim: Cool! Do you want me to bring cookies? Patti: That’d be nice, thanks! Patti: Hey, Paola, what’re you doing this Sunday? Paola: We’re thinking of catching a movie with Ross. You want to come? Patti: Hmm, sorry, I don’t think I can make it this time. We’re planning a surprise birthday party for Ariel this Sunday evening. Paola: No way! Without me? Patti: Of course not. But do you think you can change your plans? Paola: Hmm, I’ll talk to Ross. Maybe we can go to the movies Sunday afternoon sometime. Patti: Great. I hope it works out. Paola: No problem, I’ll text you later.
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Unit 8, Part 1, Activity 5B: Distinguishing an Invitation from a Non-invitation isten to the following conversations. Pay attention to the B LISTEN AND DECIDE – L relationship between the conversation participants. Is Person A extending a genuine invitation? Circle “Yes” or “No.” The first one is done for you.
Conversation 1: Two classmate girls A: You look like you want to finish this today. I’m headed to the movie theater with Scott. Do you want to come? B: No, thanks. I’d rather stay and get this done. Conversation 2: Two colleagues A: Do you want to do lunch this Friday? Noonish? B: Sounds good! Same place as before? Conversation 3: Two girlfriends A: I am going to a concert with my boyfriend Mark. You can join us, if you want. B: Thanks! I wish I could, but I am busy tonight. Conversation 4: Two friends A: Maybe we could go out for a drink, catch a movie, or take a walk during the break. B: Absolutely. Do you want to give me a call this weekend to discuss when and where? Conversation 5: Girlfriend and boyfriend A: How about if I call you when I’m done and we could catch the last show of “Birmingham by the River”? B: Sounds like a plan. I will be at home. Conversation 6: Two classmates A: My parents and I are meeting at “La Veranda.” Do you want to come? B: Thanks for thinking of me, but I will pass this time. Too much to do! Conversation 7: Two colleagues A: I’m gonna get some lunch. Do you want anything? B: No, thanks. I’m fine. Conversation 8: Two new neighbors A: Do drop by sometime and we can have coffee together. B: Thanks, I’d love to.
Unit 8: Hanging out
Unit 8, Part 2, Activity 2B: Giving Compliments B LISTEN AND UNDERLINE – Students are gathered at Kate’s new apartment to celebrate their friend’s birthday. Listen to their conversation and underline compliment statements in the transcript below.
Sue (entering Kate’s apartment): Oh wow! Nice job, Kate! This looks so cool! Patti: Isn’t it amazing? I really love the bright modern décor. Kate: Thanks, guys. Please make yourselves comfortable. Drinks are in the kitchen, and there is plenty of food in the living room. Sue: Thanks, Kate. Can I see the balcony? Kate: Of course. Here (opens the balcony door for her). Sue: Oh my God! What a wonderful view! And these plants look gorgeous! Kate: My Mom insisted that I have them. I hope they will make it . . . Patti: I’m hungry. I’m checking out the food. (enters the living room) Mm, something smells so good in here. The bruschetta look yummy. Did you make them, Kate? Kate: No, Sue brought them. Patti: Sue, great job! Do you think you could teach me how to make them? Sue: Sure, they’re kind of easy to make. Paola: Oh, here comes Sherrie. She’s grown a lot! Your dog is a darling, Kate! Come here, sweetheart! (pats the dog) Kate: Thanks! She is also very naughty sometimes. Look at my phone! (shows a big scratch) Paola: Oh, no, she did it? Kate: Yep, she gets very excited when it rings and rushes to bring the phone to me every time! Patti: Shhh . . . I can see Ariel coming. Light the candles and turn off the lights! ( They surprise Ariel, sing the birthday song to her and then she starts cutting the cake.) Ariel (very happy): Thank you very much, you guys! This is the best surprise party I’ve had since high school.
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Kate: You deserve it, Ariel! Enjoy! Ariel: And this cake looks so good! Kate: Well, I would have baked it myself, but Paola is so much better than I am. Ariel: Thanks, Paola. Paola: You’re welcome. Ariel: Who’s next? Here you go, Sue. (offers a piece of cake to Sue) Sue: You are doing an excellent job there, but do you mind giving me a smaller piece? I’m trying to cut back on carbs. Ariel: Sure. Here, how about this one? Sue: Thanks! Kate: And now for the presents! (They all move around Kate’s desk where all the presents are piled up. Suddenly, the door opens and Jim rushes in). Jim: I’m here! (to Ariel) Hi, Ariel. You look awesome! (extends a bouquet of flowers.) Happy birthday! Ariel: Oh my! You shouldn’t have. Thank you. You guys are amazing!
Unit 8: Hanging out
Unit 8, Part 3, Activity 5A: Responding to Humor A LISTEN AND RESPOND – Listen to each of the four jokes and respond to it.
Joke 1 A family of mice was surprised by a big cat. Father Mouse jumped and said: “Bow-wow!” The cat ran away. “What was that, Father?” asked Baby Mouse. “Well, son, that’s why it’s important to learn a second language.” Submitted by BH LEE at (last accessed October 6, 2020) Joke 2 A panda bear walks into a restaurant. He orders the special and eats it. After eating, he pulls out a pistol, kills the waiter and starts to walk out the door. The owner of the restaurant says, “Hey, what are you doing? You come in here, you kill my waiter and walk away without saying a word. I don’t understand.” The panda says, “Look it up in the dictionary,” and walks out the door. So, the owner gets out a dictionary and looks under the heading “Panda”. It reads: panda black and white animal; lives in central China; eats shoots and leaves. (last accessed October 6, 2020) Joke 3 A beginning ESL student enters a café and orders a coffee. The bartender asks the usual “For here or to go?” Unfortunately, all the student can hear is an emphatic “Go!” He decides to persist and asks for a coffee politely one more time. The impatient bartender says the “For here or to go?” more aggressively this time. The student is stunned, but remains convinced that there is no reason for him to be thrown out of the café. So, he shouts back in anger: “I coffee, YOU go!” From a personal communication. Joke 4 An international student is looking for the restroom. He enters the student rest area where Emma is studying. He asks her politely: “Excuse me, where is the restroom?” Emma makes a reassuring head gesture and says: Restroom? This IS the rest room.” From a personal communication.
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