Boost speaking 4 TB

Fietd TripSPEAKING SKILL Using shortened sentences SPEAKING TASK Role-play a dialogue about going on a field trip.. A Safer SchoolSPEAKING SKILL Using good delivery SPEAKING TASK Present

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@ Pearson Education Asia Limited 2007

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form

or bylny -"ans, electionic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers.

Publisher: Simon Campbell

Senior Editor: Howard Cheung

Editor: GeorgeWells

Designers: Junko Funaki, Tonic Ng

Illustrators: Balic Choy, Bernd Wong

Audio Production: David Pope and Sky Productions

For permission to use copyrighted images, we would like to thark @ Eleanor Bentall/Corbis (pp 5 TL, I1), @ todi Hilton/Corbis (pp 5 BR' 2l B)'

@ l o i e F u s t e R a g a / C o r b i i ( p 1 7 B ) , O s t u a r t w e s t m o r l a n d / C o r b i s ( p 1 8 B ) , @ A n n a P e i s l / z e f a l C o r b i s ( p 3 9 ) , @ T o m S t e w a r t / C o r b i s ( p p 4 0 , B B B ) '

@ P e t e r M o u n t a i n / W a r n e r B r o s / B u r e a u L A C o l l e c t i o n / C o r b i s ( p 4 5 ) , @ E m e l y / z e f a l C o r b i s ( p 5 3 ) , @ L W A - D a n n T a r d i f / C o r b i s ( p 6 3 T ) , @ C h r i sJones/Corbis (p 68 B), @ Simon Marcus/Corbis (p Bl B), @ Reed Kaestner/Corbis (p 82) and @ Gabe Palmer/Corbis (p 90).

Acknowledgements

The Boost! Speaking component is dedicated to some key people who have been instrumental in helping me grow as an EFL professibnal, nimelyGordon Lewis, Jake Kimball and AndrewWright I'd also like to thank the many colleagues I'veenjoyed discussingYL and Teenager educational issues with through Korea TESOL and the IATEFLYoung Learners and Teenagers Special Interest Group.

Jason Renshaw

The Publishers would also like to thank the following teachers for their suggestions and comments on this course: Tara Cameron, Rosanne Cerello, Nancy Chan, Chang Li Ping, Ioy Chao, Jessie Chen, Josephine Chen, ChiangYing-hsueh, Claire Cho, Cindy Chuang, Linda Chuang, Chueh Shiu-wen, Mark de Boer, Mieko Hayashida, Diana Ho, Lulu Hsu,Eunice fung, Hye Ri Kim, Jake Kimball, Josie Lai, Carol Lee, Elaine Lee, Melody Lee, Peggy Li, Esther Lim, Moon Jeong Lim,Iasmin tin, trlaitin Lin, Catherine Littlehale Oki, Linda Liu, Tammy Liu, Goldie Luk, Ma Li-ling, Chizuko Matsushita, Geordie McGarty, Yasuyo Mito, Eunice Izumi Miyashita, Mari Nakamura, Yannick O'Neill, Coco Pan, Hannah Park, Karen Peng, Zanne Schultz, Kaj Schwermer, MiYeon Shin, Giant Shu, Dean Stafford, Hyrnju Suh, TanYung-hui,

Devon Thagard, Iohn and Chailie van Goch, Annie Wang, Wang Shu-ling, Wu Lien-chun, Sabrina Wu, Yeh Shihfen,Tom Yeh, Laura Yoshida and Yunji Yun.

Fietd Trip

SPEAKING SKILL Using shortened sentences

SPEAKING TASK Role-play a dialogue about going on a field trip

Using shortened sentences

In informal convensations, you can use shontened sentences You can often omit pant of

the beginning of a sentence, consisting of unstressed wot'ds before the main venb, advenb,adjective on negative tAlEyod going home now?//4 like to.l In questions, initial words fWho,What, When, Why, How, Da Are, etc.] can be omitted if you use rising question intonation atthe end of the sentence [see Speaking 2, Unit 1]

Gener"ally, shontened sentences ane not used in writing or fonmal speaking with the exception

of imper^atrve sentences In impenatives, the subject, youis almost always omitted, even infonmal situations, unless a speaker wants to emphasize it as the subjectl)bu-don't forget totake yourjacketl

O fock: AreTou going on the field trip tomorrow?

jill: Yeoh Wil@e going, too?

[ock: Sure irre]rou plonning on toking onything with you?

|ill: +q++e toking something for lunch fffi you?

[ock: I1n going to toke my lunch, too And o notebook ond o pen'

|ill: S/+y-do you need to toke o notebook ond o pen?

fock: Well, donltsyou remember the lost time we went on o field trip?

fill: Sure I remember Oh, I see whot you meon The teocher told us we hod to toke notes

|ock: Right +h€re might be on ossignment qfterwords.

fill: OK, thqnks A notebook ond o pen os well then

[Students' clnswers con vory]

o

D

Field Trip

/R

Kwon: r d Going on the field trip

tomorrow?

Lucy: Yeoh And you?

be worm tomorrow

Kwqn: r b Don't think so The weother

report soys it'll be cold ond roiny

Lucy: OK Taking your notebook with

you?

Kwan: Yeoh, t.,c tbetter We'll hove o test

obout whot we sow on the trip

oquorium?

Kwon: Both That's whot Mondy told me,

clnywoy.

Lucy: l t lNot much time for fun then, if

we're toking notes oll doy .

Kwon: Guess not.

ffi **r*er the questions.

Where could you insert these words into the diologue to moke more complete sentences?

you tell?

Do you think this is o cosuol or formol conversotion? How con

Casual conversation because they do not use full sentences.

Using shortened sentences

When you are having casual conversations, you can use shortened sentences to speak mone quickly Don't shorten sentences in wr"iting on formal speaking In questions or statements, you can skip unstressed words before the main verb, advenb, adjective on negative:

(Are you) Going? / (You'd) Betten / (l) Don't think so / (ls it) For me?

Listen and repeat Then work with a elassmate and take turrns saying eachsentence using the words given

2

3

4

Going on the field trip tomorrow?

Better toke ei jeicket becouse it could $Qtiffid

Thought it wos supposed to be wnrin tomorrow

Toking your reotetrook with you?

closs outinE, graduotion trip

About the museum or the oquarium?

Put the dialogue in the correct order Then listen and practice

it with a classmate

to be reolly hot tomorrow

Prepare a dialogue about goinE on a field trlp

Use shortened sentenees in your dialogue

Nome: Clqss: Dote:

Cross out words to shorten the dialogue without changing the meaning of the sentences.

[ock: Are you going on the field trip tomorrow?

fitl: Yeoh Will you be going, too?

fock: Sure Are you plonning on toking onything with you?

fill: I'll be toking something for lunch How obout you?

fock: I'm going to toke my lunch, too And o notebook ond o pen

fill: Why do you need to toke o notebook ond o pen?

|ock: Well, don't you remember the lost time we went on o field trip?

fill: Sure I remember Oh, I see whot you meon The teocher told us we hod to toke

notes

|ock: Right There might be qn ossignment ofterwords

fill: OK, thonks A notebook ond o pen os well then

Work with a classmate Make notes for a dialogue about a field trip to

a museum Then practice your dialogue,

, ,

SPEAKING SKILL Paraphrasing

SPEAKING TASK Paraphrase a paragraph about extreme weather

Paraphrasing

Panaphnasing can be quite a difficult skill to leann However, it is a valuable skill because the

oniginal material is not always available to refer to when you ane talking about it, lt is also a

good way to pnesent key infonmation in a shorter', mone concise way To par"aphnase a long

passage, it is helpfulto take notes as you listen on nead

When beginning to paraphnase something, you can let listeners know by using phnases such

as basica//y, to summarize or in short Because spoken English is usually less fonmal than

wnitten English, you can use simplen vocabulary and sentences to nestate something

Originaf : A drought is an extreme form of weather in which very dry conditions occur

over a long perrod of tlme

Paraphrase: ln short, a drought is when the weather is dry for a /ong time

@

@

[Students' onswers con vory]

1 On Sundoy April 11, 1965, a tornodo outbreok in the midwest stotes of the US killed 271 peopleond injured more thon 1,500 people It wos one of the most deodly tornodo outbreoks ever.There were 47 tornodoes, mony of them lorge, strong ond losting o long time They olso movedthrough ploces where people lived Mony people were in church thot doy so they did not heorobout the tornodoes before they hit

2 At obout 7:45 on the evening of April 14, 1999, o lorge hoilstorm occurred in eostern Sydney,Austrolio Although not mony people were injured ond there wos only one deoth, over 20,000buildings ond 40,000 vehicles were smqshed by tennis boll-sized hoilstones thot come down otover 200 km/h There were olso 25 plones hit ot Sydney Airport Domoges totoled over

$1.5 billion, moking it one of the most expensive hqilstorms ever

[Suggested onswers; students' qnswers con vory]

I

Tercible Weather

@" Listen and read'

People in different ports of the world have

found mony woys to live with extreme

weother A good exomple is the ploces in the

living in these ploces build strong foundotions

for buildings to withstond strong winds They

also build living oreos high obove the ground

to ovoid floods Storms can olso couse huge

woves, so cities close to the oceon con be

shielded with big seo wolls colled levees

Teacher:

Nick:

like to tell me quickly whot it wos

obout? Go oheod, Nick

world get terrible weother For

exomple, there are some woys to

survive in ploces thot get tropicol

storms Strong foundotions protect

buildings from winds Living high

up con sove people from floods

woves in storms

ffi onu*er the questions.

How is.Nick's explonotion the solne os the possoge?

It tells the s ame imp ortant inf orm at i o n

How is Nick's exploncition different from the possoqe?

Itis shorter aid uses some differentwords anf,sentences

1

2

Living high up con sove people from floods.Levees con protect cities from plgwoves in storms

Read the paragraph and

the boN"

eonTplete the panaphnase using words fronn

ir exomple

'ir,,-,.,,,.,,,,., ,,,,,.,,.", ,.,,,,,,.,.

ore well insuloted to keep heot in, ond the

windows often hove two pones of thick gloss

Snow ploughs remove snow from roods, ond

choins ore wropped oround cor tires to stop

them from sliding on icy roods

Poraphrose

A

{q#po@ Work with a classmate and paraphrase the paragraplr

A drought is on extreme form of dry weotherover o long period of time There ore o voriety ofwoys to live through times of drought Formerscon use irrigotion-channels ond pipes-to bring

their woter use by recycling the woter they use forwoshing ond cleoning, ond by instolling wotertonks to collect roin woter

,rtliiit.li:ilrr.llli.r.,t:iar:'ii:':r:iia.::,r:r ,t:.::a,r.ili

F i r s t u n d e r l i n e t h e key information from the

p a s s a g e T h e n c h a n g e

s o m e n o u n 5 , v e r o 5 a n o adjectives where you can.

/,R.

Read the descriptiom Work with a classn'rate and

paraphrase the panagraph using your 6wn words

For thousonds ofyears, people hove used wool for worm

new moteriols which ore light, woterproof ond windproof,

ollowing woter in

Nome: Closs: Dote:

O Read the paragraphs and take notes.

2

Work with a classmate and paraphrase the paragraphs Then present one of your paraphrases to the class.

One of the worst tornodo outbreoks

in US history occurred on April 11,

1965 In total,47 deodly tornodoesdeveloped oround the midwest stotes

The deoth toll wos 27L and over L,500people were injured It wos such odestructive outbreok becouse of thenumber of tornodoes involved, thesize, strength ond durotion of mony

of them, ond the poths they troveledthrough urbon oreos Also, becouse

it wos o Sundoy, mony people were

in church, which wos moybe whyweother wornings were not received intime

of domoge

Notes

Say each wCIrd Then write the number of sylNables and undenlinethe stressed syllah!e"

f o u n d a t i o n s 3 ' ,

e x t r e m e 2 :prolgg_t ,.2;

&

#*3:h Sav each senten€e -\#f Then underline the stressed words"

1 The f-ep_q4 soys it'll b lglly_ond W-g_T_gr

2 Storms con olso couse terrible flooding

3 Seo wolls con protect cities from huge woves in storms

4 About the oquorium or the wildlife pork?

lMonk wlth a classmate to cormplete the conversation about going on af!e!d trlp Then practice the eonversation together

Speoker A: Going ont'hefieldtripthisweekend?

onSaturday

Speaker B: gY Takingsnacks?

g e l h u n g r y

G)r@ CD script on p.94.

SUBJECT Culture and People

SPEAKING SKILL Apologizing and explaining

SPEAKING TASK Role-play a dialogue where someone is apologizing

Apologizing and explaining

When you need to make an apology, you can begin by simply saying Sorcy Howeven, ustng afull sentence is more sincere llm sorry ] To show even mone sincer"ity, you can add one onmone adverbs to emphasize how sor'r y you ane [/m so sorry / /m very sorcy ]

You can then give a reason on an explanation using phnases such as Thatb because , Thething is , See, / or / don't want to make excuses, but Sometimes you can neassuresomeone by saying that you will not repeat what you are apologizing fon flt wonT ever happenagain / /7/ be more careful in the future]

Apologies can be accepted in a variety of ways as well, ranging fnom complete fongivenesslThatb OK ltb no trouble at a/lf, to fongiveness based on a condition [We//, OK But iust don't/et it happen again]

1 I'm sorry I'm lote I missed the bus

2 l'm sorry I left my homework on the bus

3 I'm so sorry! I didn't see you there

4 Sorry The thing is, my phone hod no power left

5 I'm very sorry I thought it wos next week

6 I'm reolly sorry It just dropped out of my honds when I wos putting it bock in the cose

7 Sorry My mom's sick so I wont to stoy home to look ofter her

8 The thing is, I hove to toke the dog out for o wolk before I con come meet you

[Suggested onswers; students' onswers con vory]

[Students' onswers con vory]

@

4

Sorrv I'm late!.,/

ffi

Yumiko:

Teocher:

Yumiko: Good morning-sorry I'm lote

Teocher: Come in, Yumiko Where hove

neorly over

Yumiko:

Teocher: I'm sorrv to heor thot, Yumiko

Let's hope your fother is

OK soon Do you hove yourhomework for me?

Uh, octuolly, no

I con understond why you orelote, but whot hoppened toyour homework?

confusion this morning, Iforgot to put my books ond

folders in

Teocher: Hm Well, I expect to see

your homework first thingtomorrow

I'm sorry I didn't qet here on

ffi *ollow the instruetions.

to be different from the others? "l'm sorcy t o hear that" is not an apology

Cornplete eaeh plrrase by matehimg tlre two parts"

Then llsten and praetice wit&r a elassrrrate

1 Well the thing is, , * ,

U s e th e t a b l e below to help you plan a dialogue where someone is apologizing

Whot ore the explonotions Chorocter 1 gives?

He woke up lat e and was !n a hurry,

eo he forgot the tickets

l

R e m e m b e r t o u s e t h e expressions you learned to start

a p o l o g i e s a n d e x p l a n a t i o n s

,rr i i :: I ,rr rr r:rr,r r, '

Kiki: Hi Yoo You look o little i'ti

Whot's up?

Kiki:

Yqo:

Kiki:

Yoo:

copy the woy they do things

how to interoct in closs

Moybe thot would help him llo)

You ond I know thot it's o bit {6} -, diffeyent'- - , here How con I help him?

the teocher

walch the other students ond try to

learn

d%,

€L# Work with a classrnate Take turns asking and answering t}'le questlons

T e l l t h e c l a s s w h a t y o u t h i n k Y a o s h o u l d t e l l T o m

loo manv auestions at the wrona time

I Studenils' anew er e c an v arvl

Nome: Closs: Dote:

Prepare explanations and then practice apologizing with a classmate.

4 You did not coll someone os you promised

5 You missed someone's birthdoy porty

6 You broke someone's new qome

I You will be lote meeting someone

@ Prepare notes to help you apologize for not doing something.

Who you ore opologizing to

Whot you did not do

Your explonotion

O Practice apologizing to a classmate Then apologize to the class.

A Safer School

SPEAKING SKILL Using good delivery

SPEAKING TASK Present a speech about something at your school that

should be made safer

Using good delivery

You can use differ ent ways to impnove the deliver"y of a message This unit focuses on

organization of key points and timing, including pace and the length of pauses

Fon good delivery, you should not nush thr ough youn points because listenens may not be able

to follow you Just use a nonmal, r'elaxed speaking pace You can then speed up slightly forcentain phnases on sentences, e.9., to express excitement about a certain point

A pause of about one second is useful to clear"ly mark the end of a phrase or clause A slightlylonger pause is ideal fon separating two sentences A two- to three-second pause is goodbetween panagraphs Finally, you may insert a longer pause before youn stnongest point-thiswill tell listenens that the following point is veny impontant

O 1 swimming pool

2 not enough lifeguords / tiles too slippery oround pool / depth not cleorly morked

3 hove more lifeguords / use non-slip mots oround pool / mqrk depth olong sides

[Suggested onswers; students' onswers con vory]

@ 1 Elm Street ond Pine Street intersection

2 too busy / cors rush out to join troffic / difficult to cross the streets

3 put up stop lights / provide pedestrion crossings/bridges/subwoys

fSuggested onswers; students' onswers con vory]

A Safer School

!-isten and read

Whqt could be done to mqke vour

school sofer?

In my opinion, my school will be sofer if o new

spoce is found for students to ploy boll sports

the moin yord This is where oll the students

ore not ploying gomes

would be sofer if students ployed boll sports in

o ploce owoy from the moin yord

I think my school will be sofer if there ore more

At the moment, there ore two teochers on

duty during these times There ore not enough

odults to wotch the students

Bullying is o problem ot my school, ond it

would put on end to bullying

, ; ' ' ' ' ' ] , , ' ' ' 1 : ] ] ' , i | w ' ' ' ' i ] , ' '''.-n.t,;;;!;d;;;;;,;;;;;,-,;;;d;'di;;-;-r;.;;;-,-d,a'

TF**t

ffi *nr*er the questions"

Whot ore the three moin ports in eoch

Between each main Vari

5econd = situationl

deecription.Third = reaeon fdr main

ftfiarlq thc places rnrhene there should he short pauses {/} sr

lomger peuses {11}" Then !lsten amd pnactiee with a e lass*mate"

How con school buses be mode sofer for students?

In my opinion, 1 i ) oll school buses should hove seot belts, ( / ) ond students

should be mode to weor them ( //; At the moment, there ore olmost no seot belts

on buses, ( / ) ond students con get up ond move oround (/ l)

mony students, ( i ) ond the bus con move or stop very

suddenly ( / ) Students con get hurt if they foll (11)

Ihe buses would be much sofer if there were seot belts,

(,1,) ond students should hove to use them ot oll times

Tttin&e about somnethimg yoax would liN<e to be

Seser8be it amd say vuhy it needs to he safen

*made safer at your sehool

T h e s w i m m i n g p o o l

{:;r 9-r {,

fu,,i,:;

to moke your school sofer

d u t y a t a l l t i m e s w h e n t h e p o o l i e

d r a w n u ? t o s a y w h e n s L u d e n i s c a nuse t he p o ol, wit h diff er ent t imesfor different age g?ou?o

B Describe the problem.

' : S t u d e n i s a r e a l l o w e d t o u s e t h e

,,,

,o_ol unsupervieed Many different

,,', ages of students ueethe poo-! at

the notiee amd ta*<e notes.

Notes Moin

rc con lrts ct

in thr onger

No running

he corridorslso, studentslowed to bring onycons to school

t:

Wonlr with a €lasstmate" Biseuss vvhat the notiee is about and how Sann aqrees or

disagrees with it

6Dr@ CD script on p.94

Nome: Closs:

Think about something that you would like to be made safer in your

neighborhood and make notes.

Work with a classmate Tell each other about what needs to be made safer

in your neighborhood and take notes.

Tell the class about what needs to be made safer in your classmate's neighborhood.

1 Thing thot needs to be

mode sofer in my

neighborhood

Whot the problem is

How the problem con

be fixed

1 Thing thot needs to

be mode sofer in my

clqssmote's neighborhood

Whot the problem is

How the problem con

be fixed

Say each word" Them wnite the nunrber of syllab|es and underline thestressed syNlable.

duty

n e a r l y

confusion50ccer

a c c i d e n t a l l y homework

{xi*- Sav each sentemee" Them under,ime the stressed words

Bullying is o problem qt her school

Do you !9tg yorrt proiect for me?

Whot hos he done?

She thinks her school will be better if there ore more students

For eaclr prempt" prepare an apology and explanation Practice sayingthem with a c8assmate"

you been? It's 1O:OO

ond the first two

Friend: You still

hoven't given my book

bock to me You've hod

it for three months

Where is it?

Mother: I hove your

report cord here ond

moth score is so low

this semester!

Explonotion' I missed t'he bus and had t'o walkt"o

s c h o o l

yet,Explonotion t The thing is I lefi" ii ai my grandma's

l ' m s o r r v t h a t l d i d n ' t , d o w e l l l h i s Apology:

gemegter.

Explonotion , That's because I missed some

clasees whenl was sick

I r: t, i I ': t: t: I r I I i :: i r r r: i ,: i , r i,:1 r ' ': ,: r r: r : ' r : r i: r , '

il,l:,1::r,:1.::'::i::1r,,::::::l

Frepare a response to each topic Fresent one response to the elass.Whot do you like leqst qbout your school ond how cqn it be improved?

Notes

Why don't you like it7 The cafeteria mostly serues junkfood'

How con it be improv"67 Fgod c2nb-eim719ye.!by i19lu!1nq-ry91e*

he althy and tasty optione such as lresh f rui|-, whole-wh eat b read,

How do you think your hometown could be mqde into o sofer ploce to live?Notes

down Many people are hurt each year

Soy how the problem(s) con be fixed More signst'o warn dr'wersto slow down Also, more crosswalks atbuey intersections.?peed

., ," ,,, ,.,,.:_,._.;i.:,.,::,;:;:].:li:.il::,.'.: ]l::l::::::.:::::::::::.:r;

Culture and PeopleComplimenting and criticizingRole-play a dialogue where you criticize and compliment things

Complimenting and criticizing

It is veny easy to give compliments to othens, but not so easy to give criticism without

offending them To give compliments, you can use positive adjectives such as good, great,excellent, wonderful, fantasticand spectacular These adjectives nange from slightly

complimentany to veny complimentany You can make the adjectives mone complimentany byadding an advenb such as veryor extremelylvery good, extremely co/orfu/1

When you want to give cniticism, it is always best to finst give a compliment You can useadjectives such as unusual unique, creative, originalor specral When making the actualcriticism, it is less offensive to make it sound less certain lPerhaps its a little too / Maybeitb iust me, but 1 When making suggestions fon impnovement, phnases such as Maybe youcould or Perhaps it would be even better if wtll help make them sound mone polite

\{hat do.you think?

Listen and read

r Huong:

&

finished my pointing for the ort

competition Here it is Whot do

you think?

I don't like it It's terrible

Oh, be quiet David You're so

think the pointing looks greot

It's very creotive ond unique

Thonks, Yuri

I like it, too Did you soy you've

olmost finished it?

Yeoh, I still hove o little more to

odd to it Any suggestions?

Well, I think it's o little too

bright ot the moment Moybe

you could use some lighter

Huang: Thot's o good ideo Thonks!

ffi o^u*er the questions.

and Sally becaise she makes a'qood suqqestion onhdw to improie the paintinh

E o m p l i m e n t i n g a n d c r i t i c i z i n g

When we tell other" people what we think, we can use compliments to say nice things and we can use criticism to say what we don't like Compliments make people feel good, but we need to use cniticism carefully to not offend people.

' To compliment, use nice wonds to show your feelings and positive opinion (ttb very creative and unique).

' To criticize, give a compliment first and then make kind suggestions (Maybe you could use some lighter colors?).

Listen and repeat Then work with a elassmate and take turns saying eachsentenee using the words given

I've olmost finished -y p"i"ti*g.'

I think the pointing Iooks grent

ii; ;"; ;;o,r"*'"i

";t;;-It's o little too briqht ot the moment

art projectrecrlly good, fnntostic, spectnculor

"rtgi*"], ;-.t"i

Did you soy you've olmost finished it?

I still hove o little more to odd to it

Prepare compliments and/or polite criticism abor"rt

the things in each picture"

pr'

i'

T' ll

Draw a quick picture Then ask two classmates

what they think of your picture and write

down their responses and suggestions"

sussesrion : vilbe ve; :;r:i-rw, ;;,;.

@h

32

SUBJECT Arts and Entertainment

on things like special effects, set designs and costumes

It is important to note that a review need not be all positive on all negative, Fon example, whengiving youn ovenall opinion of a movie, you might expness why you liked the plot, but thoughtthat it was not humonous on exciting enough, or that the special effects wene not impressive

A good way to end a neview is to say whethen on not you think othens would enjoy r eading,seeing or heaning the piece and why lf you want to mention some negative and positiveaspects of the piece at the same time, you can use words like although, in sphe of or despitelAlthough the special effects could be bettec / think most people wi// like the movie / Despitethe fact that its a bit slow in some places, /think the exciting parts make up for it.l

The Review

l-lsten and read

the bosk review"

the storyline fost ond exciting The outhor, Eoin Colfer, hos

o Artemis Fowl-the moin chorocter, o boy genius who

wonts to get o Iot of money

Butler-Artemis's amazingbodyguord

Holly Short-o foiry police officer (my fovorite

Fooly-o centour who hos incredible skills with

computers ond technology

r fulius Root-commonder of the foiry police squod

Mulch Diggums-o dworf thief who is skilled ot

tunneling

The story follows the odventures of Artemis os he coptures

Holly from the foiry kingdom underground and uses her

to get o ronsom of foiry gold There ore mony funny jokes

and o lot of oction I think o lot of other people will enjoy

the book, too

ffi, **r*er the questions"

whot informotion does the review oive obout the book? opinion, main charact'ers, reviewer'e

favorile charact er, storyline, wh{the reviewer i',hinks oihers will like it.

What informotion is qiven in eoch of the three ports of the review? First: name of book and

author and reviewer's opinion; gecond: main characters and favorite charact eriThird:

overview of sioryline and why others may like it

: ,baill l ',,'.:::l.l,

Match the details in the movie review" Then practice presenting

it with a classmate

/,"''-.\

colled r b ,

The director, Tim Burton, , e_

The moin chorocters are' d :

The qtory follows the odventures

o f a

I think olmost everybody i c ,

Chorlie ofter he gets o golden ticket to visitWilly Wonko's omozing chocolote foctory

will love this movie ond wont to see it ogoin.Chorlie Bucket, Grondpo foe ond Willy Wonko

knows how to moke

o movie thot kids ofoll oges will enjoy

exciting ond entertoining movie.

Harry Potter and the Goblet of FireMike Newell

,!!,e,elel$Ugie7qitttgUAWp:ee!4lg.aldthisisthe

scariest of all the Harry ?otter movies

Harry ?olt er, Hermione Granger, Ron W easley,

Albus Dumbledore - very wise, a qgod le7/9y;?l!!gy? ?lgt Harry

Why others moy or

moy not like it

remember to pause between

t h e d i f f p r c n t n e r t s

.A

f C* Present .w vour review to the class