Speaking by Speaking

Skills for Social Competence

Speaking by Speaking
Skills for Social Competence
David W. Dugas / Ronald T. DesRosiers

© 2010 Compass Publishing

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ISBN: 978-1-59966-571-9

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 Contents
How to Use This Book ● ●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 6

Part A Small Talk●●●●●●●●●●●●●●●●●●●●●●●●●●● 13

Unit 01 Socializing
Part B Invitations● ●●●●●●●●●●●●●●●●●●●●●●●●● 17

Part A Describing Appearances● ●●●●●●● 21

Unit 02 Appearances
Part B Body Image ●●●●●●●●●●●●●●●●●●●●●●●● 25

Part A Shopping at Stores●●●●●●●●●●●●●●● 29

Unit 03 Shopping
Part B Shopping Online●●●●●●●●●●●●●●●●●● 33

Part A Reaching Agreement●●●●●●●●●●●● 37

Unit 04 Negotiation
Part B Finding Solutions● ●●●●●●●●●●●●●●●● 41

Part A Cultural Gaps● ●●●●●●●●●●●●●●●●●●●●● 45

Unit 05 Culture
Part B Cultural Identity ●●●●●●●●●●●●●●●●●● 49

Part A The Bright Side ●●●●●●●●●●●●●●●●●●● 53

Unit 06 The Internet
Part B The Dark Side ●●●●●●●●●●●●●●●●●●●●● 57

Part A Hobbies ●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 61

Unit 07 Entertainment
Part B Sports● ●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 65

Part A Job Interview● ●●●●●●●●●●●●●●●●●●●●● 69

Unit 08 Occupation
Part B Working●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 73

Part A Check Out ●●●●●●●●●●●●●●●●●●●●●●●●●● 77

Unit 09 Travel
Part B Tourism●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 81

Part A Checking● ●●●●●●●●●●●●●●●●●●●●●●●●●●● 85

Unit 10 Banking
Part B Bank Cards ●●●●●●●●●●●●●●●●●●●●●●●●● 89

Part A Sleep● ●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 93

Unit 11 Health
Part B Illness●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 97

Part A Nature● ●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 101

Unit 12 Environment
Part B Water● ●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 105

Transcripts & Answer Key
5
 How to Use This Book
Our Focus
This book is intended to support one semester of study for intermediate students learning English
conversation. The use of twelve units reflects our experience that it is very difficult, and not particularly
desirable, to teach more in a semester. Each unit is intended to provide a guided learning experience
for a total of 3.0 hours of class time. The two parts of each unit reflects the university practice of having
two class meetings per week.
We have balanced communicative activities with the grammar and vocabulary work that we feel is
essential to rapid study. By providing a briefly described scenario for each dialog, we have also chosen
to begin to make students familiar with the sociolinguistic framework that gives the communicative
approach a reason for being.
Though learning conversation is the primary focus of this book, we have made an effort to raise the
level of thinking above that required by most English training books. In addition to the usual vocabulary,
grammar, and expressions, we have provided opportunities for students to exercise their analytic and
mathematical thinking within the context of conversation.
Our premise is that university students are intelligent, curious, and concerned young people in spite of
their limited abilities to converse in English. For this reason, we have chosen to try and stimulate their
overall intellectual growth, as well as their English conversational skills.

Using This Book

Each unit of this book is divided into two parts, each are four pages long and have four sections. The
topic of Unit 1 is Socializing, and each of its two parts deals with a subtopic related to Socializing
(Small Talk and Invitations). The other units are divided in a similar way.
In each unit, there are four sections in each of the two parts. The goals of each section are always the
same, but in the cases of Sections I and II, the specific exercises provided are dissimilar to prevent
boredom from close repetition. To illustrate, Section I always introduces its subtopic and introduces
the useful expressions used in that part, but the Section I in Part A uses different exercises than the
Section I in Part B to accomplish these goals.
In the next few pages, we will review details about the kinds of exercises used in the book, as well as
a powerful exercise that will strongly support English learning in class. We will look first at Sections
I and II in Part A, then Part B, as they differ. Then we will look at Sections III and IV, for which the
formats are similar in both parts, differing only in content.

6
 I. Warm-Ups Part A

In Section I, the subject matter and expressions to be used in the subunit are introduced.

A. Brainstorming
In this exercise unique to Part A, students are challenged
to activate their current vocabulary about the topic
with a short brainstorming session. Students should
be encouraged to write whatever words pop into
their heads in random fashion. Attention to spelling,
or making longer clauses and sentences, defeats the
spontaneous nature of this work. This should only
require a few minutes after they understand their task.

B. Listening
A brief, recorded synopsis of some of the topics to
be covered in this unit is played while students listen.
The teacher may have them simply listen or prepare
a cloze exercise by blanking out some portions of the
transcript provided at the back of the book.

C. Useful Expressions
In this exercise, the particular expressions to be repeated in Part A are introduced. Students are asked
to join disjointed phrases or expressions in ways that require them to know how these expressions are
used in conversation. The best arrangements are given in the answer section at the back of the book.

7
 II. Listening & Speaking Part A

In Section II, a model dialog is introduced for the first time. Typical of all dialogs in our book, the
sociolinguistic details essential to guiding and limiting the proper use of English in each context are
provided in a brief description (the scenario) of the people speaking, the relationship between them,
and the location at which they are speaking. There are three exercises in this section.

A. Model Dialog
The teacher should read the model dialog aloud
while the students read along silently. This provides
the pronunciation guidance students will need in the
following exercise. The specific expressions unique to
this subunit are printed in blue.

B. Group Work
We have elected to use choral reading of the model
dialog in larger groups for several reasons. First, being
corrected while speaking English aloud would help
students learn more quickly, but many new learners are
too shy about their abilities to do this. Reading in a
group gives them emotional support and the group
sound covers mistakes they may make.

Second, if students in a group are encouraged to read

a dialog aloud and listen to the others in their group at
the same time, weaker students are able to learn the proper stress and rhythm from the more confident
and, presumably, more competent speakers. Experience has shown that when students listen and really
try to reach unison, often two readings are enough.

C. Guided Speaking
In this exercise, pairs of students are encouraged to take a more active role in producing short pieces of
a guided conversation. They are to use, when appropriate, some of the expressions in blue type in the
model dialog above. Each student should take both roles in completing the sentences provided. Some
sample answers are provided at the back of the book, appropriate for filling in the blank spaces in the
practice dialog.

8
 Part A
III. Description
Part B

Inside and outside of classrooms, students must be able to read and interpret a variety of tables and
graphs before they will be able to talk about them. In this section students are asked to analyze the
information in a variety of visual representations, at times to construct simple visual displays and to
communicate with their peers about the conclusions they have drawn from such displays. The Description
section has a visual exhibit, two exercises and a grammar or usage exhibit. Note that in Section III, the
exercises will follow the same format in both Parts A and B; only the content will vary.

A. Charts/Graphs/Tables
In this exercise, one of a number of different visual
displays (charts, graphs, or tables) is provided with a
brief explanation. Students should be allowed sufficient
time and given assistance to understand what each
graphic is presenting.

B. Pair Work
In the pair work exercise, students are asked to complete
sentences describing the visual, to describe it in more
detail, and to interview classmates about related issues.
Students are expected to learn to identify and use specific
information given in the graphics. The goal is for them to
learn to compare and analyze parts of a whole, to make
statements about data trends, and to do interviews and
report their findings to their peers.

C. Grammar Focus or Focus on Usage

In Grammar Focus, one important grammar point used in the unit is pointed out. This form-focused
component provides an opportunity to examine a specific, common, grammatical structure and how
it functions in communication. In cases where the point is not so much grammar as usage, the heading
will be Focus on Usage.

9
 Part A
IV. Reading and Discussions
Part B

Section IV provides an opportunity for students to

exercise comprehension of written English and to
process what they read into forms suitable for use in
conversation. As with Section III, Section IV varies
only in content between Part A and Part B.

To start the first exercise, the teacher should read the

passage carefully aloud while students follow along
silently. Definitions of some words and phrases in
the reading are given in the yellow box on the right
to help keep attention focused on the reading. The
teacher should check to see what other words or ex-
pressions might need explanation before the students
move on to the discussion exercise.

Two questions follow each reading. Question 1

asks about specific content provided in the reading.
Question 2 asks for a more general answer based on
opinions, previous knowledge or experience about the subtopic. To get students started, cues are given
for answering each question. Sample answers starting with the cues provided are given in the answer
section at the back of the book.

10
 I. Warm-Ups Part B

In Part B of each unit, a second subtopic and a new set of target expressions are introduced in the
warm-up portion. Section I contains three exercises that provide specific examples of English conversation
and provide students several ways to utilize their processing of these.

A. Listening
Students should hear the recorded dialog one or
more times, depending on their listening abilities, to
prepare for the following Cloze-style exercise.

B. Dictation
As students listen to the recorded dialog once again,
they are expected to write the missing portions of the
dialog in the blanks provided. The portions missing
in the exercise are provided at the back of the book.

C. Useful Expressions
The five expressions used in Part B are introduced. In
this exercise, students select and insert expressions to
create complete sentences. These have already been
used in the recorded dialog and will be used again
in the printed model dialog that follows. In this way,
students are exposed to these expressions at least three times, in short succession.

11
 II. Listening & Speaking Part B

Section II provides another dialog example, provides an opportunity for choral reading and pushes
students a bit toward producing their own conversation. There are three exercises in this section.

A. Model Dialog
The teacher is expected to read this dialog aloud while
students read along. The useful expressions just
introduced are used in a different context and marked
in blue type. The dialog is also recorded so students
may review it as needed.

B. Group Work
The teacher is expected to divide the class into two or
more groups, one for each role in the model dialog.
Encourage students to listen to the others in their
group as they read aloud.

C. Guided Speaking
This exercise encourages pairs of students to begin
producing their own English conversation with very
short cues for answers to the questions given. Example
answers for these questions, using the cues given, are
provided at the back of the book.

Boardwork
One particularly powerful classroom activity is not explicit in any of the exercises in this book. By taking 15 - 20
minutes each week to work with students at the blackboard, teachers will efficiently gain insights into the abilities
of individual students. As students work, teachers will see how well they spell, and at what level they process or
comprehend spoken English.

In the version used successfully for many years by one of the authors, students at the blackboard hear and write
down fifteen sentences read to them. Each student works with only one sentence, thus three groups of five students
are put at the blackboard in turn.

To prepare for this exercise, the teacher should go through the pages of the unit currently being studied, and
drawing on some of the grammar, vocabulary, and content offered on each page, create a list of fifteen sentences
in three groups. The first set of five may be either statements or questions and will be used for simple dictation
(students write what they hear). The second set of five should be questions (to which students will provide answers),
and the third set should be statements (to which students will provide follow-up questions).

12
Unit
Part A Small Talk
Socializing

I. Warm-Ups

A Brainstorming the Internet.

Write down as many words as you can about socializing.

B Listening Track 1

Listen to the short passage about small talk.

C Useful Expressions
Match the related choices.
1. Can you come to my party this Saturday? • • a. Well, I think I can make it.
2. Please don’t take this the wrong way, • • b. It couldn’t be better.
3. I know this is none of my business, • • c. but why is your arm in a sling?
4. What do you think of the weather? • • d. It’s been quite a while.
5. How about • • e. but that’s a very nice skirt.
6. How long since you stopped smoking? • • f. I buy you a beer?
13
 II. Listening & Speaking

*NYC: New York City

A Model Dialog Track 2

Listen as the teacher reads the model dialog.

(Scenario – Two employees from a large business firm are attending a company dinner in NYC.)
Ronaldo: I know this is none of my business, but when did you start working for the firm?
Maria: That’s all right. I started four years ago at the Texas office.
Ronaldo: What do you think of our new CEO?
Maria: He seems to be revising our budget with good sense. (pause)
I just love this ice sculpture.
Ronaldo: It’s sublime. (pause) When was the last time you were in NYC?
Maria: Oh gosh, I think it was when I was in high school. How about you?
Ronaldo: I’ve been living here for quite a while, sixteen years.
There’s nothing like NYC.
Maria: Please don’t take this the wrong way, but are you here alone?
Ronaldo: Yes, I am. (pause) My wife couldn’t make it
due to another commitment.
Maria: Oh, I see. (pause) Uh, I’ve just noticed a coworker from Texas.
I’m going to say hi to her. Merry Christmas.
Ronaldo: Merry Christmas, have a great night.

B Group Work
Read the model dialog aloud, with a different group for each character.

C Guided Speaking
Complete the dialog, and practice it, changing roles with a partner.
(Scenario – Two strangers are in a post office queue.)
Ulrich: (1) __________________ your hat. Are you a Red Sox fan?
Jerry: Yes I am! (2) _______________________ a good baseball game on a Monday night.
Ulrich: I can’t say I’m a Red Sox fan, but (3) _____________ the pitcher’s fast ball. I
hear he broke a record.
Jerry: (4)______________________ time you watched a game?
Ulrich: (5)_____________________________________________, but I don’t like baseball.
Jerry: Then why did you ask me if I was a fan?
Ulrich: I’m just making small talk. We’ve been waiting in this line for
(6)_________________________.

Tip Socializing
 If you see someone wearing a sports cap or jersey, ask how his team is doing.
 If you see a well-dressed person, pick out a piece of the outfit that gets your attention
and ask about it.
 A bus stop, train station, grocery store, elevator lobby, or post office is a great place to make small talk.

14
 III. Description
Part A Small Talk

A Pie Charts
Read the following chart, and learn how U.S. college students spend their time.

1.1hrs. 0.8hrs. Sleeping

How do you spend your day? The chart 1.5hrs.
Leisure/Sports
represents how U.S. college students 2.2hrs. Educational activities
reported they spend their time on an average 3.0hrs.
8.3hrs. Working
weekday. Full-time students spend 3.2 hours 3.2hrs.
Transportation
in classes, 8.3 hours sleeping, and 3.9 hours 3.9hrs. Eating & drinking
Grooming
on leisure and sports activities.  Total=24.0 hours

Others

B Pair Work
1. Look at the chart again, and complete these descriptions.

a. 
Students spend ________________________ on sleeping and leisure/sports combined.
b. Students spend ___________ time studying than doing leisure activities.
c. Students spend less time on education than ______________________________.

2. Show how you use your time on an average weekday by filling in the following table.
Then create your own pie chart.

24
Activities Hours / Day
sleeping

grooming

eating and cleaning-up

transportation

working

classes

telephone calls, e-mails, or computer-chatting

socializing/entertainment

others 12

3. Compare your typical day with a partner’s.

C Grammar Focus (spend + time + verb-ing)

• I spend 30 minutes putting on my makeup.
• I would literally spend about an hour a day commuting back and forth to campus.
• I spend approximately 3-4 hours studying and doing homework every day.

15
 IV. Reading and Discussions

 ead the following passage, and answer the questions.

R
Use the words provided below each question.

Small Talk Track 3

A
mericans often have short conversations, called small talk, with
strangers they meet. Such chats occur at bus stops, on buses, in
ords; spoken
elevators, while waiting in line—almost anywhere that strangers
4verbal: of w
7 off limits: not
to be
gather close together. These short verbal exchanges are a way to say hello and
spoken of
5 express friendliness. They usually cover a broad range of topics. These may rmitting
8 open-ended: pe
include weather, customer service, movies, TV shows, or consumer products. responses
spontaneous
Personal questions about money, family, religious beliefs and politics are sincere;
16 insincere: not
off limits during these conversations. It’s best to ask open-ended questions. If l
hypocritica
you ask visitors whether they like your city, they may say simply, “Yes.” But
10 if you ask “What do you think of our city?” they will have more freedom in
answering. This type of question also shows that you are interested in their
opinion. If you appear interested in what people are saying, they feel more
comfortable talking with you.
Americans end many conversations with the phrase “Have a nice day” or
15 “Have a good day.” Store clerks often say this to customers after purchases
are made. It might sound insincere, but studies have shown that it makes
many people feel better. People get a sense that others care about them,
rather than ignoring them. The American greeting “How are you?” has a
similar effect. The questioner may not really care about the answer, but
20 simply asking the question often raises the other person’s spirits.

1. According to the reading passage, what topics are off-limits for small talk?

personal affairs, money, family, religion, politics

Your answer may begin like: They are personal questions such as ....

2. What topics could you use to start a conversation?

weather, appearances, lunch, weekend, ice breaker, book, exam

Your answer may begin like: It depends, but the weather is probably the number one topic. Actually,
....

16
Unit
Part B Invitations
Socializing

I. Warm-Ups

A Listening Track 4

Listen to the following conversation.

(Scenario – Harry and his female friend, Chloe, meet at a party.)

B Dictation Track 5

Fill in the blanks as you listen to the dialog again.


Chloe: Harry! It’s (1) __________________________! I didn’t know you’d be here.
Harry: Hello Chloe. Wow! That (2) _________________________________ on you!
Chloe: Thanks, (3) ____________________________ so.
Harry: Chloe, I must admit (4) _______________________________ before.
Chloe: (5) _______________________________. Jonathan is very kind and friendly.
Harry: Thank you (6) ____________________________. Where is he?
Chloe: He’s the tall man at the bar. (7) _______________________________.
Harry: I will. (8) ____________________________________ later.
Chloe: Sorry, it’s time for me to call it a night. (9) ______________________________.
Harry: Too bad. (10) ____________________________________ about lunch.

C Useful Expressions
Make complete sentences by writing the best expression in each blank.
1. I must admit • • a. We’ve all had too much to drink. Let’s _______________.
2. good to see you again • • b. You’ve been away far too long. It’s so _______________.
3. looks good on you • • c. _______________ I had a great time in spite of the rain.
4. call it a night • • d. That color really _______________.
5. thank you for your concern • • e. You’re very kind. I really _______________.
17
 II. Listening & Speaking

A Model Dialog Track 6

Listen as the teacher reads the model dialog.

(Scenario – Katrina and Axel, her male friend, are talking on the phone.)
Katrina: Hello Axel. Were you invited to the Art Museum opening?
Axel: Yes, Katrina. I have some paintings on display there.
Katrina: That’s great! You can meet a lot of important people.
Axel: Katrina, you know I’m awkward around strangers.
Katrina: Axel, this could really help your career!
Axel: I know. I know. Will you be there?
Katrina: Yes, I will. Just come and try to enjoy it.
Axel: OK. I must admit, it will be good to see you again.
Katrina: You too, but I can’t decide what to wear.
Axel: Your dark green evening gown really looks good on you.
Katrina: Thank you. That’s a good idea.
Axel: What time shall we meet?
Katrina: How about 7:30, at the door on State Street.
Axel: That sounds good Katrina.
Katrina: Promise me you will meet ten new people
before you call it a night.
Axel: Thank you for your concern. I promise. See you soon.

B Group Work
Read the model dialog aloud, with a different group for each character.

C Guided Speaking
With a partner, take turns completing the answers to the questions.
 Why won’t you come to our party?
I’m sorry, I (1) ______________________________________.
 Do you know the hostess?
Yes, she and I (2) ___________________________________.
 Why are you staring at me?
It’s because that jacket (3) ____________________________.
 Why are you leaving?
I’m exhausted. Let’s (4) ______________________________.
 Where should we meet?
Let’s meet (5) _______________________________________.
 How long will it last?
I think (6) __________________________________________.

18
 III. Description
Part B Invitations

A Tables
Read the following table, and learn how busy college students are.
College students are busier than ever these days! The same holds for Barbara, a university student
majoring in Business. She is always busy, as the timetable below shows.

Timetable
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

6:30 Wake up
Wake up at 10:00
7:00~8:00 Swim at the Sports Center
8:40~12:20 Classes
With study With study Home
12:30~14:00 At school
group group At school
15:00~18:00 At school
Internship Internship Class Squash at the Sports Center
With book
19:00~20:00 Dinner group Dinner
Computer
20:30~22:00 Baby- sitting Watch TV Watch TV Watch TV Movies Study
Games
22:30 Time to go to bed

B Pair Work
1. Look at the table again, and complete the following sentences.
a. Barbara always _________________ at 7:00 a.m. weekdays.
b. She has meetings with her study group from _______ to ________ on ______________and
________________.
c. She goes to the Sports Center to _______ and ___________________.

2. Compare your schedule with Barbara’s, and share your results with a partner. You may use
expressions given in the memo below.

C Focus on Usage (expressions of time and Memo

frequency) Comparison (Similarity)
• I work out five days a week. ● (Both) A and B have similarities / are
similar....
• I have a study group meeting at 7:00 p.m., Monday, June 8.
● In many ways, A and B are the same
• I go to bed during the week at 11:00 p.m. / similar....

Contrast (Difference)
● A and B differ / are different / are not
the same...
● A is not like / unlike / in contrast with ....
● In comparison with B, A is less/more ….
Compared to B, A is more ...

19
 IV. Reading and Discussions


Read the following invitation and its reply. Then answer the questions. Use the words
provided below each question.

Invitation and Reply Track 7

To: Mike Charles a hearty

cordially: in
3

manner

Y
ou are cordially invited to attend the official retirement of Mr. Kevin 3 retirement: with
drawal
cu pation
Dugas, CEO of Lighthouse Publishing. Mr. Dugas is retiring after 35 from one’s oc
7 founder: a pers
on who
5 years in the business. As one of Lighthouse’s most respected clients,
s so m ething
we would be delighted if you could join us in saying goodbye to Mr. Dugas, establishe
8 regular: a pers
on who
who as the founder of our company, an award-winning businessman, and a
ng often
regular on the factory floor, will be greatly missed. Please RSVP by returning does somethi
8 RSVP: to resp
ond to an
the enclosed reply card to Stella Davis by August 25th. We hope to have the
invitation
10 pleasure of your company. funny
21 hilarious: very

21 anecdote: an in
teresting
• • •
short story
From: Mike Charles

T
15 hank you so much for the invitation. I’d love to go, but I’m afraid I
won’t be able to make it. Mike Brothers are opening their first
overseas branch the Friday before, and so I’ll be in Seoul to oversee
things. I won’t be getting back to Seattle until the 7th, and then I’ll have to fly
straight back to the head office in New York. I suppose I’ll just have to send
20 him a card. I’m sure that Kevin will have plenty of interesting stories to tell
and many hilarious anecdotes to share. Too bad I’ll miss it all. I hope you get
a good crowd to send him off. Thanks again for the invitation.

1. According to the reply, why can’t Mr. Charles attend the official retirement of Mr. Dugas?

opening, branch, oversee, Seoul

Your answer may begin like: His company is opening its first overseas branch in Seoul. He’ll ....

2. What are some appropriate ways to respond to formal invitations?

quickly, thanks, regrets, decline, reply card

Your answer may begin like: First, respond as quickly as possible no matter whether you will attend or
not. Second, ....

20