Get Speaking

Volume 2
Copyright © 2008 Flo-Joe and its licensors. All rights reserved
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The Splendid Speaking Course

Volume 1 Unit 4 ‘Captivate your Audience’
Splendid Expressions
’Food and Drink’

Unit 14: Eating Habits

Task: Presentation (1-2 minutes)

Topic vocabulary 1. Introduction: Read the following extract:

Processed food
Food additives
Changing tastes
Eating habits
Consumer choice
Changing attitudes to food
Organic/fair-trade products Have eating habits less healthy? Do families
To be health conscious
Balanced diet changed in your country sit together still or grab
To prepare meals over the years? Are we something to eat in front
Convenience food
To skip breakfast/lunch
better off now with the of the TV? Present your
To snack/eat between meals choice of food we have views at our international
Mealtime as a family available or do production festival to be held on the
occasion
To sit down as a family methods mean our food is Student Union this week.
To eat out
To live on take-aways
2. Planning: Start your preparation for this 1-2 minute presentation by
making notes. Think about the following issues:
Cause and effect
How food is produced
expressions
What we choose to eat
To have a huge effect/impact
How we spend meal times
on
To result in
To lead to
3. Task focus: Try to use a short anecdote which relates to your own
experiences of eating habits in your country. The anecdote might serve
To be the cause of
as an attention-grabbing introduction or an example of a point you want
Thanks to
to make during the presentation.
We’ve ended up
We’ve got to the point where
4. Language: Tick any of the vocabulary on the left you want to use.

Task: Role Play (15 minutes)

“Modern-day eating habits result in people suffering culturally and nutritionally

compared to when our parents were younger.”

Work in groups. Each person should take on the role of one of the people
below and prepare points for or against the statement. Use some of the cause
and effect expressions on the left to help make your points.
L i s t e n t o Ar t ur o f r om  A supermarket manager
It a l y t a l k i n g o n a s i m i l a r  A chef specialising in local cuisine
subject. See the
 A parent
February archives
( I n t e r vi e w 1 4 ) a t :  A teenager
s p l e n d i d- s p e a k i n g . c o m  A fast food restaurant manager
 A nutritionist
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Volume 2 Unit 3 ‘Top Talks’
Splendid Expressions
’Learning’

Unit 15: Travel

Task: Presentation (1-2 minutes)

Topic vocabulary 1. Introduction: Read the following note given out to a student in class:
To see the world
To go globetrotting
To develop cultural
awareness/cross cultural
TASK
understanding
To become more open-
Your task is to talk on the subject:
minded
To break down barriers
Cultural/national stereotypes
To have fixed opinions
‘DOES TRAVEL BROADEN THE MIND?’
To become more tolerant
To experience first hand
Mass tourism 2. Planning: Spend 1 minute making notes. If it helps consider the following
Effect on the local issues:
population/indigenous Culture
population Mutual understanding
Tourist trap Leisure opportunities

Expressions to offer 3. Task focus: Use the ‘rule of three’ to organise your talk. Briefly state your
examples opinion in the introduction and then:
For example a) cover all three issues above with an example for each, or
For instance b) take one of the issues and give three examples
Take … for example
To give you an example Use some of the expressions on the left when offering examples
By way of example
A case in point is 4. Language: Tick any of the vocabulary on the left you want to use.
To illustrate this
To show you what I mean Task: Role Play (15 minutes)
You’ve been asked to come up with a one-day programme of visits for
students from a partner school who are visiting your local town/city for the
first time. Reach agreement with your colleagues on a programme that would
give your visitors a positive experience of the local area.

Avoid making the discussion a battle of ideas. Offer your suggestions in

language that shows sensitivity to other people’s point of view. Introduce
your suggestions with phrases such as:
L i s t e n t o So l a ng e f r om What do you think about …
Br a zi l t a l k i n g o n a Do you think …
similar subject. See the I was wondering whether …
February archives
( I n t e r vi e w 1 5 ) a t : Offer examples to support your suggestions in order to make your point as
s p l e n d i d- s p e a k i n g . c o m clear as possible.
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Volume 1 Unit 3 ‘Providing Examples’
Splendid Expressions
’Learning’, ‘Work’

Unit 16: Career Choices

Task: Asking & Responding to Questions (3-4 minutes)

Topic vocabulary 1. Introduction: Your teacher has given you the following note:
Increased job opportunities
To open up opportunities
To give you the edge TASK
To be a compulsory subject
To narrow down one’s
options
Practise your small talk skills. Work
To weigh up one’s options
To go into (a profession)
with someone in the group you know
To have long-term goals
To have the relevant skills the least about. Find out more about
To arrange a work placement
To gain work experience their studies and career plans.
Entrance requirements (for a
course)
To lack motivation/focus
2. Planning: You should both spend a minute or two making notes on the
To be motivated/focused kind of questions to ask. Think about the following subjects:
Your partner’s reasons for studying English.
To make progress in/with
To have a good grasp of Whether they have a clear idea of their career.
How they’re getting on with their studies.
Useful fillers when
Focus on asking open-ended questions which force the other person to
responding to questions:
That's a good question give extended answers. Open-ended questions will often begin with:
Why … | Where … | What … | Tell me … | How …
It's funny you should ask
Well, let me see
To cut a long story short 3. Task Focus: When answering questions try giving examples to explain or
Well, to be honest support some of the points you make.
It's difficult to say
That’s a tricky one 4. Language: Use some of the fillers on the left if you need an extra second
or two to think about what you want to say.

Task: Presentation (2-3 minutes)

Prepare a short presentation outlining the advice you would give to younger
people about making career choices. If you wish, organise it around any of
the following topics:

Identifying skills & personal qualities | Gaining work experience | When to decide
L i s t e n t o Anc a f r om
Add impact to your introduction AND engage your audience by asking
Rom an i a a nd La ur en t
rhetorical questions, then addressing the questions in the body of your talk.
f r om Fr anc e m a k i n g
small talk . See the
February archives ’Do you feel well-suited for a particular profession or occupation?’
( I n t e r vi e w 1 6 ) a t : ‘How can we help ourselves find clues to that perfect career choice?’
s p l e n d i d- s p e a k i n g . c o m ‘At what point in our lives should we be deciding on our career?’
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Volume 2 Unit 4 ‘Captivate Your Audience’
Splendid Expressions
’Learning’

Unit 17: Languages for Business

Task: Presentation (2-3 minutes)

Topic vocabulary 1. Introduction: Read the following extract from a company memo:
To make conversation
To get by in a language
To make yourself understood
To be bilingual/multilingual To: Training Department
Native/Non-native speaker From: Staff Development Manager
To master another language
Communication breakdown Subject: A presentation
To overcome communication
barriers I need someone to come to our next staff training event and
To get an insight into another
do a short talk on the importance of being able to speak a
culture
To broaden cultural second language. It’s important for our business if we are to
understanding stay competitive but people I’m sure will benefit in many ways
Cross-cultural from being able to speak another language.
communication Could you send someone along?
Cultural sensitivity
To increase job opportunities
To improve your career
prospects
To have/give you a
2. Planning: Decide on three reasons for studying a second language and
use these as the basis for the organisation of your talk. For example:
competitive edge
For travel | For work | For personal development
To conduct business
Personal gratification
To expand your mind 3. Task focus: Make your message more powerful by using a current news
story you have heard about that sums up the importance of speaking
To broaden your horizons
To form friendships more than one language. However, remember this is a short talk so keep
it brief!
To enrich your knowledge
4. Language: Tick any of the vocabulary on the left to use in your talk.

Task: Discussion (15 minutes)

If you were advising a business colleague on taking a language course would
you recommend studying in an English speaking country or would they
benefit more from studying in their own country? What are the advantages
and disadvantages of either choice?

Work in pairs and share your ideas. Focus on practising your fluency skills.
L i s t e n t o Vic t or ia Before you start, download our ‘Grading Sheet’ from Splendid Speaking:
ta lk i ng o n a s im il ar
www.splendid-speaking.com/products/task_sheets/grade.html
s ubj ec t . S e e t h e M a r c h
a r c h i ve s ( I n t e r vi e w 17 )
Read the section ‘Interactive Spoken Discourse’ before beginning your
at:
s p l e n d i d- s p e a k i n g . c o m discussion and with your partner aim to achieve a grade 2 or 3.
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The Splendid Speaking Course

Volume 2 Unit 4 ’Captivate your Audience’

Unit 18: Community Interest

Task: Role Play (3-4 minutes)

Topic vocabulary 1. Introduction: Read the following notice:

Target audience
To benefit the local
community Competition
To get enjoyment out of
To keep out of trouble
Our local community group for young people has
To appeal to a/an (younger) been awarded 10,000 dollars in funding. We’re
audience
To attract visitors looking for suggestions on how the money
To win people over
To get more people through
should be spent. Send in your ideas and be
the door entered for the prize draw!
To keep the kids off the
streets
To be disadvantaged Work in pairs and discuss the benefits of the following options and
To make a difference (to decide which ONE would be most appropriate:
people’s lives) Computers, a games room with facilities such as a pool table and TV, sports
A wide range of facilities facilities, a series of trips, a mini library, an inner-city farm
To develop an interest in
To offer Internet access 2. Planning: Spend a minute or two making notes on your opinions of the
To run sessions in suggested facilities.
A range of activities
Somewhere to meet up 3. Task focus: A powerful way to make a point or express a view in a
A place to hang out discussion is to personalise the point you are trying to make by giving
To take up a sport examples from personal experience.
To learn vocational skills Can you think of any situations when you or someone you know has benefited
To go on outings from any of the suggested facilities? What was it about the experience that
To build relationships made it so significant? Use this example to help make your point.
To make friendships
To get in touch with nature 4. Language: Tick any of the vocabulary on the left you want to use.

Task: Presentation (2 minutes)

You’ve been asked to present to a community group on the following topic:

‘Young people today get a bad press.’

Do young people in your country get unfairly branded as ‘troublemakers’ or

L i s t e n t o J o a o a nd ‘hooligans’? Do people focus on negative rather than positive behaviour?
W er ner t a l k i n g o n a
similar subject. See the Focus on maintaining eye-contact with your audience. If you are addressing
Ma r c h a r c h i v e s
( I n t e r vi e w 1 8 ) a t : one person such as your teacher, ensure you get eye contact frequently
s p l e n d i d- s p e a k i n g . c o m during your talk. If you are speaking to a group, make sure you get eye
contact with every person at least once during the talk.
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The Splendid Speaking Course

Volume 1 Unit 2 ’Active Listening’
Splendid Expressions
‘Travel’

Unit 19: Hobbies and Interests

Task: Discussion Skills: Active Listening (3-4 minutes)

Topic vocabulary 1. Introduction: Your teacher has given you the following instruction:
To develop an interest in
To take up a hobby
To be mad about
To be fascinated by
Task
To be a fan of
To be into
What’s your partner into? Sport? Music?
To be a keen
(collector/gardener)
International cuisine? Or are they a
To be hooked on complete couch potato? Find out more about
To do something in your
spare time a hobby or interest your partner has.
To be time consuming
To do something purely for
pleasure
To make money out of an 2. Planning: You should both spend a minute or two making notes on the
interest
kind of questions to ask. Think about the following subjects:
To be rewarding What their interest is.
To dabble in lots of things
Why/How they first became interested in it.
What it is about the hobby or interest they enjoy.
Typical reply questions
3. Task Focus: Focus on listening carefully to your partner and showing
Do/Have/Are you?
interest by responding to things he or she says. Use reply questions and
Don’t/Haven’t/Aren’t you?
expressions, perhaps followed by a comment on what your partner has
Really?
said. For example:
Seriously?
A) “I always look around second-hand shops for any old records.”
Never?
B) “Do you? I’ve got a friend like that. You can find some real bargains if you’re
You’re joking?
lucky, can’t you?”
Do you think so?
Is that so?
4. Language: Tick any of the language on the left you want to use.

Task: Presentation (2 minutes)

Prepare a short presentation describing a hobby or interest you have. Give
your audience a taste of what it is you like so much about it.

The natural tendency when giving presentations is to rush. Try to pace

yourself so that the audience is able to follow your talk more easily. Focus on
Listen to Ana from the following:
Austria and Jonas from
S wi t ze r l a n d p r a c t i s i n g
a c t i ve l i s t e n i n g . S e e t h e  Try to speak more slowly than you would normally speak.
Ma r c h a r c h i v e s  Take regular, deep breaths.
( I n t e r vi e w 1 9 ) a t :  Pause for a second or two between sentences and especially after a point
s p l e n d i d- s p e a k i n g . c o m you want to emphasize.
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Volume 2 Unit 5
Language Focus: ‘Describing Photographs’

Unit 20: Reflections on Education

Task: Presentation (1-2 minutes)

Topic vocabulary
Formal/Less formal setting Compare, contrast and speculate on photographic
Relaxed atmosphere scenes of different educational settings.
To take part in seminars
To attend lectures/class
Self-access facilities 1. Planning: Choose the photographs to use for your presentation.
Independent learning Select two or three that differ in some way, for example a formal
To listen attentively compared to a less formal setting, an indoor and an outdoor scene, or
To take notes learners involved in different activities. Alternatively, choose two or three
To make contributions photos you feel have something in common. This will help you develop a
To do pairwork/groupwork theme and logic to your talk.
To sit an exam
To share views/opinions 2. Task focus: Try organising your talk around three main points.
To carry out role-plays a) Start by identifying your choice of photographs and describe the general
To do self-directed study theme.
b) Then describe, compare and contrast the scenes.
Useful language for c) Speculate on the atmosphere of each setting. Imagine what the people might
speculating be doing or feeling.
It will/must/might/can’t have
Perhaps…/Maybe…/Possibly 3. Language: Tick any of the vocabulary on the left you want to use. Try
I daresay some of the language to speculate on the atmosphere and benefits of the
I suppose scenes you’re describing. Write down some of your own.
I imagine
I wonder
No doubt
Task: Role Play (15 minutes)
It’s (un)likely that
In all likelihood As part of a student committee you’ve been asked by your university to
I bet discuss the following proposal as a way of making education more flexible:
There’s no way
All lectures at university should be cancelled and made available as podcasts
for students to listen to in their own time. The number of seminars to be
reduced and extra sessions made available through online conferencing.

Discuss the pros and cons of this proposal and suggest two to three
solutions of your own to help make access to education more flexible.

To ensure the discussion stays focussed, try using any of the following
expressions if you find your group straying from the subject:

L i s t e n t o An dr ze j f r om Anyway, where were we?

P ol a n d t a l k i n g o n a Getting back to the question of …
similar subject. See What were you saying about …?
t h e Ma r c h a r c h i v e s Let’s return to the issue of …
( I n t e r vi e w 2 0 ) a t :
You/Someone mentioned earlier that …
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 Photographs for ‘Get Speaking’ Task 20

Please note that these are not the photographs used by the recorded speaker in Interview
20. Those were taken from the Cambridge ESOL website and no longer seem to be
available.

Copyright Flo-Joe and its licensors 2008

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Volume 1 Unit 3 ‘Providing Examples’
Splendid Expressions
’Health and Illness’

Unit 21: Sport and Fitness

Task: Presentation (2-3 minutes)

Topic vocabulary 1. Introduction: You are a member of staff at a University Sports Centre.
To get the most out of (your You’ve received the following memo from the Student Union:
time at university)
State of the art facilities
Indoor and outdoor facilities
A wide range of activities
Memo
To have equipment for hire With September approaching we need someone to come
To book facilities/sessions over and tell the new students about the facilities at the
To run taster sessions Leisure Centre.
Highly-qualified staff
To devise personal exercise
I know your membership was down a little last year –
programmes probably competition from the bars and new cinema! If
To carry out fitness you’d like to put together a short presentation on what you
assessments guys offer in the centre and why the students should
Membership fees become members, we’ll give you a few minutes to speak
To take care of yourself
To have a healthy lifestyle
during the welcome presentations.
To burn off calories
To lose weight
2. Planning: Spend 1 minute making notes. Consider the following issues:
Expressions to offer Facilities
examples Health benefits
For example Social opportunities
For instance
To give you an example 3. Task focus: When organising your talk include examples to help you
By way of example justify the points you are making. Use some of the expressions on the left
A case in point is to do this.
To illustrate this
To show you what I mean 4. Language: Tick any of the vocabulary on the left you want to use in your
Take … for example talk.

Task: Discussion (15 minutes)

As a member of the sports centre, you’ve been asked to plan a ‘Fun Day’
aimed at encouraging youngsters to get into shape.

Go through the following four steps to reach a class decision:

1) Work alone and list three or four things you’d like to see organised for the day.
L i s t e n t o Vuk os a va 2) Work in pairs, share your ideas and agree on three or four things.
talking on t he subject of 3) Join another pair and share your ideas. Agree as a group on three or four
h e a l t h a n d wel l b e i n g. activities.
See the April archives 4) Finally, share you ideas with the class. Make a final decision on the
( I n t e r vi e w 2 1 ) a t : programme for the day.
s p l e n d i d- s p e a k i n g . c o m
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Volume 2 Unit 4 ‘STAR Stories’
Splendid Expressions
‘Work’, ‘Health and Illness’

Unit 22: Work-Life Balance

Task: Presentation (2 minutes)
Topic vocabulary
To be stuck in a rut
1. Introduction: Read the following note from your training manager:
A nine-to-five job
To suffer from stress
To be overworked
To juggle demands
Family commitments
To find a compromise
To get the balance right
Flexible working
To work flexitime
To take unpaid leave
To job share
To take a career break
To spend quality time
To pursue interests outside of
work 2. Planning: Spend 1 minute making notes. Use a mind map if it helps or
Motivated workforce just think about the following points:
Increased productivity How overwork can have a negative impact on productivity
Reduced absenteeism The benefits to staff of working flexible hours
Improved recruitment and The benefits to the company of having a satisfied workforce
retention
3. Task focus: Relating a topic like this to your own personal experience
Expressions for interrupting makes your presentation memorable for the listener and enables you to
Can I just butt in? talk with greater interest or passion. If you or someone you know has
Sorry to interrupt but … achieved a better work-life balance, outline the reasons for wanting this,
Excuse me but … the steps taken to achieve it and the result.
Before you continue …
Could I just stop you for a 4. Language: Tick the vocabulary on the left you want to use.
moment?
Task: Discussion (10-15 minutes)
When is it acceptable to interrupt someone? For example:

 When they’re in the middle of saying something.

 When the speaker pauses at the end of a point he or she is making.
 When the speaker has been talking for a long time.

Listen to Isabelle from As you have the discussion below, practise interrupting politely using any of
S wi t ze r l a n d t a l k i n g o n a the expressions on the left.
similar subject. See the
April archives Discuss the key issues that effect employees in your country. For example:
( I n t e r vi e w 2 2 ) a t :
s p l e n d i d- s p e a k i n g . c o m equal pay | work-life balance | unemployment | training
pay | job satisfaction
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Volume 2 Unit 6 ‘TOP Talks’
Splendid Expressions
‘Money’

Unit 23: Winning the Lottery

Task: Presentation (1-2 minutes)
Topic vocabulary
To become a millionaire
1. Introduction: Read the following newspaper extract:
overnight
A tidy sum
A small fortune
To be in the money
Everyone’s a winner!
To be set up for life It’s something we all the cash to help those
To be well off
To have money to burn
dream of – winning the closest to them rather than
To go on a spending spree lottery! Yet contrary to indulging in an extravagant
To splash out popular opinion, 75% of lifestyle. The surprising
To make a donation
To provide funds/financial
people in a recent survey findings follow another
support said that they would use survey that showed people
Proverbs and sayings
It’s often said that: 2. Planning: Spend 1 minute making notes. Use a mind map if it helps, or
just ask yourself the following questions.
the love of money is the root How would it feel to win a huge sum of money?
of all evil. How would it change your life?
you should save money for a What drawbacks, if any, would there be to winning a huge sum of money?
rainy day.
money can’t buy love or 3. Task focus: This topic requires you to use speculative language. This
happiness. includes the use of the 2nd Conditional:
you should neither a borrower “I would probably spend more time on my interests and hobbies.”
nor a lender be.
we live in a buy-now-pay- as well as expressions such as:
later society. I’d imagine …
a fool and his money are soon It’s likely that …
parted. I doubt whether …

Focus on using speculative language during your talk.

4. Language: Tick any of the vocabulary and sayings on the topic of money
you want to use in your talk.

Task: Discussion (4-5 minutes)

Listen to Stefania from You’ve discovered you’ve won $15 million on the lottery! What are you going
Italy talking on a similar to do with all that money? How much of it would you spend on:
s u b j e c t. S e e t h e A p r i l
a r c h i ve s ( I n t e r vi e w 2 3 ) Investments | Your family | Your friends | Charity | Yourself
at:
s p l e n d i d- s p e a k i n g . c o m Share your views in a group. Explain your decisions and if necessary be
prepared to justify your choices.
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Volume 2 Unit 6
‘Non-verbal communication’’

Unit 24: Culture

Task: Presentation (1-2 minutes)
Topic vocabulary
The film is adapted from
1. Introduction: You are a member of the college film society and have
(book name) received the following message:
An adaptation of (book name)
Award winning
A classic
We’ve got a new group of students interested
A (romantic) comedy in joining the film society this year. I was
A tearjerker
A black comedy hoping some of our older members would be
A (psychological) thriller
An action/disaster movie prepared to give a short presentation on one
Science fiction of their favourite films. You could include a
Set in (time or place)
A powerful story of short summary of the plot and the theme and
then why you particularly like it.
The film deals with
The film looks at
The film tells the story of
Superb casting
The character is played by 2. Planning: Spend 1 minute making notes. Use a mind map if it helps, or
The leading man/woman just think about the following points:
Superb performances from The name of the film, the genre and central characters
A gripping film The plot and theme
A moving story Why you particularly like it
Special effects
An exceptional masterpiece 3. Task focus: Think about your body language when delivering your talk.
To have a cult following If you’re sitting while speaking, sit upright with hands resting on your lap or on
A blockbuster the table.
To do well at the box office If you’re standing, find a posture that feels comfortable.
To receive critical acclaim Maintain eye contact with your audience. Don’t stare but catch people’s eye
frequently.

4. Language: Tick any of the vocabulary on the left you want to use in your
talk.

Task: Role Play (30-45 minutes)

Work in groups. Each group should come up with the plot of a new soap
opera. Decide on the main characters, perhaps using photographs from
L i s t e n t o I o an a f r o m magazines to represent each one. Agree on a synopsis of the first episode
Romania talking on a and end on a ‘cliffhanger’, an exciting, unresolved situation that will
similar subject. See the encourage viewers to want to see the next episode.
Ma y a r c h i v e s
( I n t e r vi e w 2 4 ) a t : When you’ve finished, present your soap opera to other groups and finally
s p l e n d i d- s p e a k i n g . c o m vote on the one which the class thinks should go into production.
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Volume 2 Unit 4 ‘Captivate your Audience’
Splendid Expressions
‘Difficult Situations’

Unit 25: Environmental Concerns

Task: Presentation (1-2 minutes)
Topic vocabulary
Acid rain
1. Introduction: Read the following article from a local paper:
Biodegradable
Carbon footprint
Climate change
To conserve energy
Have your say
To contaminate
Deforestation
As part of a local campaign for the opinions of ordinary
Endangered species to protect the environment individuals who feel
Energy conservation people are being invited to passionate about the fate of
Energy efficient
Global warming make short presentations in the environment and the
Greenhouse effect schools and community effect on future
To meet targets
Renewable energy
centres outlining their generations. If you fit the
To recycle personal views on vital bill and would like to
Toxic waste questions that affect the present your arguments to
Useful proverbs future of the world. a wider audience contact
The chickens have come Campaigners are looking your local campaign group
home to roost.
Actions speak louder than
words. 2. Planning: Spend 1 minute making notes. Use a mind map if it helps, or
Where there’s a will, there’s a just think about the following points:
way. Current environmental issues of importance to you
You can’t make an omelette Actions you take to protect the environment
without breaking eggs. Steps you think Governments should take to protect the environment
No man is an island.
An ounce of prevention is 3. Task focus: A great way to get the attention of your audience is to make
worth a pound of cure. your talk topical. Relating your presentation to real-world events
emphasises the importance of the subject. Relate this topic to a local
environmental issue or something of national or international importance.

4. Language: Tick any of the language on the left you want to use.

Task: Discussion (10-15 minutes)

A young person’s magazine has asked readers for suggestions for the top
Listen to Otavio from three things ordinary people can do to protect the environment. In your
B r a zi l t a l k i n g o n a group, come up with THREE specific suggestions. Use your own ideas or any
similar subject. See the of these general issues as starting points for the discussion:
Ma y a r c h i v e s recycling
( I n t e r vi e w 2 5 ) a t : consumer choices
s p l e n d i d- s p e a k i n g . c o m use of transport
political activism
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The Splendid Speaking Course

Volume 2 Unit 4 ‘Essential Signposting’
Splendid Expressions
‘Shopping’

Unit 26: Supermarket Shopping

Task: Presentation (2-3 minutes)
Topic vocabulary
Expansion of supermarkets
1. Introduction: Read the following extract from an email you have received
Out-of-town shopping centres from your tutor:
Consumer shopping habits
Pressures of modern living
Lack of time
To have/lead a busy lifestyle
One-stop shopping
To be convenient
Wide range of goods
To do a weekly shop
Competitive pressure
To drive down prices
To undercut smaller shops
To (not) be able to compete 2. Planning: Spend 1 minute making notes. Use a mind map if it helps, but
Traffic congestion remember to cover the following three issues:
To support the local Introduce the issue of the growth in supermarket shopping.
community Outline what you think are the reasons for the success of supermarkets.
To threaten local shops Give your view on whether the effect on the local community is positive or
To get/offer a personal negative.
service
Independent shops 3. Task focus: Help your audience follow the direction of your presentation
To threaten the livelihoods of by using signposting expressions. For example:
local traders In this talk I will …/Then I’ll look at…/Finally I’ll discuss…
To feel the squeeze To begin with…/We’ve looked at … Let’s now turn to
To put someone out of Finally…/In conclusion…/To sum up…
business
To go out of business 4. Language: Tick any of the vocabulary on the left you want to use.
To vote with your feet

Task: Role Play/Discussion (15 minutes)

As part of a local focus group you’ve been asked to give your views on a
proposal to allow a large supermarket to be opened in your area. Work in
small groups and make sure the following views are represented during your
discussion:

 Customers for and against large supermarkets

 Local shop keepers
L i s t e n t o Si l v i a f r om  Local residents
Rom an i a t a l k i n g o n a  Supermarkets
similar subject. See the
Ma y a r c h i v e s In your discussion either:
( I n t e r vi e w 2 6 ) a t : a) carry out a role-play and take on the roles of the four groups above or
s p l e n d i d- s p e a k i n g . c o m
b) deal with the issues relevant to these groups during a discussion.