Prime Time 8. Coursebook plus Semester Self-checks, Schulbuch

Paired activity – Spoken interaction Paired activities can only be successful if both partners take part equally. • • Make sure you understand the issue that is to be discussed. • • Try to remember everything you know about the issue and decide which side you are on. • • If there is time, note down arguments for your points and decide in advance what you would like to say. • • When you present your arguments, arrange them in a logical order. • • Always give reasons for your opinion and think of good examples to illustrate your point. • • Speak in a way that is clear, precise and easy to follow. • • Do not interrupt, and make sure you refer to the arguments of your partner. • • Make sure that you give your partner the chance to join in the debate, e.g. by asking questions. Useful phrases Paired activity Polite phrases: please • thank you • you’re welcome • don’t worry • not at all Short answers (instead of just saying yes or no ): Yes, I will. • No, I don’t. Modals (instead of I want or imperatives without please, to sound less direct): Could I … ? • Would you … ? • May I … ? • I’d like … . Concessions (instead of No, that’s not true or I disagree ): Yes, that’s true, but … . • I agree, but … . Downtoners (to sound less direct): not really • not exactly • slightly • maybe a little bit • rather • It’s just … . Emphatic devices (to show interest and good will): really • absolutely • I’d love to … . Feedback phrases (to show that you want to keep up a friendly atmosphere): oh, well • you know • I mean • Are you sure? • What a pity! • That’s very kind of you. • I appreciate that. • Really? • Quite. • Of course. • I see. • What a shame. Question tags (to show that you want to keep up a friendly atmosphere): … , are you? • … , can I? • … , isn’t it? • … , shouldn’t I? • You’ve been there, haven’t you? • It’s great, isn’t it? Change of subject: That reminds me of … . • Oh, by the way, have you seen … ? Interrupt each other politely: Just a second, … . • Did I understand you correctly? • Sorry, but I don’t think that’s quite true. • What do you mean when you say that … ? • May I interrupt you for a second? • Excuse me, could you explain that again? • Sorry, can I just make a point? Dealing with interruptions: I haven’t finished yet if you don’t mind. • If I might just finish … . • I haven’t got to my point yet. • Let me finish my point. Use gap fillers to play for time: You see … . • You know … . • Well, … . • It’s sort of … . • Actually … . • As a matter of fact … . • If you know what I mean … . • It’s, how shall I put it, … . • That’s a good question … . • Let me think … . • To be quite honest, … . • What I’m trying to say is that … . • So you mean that … ? • I’m glad you asked me that question. Giving an opinion: In my opinion/view … . • To my mind … . • I am of the opinion that … . • I am sure/convinced that … . Agreeing: Absolutely./Precisely./Exactly. • I totally agree. • I can go along with that. • I think you are right to a point. Making suggestions: What about (+ gerund)? • If I were you, I would … . • I would suggest/recommend that … . • I call for/demand … . Asking for an opinion: How do you feel about this? • What is your view/position on … ? • I would be very interested to hear X’s opinion on this. Disagreeing: I am sorry but I don’t agree at all. • I think you are wrong here. • It isn’t as simple as that. • I believe X was mistaken when … . • I am afraid things are not as simple as X would have us believe. Supporting someone: That’s a good idea. • I fully support X’s view. • I wholeheartedly support X’s statement. • That sounds very convincing. Beginning: I would like to start with … . • Let me begin with … . • To start with, … . Structuring: There are three points I would like to make. • First of all, … . • Secondly, … . • Finally, … . Adding: I’d like to add that … . • What is also important to know is that … . • Another reason is that … . Emphasising: I would like to stress/underline/emphasise that … . • Let me repeat what I said earlier. • What I strongly believe is that … . Balancing: On the one hand … , but on the other (hand) … . • Although … , we mustn’t forget that … . • That is certainly true, but at the same time it is obvious that … . Drawing conclusions: That’s why … . • For this reason … . • As a result, … . • The logical consequence is that … . • This leads to … . • This implies that … . P 171 Nur zu Prüfzwecken – Eigentum des Verlags öbv