Boost speaking 4 SB

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First published20OT
Produced by PearsonEducation Asia Limited, Hong Kong
GCC/OI
ISBN-13:978'962-00-5880-6
ISBN-l0: 962-00-5880I
Publisher:Simon Campbell
SeniorEditor: Howard Cheung
Editor: GeorgeWells
Designers:JunkoFunaki,IackWong
Illustrators: Balic Choy,Bernd Wong
Audio Production: David Pope and Sky Productions
For permissionto use copyrightedimages,we would like to thank @EleanorBentall/Corbis(pp. 5 TL, 11),@Iodi Hilton/
Corbis (pp. 5 BR, 1BB), @JoseFusteRaga/Corbis(p. 15 B), @ StuartWestmorland/Corbis(p. 16 B), @Anna Peisllzefal
Corbis (p. 31), @Tom Stewart/Corbis(pp. 32, 66 B), @PeterMountain/Warner Bros/BureauL.A. Collection/Corbis1p.35),
@Emely/zefalCorbis(p. 41), @LWA-DannTardif/Corbis(p. 48 T), @Chris lones/Corbis (p. 52 B), @Simon Marcus/Corbis

(p. 61 B), @ReedKaestner/Corbis(p. 62) and @GabePalmer/Corbis(p. 67).
Acknowledgements
The Boost!Speakingcomponent is dedicatedto some key peoplewho have been instrumental in helping me grow as an
EFL professional, namely Gordon Lewis, JakeKimball and AndrewWright. I d also like to thank the many colleaguesI've
enjoyeddiscussingYLand Teenagereducationalissueswith through KoTeaTESOL
and the IAIEFLYoungLearnersand
TeenagersSpecialInterestGroup.
fason Renshaw
The Publisherswould also like to thank the following teachersfor their suggestionsand comments on this course:
TaraCameron,RosanneCerello,Nancy Chan,ChangLi Ping,foy Chao,IessieChen,JosephineChen,ChiangYing-hsueh,
Claire Cho, Cindy Chuang, Linda Chuang, Chueh Shiu-wen, Mark de Boer, Mieko Hayashida, Diana Ho, Lulu Hsu,
Eunice Jung, Hye Ri Kim, Iake Kimball, JosieLai, Carol Lee,Elaine Lee,Melody Lee, PeggyLi, Esther Lim, Moon JeongLim,
Jasmin Lin, Martin Lin, Catherine Littlehale Oki, Linda Liu, Tammy Liu, Goldie Luk, Ma Li-ling, Chizuko Matsushita,
Geordie McGarty,YasuyoMito, Eunice Izumi Miyashita, Mari Nakamura,Yannick O'Neill, Coco Pan, Hannah Park,
Karen Peng,Zanne Schultz, Kaj Schwermer,MiYeon Shin, Giant Shu, Dean Stafford, Hyunju Suh,TanYung-hui,
Devon Thagard,John and Charlievan Goch,AnnieWang,Wang Shu-ling,Wu Lien-chun, SabrinaWu,Yeh Shihfen,
Tom Yeh,Laura Yoshida and Yunli Yun.

The
publishe/s
policyis to use
papermanufactured
fromsustainable
forests


rtp
alni*g
The Boost! SkillsSeriesis the definitive ond comprehensive
four-levelseriesof skills books for junior EFLlearners.The series

hos been developedoround oge-oppropriote,cross-curriculor
topics thot developstudents'criticol thinking ond exominotion
techniques.It follows on integroted skills opprooch with eoch of
the skills brought together ot the end of eoch unit.
The twelve core units in Boost! Speaking 4 follow o cleor ond
tronsporent structureto moke teoching ond leorning eosyond
fun. The speokingskills build ond progressocrossthe four levels
of Boost! Speaking ond ore correlotedto the next generotion of
testsof English.
You will find the following in Boost! Speaking 4:
@ Age-opproprioteondcross-curriculortopics
€ Realisticond relevont contextsfrom students'lives
@ A voriety of diologuesond speechesfor formol ond informol
speoking
€ Pronunciotion proctice on word ond sentencestresspotterns


ili'

Eachunithasan age-appropriate
and
cross-curricular
topic.

A verysimpleintroduction
of thetargeted
unitskillis orovided.

Studentswill
findthetopicdirectlyrelatesto their

own livesandstudy.
be engagedand motivated
to learn.

Studentswill
= be introduced
to the speaking
skillin a clearand
understandable
way.

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:

rrl

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rld:'a

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aiorn! on lhe

2

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3

lhouqhl
fdlng

b€'duse it couLd

il wds $rptosed to b'r
vour

2

i-:==

-=

5

^ r^' '

2

Do vou

' 'hi' r'
th$K '"

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soys il'll b! cold ond rornv
whof w€ \dw on fic trip
w.'11 hove d tc$ oboril

Thc wcolher rctoil

a.Yway

To helpstudentsspeakmoreaccurately
andconfidently,
wordandsentence
stress
patternsarepracticed.
Studentswill
+ learnhowto stresskevwordsand
sentences,

A modeldialogueor speechis presented
with
a noticing
task.
Studentswill

,i,, be exposedto a varietyof dialogues
and
speeches
for formaland informalspeaking.
= discoverthe speakingskillfor themselves
withoutthe needfor longexplanations

TheCD at the back
of the Student
Bookprovides
audiosupportfor
alldialogues
and
speechesplus
theaudioforthe
Integration
listening
tasks.


Thespeakingskillis combinedwith listening,
readingor writingtasks,

Keysentences
thathighlight
the unitskillarepracticed,
togetherwithsubstitutable
wordsor phrases.

Studentswill

@ preparefor an oraltask basedon reading
andwriting/listening
inputs.
iF developlanguage
skillsneededfor the next
generation
of integrated
testsof English.

Studentswill
tF developthe skillsneededfor accurateand
effective
speaking.
* be ableto followguidanceto prepareand
presenttheirown dialogues
or speeches.

Listen to lhe dialogue

Doni

Tom

D€(ide if ea{h $tatehent

is tr/ee or Fatse

lock ond Cosey are talking obout o fi€ld trip

Tru€ / Folse

Ihe field tip b tomor.ow

True / Fobe

lock tells Cdsey to take o comero on the field trip

True / Folse

There will be some interesing onimah
the field hjp

True / Folse

to see on

5

They orc golng skiing in the mountoins

Tru€ / Fobe

5

Cosey hos b€en to the wildlife pork before

True / Fobe

_'

Work with a (lassmdte. Ask about ths field rrip your classmate
Activiiy F on page 11 and write thc answers

:;f

planned

in

Whai do You need to tok€

I
:i

12

I Use the informatton
licld triF.

When ore you going
on the hiP?

Whot will the weothel

from Activity I to tell the class about your rlassmate"s

Review
Aftereverytwo coreunits
thereis a reviewwhich
consolidates

the speaking
skillsalreadystudied.

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s

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r;;

stes'.d

ihe

write

lhei

number

and

svllabtes

undernne

'Yllahle
!!pposeo

ro!ndafonr

lil

Studentswill
be ableto seetheir
progressin using
speaking
skills.
buildon previously
taughtskillsto
produceinteresting
and naturaldialogues
or speeches.

word

<-'

gay

;'

ea(h

tcnre'(e

,.""""'""
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.,.;";
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words

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hro,harion


Evaluation

Theme:Weather

Field Trip

Sports
and
Leisure

Usingshortened
sentences

Terrible Weather

GeosraphyParaphrasing

Role-play
a dialogue
aboutgoingona field
trip.

p.9

Paraphrase
a
paragraph
about
extreme
weather.

p .1 3

Review1

p.17

Theme:SchoolLife

Sorry I m tate!

Culture
and
People

A Safer Sehool

good
Using
social
studie,
0eilvery

Apologizing
and
explaining

Role-play
a dialogue
wheresomeone
is
apologizing.

p. 19

Present
a speech
about
something
at your
P'23
school
thatshould
be
madesafer.

Review 2

p.27

Theme:Opinions

Review3
6

What do you
think?

Culture
and
People

The Review

Artsand
Presenting
a
Entertainmentreview

Role-play
a dialogue
Complimenting
whereyoucriticize
and p.29
andcriticizing
compliment
things.

Present
a movie
review.

p.33

p.37


Theme:Technology

Cultureand
People

Practice
leaving
Leaving
messages voicemessages
for
people.
different

SocialStudiesPersuading

p.39

Givea speech
abouta preference
usingpersuasive P'43

expressions.

Review 4

p.47

Theme:Nature
Getting
more
information

Role-play
a dialogue
aboutwaysto
P'49
cleanupihe
neighborhood,

Explaining
a group
plan

Present
a planfora
groupproject.

Our Environment i,'j;J,.'.'"o
Thinking Green

Science

and
Nature

Review 5

P's:

p.s7

Theme:
Travel

Passport,
"o fl:il:,.:"."
please! FJj'i'J

Role-play
a dialogue
p. 59
withanofficerat
immigration.

Customsor
language?

Present
the
summarizing
conclusion
of a

debate.

Summarizing
Social
Studies andconcluding
arguments

P'63

Review 6

p.67

Pronunciation

p.69


Unit 1
Usingshortened
sentences
Unit 2
Paraphrasing
Unit 3
Apologizing
andexplaining
Unit 4
gooddelivery
Using
Unit 5

Complimenting
andcriticizing
Unit 6
Presenting
a review
Unit 7
Leaving
messages
Unit 8
Persuading
Unit 9
Getting
moreinformation
Unit 1O
Explaining
a groupplan
Unit 1 1
Givingprecise
answers
Unit 12
Summarizing
andconcluding
arguments
8


Field Trip

Listenand read.

Kwon:
Lucy:
Kwon:
Lucy:
Kwon:
Lucy:
Kwon:
Lucy:
Kwon:
Lucy:
Kwqn:

, Going on the field trip
tomorrow?
Yeoh.Andyou?
Sure.
Bettertoke o jocket
becouseit could get cold.
Reolly?Thought it wos supposedto
be worm tomorrow.
Don't think so. The weother
report soysit'll be cold ond roiny.
OK. Toking your notebookwith
you?
Yeoh,
better.We'll hove o test
obout whot we sow on the trip.
Test?
About the museum or the
oquorium?

Both. Thot's whot Mondy told me,
onyway.
Not much time for fun then, if
we'retoking notesoll doy ...
Guessnot.

I Answer the questions.
Where could you insert these words into the diologue to moke more complete sentences?

a You'd

b I

c we'd

d Are vou

e Is it

f There's

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

9


Using shortened sentences

you can use shortenedsentencesto speaKmone
When you anehavingcasualconversations,

In questionson statements,you
quickly.Don'tshortensentencesin writingonfonmalspeaking.
words beforethe mainvenb,adverb,adjectiveon negative:
can skipunstnessed
(Are you) Going?/ (You'd)Betten / (l) Don't think so./ (ls it) For me?

Listenand repeat,Thenwork with a classmateand take turns sayingeach
sentenceusing the words given.
1

Going on the field triP tomorrow?

closs outing, groduotion triP
next week, next month

2

Bettertoke o iocketbecouseit could get cold.

on umbrello roin

3

Thought it wos supposedto be worm tomorrow.

cold,roiny, cloudy

4

Toking your notebookwith You?

textbook, bockpock, cell Phone

1

to.mor.row

1

The weother report soysit'll be cold ond roiny.

2

jack.et

2

We'll hove o test obout whot we sow on the trip.

3

sup.posed

3

About the museum or the oquorium?

4

note.book

5

a.quar.i.um

6

an.y.way

Whenu followse or I in a word,it usually
sound(mu'se'um,
makesitsown syllable
a.quar.i'um).


Put the dialogue in the correct order. Then listen and practice
it with a classmate.
Tom:

Oh yeoh. And they hove o gome tomorrow.

Don:

It's going to be fun. He'smissingout!

Tom:

OK. Think Brettwill be going too?

Don:

Yeoh.Bettertoke somesunscreenbecouseit's going
to be reolly hot tomorrow.

Tom:

Going on the field trip to the beoch?

Don:

Don't think so.He'sin the bosebollteom.

Preparea dialogueabout going on a field trip.
Useshortenedsentencesin your dialogue.
Useful
words

aquarium museum observatory
wildlifepark theater

r Presentyour dialogueto the class.

i1

1


1

]ock ond Coseyore tolking obout o field trip.

2

The field trip is tomorrow.

@.;i Folse
True/ Folse

3

|ock tells Coseyto toke o comero on the field trip.

True / Folse

4

Therewill be someinterestingonimols to seeon
the field trip.

True / Folse

5

They ore going skiing in the mountoins.

True / Folse

6

Coseyhos been to the wildlife pork before.

True / Folse

Work with a classmate.Ask about the field trip your classmateplanned in
Activity F on page 11 and write the answers.
Whot kind of triP is it?

When ore you going
on the trip?

Whot do You need to toke
ond whY?

Whot will the weother
be like?


TercibleWeather i

E-Estem
and read"
Peoplein different ports of the world hove
found mony woys to live with extreme
weother.A good exomple is the plocesin the
world thot experiencetropicol storms.People
living in theseplocesbuild strong foundotions
for buildings to withstond strongwinds. They
olso build living oreoshigh obovethe ground
to ovoid floods. Stormscon olso cousehuge
woves,so citiescloseto the oceon con be

shieldedwith big seowolls colledlevees.

Teqcher: So,you've reod the possoge.Who'd
Iike to tell me quickly whot it wos
obout? Go oheod, Nick.
Nick:
Bosicolly,someplocesin the
world get terrible weother.For
exomple,there ore somewoys to
survive in plocesthot get tropicol
storms.Strongfoundotions protect
buildings from winds. Living high
up con sovepeoplefrom floods.
Leveescon protect citiesfrom big
wovesin storms.

l]:

a
I

2

Answer the qr,restians.
How is Nick'sexplonotionthe someos the possoge?
How is Nick's explonotion different from the possoge?
13


Paraphrasing

To panaphr"ase
meansto nestateinfonmation
usingyour own wonds.Paraphrasing
is a good
wayto summanizeinformationand showyou undenstand
it well.
' Takenoteswhileyou listenor neadto get the most impontantinfonmation.
'

Usethe notesto expnessthe infonmation
usingwords and sentencesyoufeel comfontable
using-don'ttry to copysentencesexactly.

'

Changesome nouns,venbs,adjectivesand sentencestylesbut keepthe same meaning.

Listenand repeat.Thenwork wath a classmateand take turns sayingeach
sentenceusing the words given.
1

Who'd like to tell me quickly whot it wos qbout?

porophrose,summorize

2

Someplocesin the world get terrible weother.

countries extreme

3

Thereore somewoys to survive in plocesthot get
tropicol storms.

typhoons, tornodoes, snowstorms

4

Strongfoundotions protect buildings from winds.

eorthquokes,typhoons

Listenahd repent.Thenunderlinethe stressedsyltablesfor e h vnord

1 ex.treme

1

Stormscon olso cousehuge woves.

2 e x . p e r . i . e n ce

2

Living high up con sovepeoplefrom floods.

3 trop.i.cal

3

Leveescon protect citiesfrom big wovesin storms.

4 foun.da.tions
5 pro.tect
6 cit.ies

Whenwordsend in -fion,the syllable
beforethisisusually
stressed(forexamplefoundation,
infornstion,celebration).


Readthe paragraphand completethe paraphraseusing words from
the box.
,_r4i

j

:f!:E:::jro

exomple

o?r:iri{

Js

woys

speciol

sofer

inside

using

,

Peoplein very cold plocessurvive despite
severeweother.Housesin the for north
ore well insuloted to keep heot in, ond the
windows often hove two pones of thick gloss.
The roofs ore designedto moke snow slide off.
Snowploughs removesnow from roods, ond
choins ore wropped oround cor tires to stop
them from sliding on icy roods.
Parophrose
Bosicolly,there ore (t)

to live in very cold ploces.Good insulotion ond

double window pones keepthe heot (2)
(4)

houses,for (r)

roofs keepthe snow off them. (s)

snow ploughs ond

tire choinsmokesdriving on roods(e)

Work with a classmateand paraphrasethe paragraph.
A drought is on extreme form of dry weother
over o long period of time. There ore o voriety of
woys to live through times of drought. Formers
con use irrigotion-chonnels ond pipes-to bring
woter in from rivers or lokes.Peoplecon reduce
their woter use by recyclingthe woter they use for
woshing ond cleoning, ond by instolling woter
tonks to collectroin woter.

, Presentyour paraphraseto the class.

F i r sut n d e r l i nt e
he
keyinformation
fromthe
passage.
Thenchange
s o m en o u n sv,e r o sa n o
whereyoucan.
adjectives


Readthe description.Work with a classmateand
paraphrasethe paragraphusing your own words'

For thousonds of yeors, people hove used wool for worm
clothing. However, wool is not woterproof. Now there ore
new moteriols which ore light, woterproof ond windproof,
like Gore-Tex. Some people like to weor Gore-Tex clothing
becquse it keeps them worm ond dry. Gore-Tex olso hos
the obility to "breothe," ollowing sweot to escopewithout
ollowing woter in.

Listenand take notes. Useyour notes to preparea paraphrase.

Preserityour paraphrasefrom Activity I to the class.


Sayeach rd. Thenwrite the number of syllablesand underline
the stressedsyllable.
I

cities

tomorrow

tropical

foundations l

i

extreme

supposed

protect

aquar ium

Say each sentence. Then underline the stressed words.

1
2

Stormscon olso couseterrible flooding.

3

Seowolls con protect citiesfrom huge wqvesin storms.

4

About the oquorium or the wildlife pork?
Work with a classmate to complete the conversation about going on a
field trip. Then practice the conversation together.
SpeokerA: Going

SpeokerB: Certoinly om.
SpeokerA: Of course.Better

SpeokerB: Reolly?I thought it wos supposedto be

SpeokerA: Doubt it.

SpeokerB: oK.
SpeokerA: Yeoh,better.

17


Readthe passageand take notes.Then
presenta paraphraseto the class'

Typhoon Tip wos the biggestond
most intensetropicol cycloneever
recorded.It grew out of stormsin the
north-westernPocificOceon in 1979,
ond ropidly becomeo truly mqssive
typhoon: ot its peok it wos olmost
holf the sizeof the United Stotes.
Fortunotelythe storm weokened
beforeit Ionded in |opon. It coused
floods ond o lot of domoge to fishing
boots, but ot its full strength it might
hove cousedo lot more destruction.

Notes

Listenand take notes.Then paraphrasethe important information
to a classmate.

Notes

Sorry I'm late!

Listenand read.
Yumiko: Good morning-sorry I'm lote.
Teocher: Come in, Yumiko. Where hove
you been?It's 10:30.Clossis
neorly over.
Yumiko: I'm sorry I didn't get here on
time. The thing is my fother
fell ond hurt his leg this
morning.
Teqcher: I'm sorry to heor thot, Yumiko.
Let'shope your fother is
OK soon. Do you hove your
homework for me?
Yumiko: Uh, octuolly,no ...
Teocher: I con understondwhy you ore
Iote, but whot hoppenedto
vour homework?
Yumiko: Thot's becousewith oll the
confusionthis morning, I
forgot to put my books ond
foldersin my bog.
Teocher: Hm. Well, I expectto see
your homework first thing
tomorrow.

r Followthe instructions.
Underlinethe ports of the conversotionwhere someonesoys"sorry."Which "sorry" seems
to be different from the others?

Circle the ports of the conversotionwhere reosonsore given.
19


A p o l o g i z i n ga n d e x p l a i n i n g
When you needto sayyou anesonryaboutsomething,it is alsoimportantto givea reasonon
explanation.
You can
. apologizeby saying Sorry, Sorry I'm (adjective)or Sorry I didn't (action).
.

start a neasonor explanationwith Thats because...or The thing is ....

Listenand repeat.Thenwork with a classmateand take turns sayingeach
sentenceusing the words given.
1

I'm sorry I didn't get here on time.

do mv homework. come to school

2

The thing is my fother fell ond hurt his leg.

my mother is sick, our cor Lrrokedown

3

Let'shope your fother is OK soon.

mother, ount, grondmother

4

With oll the confusion this morning, I forgot
to put my books ond foldersin my bog.

homework,proiect,notes

Listen and repeat. Then underline the stressedsyllable for each word
and the stresseduuordsf*r the sentences.

20

1

near.ly

2

home.work

2

Where hove you been?

3

hap.pened

3

Do you hove your homework for me?

4

c o n . f u . si o n

5

for.got

6

fold.ers

Good morning-sorry I'm lote.

In somespecial
lsis
expressions,
('thethingis"),but in normal
stressed
useit is usually
unstressed.


Completeeach phraseby matching the two parts.
Then listen and practicewith a classmate.

1 Wellthe thing is,iJ l
.i

2
3

I'm sorry to i.
^
-,
\
)ee,li
I

4

Thot's becousemy

5

I'm sorry I i

'\j

j

a

heor thot.

b

wonted to go but I couldn't.

c

didn't coll you yesterdoy.

d

I'm going to be very busy tomorrow.

e

brother wos using the phone oll doy.

Usethe table below to help you plan a dialoguewhere someoneis apologizing
and giving explanationsto a friend.

Setting:

Chorocter1:

Chorocter2:

-*--t

Why is Chorocter1 opologizing?

Whot qre the explonotions Chorocter 1 gives?

1

1

I

I

Remember
to usethe
you learned
expressions
to start
apologies
andexplanations.

Presentyour dialogueto the class.


Listenand completethe dialogue.

Kiki:

Hi Yoo.You look o little (t)
Whot's up?

Yoo:

Did I tell you we hove on (2)
student in our closs?His nome is Tom.

Kiki:

Yeoh,sure.Whot's the (3)______

Yoo:

Well, during closshe keepsinterrupting the teocher
to osk (4)___
the teocher (5)_ ____

?

I think it's moking
_-_, but Tom doesn't seem to notice.

Kiki:

See,the thing is, in some countries it's OK to osk o lot of questions in closs.

Yoo:

You ond I know thot it's o bit (e)

Kiki:

Well, you could tell him how it's sometimes(z)

here.How con I help him?
to interrupt

the teocher.
Yoo:

Do you think thot would be enough to help him (a)

Kiki:

Well, you could tell him to (e)

the other students ond try to

copy the woy they do things. Moybe thot would help him (10)
how to interoct in closs.

r Work with a classmate.Taketurns asking and answeringthe questions.
1

Whot is Yoo'sproblem?

2

Whot two suggestionsdoesKiki moke?

3

Which suggestiondo you think Yoo should follow?

4

Why do you think Yoo should follow thot suggestion?


A SaferSchool

Listenand read.
What could be done to moke your
school safer?
In my opinion, my schoolwill be soferif o new
spqceis found for studentsto ploy boll sports.
Currently studentsploy soccerond boseboll in
the moin yord. This is where oll the students
go during recessand lunch breoks,even if they
ore not ploying gomes.
Studentscon get hurt if they are occidentolly
hit by o soccerboll or boseboll.The school
would be soferif studentsployed boll sportsin
o ploce owoy from the moin yord.

I think my schoolwill be sofer if there ore more
teocherson duty during recessond lunch.
At the moment, there ore two teocherson
duty during thesetimes. Thereore not enough
odults to wotch the students.
Bullying is o problem ot my school,ond it
usually hoppensduring recessin the school
yord. If there were more teochersoround, it
would put on end to bullying.

r Answerthe questions.

1

Whot ore the three moin ports in eoch response?
Whot doeseoch port focuson?

2

When do the speokersuselong pousesin their response?
23


U s i n gg o o d d e l i v e r y
Deliverymeansthe way you speak,how fast and where you use pauses.Gooddeliveryis
For gooddelivery
importantduningformal speaking.
especially
. don'tnushand try to speakat a nonmal,relaxedpace.
. use cleanpauses[1-2 secondsJ
after phnasesand sentences.
.

between
planthe differentpantsof your answenand pauseslightlylongen[2-3 secondsJ
the main parts.

Listenand repeat.Thenwork with a classmateand take turns sayingeach
sentenceusing the words given.
My schoolwill be soferif o new spoceis found for
studentsto pioy boll sports.

exercise,woit for the bus

2

This is whereoll the studentsgo during recess.

of lunch breok, ofter school

3

At the moment, there ore two teocherson duty during
thesetimes.

no, seven

Listenand repeat.Thenunderlinethe stressedsyllablefor eachword
and the stressedwords for the sentences,

1

space

2

soc.cer

3

re.cess

4

aq.ci'den.tal.ly

5

du.ty

6

bul.ly.ing

I think my schoolwill be soferif there ore more
teocherson duty.

2

Bullying is o problem ot my school.

3

It usuolly hoppensduring recessin the schoolyord.

an
whenwe communicate
Sometimes
o p i n i o nw, e s t r e stsh e p r o n o u n
U t h i n k. . . ) .

24

Mark the placeswhere there should be short pauses(/) or
longer pauses(//). Then listen and practicewith a classmate.
How con school buses be mode sofer for students?
"': In my opinion, ( ) oll schoolbusesshould hove seotbelts, (__) ond students
should be mode to weor them. (--) At the moment, there ore olmost no seotbelts
on buses,(__) ond studentscon get up ond move oround. ( __)
Sofetyis importont on schoolbusesbecqusethere ore so
mony students,(_) ond the bus con move or stop very
suddenly.(--) Studentscon get hurt if they foll. (_ _)
The buseswould be much soferif there were seotbelts,
(--) ond studentsshould hove to use them at oll times.

Think about something you would like to be made safer at your school.
Describeit and say why it needsto be safer.

C

B

Soy how the problem con be fixed
to moke your school sofer.

Describethe problem.

Presentyour responseto the class.

Markoauses
between

phrases
andsentences
using(/).Whenyouspeak,
pause
s l i g h t llyo n g e r
betweenthe mainparts.