A case for english language activation for intermediate and more advanced students

Mini role play Now work in pairs and play the parts of Samia and Peter.. 2.6 27 2.8 Mini role play Work out with your partner similar dialogues using the following situations: a Mr Boot

A Case for English

Language activation for intermediate and more advanced students

Diana Hicks, Michel Poté, Armel Esnol and Derek Wright

Melbourne Sydney

Published by the Press Syndicate of the University of Cambridge The Pitt Building, Trumpington Street, Cambridge cz2 rrp

32 East 57th Street, New York, ny 10022, USA

296 Beaconsfield Parade, Middle Park, Melbourne 3206, Australia

© Cambridge University Press 1979

First published 1979

Third printing 1982

Printed in Great Britain by

Fakenham Press Limited, Fakenham, Nosfolk

ISBN 0 $21 22291 5 Student’s Book

ISBN O $21 22526 4 Teacher’s Book

ISBN © $21 22527 2 Cassette

Copyright

The law allows a reader to make a single copy of part of a book for purposes of private study It does not allow the copying of entire books or the making of multiple copies of extracts Written permission for any such copying must always be obtained from the publisher in advance

10

Contents

Acknowledgements iv

To the student v

List of functions vii

The black tide 1

Smoking 7

An exchange of schoolboys 13

The man trap 19

The Loch Ness monster 26

The best ofboth worlds 31 The Martians 38

The pedestrian precinct 43 Rhum sĩ

The car park số

Tapescript 63

Steve Burrough (Institut Consulaire de Dieppe)

John Ladd (Infop Dijon)

Fionnuala Bhreathnach and Jean Bihan (Istom Le Havre)

Michel Hiscock (IUT Le Havre)

Leon Metayer (ESCAE Brest)

Marie-Noéle Bonnes (Université des Sciences Sociales de Toulouse)

Paul Steele, Richard Duda, Odile Régent (CRAPEL Nancy)

Judith Bullerwell (ENA; ACI Paris)

Justine Snaith (Polska Akademia Nouk — Polish Academy of Sciences)

The authors would like to thank them all, and particularly Madame Francoise Tessier who

nursed and typed the manuscript for them

The authors and publishers are grateful to the following for permission to reproduce

photographs: Keystone Press Agency Ltd (pages 1, 41); Health Education Council (page 7);

BBC Photographs, Richard Marner and Richard Stone (page 25); Mr Bobby Tulloch (page 51); and for the drawings by the following: Leslie Marshall (pages 2, 34); Ted Draper

(pages 9, £9, 22, 61); Martin Salisbury (pages 13, 16, 17, 18, 54, 57); Edward McLachlan (cover, pages 26, 38, 40, 43, 44, 45, 56); Reg Piggott (pages 29, 33, 48, 49, 55)

Design and art editing by Peter Ducker

Te the student

Please read this introduction carefully as it will help you understand what the book is about

Principles

You have studied English for several years now and you have a fair grasp of its essential

grammar and vocabulary However, when it comes to using the language outside the classroom, you feel you need more oral practice to make you feel confident and at ease, The purpose of this book is to give you this extra training in spontaneity

But spontaneity is not easy to achieve when learning a language in a classroom

because:

you have language problems

the classroom isa very artificial place

you lack motivation

you remain passive most of the time

1 Because of your limitations as a learner of a foreign language you are bound to have

difficulties First, there are words you don’t know, and this prevents you from saying

what you want to say Secondly, there are structures which you haven’t mastered well enough to express yourself with the accuracy you have in your mother tongue And finally, there are all those situations in which you don’t know what to say, or rather what

is the right thing to say

This book will help you overcome some of these difficulties by careful and gradual

exposure to more and more complex situations and language At the end of each chapter,

you will be competent to function in certain well defined situations and this will

encourage you to go further on your own It will build up your confidence

2 Aclasstoom isa very artificial place, cut off from the ‘real world’ The activities we

suggest in this book will help to overcome this artificiality You will often be working in

pairs or in small groups You will establish different relations with your fellow students You will talk to them, you will learn from them and certainly teach them a few things You will develop easier relations with your teacher who will act more as a guide and adviser or group leader rather than the fount of all wisdom

3 But linguistic competence and a favourable setting are not enough to achieve spontaneity You must also feel the urge to speak, to express yourself You must be motivated to speak

In_A Case for English you will be discussing realistic or imaginary situations which will

provoke you to react Some of them you may think are a bit far-fetched or not directly relevant to your experience, but they won’t leave you indifferent

4 Finally, language work is often repetitive and passive In A Case for English you will be

encouraged to use your imagination and creativity You will do things with the language You will be given the opportunity to use English for genuine communication

Method

Each chapter (or ‘case’) is centred round a story which is introduced step by step in the various exercises The story sets a problem which you will first study and discuss and will solve at the end ina role play

This story is a general franaework which is offered to your imagination Never miss an opportunity to respond!

In cach chapter there are many different types of exercises You will be doing some

reading and listening comprehension work You will be talking in pairs, and all pairs will often be talking at the same time! This might be a bit noisy but you will notice that this simple technique can multiply your speaking time in class enormously And this is what

counts!

You will have group discussions in which you will speak either as yourself or as a character in a role play

In the role plays your teacher will give you role cards which provide some guidelines

on what you should say and how you should say it But the role cards are frameworks into which you should be able to slip your own personality Always be yourselfin a role play!

vi

List of functions

The black tide

asking for and giving advice

giving an account ofa given situation

asking someone a favour

expressing a polite refusal

making suggestions

explaining a procedure

giving instructions and giving advice

defending oneself and accusing somebody

asking questions about the past

The Loch Ness monster

reporting with excitement

asking someone a favour/exptessing willingness to do something

expressing regret/reassuring somebody

The Martians

expressing personal opinions

expressing emotional attitudes: wonder, worry, amazement persuasion versus disbelief

reporting events

The pedestrian precinct

expressing worty and reassurance

explaining one’s views/criticising someone else’s opinions asking for and giving directions

dictating over the telephone

reporting and interviewing

viii

i The biack tide

1.4 Anewsbulletin (el

You usually spend your holidays in Helford, that delightful little fishing town in

Cornwall Thére you divide your time between toasting yourself on the spotless beaches, studying rare birds in the bird sanctuary and indulging in your favourite sea-food: the famous Helford oysters

But this year, a week before your holidays were due to start, you turned on the radio

1.3 Peter Hardcastle interviews Samia Murphy [mi

Peter Hardcastle, the BBC reporter, interviews Samia Murphy, who is President of the

local branch of the Royal Society for the Protection of Birds and in charge of the bird sanctuary

Take some notes on the dialogue, using the following grid

Why? T Well, apparently

How? The thing is there are three

1.4 Mini role play

Now work in pairs and play the parts of Samia and Peter Use your notes

3

1.5 Telephone game

You are going to phone the hotel in Helford where you have booked a room for your

holiday in July

Guidelines

You would like to know:

What the extent of the damage on the coast is

How badly the beach has been affected

How long it will take to clean it up

Ifany of the damage will be permanent

Ifyou can cancel your booking

Ifyou can get your deposit back

Useful language

Ifyou are calm: Ifyou are angry:

I’m most concerned about This just isn’t good enough!

Ifear Look

Ÿm notsure, Listen

Do you think Ecould ? Ihave no option butto

Ithink I might I’m notjoking

On second thoughts

You are Jim Ryan, a hotel manager in Helford

Customers keep telephoning you and you try to reassure them

Guidelines

This is what you tell them:

Everything will be in order for 9 July

Work is in progress

Prompt action limited the damage

The wind pushed most of the oil offshore

You do not welcome cancellations of bookings

You keep deposits for cancelled bookings

You promise a room overlooking the sea, a clean sea!

Useful language

Ï can assure you that Listen, I can tell you that

That would bea pity Oh really! Youshouldn’t

There's no need to worry The media have exaggerated

Andrew Brown is phoning Samia Murphy, President of the Bird Watchers’ Society and

the RSPB First listen to the conversation and take notes on Samia’s questions You will

then be asked to take her place and answer Andrew’s questions and comments,

My name is Andrew Brown, and I’ve just saved three puffins, five terns and seven seagulls

Can you tell me what I should do with them now?

Shouldn’t I try to clean them up?

How long will that take?

Is there anything else I should do?

When can [let them go?

Can I keep one or two as pets?

Allright, thank you very much Goodbye

Alternative situations

Work in pairs Choose one of the following situations:

a) You have just bought a pet Ask the pet-shop owner for some advice on how to look after it

b) You have just bought a new car Ask the garage owner for some advice on how to maintain it,

c) You have just inherited some money and you ask your banker for some advice on how

to invest it

d) You would like to spend a weekend in London Ask your travel agent for some advice

Useful language

To ask for advice: To give advice:

What shouldIdo ? The first thing to do is to

Shouldn’t I try to ? The main thing isto

How long do you reckon ? Youcould

Do you think I could .? You must

5

After the disaster which

hit the coast near Helford

last night, the small fishing

town is recovering from its

first shock

Two hundred troops

have started cleaning the

beach with shovels and

wheel-barrows; fishermen

have used sand bags to

build an artificial dam and

~ rescuing the birds from the sanctuary

But the Mayor, Jack

Riley, declared this morn- ing that these measures,

however useful they were,

were insufficient and he has appealed to the council authorities for additional

thought that the efforts of

the fishermen, the troops and the volunteers should

be co-ordinated To this

for tonight

Taking part in the meeting:

Samia Murphy President of the local RSPB

Ted Bailey Fisherman

Jim Ryan Hotel manager

John Armitage Citizens’ Action Group

James Davidson Restaurant owner

Head of the Royal National Lifeboat Institution

Officer in charge of the Armed Forces

Leslie Price Local council treasurer

Peter Strong

Jo Swane Representative of local fishmongers

Major Foot

Class discussion

It is becoming more and more difficult to protect the sea from pollution Why do you

think this is so and what can be done to improve matters?

2 Smoking

How many cigarettes a day

does your child smoke?

"When a child breathes air filled with cigarette smoke

: itcan be as bad as if he actually smoked the cigarette himself:

2.1

22

2.3

Questionnaire

Work in pairs Ask your partner: ‘Do you smoke?’ Ifthe answer is ‘yes’, use the Smokers’

questionnaire If the answer is ‘no’, use the Non-smokers’ questionnaire Fillin your

partner’s answers

Smokers’ questionnaire

1 Do/did your parents smoke?

2 Do/did your brothers and sisters smoke?

3 When did you start?

4 Why did you start?

5 Do yousmoke

more than twenty a day?

less than twenty a day?

less than ten?

occasionally?

6 How much do you spend on cigarettes a week?

7 Have you ever tried to give it up?

8 Will you ever try to give it up?

9 Do you think smoking should be banned in public places?

1o Do you think smoking should be banned in the classroom?

11 How much success do you think the anti-smoking campaign has had/will have?

Non-smokers’ questionnaire

1 Ðo/did your parents smoke?

2 Do/did your brothers and sisters smoke?

3 Have you ever smoked?

4 (a) Ifthe answer to 3 is yes, why didn’t you carry on?

(b) If the answer to 3 isno, why didn’t you try?

3 Do you object to other people smoking in your presence?

6 Have you ever tried to persuade anyone to give up smoking?

7 Do you agree with a ban on smoking in public places?

8 Do you think smoking should be banned in the classroom?

9 How much success do you think the anti-smoking campaign has had/will have?

2.4 John Boot telephones his doctor and asks for an appointment 3

Specialist: Dr Chapman speaking What can I do for you?

Specialist: No

Take the part of John Boot now and ask for the appointment Use your notes

x Hubert Forbes 6 Jack Simpson

2 John Boot 7 Jim Swales

3 Don Rawlins 8 Thomas Headley

4 Jill Hickman 9 Angela Walters

3 Claud Robbins ro Dick Ryman

2.6

27

2.8

Mini role play

Work out with your partner similar dialogues using the following situations:

a) Mr Boot asking a colleague to move his car so that he can park his own

b) Mr Boot asking his secretary not to use the telephone so much for personal calls

c) Mr Boot asking the chambermaid not to use the vacuum cleaner outside his hotel room

Ifhe wants to be formal, he uses expressions like:

Would you mind ?(-+ing)

I wondered if you'd mind terribly not .?(++ing)

Could ask you to try ?

Do you think this would be possible ?

[fhe wants to be informal, he uses expressions like:

[I’ve been meaning toask you

How about .?(+ing)

I don’t know if you could, but

HIS INTERLOCUTOR

Notice how the interlocutor refuses to commit himself

When he wants to be formal, he uses expressions like:

Well, yes, I suppose so

Well, we can see how it goes

When he wants to be informal, he says:

Eh?

Wel PHưy

Mm?

Problem solving

Study the office lay-out on page 9, and imagine various ways of re-organising work

Suggest possible solutions

Dialogue

Listen to the dialogue between Dick and Claud, two of the employees Notice how Dick keeps complaining and how Claud suggests possible solutions

10

2.9 Mini role play

Now work out with your partner similar dialogues using the following situations:

a) One colleague complains to another that the office coffee is undrinkable, the other

suggests that they buy a new coffee-maker

b) One commuter complains to another that there is never any heating on their train, the

other suggests they boycott the train service

c) One hotel guest complains to another over dinner that the soup is always cold, the other suggests that they complain to the management

d) A subscriber complains to the telephone company that his line never works properly, the operator suggests that he contacts the Engineering Department

Useful language

When you want to make a suggestion, use expressions like:

Why don’t we ? Have you thought of ?(+ing) Why don’t we suggest ? Don’t you think that’s a good idea ? How about ?(-+ing) One way would be to

Wouldn’t it be a good idea to .? Maybe the best thing would be to

The Branch Manager will meet all members of staff in

Work will end at 4 p.m accordingly and the branch will be closed to the public from that time

This meeting is called to consider the implications

of a disagreement between some members of the staff which has been brought to the knowledge of the manager

When you want to complain use expressions like:

I don’t know about you but

What does he think he’s doing .?

What does he think he’s playing at ?

What on earth is he .?(+ing)

I think he’s gota damned cheek

Personally, I think

11

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Mini role play

Work in pairs One of you is Mrs Brown, the other Mr Brown

"Tá

But one

MR BROWN

Guidelines

Since you like Pierre Dupont’s suggestion, try to persuade your wife to let Andrew goto

France and to have Eric come to England, You also have to remind her who the Duponts are Here are some guidelines to help you:

You think it’s a good idea,

You remind Barbara about the evening out in Soho

He’s a chiefaccountant in a shipping company in Le Havre

You feel the Duponts are just the right kind of family to teach Andrew French

Janine is a very homely woman Home, husband and children

Eric is the centre of the family but Janine likes children and would be motherly

Useful language

To remind somebody of something:

You must remember

Don’t you remember ?

You can’t have forgotten, can you? : ỹ y

Don’t tell me | you've forgotten

youcan’t remember

you can’t recall

MRS BROWN

Guidelines

You are a little doubtful about this idea and you express your reluctance You have difficulty

remembering the Duponts Here are some guidelines to help you:

You hardly know them You only met them once or twice six years ago

“You want to know what Pierre Dupont does

They seemed well off

The only thing you can remember about Madame Dupont is that she talked a lot about recipes and Eric, her son

You re worried about Eric He may be young for his age

Suggest that John should phone the Duponts to fix everything, ifhe is really sure that it will be allright

Useful language

To express reluctance: To ask somebody to remind you of something:

I don’t know about Could you remind me

Ÿm not very sure about Ican’t place

Pm a little reluctant

Are you sure it’s a good idea? To express remembering:

Isupposeso EP© - Oh yes, it’s come back to me now rẻ

You may be right but

Pma bit | doubtful about From what I remember

dubious about

1§

a) You would like to go and see one of your favourite old movies again Your partner is

not too keen on coming’ with you He or she only vaguely remembers the film and thinks

it would be boring to see it again

b) You and your partner used to spend your holidays together and you once made a trip to

asmall resort in the middle of nowhere Now you suggest that your two families should

go back there for a camping holiday Your friend is not too keen on the idea

c) Your flat mate suggests that you exchange your flat with that of some acquaintances in another country for the Easter holidays You don’t like the idea of lending your flat to people you hardly know

Mr Brown telephones Monsieur Dupont

Eventually Mrs Brown was convinced and Mr Brown phoned Monsieur Dupont

Listen

Telephone game

Once the two fathers had sorted out travelling arrangements Madame Dupont insisted on

discussing domestic matters,

MADAME DUPONT

You are going to phone Mrs Brown to tell her about your son

Guidelines Eric is shy, but he isa nice boy

He’s very helpful He makes his bed and washes up

He eats a lot Greedy! But he doesn’t like spinach, cream, eggs

Heis forbidden to go out at night, to drink or to smoke

` Hes very shy with girls,

He should write to us after his arrival and at the end of the first week

He loves tennis but plays too much; this tires him out

Useful language

How nice to hear your voice again!

Pdlike to tell you

Could you possibly ?

Could you make sure he .?

3.8

39

Guidelines

Can you ask Eric to help you?

Has he any special eating habits? Does he like English breakfasts?

Is he allowed to go out at night? May he smoke?

Must he write to you very often?

What is his favourite sport?

Night Ferry: Le Havre-Southampton (7 am) 7 July

Train: Southampton-London Waterloo (10 am)

1 light suitcase and one bag

1.5 m (about 5 ft) tall, slim, fair-haired, blue coat

Tennis racket in his left hand

Any problem: phone 33 24.06

Problem solving

Eric arrived safely During the first week Eric’s stay was a pronounced success He got on very well with Andrew and seemed to adapt very well to the English way of life

However, a week after his arrival Mrs Brown had a problem

Read what happened and see if you can help

The two boys were invited to a party Andrew came back home at midnight but Eric

returned at half past two in the morning!

When Mrs Brown found out she was angry with Eric and told him he couldn’t go out again at night He mumbled some excuse but soon after lunch he disappeared for the whole afternoon and returned for dinner without any explanation

Mrs Brown questioned Andrew in private and he finally said that Eric had probably spent the afternoon with Nelly Colson, a girl he had met at the party

Mrs Brown was worried Her husband was away on a business trip and she didn’t know how to contact him, She didn’t like this Nelly who was nearly 18 and who had been brought

up asa spoiled child It was a long time since her parents had lost control over her and Mrs

Brown knew she couldn’t expect any help from them

‘What would you advise her to do?

TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - ĐHQGHN

TRUNG TAM HOC LIED -

French leave > „ SON seeing

“phone Wimbledon Police Sta- Young Eric Dupont, fifteen,

who was staying with Mr and

Mrs Brown in Wimbledon ran

Saturday night after his host phoned the boy’s father in France to tell him about his son’s misbehaviour Any per-

the boy should

3.12 Role play

Once Eric is back the Browns and the Duponts meet at the Browns The Browns think it

is just a minor incident, all’s well that ends well, and would like to go ahead with the

exchange The Duponts are more reserved, particularly Madame Dupont, and before

agreeing to let Andrew go to France they would like to know the whole truth about their

son’s escapade

3.13 Class discussion

Which person in this story do you identify with most and why?

18

4 The man trap

Mini role play

In paiss play the parts of Dr Chapman and Police Constable Reed

DR CHAPMAN

Guidelines

You are very angry

This is the third time your house has been broken into

You had fitted locks and bolts to all possible doors and windows

‘The burglars have drunk your whisky and stolen a box of cigars

You don’t know how they got in as no window or door is broken

You think they must be professional burglars

You want Police Constable Reed to come immediately

Useful language

When you want to express despair, use expressions like:

Ireally don’t know what to do

This is the last straw

Tam ata loss

What on earth am I going todo ?

and to express surprise:

The strange thing is that

What's strange is that

What I don’t understand

What gets meis that

and to ask someone a service:

Could you possibly ?

Would you be kind enough to ?

I wondered if you | could .?

would ?

“20

POLICE CONSTABLE REED

Guidelines

You are a bit surprised to see Dr Chapman again

You wonder whether his house is well protected from burglars

You want to know how they broke into the house and what has been stolen

You don’t think professional burglars would break into the same house several times You can’t possibly go to Dr Chapman’s cottage immediately as you are alone at the police station

Useful language

To find out something use:

Could you tell me ?

Could you describe .?

What exactly ?

To express doubt use:

Oh I just don’t believe it

Are you absolutely sure it was .?

To express a polite refusal to do something use:

Oh I don’t think that will be possible

OhTm sorry but I can’t possibly

Alternative situations: reporting a loss

When you have practised the dialogue between Dr Chapman and the policeman, try to

create one of the following dialogues with your partner

a) You’ve lost your passport on the tube

b) Your car has disappeared from outside your hotel

c) You've lost your child in a department store

d) You've lost your wallet in a cinema

e) You've lost your luggage at the airport,

21

After the burglary

Have another look at the drawing

Well, now that you have found out, explain to your partner how the burglars got into the

cottage

22

It’s as simple as

It was easy to

Mini role play: what should we do?

Now that we know how the burglars get into the house, the problem is to decide how to stop them

In paits play the parts of Dr Chapman, and Mr Hopkins, a stonemason

DR CHAPMAN

Guidelines

First explain to Mr Hopkins how the burglars get into your house

You want him to put a grid in the chimney

You insist that it should be put at the bottom as it will be more effective there

Useful language

To give instructions:

I would like you to

Ithink the best thing to dois

Would it be possible to ?

MR HOPKINS

- Guidelines

You agree with Dr Chapman: the best idea is to put a grid in the chimney

But you would prefer to fix it at the top

First, because the job will be easier for you

Second, because the burglar may get trapped if the grid is put at the bottom

Useful language

To give advice:

Ithink you should

Why don’t you ?

If were you

Wouldn’t it be better to .?

Pdrather

A news bulletin ti)

A fortnight later you happen to be listening to the 1 o’clock news

Listen

23

47

48

Dialogue

Mr and Mrs Carruther, the parents of the boy who was found in the chimney, have

decided to sue Dr Chapman

Dr Chapman has to find a solicitor to give him some legal advice He goes to see Mr Hugh Douglas So

Listen to his conversation with Mr Douglas and make a note of all the arguments Dr Chapman uses to defend himself

Mini role play: Dr Chapman and Police Inspector Sharp

Dr Chapman is now called to explain his side of the story to the policeman in charge of the inquiry, Inspector Sharp The latter is not as sympathetic as the solicitor

DR CHAPMAN

Guidelines

You are very sorry about what has happened, But you don’t feel you are in any way

responsible

You had never imagined your burglar could be a young boy, and that he would be silly

enough to slide down the chimney without an accomplice and without a rope

You did not return to your country house for a fortnight, as you were attending a doctors’ conference in the U.S.A

Useful language

To defend yourself use:

How wasItoknow ?

How could I possibly know .?

I didn’t mean to

You can’t blame me for

It’s not my faultif

POLICE INSPECTOR SHARP

Guidelines

You want to know:

How many times his home has been broken into

How he discovered the way the burglars get into the house

Why he decided to install a grid

Why he installed the grid at the bottom of the chimney

Ifhe premeditated trapping the burglar

Who helped him install the grid

How he can prove that there was no premeditation

Useful language

Don’t you think it would have been better to ?

In your position I don’t think I'd have done

Didn’t it occur to you that .?

But I still don’t understand why

hy

Role play: the trial

Dr Chapman is to be tried on a charge of negligence

Taking part in the trial:

Judge: Mr Justice Kellog

Queen’s Counsel: Mr Martin Counsel for the defence: Mr Brown,

_ Witnesses for the prosecution:

Mes Carruther: Mother of the boy

Mr Hopkins: Stonemason

Mr Jameson: A neighbour

‘Witnesses for the defence:

Mrs Fairclough: Aneighbour

Dr Jones: A colleague of Dr Chapman

Mr Smithers: A friend of Dr Chapman

Dr Chapman: Defendant

Written exercise Write the article which appeared in the local press after the case

Class discussion

Do you think there are any circumstances in which a private citizen is justified in taking the

law into his own hands?

25

& The Loch Ness monster

26

5.1 5.2

5.3 5.4

Dialogue The weather had been exceptionally warm that year in Scotland and even the usually

chilly waters of Loch Ness attracted bathers One night

Mini role play

Now you are Peter Finch and you tell your friend Jim, a journalist, about what happened

to you while you were in the loch Jim tries to find a logical explanation and suggests your leg might have been caught by some sea-weed or grazed by a rock

Useful language

You are convinced and you want your friend to believe you Use: To express incredulity use:

Believe me It must have been

Honestly You must have

I would swear it was Perhaps you

Lam sure it was Are you sure it wasn’t

Dialogue La) The same day, at the Police Station, near Inverness

Listen

Mini role play

Work out with a partner similar dialogues using one of the following situations:

a) You saw a flying saucer in your garden Your partner thinks it was the shadow of a tree

~ b) You saw a ghost in a hotel bedroom in Scotland Your partner believes it was a draught moving the curtains

c) Yousawa shark swimming a few yards off Brighton beach Your partner thinks it was

a toy shark radio-operated by a child

Useful language

When you refuse to believe someone

use expressions like:

When you ate trying to convince

someone, use expressions like:

Itell youl saw Ohcomeon

Listen, Ohcome offit,

Ican proveit You must have lost your head

lam telling you You must have had one too many

Iknow this is hard to believe, but

27

How do you expect me to believe .?

Another sighting of Nessie!

After Peter Finch claimed he

had been bitten by an xụn-

Monday Late Night Edition),

MacFarlane, testified he had

seen a big animal wading near

Urquhart Castle The police

are pursuing their investiga-

tion—Inspector Cameron of the Inverness Police Squad said he had discovered foot- prints on the shore of the loch The police are trying to build up an identikit picture and ask anybody who has seen the monster recently to contact them

Mini role play: the identikit picture

Work in groups of five (Inspector Cameron and four witnesses) and draw up an

Identikit picture of the monster

Listen to a special newsflash from a BBC correspondent in Inverness

Role play: an emergency meeting \

Taking part in the meeting:

Sheriff Angus

Major Wilberforce Army

Captain Kenny Royal Navy

Flight Lieutenant Wallace RAF

Inspector Cameron Inverness Police Squad

Mr McLeod Mayor of Drumnadrochit

Mrs Johnston Mayoress of Inverness

Tim Ross Chief Fire Officer, Inverness

Dr Scott McBroody A zoologist

Mrs Stewart Chairman of the Monster Preservation Society

29

30

& The best of both worlds

“Sensational new for-you! *

FRISCOES Your new

Take part in the great Friscoes competition!

Prizes for all entrants!

Seite wee

friendly atmosphere

31