IGCSE-FLE-Coursebook-3rd-Edition

Part Ideas:
art, science, technology

* This unit practises Unit 16: Speaking and Listening
coursework role
plays and talks, and 1 Volunteer to read aloud a paragraph of the short text below.
looks at rhetorical
style and delivery in 2 Is it possible this could be an impromptu (unprepared) talk on clouds
presenting spoken by someone interested in the topic? List in two columns, as below, the
arguments. evidence for it being a written or a spoken text. Examples have been given.

Written Spoken

Adapted from Times Educational
Supplement, 15th J une 2001.

W hat's the weather Eleven-year-old Luke Howard was attempted to create clouds by cloud
like where you are? entranced by these displays and became seeding - dropping condensation
Chances are there's a a keen student of the young science agents such as dry ice from aeroplanes to
of meteorology. Twenty years later, he encourage nascent clouds to form.
cloud somewhere on your horizon - a made the first internationally recognised
classification of clouds. Artists, too, have found inspiration in
collection of millions of microscopic the clouds - Wordsworth wandered
Suddenly the sky was fu ll of cirrus (high, lonely as one, Shelley named a poem
water droplets formed as moist air rises, threadlike cloud) and stratus (low, layered after'the daughter of earth and water
cloud), nimbus (rainclouds) and cumulus and the nursling of the sky'. while Turner
cools and expands. If the cloud is dense (low, puffy cloud). By combining these and Constable captured t heir f1eeting
Latin names and grouping them by the likenesses on canvas.
enough, it rains. If it's cold enough, it height at which they occurred, Howard
came up with a 10-point system for Whether you are under one, on top of
snows. And if it's low enough, we call identifying clouds. one or have your head in one, clouds,
like our moods, are ever changing. And
it fog. Some countries may be sick of the sight perhaps that is the beauty of them.
of them, but drought-stricken areas
But until 200 years ago, people didn't are crying out for a bit of cloud cover.
know what to call them and the f1 uffy Scientists in the US and Russia have
things that passed overhead were known
by their resemblance to things such as
mare's tails or mackerel's scales.

In 1783, huge volcanic eruptions in
Iceland and Japan produced spectacular
sunsets across the northern hemisphere.

142 Part 4 o Ideas

Some stylistic features suggest that a speech has been written in advance:

* unusual or technical vocabulary (nascent)
* triple structures (under one, on top of one or have your head in one)
* use of parenthesis
* imagery (crying out)
* alliteration and assonance (mare's tails or mackerel's scales).

Genuinely informal, unprepared speech is likely to contain the following:

* colloquial expressions (fluffy things)
* non-sentences
* contractions and abbreviations
* personal address
* sentences starting with And and But
* idioms (sick of the sight of).

3 The class is going to play a semi-impromptu speaking game. Your teacher
has written some noun words/phrases on slips of paper and put them
into a box. One by one you will pick a slip at random and spend 2 minutes
thinking of what you will say about the subject. You may write very brief
notes. A time-keeper will tell you when to begin addressing the class, and
the aim is to keep talking for 2 minutes, when you will be stopped.

Use as many relevant ideas as you can think of, give lots of examples,
and mix description and information in your presentation. You can be as
humorous as you wish! Here are some examples of the kind of topics you
could get.

teddy bears junk sharks
snow picnics bungee jumping
bananas jungle computers
Olympic Games fishing space travel
spiders global warming grandparents

Although most formal speaking is planned, scripted, rehearsed and/or aided
by notes, the delivery of a public speech should sound spontaneous and
authentic. Written prompts shou ld therefore be as discreet as possible. Look
at your audience while you are speaking. Everyone knows that newsreaders
and politicians read from an autocue - and may not have written their own
speeches anyway - but these speakers keep eye contact with the audience as
a way of winning trust. Two minutes is a long time when speaking, and needs
a surprising amount of material.

Unit 16 o Speaking and listening 143

Remember that your Imagine you are a famous real person, dead or alive, male or female. You
listening as we ll as are aloft in a hot-air balloon basket over the Himalayas, with other famous
your speaking ski lls people. The balloon begins to lose height and descends rapidly towards
are being assessed. the snowy peaks. Some of you have to be thrown out in order for the
For a top-band mark balloon to rise again and for the rest to be saved.
(9 or 10) you must
argue persuasively Quickly decide who you are, and why you are of value to the human race.
but not aggressively; One by one around the class, argue why you should stay in the basket. You
act confi dently as have 2 minutes to justify your past, present and future existence.
group leader; refer
back to previous Here are examples of the kind of characters you could role-play: Mozart,
points; move the Mother Teresa, Shakespeare, Einstein, Elvis Presley, Pythagoras, Picasso,
discussion forwa rd;
listen without Ghandi, Simon Bolivar, J. K. Rowling. The teacher will decide whether to
interrupting; consider
the views of others. throw you out on the basis of how persuasive your speech is.

Desert island role play During this role play in groups of four or five,
your teacher will circulate around the classroom without intervening and
judge the quality of your contribution to your group discussion during
each of the stages. Remember this includes listening as well as speaking
skills. This project may take several lessons to complete.

a Stage 1: You were on a school trip and your plane crashed on an
uninhabited island. No adults survived. It is now two days later. You
have explored the island and are reporting your discoveries to your
group so that a full-page version of the map below can be labelled with
the following:

compass point
ii geographical features (e.g. springs, forest, cliffs, reefs)
iii important places (e.g. a lookout post, swimming area, bog)
iv food sources (e.g. fruit, wildlife, hunting and fishing areas)
v places to build a camp and to light a signal fire
vi name for your island.

b Stage 2 : You realise you may be on the island for some time and need a
leader. Each of you should argue why you think you would or would not
make a good leader. Agree on a method and select a leader.

144 Part 4 o Ideas

c Stage 3: Several things need to be done:

* build a camp * find a source of water
* protect yourselves from danger * make escape or rescue possible
* ensure a regular food supply * collect fuel for a fire.

Jobs and responsibilities must be adopted by each member of the
group. Discuss and decide who will do what.

d Stage 4: It is Day 5. You realise that, unless you have some rules and
punishments, people will not behave in an acceptable way or do their
jobs. Discuss and agree on a list of 10 rules and on the punishments for
breaking those rules.

e Stage 5: It is Day 10 and you have become bored. To help pass the time,
you agree to entertain each other around the evening campfire. After
a few minutes' thought, take turns to tell a short story. (It need not be
long or original. It could be an urban legend - i.e. a short horror story
which is passed around orally and which people claim happened to
someone they know - or the plot of a film or book, or a joke.)

f Stage 6: It is Day 15. A dramatic incident is about to happen. Your
teacher will call your group in turn to the front of the classroom, ask
you to sit down and close your eyes, explain the situation you are now
in, then tell you to start an improvised drama. Remember the things
that have already been agreed in your group and refer to them: rules,
responsibilities, island features, food supplies, and so on.

Here are possible scenarios.

* Someone has seen something terrifying in the trees.
* Some food has gone missing.
* There is a medical emergency.
* There is a quarrel about the leadership.
* A ship/plane has gone by because the signal fire was out.

g Stage 7: It is Day 30. You have been rescued and are about to give a
press conference back in your home town. Discuss and decide exactly
how you escaped or were rescued. How do you feel about your month
on the island?

Stage 8: You will not only give a press conference yourselves but

also play the part of journalists to interview another group. Plan the

questions and who will ask them. Ask at least one question each. Here

are some questions you may wish to ask (and may need to answer), but

add more of your own.

* Can you tell us exactly how you got away from the island?
*
* What were your main problems during the month you were there?
Were there any casualties or illnesses during your time on the island?
** Do you think your relationships with each other have changed?
What do you think you have learned from this experience?

Stage 9: After you have given your press conference, your teacher
will give feedback on the general performance of the class during the
project, say which was the best group, and award a Speaking and
Listening mark out of 10 to each student.

Unit 16 o Speaking and listening 145

6 Your teacher will read the speech below or play a recording of it. Listen to
it, without reading the text yet.

Dr Martin Luther KingJr addresses a crowd of200,000 in Washington DC in 1963.

I have a dream

... I have a dream that one day on the red hills of Georgia the sons of slaves and
the sons of former slaveowners will be able to sit down together at the table of
brotherhood. I have a dream that one day even the state of Mississippi, sweltering
with the heat of injustice, sweltering with the heat of oppression, will be transformed
into an oasis of freedom and justice.
I have a dream that my four little children will one day live in a Nation where
they will not be judged by the colour of their skins, but by their conduct and their
character.
I have a dream that one day in Alabama, little black boys and little black girls will be
able to join hands with little white boys and little white girls as brothers and sisters.
I have a dream that one day every valley shall be exalted, every hill and mountain
shall be made low, the rough places will be made plane, the crooked places will be
made straight.
This is our hope. This is our faith that I go back to the south with. With this faith,
we will be able to hew out of the mountains of despair a stone of hope. With this
faith, we will be able to transform the jangling discord of our Nation into a beautiful
symphony ofbrotherhood. With this faith, we will be able to work together; to go to
jail together; to stand up for freedom together, knowing that we will be free some
day ...
Martin Luther KingJr was assassinated in April 1968.

146 Part 4 o Ideas

..

7 Discuss as a class what impression the speech made on you from just
listening to it. Did you notice any use of rhetoric? Which words/phrases do
you remember?

8 Now look at the text. With your partner, find the rhetorical devices of
structure, vocabulary and imagery. List the words/phrases you have found
and describe the device each represents.
For example: 'I lwtve liT drel!Tm1 - repetitiovi, of title

9 If you were directing this speech to be delivered in a film, what
instructions would you give the actor playing Martin Luther King?
With your partner, decide where and how the actor should include the
following:
a pauses
b tone and volume changes
c pace changes
d emphasis on certain words
e body language.

10 Write your own I have a dream speech about a social, political or
intellectual issue which really matters to you (e.g. animal rights, universal
peace or free education for all). Make it about one and a half sides long.
Record your speech.
Your teacher will play everyone's speech back to the class. Think about
what grade you would give each speech, and why. Your teacher will award
assessment grades, with references to the exam criteria.

The first considerations when preparing a public speech are

* Aim - What is the goal? (It is usually to convince, and may or may not be to
* enterta in as well.)

Audience - Who are they, how many of them are there, and why are they

* there? How much do they already know? What are their expectations?
Context - How long have you got? How formal is the occasion? Is humour
appropri ate?
The next three aspects to be considered are

* Content - Select strong points, enough but not too many; make them

interesting, relevant, supported and ordered (and sometimes entertaining or

* original); develop each idea without spending too long on it.
Style - Use precise words, not those meant simply to impress; use devices to

* make you sound well informed and passionate about the issue.
Delivery - Speak more slowly than you normally would; vary pace and tone
of voice; think about timing/pausing.

Unit 16 o Speaking and listening 147

11 Your class is going to hold a formal debate. Your teacher will assess
everyone's contribution as a speaker and listener. Follow the procedure
below.
a As a class discuss and decide on a motion (subject for the debate) . Your
teacher writes the motion on the board in the form This House believes
that ...
b The class divides into four groups, with 3-4 students in each. (If the
class is larger than 16 students, make six groups.) Half are told they are
to speak for the motion (proposers), the other half against (opposers).
c Each group elects a speaker to deliver the group's contribution to
the debate. The speaker collects and records the ideas of everyone
in the group in note form. Remember, it doesn't matter whether you
personally agree with the side you are presenting.
d The group selects the best points and finds support for them, with
statistics for example. It is a good idea to try to predict the points the
other side will make so that you can counteract them. The group agrees
on the best order for the points.
e The elected speaker rehearses the speech quietly to his or her own
group, and as a result improves it stylistically and structurally and
adjusts the length. Formal language is used in debate speeches, which
begin Ladies and Gentlemen ...
f The debate is conducted, with the teacher as chair, in this order: first
proposer, first opposer, second proposer, second opposer, and so on.
g While the rest of the class - the 'floor' - listen, they are assessing the
quality of the arguments and thinking of possible questions to ask
when all the speeches have been delivered.
h The chair asks if there are any questions from the floor. You can ask
the relevant speaker for clarification of a point or challenge his or her
claims with a counter point or contradictory evidence. The speaker
answers your questions and challenges briefly.
i The chair calls for votes for the motion, votes against the motion
and abstentions. Vote according to the quality of the arguments and
delivery, not according to your own views or friendships. Only abstain
if you think both sides are equal. The teacher counts hands and
announces the result of the debate.

148 Part40ldeas

12 Prepare and give a talk abouts minutes long on a special interest. Your
aim is to convince your audience of classmates that this is something
which they too should get involved in.
Once you have prepared your talk - by planning the content, finding
examples, and ordering it - practise the delivery in your head or to your
partner and then perform it at the front of the class. Be prepared to answer
questions at the end.
Your teacher will assess your speaking skills in this context for coursework
(or the talk can be practice for the conversation task in the exam).

When you give a talk, your audience should be gripped from the start. Don't begin

And today I'm going to talk to you about ... Listeners should also know when

you've come to an end. Try to leave them with something to think about. You can
refer discreetly to prompts, but don't read from a script or cards. Make eye contact
as often as possible. Don't wave your arms about or pace up and down. If you
are given advance notice, realia and visual aids can add to the effectiveness and
interest of your talk.

a Write a self-evaluation, of about one side, of your specia l-interest talk after
you have given it. Comment on the following:

* initial difficulties or decisions taken when planning/selecting content
* whether it went according to your expectations
* how the audience reacted
* how it compared to the talks of other students
* how you would do it differently another time.

b Listen to a political/parliamentary speech, or an extract from one, on radio

or television. There are usually several on every news programme. List all
the rhetorical devices you can identify, think about which ones particularly
influence the listener, and judge the effectiveness of the speech/spea ker.
c Imagine an argument between two speakers: A, who strongly supports the
idea of genetic engineering, and B, who is opposed to it. Script a dialogue of
one and a half sides, using A and B in the margin to identify the speakers,
which covers the arguments for both sides. Use emotive language and the
rhetorical devices you consider most effective.

Unit 16 o Speaking and listening 149

List of terms

abbreviation shortened form of a word, e.g. Dr informative transactional text containing data
acronym word formed from the initial letters of words in a logo sign representing an organisation or company
main clause principal clause of a complex sentence, which
phrase, e.g. laser (light amplification by stimulated emission
o f radiation) can be a sentence in its own right, e.g. After he had supper,
alliteration repetition of the initial letter in neighbouring he went to bed.
words, e.g. dark dank dungeon metaphor comparison without using as or like which uses
antithesis words balanced to create contrast one or more words in a non-literal way, e.g. The ship
argumentative tries to convince that a particular attitude to ploughed through the waves.
something is the correct one mnemonic tech nique for remembering something
assonance repetition of the vowel sound in neighbouring monologue speech by one person
words, e.g. deep sleep narrative tells a story
autobiography account of a person's life written by him/ non-fiction believed to be true
herself nuance subtle difference in meaning
biography account of a person's life written by someone else obituary summary of somebody's life published upon his or
blurb publisher's brief description of a book printed on its
back cover her death
brainstorm record of immediate thoughts and associations onomatopoeia word which sounds like its meaning, e.g.
for a particular topic
chronological arrangement of events according to the time of rustling
paraphrase express the same thing differently
occurrence parenthesis grammatically non-essential part of a sentence,
clause group of words containing a finite verb
cliche well-known and overused phrase, e.g. Once upon a time indicated by a pair of punctuation marks
climax point of greatest intensity in a text personification describing things as if they were people
collate collect and combine information from two or more phrase group of words which does not contain a finite verb
plagiarism stealing the writing or ideas of a nother and
sources
colloquial everyday spoken language presenting them as one's own
complex sentence sentence consisting of one main clause plot main events in a narrative
prefix one or more letters added to the beginning of a word to
and one or more subordinate clauses, e.g. After he had
supper, he went to bed. make a new word, e.g. unhappy
compound sentence sentence formed from two simple propaganda text which attempts to persuade others to adopt
sentences using and, but, so or or, e.g. He ate supper and
he went to bed. a particular political or religious viewpoint
connective conjunction word used to form compound or register level of formality or genre of expression, shaped by
complex sentences, e.g. but, although, since
connotation additional implied meaning context
context surrounding parts or setting of a text reported speech speech which is reproduced indirectly,
descriptive enables the reader to visualise something
dialogue spoken words between two or more people without inverted commas
direct speech speech reproduced exactly as it was spoken, in rhetoric language features designed to persuade
inverted commas scan reading of text to identify specific information
discursive discusses something informatively from different simile comparison using as or like, e.g. She was like a fish out
viewpoints
editorial newspaper or magazine editor's published of water.
comment on a topical issue simple sentence sentence consisting of a single main
euphemism tactful or evasive way of referring to something
clause, e.g. He went to bed.
controversial or distasteful, e.g. passed away, ethnic skim quick reading of a text to grasp its gist
cleansing spider diagram way of organising ideas with 'legs' attached
evoke call up a response
explicit stated clearly to a central 'body'
finite verb verb which has a subject standard English widely accepted form of English, without
genre category of speech or writing, e.g. narrative
gist main ideas contained in a text regional variations of grammar, which can be understood
imagery pictures created in words: see simile or metaphor by all users of the language
imaginative fictional or subjective structure order and organisation of content of a text
implicit implied though not plainly expressed style selection and organisation of language elements
inference deduction or conclusion which can be drawn from according to genre and individual user
subordinate clause clause of a complex sentence, generally
a text introduced by a connective, which cannot stand as a
sentence on its own, e.g. After he had supper, he went to
bed.
summarise reduce a text to its essential ideas
synonym word/phrase with the same meaning as another

I 150 List of terms

I:

Acknowledgements

The author and publishers are grateful for the permissions granted to reproduce texts in either the original or
adapted form . While every effort has been made, it has not always been possible to identify the sources of all the
materials used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to
include the appropriate acknowledgments on reprinting.
pp. vi-viii Material from the 0500 syllabus is reproduced by permission of the University of Cambridge Local
Examinations Syndicate. The material is correct at the time of printing, but please refer to the CIE website (www.cie.
org.uk) for the most up-to-date version.
p. 2 'A circuit ofCorsica' by Paul Theroux, from Atlantic Monthly, 1978. Used by permission.
p. 3 'Cape Town' reproduced by permission of SA-Venues.com
p. 4 Pole to Pole by Michael Palin, published by Weidenfeld & Nicolson, an imprint of The Orion Publishing Group,
London. Copyright © Michael Palin, 1995
p. 9 'The big chill' (Walter Ellis), Sunday Times, November 2000; p. 12 'A rock and a hard place' (Peter and Leni
Gillman), Sunday Times, December 1995; p. 46 'Rescuers find trapped student cavers alive' and p. 138 'Safe landing'
(Charles Bremner), The Times, May and August 2001; p. 77 'His life was cloaked in myth and legend' (Simon Sebag
Montifore) Sunday Times, March 2000; p. 113 'The sixth sense' (Kate Rew), Sunday Times, April 2001; p. 115 'One
man and his sub' (Nicholas Brautlect), Sunday Times, February 200 l; p. 125 'Scientists prove that we make our own
luck' (Simon Trump and Tim Robbins), Sunday Times, June 200I©
NI Syndication
p. 14 Logo and text used by permission of The Duke of Edinburgh's Award International Association
p. 15 www.hanglide.com
p. 21 Extract from My Family a11d Other Animals by Gerald Durrell reproduced with permission of Curtis Brown
Group Ltd, London on behalf of the estate of Gerald Durrell. Copyright © Gerald Durrell 1956
p. 23 Extract from A Sound ofThunder by Ray Bradbury, Colliers Magazine, vol. 13 no. 10, October 1952. Reprinted
by permission of Don Congdon Associates Inc. (c) 1952 by Crowell Collier Publishing, renewed by Ray Bradbury
pp. 35, 11 9, 120 used with permission of Cyprus Weekly
p. 36 Cyprus Mail
p. 38 'Culture shock of campus life' by Jane Pearson, published in The Guardian Weekly, 13 April 2000. Used by
permission of the author.
pp. 40, 127, 128 Copyright 2001 Reuters. Reprinted with permission fro m Reuters
p. 42 'There's more to a pair of jeans than you thought (Fran Abrams), Guardian Europe, May 2001; p. 84 'The joys
ofjogging' (Emily Wilson), Guardian, September 2000; p. 108 'Oh the hell we rock fans put up with' (Anushka Ast-
hana), Observer, June 2006; p. 135 'The real meaning of health' (john Collee), Observer, December 1990, Copyright
Guardian News & Media Ltd
p. 49 ABCNEWS VideoSource
p. 56 Extract from The Roadfrom Coorain: an Australian Memoir by Jill Ker Conway, 1989, published by W illiam
Heinemann Ltd. Reprinted by permission of the Random House Group Ltd and Alfred A. Knopf, a division of
Random House Inc.
p. 57 www.800padutch.com
p. 73 Biography from the official Roald Dahl website www.roalddahl.com, by permission of David Higham Associ-
ates
pp. 75, 86 used with permission of The Associated Press Copyright© 2009. All rights reserved.
p. 78 Nicholas and Alexandra by Robert K. Massie, published by Phoenix, an imprint of The Orion Publishing
Group, London
p. 89 We thank the British Red Cross for authorisation to use the red cross and red crescent emblems, and their ap-
peal letter. Appeal letter copyright the British Red Cross.
p. 92 Text and logo used by kind permission of the Nerja Donkey Sanctuary www.nerjadonkeysanctuary.com
p. 93 As I Walked Out Once Midsummer Morning by Laurie Lee (Penguin Books, 1971) copyright© Laurie Lee,
1969. Reproduced with permission of Penguin Books Ltd

Acknowledgements 151

p. 94 "Saturday, May 2, 1992" extract from Zlata's Diary: A Child's Life in Sarajevo by Zlata Filipovic, translated by
Christina Pribichevich-Zoric (Viking 1994, first published in France as 'Le Journal de Zlata' by Fixot et editions
Robert Laffont 1993). Copyright © FLxot et editions Robert Laffont, 1993. Reproduced with permission of Penguin
Books Ltd and Viking Penguin, a division of Penguin Group (USA) Inc.
p. 96 Extract from The Woman in Black by Susan Hilt published by Vintage© Susan Hill 1983. Reproduced by
permission of Sheil Land Associates Ltd.
p. 97 Extract from 'The Wasteland' reprinted with the permission of Scribner, a Division ofSimon & Schuster, Inc..
from Tales from a Troubles Land by Alan Paton. Copyright© 1961 by Alan Paton. Copyright© 1989 by Anne Paton.
All rights reserved. "The Wasteland" by Alan Paton from Tales from a Troubles Land. Publisher Charles Scribner's
Sons. New York, 1959.
p. 98 'Stopping by Woods on a Snowy Evening' from The Poetry ofRobert Frost edited by Edward ConneryLathem,
published by Jonathan Cape. Reprinted by permission of The Random House Group Ltd
p. 105 'Can it be right that 400 boxing fans are paying £6 to watch a schoolgirl fight?' April 2001, Daily Mail
p. 117 'The Daedelus Flight' adapted from 'Daedelus: The Long Odyssey from Myth to Reality' by Anthony Wight,
1988, © Yale-New Haven Teaches Institute
p. 121 Adapted from 711e Incas and their Ancestors: The Archaeology ofPeru by Michael E. Moseley, © 1992 Thames
and Hudson Ltd London. Reprinted by kind permission of Thames and Hudson
p. 142 Clouds (Harvey McGavin), June 2001, TES
p. 146 Reprinted by arrangement with The Heirs to the Estate of Martin Luth er King Jr., c/o Writers House as agent
for the proprietor New York, NY. Copyright 1963 Dr. Martin Luther King Jr., copyright renewed 1991 Coretta Scott
King
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Peanuts cartoons on pp. 75 and 81 reproduced by permission of United Features Syndication

152 Acknowledgements