Oxford University Press

Megan Webster & Libby Castaflon

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Book I

5.

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The authors would like to thank the teachers at the Southern Branch o{ the
Anglo-Mexican Institute in Mexico City, who so willingly piloted the
material lor Crosstalk and provided valuable comments {or the series.

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Illustrations by David Till, Anne Morrow, Carl Keighley
n'
tr
Photogruphs.by Lance Browne
rI
We ore gratelul to the following orgonizotions lor their help with
photographs:
Associated Newspapers Group Ltd., Berni Inns, Walton Street, Oxlord,
Camera Press, Columbia Pictures Ltd., The Cotswold Lodge Hotel,
Oxford, Daily Telegraph Colour Library, Dyson Perrins Laboratory,
University of Oxford, Mary Evans Picture Library, Keystone Press Agency
Ltd., The Ollicial Elvis Presley Fan Club, Mr. and Mrs. J. R. Parke, Radio
I
Times Hulton Picture Library, Royal College of Music, Scottish Health
.
Education Unit, Scottish Widows Fund and Life Assurance Society,
Spanish National Tourist OIIice.

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 Contents
Introduction
I Hello!
2 What is it?
3 You're luckY!
4 Guess who mY'hero' is
5 What's the matter?
6 Eating out
7 It's a bargain
B To let
9 BuYing a Pet
10 Take mY advice
iI Whio does what at home?
12 Avisit toLondon
13 The waY it was
14 Music I love
15 Getting to work
I
16 Strange encounters
17 Getting married
IB A stranger in town
19 What ut" ih;Y goiqg to do about it?
,o Are you a dreamer?
 Introduction
To the tecrcher
Book One provides ideas and material for conversation practice at
the elementary stage ol Ianguage learning. Its principal aim is to
bridge the gap between the language lesson and real world
encounters in the target language through spontaneous use of
language in natural or simulated situations. It is meant to be used
as a regular supplement to the textbook when the student has
learnt the structures needed {or a given session. These structures
are listed in the Teache/s Book to guide the teacher in his choice
at different stages of the syllabus.
The amount ol conversation which a student can sustain depends
Iargely on the number of structures he has acquired. Thus a brief
period of conversation may be anticipated in the lirst session, and
a gradual lengthening ol the conversation span as the student's
linguistic resources increase. If conversation practice is instituted
early and given regularly in the course, the student will gain an
operational command ol language at each level of learning which
will gradually lead to fluency and accuracy.
The re-use ol language items, which is the concern oI every
conscientious teacher, is implicit in conversation. Moreover, the
satisfaction experienced by the student on being able to respond
or voice his ideas in the target language, will increase his
motivation to learn.

To the student
This book is meant for students who are anxious to speak the
Ianguage in a natural way while they are learning it. It is designed
for adolescent and adult beginners, and is particularly use{ul Ior
those working towards examinations with an oral component such
as the Cambridge First Certilicate in English, as it demands
constant use oI the basic structures and provides practice ol a
wide range of everyday vocabulary and expressions.

Description oI the course

The cowse comprises three books for the elementary pre-intermediate,
and intermediate levels respectively. There are twenty structured
sessions in each book. The sessions have a stimulus to generate open
class discwsion and a transler. The latter may take the {orm oI small
gnoup discussion, role playing, problem solving or a game.
Each book has an accompanying cassette ol dialogues and passages.
The purpose of the tapes is twolold: to expose the student to a variety
of language and voices, and provide a situation to stimulate
conversation.
The Teacher's Book contains clear guidelines in methodology, a list
of the essential structures, tapescripts, and examples ol the kind of
conversation which can be expected in each session. The Teacher's

I
 Book, which covers aII three of the students'books in the series, is
an integral part of the course and will be particularly helplul Ior
those teachers who know the value ol conversation practice, but
are apprehensive about 'letting their students go', so to speak, at
the early stages oI language learning.
Although the sessions are roughly structured to Iollow a standard
basic language syllabus, the teacher need not ol course work
through the book, but can pick and choose according to the needs
" and interests oI the class. He should also be ready to adapt the
ideas in the book to meet the interests oI his particular group.
There is considerable variation of stimulus and transfer in order to
attract and hold the student's attention. In additi.on, the course
seeks to maintain a reasonable level ol cultural and educational
content.
 and'meet

w
2 Whatisit?
A Clcss gcme
Look at the pictures and the words
beside them. Then listen to the
sounds on the tape and guess
what they are.
t
a I 2 3
a
T t a
r llr I a bus a frogs cellos
a a T
T a
a
a
a
a
ffi*
EM
I
I
r
a
trcrin
I

ducks guitcrs

a a C
a I E
I a plcne Pigs violins
a a
r I
a a !

FZ 4 5 6

typewriter I motorbike rcln

r

watch a rocrd drill wind

a
r
,.
a
clock ! motor- fire
boct
a
a

\"
 B Group game
I What are these photographs of?
Can you guess? The answers are
in the box. Find them and write
them under the photographs.
Then check your answers with the
rest ol the class.

hat book
toothbrush cars
shoes telephone
Iemon bottle
chair bananas
forks Iootball
I

4 5

2 Choose a {amiliar object and

mime it to your group. The group
should guess and ask, 'Is it a . . .'
or'Isthata...?'
I think
I know
I don't know
Let me see
perhaps
3 6 I'm sure

El

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 3 You're lucky!
A Open class discussion 2 Now listen to the tape. Is your
dialogue similar?
I Here is only hall the
conversation between the man in
the lost property ollice and Mrs
Dexter. What is the other half?

Hello, is th<rt the lost ProPertY

ollice?

Ah. Is my suitccrse there?

?

My ncme's Nicole Dexter.

/' ?

It's 6 Green Squcre, London

w.2.
?

No, it isn't. It's smcrll.

?

It's blue with cr red hcndle.

?

No, it's old <rnd the lock's

broken.
a
I
i
Oh good!Thcrnk you.
B Role Plcying
Roles: Man in Lost Property Office
and person enquirtng ohout a lost
orticle.
I This is the form {or Mrs Dexter's
lost suitcase. LOST PROPERTY FORM

Name lhcob Oeann

Address 6, Qru!/1- ,'Syrane
/ol/aoN t/2

Articte z5a1{9a4e

Description rtr44 4Q+ a<t@<+q. a19fi. a apl

1a/4d,k. Qtd /q/e b-zofrut.

Fill in this Iorm lor yourlost

property. LOST PROPERTY FORM
r
Name
Address

Article
Description

,,'*{:! {E'f
2 Imagine you are at the Lost \{;
Property O{fice. Act out the Iight satcheP
conversation with the attendant round Ah...Letmesee.
ol the Lost Property Office. rectangular Well
square You're lucky.
3 Change roles. umbrella It's here
wallet I'm sorry
radio Oh dear!

L
 4 Guess who my'hero' is

A Open class discussion

I Look at the picture. Who is the
girls'hero', and where is he
Irom? Why do you think she likes
him? Give your opinion o{ him.
2 Listen to the tape and say why
the girl likes him.
3 What do you think of the people
in the photographs?

B o

_€:- @

t-
 B Group gqme
I Write down the information
about yourhero or heroine (your
idol or someone you admire).
Name.
Nationality.
Age
Occupation

2 Now take it in turns to guess

one another's "heroes" by asking
questions. For example:
Ishefrom...?
Howoldis...?
Ishe/shea...?(etc.)

handsome singer
good-Iooking musician
attractive politician
beautilul he'sso...
sexy Ilike...very
intelligent much
marvellous Idon'tlike...at
clever -t!
actor that's right
actress about twenty-{ive

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 5 What'sthematter?
A Open clqss discussion
I Look at the picture on this page.
Where are these people? What are
they doing? Say what they are d
wearing and describe them. LI
2 Listen to the tape, and
complete the lollowing
information about the patient:
Name \
Age \.
Whct pctient can do
Whct pctient cqn't do \
iffhy ccn't she?
\ 'l
3 Now talk about the patient, and
say what's the matter with her.

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 il B Bole plcrying
Roles: doctor ond patient.
I Work in pairs. Look at the
patient on the right. The doctor is
sitting on the patient's arm.
Decide on the patient's name and
age, what she can move, and what
she can't move. Then lill in the
inlormation in the space provided.
2 Make up, and act out, a similai
dialogue to the one on the tape,
about this patient.
3 Act out your dialogue in lront oI
the class.

uniform middle-aged
nightdress broken
stethoscope

NAME OF

iA6'Ert...rl'.ll,i
*
.,fi.Hie,nOF

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I
6 Eating out
A Open class discussion
I Fiona and Colin are eating out
today. Imagine, and fill in, the
missing part oI the conversation
between them and the waiter.
Wciter Here's the menu.
Fioncr Ah, thank you.
What's the soup ol the day?
Wcriter It's celery soup.
Fioncr ?

Woiter It's excellent

CoIin ?

Waiter Yes, the salmon's lresh

today.
Fiono I'dlike
Colin I'llhave
Wqiter Very good, Sir.
Wciter Anything to drink, Sir?
Colin
Wcriter Bed or white?
Colin
Wciter Very good, Sir.
Colin
Vt/qiter For dessert? Apple pie,
chocolate cake or ice-cream.
Fiona lwant--
Colin

2 Listen to the tape. Is your

conversation the same as theirs?
What do they order? What kind ol
wine does Colin ask Ior?

I like delicious
I don't like tasty
I want tasteless
I'd like fattening
I'11 have
 B Group discussion cnd
role plcying
I Below is a list ol dishes for a
? menu. Discuss where they should
be on the menu and put them in the
right place.
T-bone steqk Fried chicken
Red wine Consomm5
Grilled trout Whitewine
Rocst pork cnd CoIIee
cpple scuce Strcwberry
tl,t Onion soup g(tteau
Peoches cnd Bcked potctoes
crecm Peas
Ros6 Fresh salmon
Tomqto scl<rd Avoccdo sqlad
Teq

lF- ,ffi,nu
Soup
N /

Vegetables
and Salads

Fish
Desserts

Meat
Beverages

I Wines

e
2 Roles: Waiter ond customers
Place: Restourant
Prepare, and act out in front of the
class, a similar conversation to
the one you heard on the tape.
Ask the waiter about certain
dishes be{ore ordering them.
3 Talk about your {avourite food.

I
 i:l

7 lt's a bargain

Polenque Pockoge

Time: London - Mexico City Stonehenge Pockoge

12 hours (f'tane)

Hotel: Second class

Time: London - Stonehenge
2 hours (Bus)

Hotel: Second class

Weolher:Jury Hot, wet

Weother: Juty warm

Cost {700

Cost: t4r

I
I\AEXICo
i

lvlwico
Cty

Mochu Picchu Pockoge

Time: London - Lima

Hotel

PERU
Weother:

Livna
Cost:
 A Open clqss discussion
I Look at the map. It gives
inlormation about four package
Porthenon Pockoge holidays. Say exactly where
Palenque, Stonehenge, the
0u arehere - London Time: London - Athens Parthenon, and the Giza Pyramids
4 hours (f,f"ne) are.
Holel: First class 2 Listen to the tape, and fill in the
inlormation on the Machu Picchu
package in the space provided on
Weother: Juty Hot the map.
3 Listen to the tape again. Say
Cost {,485
which package the customer
chooses, and why.

B Bole plcying
A fhans Roles: travel ogent and customer

GREECE I The customer asks the travel

agent for inJormation about two ol
the packages and then chooses one.
Cairo
2 Change roles.
3 Roles: friends
Go around the class and Iind out
about the packages other students

a-- L-
have chosen. Ask them where
they are going, what the weather's
like in July, and how much the
package costs.
The Gizo Pyromids Pockoge

Time: London - Cairo

5 hours (P1ane)

Hotel: First cfass

Weqther: July Hot

Cost: t550
In north/ It takes. . .
south/east/ How much does
west... it cost?
by bus/plane That sounds nice
I'm interested I see
in... Whatabout...?
How long does I'dlike...
ittake...?
7

B To let
A Open clcrss discussion
I Look at the photograph of the
block oI llats and read the
advertisement beside it. Then ,'i :
listen to the tape and say where '- r 't.,;r[ r],i
the llat is, how many rooms it has, ',[.y1.l1ll,r1 ,1
what the rent is, etc.
2 Would you like to live in this.
flat? lfhy/why not?

B Role plcying
I Look at the photograph of the
house and read the advertisement
beside it. Decide where the house
: is, what it's near, what it has, and
what the rent is. Write down the
a
description.
t:
Description
I

t:
,]
1
1

1.

t
I
t
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I 2 Roles: owner oI house and house
,i hunter
i
! Call up and find out about the
t
I
house
I
I
i
!

:
I
I
t
1
I
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:
 C Group discussion
I Talk about your house or {lat
and describe it. Ask your group
about theirs.
2 Describe the house or flat you'd
like to have.

twelve storey spacious

building quiet/noisy
central-heating I',d like
e
lift (or elevator) I wouldn't like
Iireplace What's it like?
upstairs I'm calling about
downstairs That sounds
suburbs nice/awful
modern

I
 9 Buying a pet
A Open class discussion
I Below are the names oI different
pets. Say which ones are in the
pet-shop.
white mice
canaries _<1,
kittens
monkeys
hamsters
snakes
),frr'
t
puppies
I rabbits _&.
!
tropical lish
2 Describe the pets and say
where they are in the pet-shop.
Which of them do you like?
3 Listen to the tape and say:
which pet David wants
which pet Barbara wants
which one they buy
what else they buy

B Bole plcying crnd discussion

I Roles: pet-shop ossistant ond
customers
Pretend you are in a pet-shop
buying a pet
2 Change roles.
3 Describe and talk about the
pets you or your.friends have. Say
what they eat, and where you/
they keep them.

--..;--.;--
cage sweet
aquarium flu{Iy
perch cuddly
kennel dangerous
collar ugly
lead dirty
pretty I keep it in
beautiful I'dlikea..
lriendly I'll take the
 qffiW& ffi#W
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KRUNCH

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 I0 Take my advice
A Open clqss discussion
I look at the photograph, and
describe the people and what they
are doing.
2 Find out if any students in the
class smoke, and why and when
they smoke. Ask what the smokers
think ol the advice given below.
Then give them your advice.
3 See if you can complete this
conversation between a smoker
and a non-smoker. Include some ol
the advice given below.
Smoker (cough, cough)
Non-smoker That's a bad cough.
Smoker Yes (coughs) it's
:
because I smoke.
l. Non-smoker
!
Smoker Thirty a day
Non-smoker
Smoker I know it's dangerous lor
my health.
I
Non-smoker
,1
i
Smoker It's easy to say. But how?
'i. Non-smoker
2

i Smoker That's a good idea

I
i
Non-smoker

'1
) Smoker But I like a cigarette
before breakfast. t
,!
i
I
Non-smoker Eat an apple
instead.
Smoker It's no good (cough,
t I
I L t
cough) I can't give it up.
I

4 Now listen to the tape and say ii

your dialogue is the same. ffiT
I
:
[ollou]llunt Io'Sut:It
1

odvice:
Well, here's some
o cigorette
cigarette holder go on a diet before you light
Count to ten
filter put out a cigarette
Iattening foods follow advice ot o time
BuY onlY one Pocket
sweets worry about
:
salads That's a good idea
It's no good/use Don't smoke
before breokfost
a heavy smoker
a chain smoker It's easy to say
instead Give it up or o lighier
Don't corry motches
a

:
a

L _ -
-
-_.
B Role plcying-in pcirs.
Roles: over-weight person ond
under-weight person.
I Decide on your role-
overweight person or under-
weight person. Ask your partner t-,
to think of advice lor you. You
should think ol advice Ior your
partner. Write down the advice.
2 Take turns at advising each
other, and say what you think of lt
the advice given to you. a,

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ADVICE ADVICE
I I
2 2
3 3
4 4
5 5
11 Who does what at home?
A Open clcrss discussion
I Traditional roles in the lamily
are changing. Describe the
photograph and say what is
unusual about it.
2 Listen to the conversation on
the tape. The Webb family are l
talking. Who do you think does
most ol the work in the house? Say
why nobody helps Mrs Webb with
the baby.
3 Say whether this kind ol
conversation is typical ol modern
Iamilies.
 B Group discussion
I Write down the jobs which the
members oI your family do in the
house. Look at the example given.

MEM BER
OF JOB
HOW
LY OFTEN
Si6trrL U
Mq.hcs th.c-

t\
b€ds

2 Now talk about who does what

in your house.
3 Say whether you are all happy
with the arrangement.

complain iay the table

help make the beds
clean/dust/tidy Iazy
shave helplul
pick up tired
salety pin in a hurry
change a nappy hardly ever
do the washing up occasionally
d,o the shopping
a

12 A visit to London
A Open clqss discussion
I Study the map, and say what t:t*&*
there is to see and do in the West
End ol London. tt*rr, '
2 Listen to the conversation on
the tape and say:
what the tourist particularly
:t:
wants to do
how much time he has
what he can do in that time
Royal
B Role plcying Atbarr
Roles: Tourist and In{ormation frall
Clerk
I You're staying at the Park
Hotel, and you have two days to
see the West End. Make a Iist oi
all the things you want to do.

Victoria and \
.:/\,
ilberr, Museum
Ka v

q Concerc
fiail
i 2 Now ask the Information Clerk
I to help you work out a suitable ResEauranb

!
programme.
3 Change roles.
W
$
E
$
.4
v underqround

&

$
$
W rhaarre

$
**":ri$.:]i
e
Crrnemq
$

go sightseeing a lot o{/lots oI

go shopping on the fustisecond
ShoPP"ns
take a taxi/bus/the
underground
dav
to start with
//////,
/////// g- s-30 X.E ...*i ....,.

have lunch
open at
afterwards
iet me see.
;: *}
close at goodiwonderlul
 Wrqrnare
latt Brtristr,
Museuvn

?arrc Musewn of
llorot/ Nnnxtnd
Nelson's
to- 5
CoLumn

l(aLional
Aanery
l0- 6

River
Thames

St.Ja,rnes' Part<
uckingho+u Palace

WssLvnin Sber
Abbatt

Royal
Fesrival
Hall

Hovtses of Partianenr

Tate 6at{ery
l^- F

I
 13 The way it was
A DenclcrsidisC.uS$lon,,,i:ul.ir.i:;
I,,.Iiston:totha,tape...ald.w,rile,.,'.''
dorrn:,&erjnlormati'oriiiskediOi,:: .i,,ri,,,ril],rtiir,lti,rt..
,Leldwi],..r..:)r'::,,rl]l:irrrr, ::r:,, :

,Toriernoliaog,,,l.11;..,,: r,; :,,,,,,,-

,.r,.Ntrnbei:of r,hotels.., .r,,.i,:

,.r,.;NUmb,gi'Of ,:,feStaUian tS rr,:rll:,r. r,:r::::,:,,i::u.

t ):lN',urIibdioI.:ianet6iias,:,,,,,:.i,,...,rii.ri:.t.,rr,i.,,,r l

::.:'r:::'r',
., :,Nun$6i,,.6j.lgO1f .Cii-iusesr:r,it::,,' :,,'

tli:.NuDii.beird'rCaimpingilSjt0i.,. i, ,..r.:'r
:,r,NUinhdioJ..Cod{eienCe eentres
,:r'

,,::,,POllUtiOn,..:rr: l::rr:r,t:r,ru::,,tiit,:i::i:

'Ur,,,DdS'Criba%rtemolilidsrasi it.isr,
ioday.r$airvhat waS.diff *6at,.',11.
:aboui it:20rYeat0Bs6. :

Sl,, dd$!,lina;.*d '

ftiienldinog:a$.it:.WaS,,,or,,:i,. i,,r:,, -i:if:,,,.:i

as:itrj!.$6rw?Sav',rt r,
'Ttiiem-oliiiot
..:t.:,r
1;,!llir.lt:l:. lr,,L.r
.ui...:tit, .
,,1.t
t..:'-l,u

Amodern beach
 -t

' .1
iG.qoiiF.diaeiission
, l.I. B,qscriberouirjra,qe;, to*n,,s, r,,r

, r,eityr:io,i A:t ':knb:w;laS,,it,.is, .,:,

,.,nq_w;iend,,i tit..Wegri.ql49:yeErs r,,.r::.,:i

ago. Say what there was then, and
i:,lithati:&eiA,isrhowr:i :t,,

:...:2.:rlt?alkr.&.ii u.Iifa: .a.t

r,,h6-Iidq..,andrs,gv,what.th!tais,,,.l,,':,.
t:theie:::::r'',r't:.:ill.,i'r":1i.,i.rt r.llii.r,.',:."

nver smog
lake traf{ic jams
mountain hundreds of
tall building crowds o{
luxury hotel I like
twerltl {edls narrow/wide I don't like
f, becch streets
motorways
I can't stand
It's a pity
noise
f

IA Mwtcf love,
 Bey to pictures A Open clqss discussion
I Choose
English. Born and died London.
Important lTth cent. composer.
Well known songs: "When I am laid
in eart}l', "Nymphs and
Shepherds".

2 Ate you lamiliar with any

4Elvis Presley (1935-77).
American. Called Father ol Bock.
pieces of music written by ihese
composers? Mention: some,.tLat
you like, or dislike, and say why
-
you:feel tlis way about, them.
B Group discussion
I llalk about your favourite music,
and say where you usually hear it.
Do youhave any recoids? ftU , :

your group about them.

5 Wolfgang Mozart ( I?56-1791 ).
'Auslrian Chfld prodiqry. First i ! Do you or any members of your
family play a musical instrumLnt?
concerto at 5. Famous works:
"Requiem", "Iupiter Symphony". If so, say which ones and how
well.
6 Benjamin Britten (1913-?6).
English. Child prodigy. Composed
chamber and choral music at g.
"Peter Grimes", "Billy Budd",
'OPeIaS'..' l

,7Ludwig von Beethoven (l?ZO- , , can't stand

,,play records .
once in a
1827). German. Composed stillalive: ,,
hundreds ol works, even when it doesnlt say ''
dea{. softfloud/harsh,
magnificeat
8 Luciano Berio (1925- ). Italian aw{u]
Electronic music. Composed
"Thema (Omaggio a Ioyce)" in
1958.
 t5 Getting to work
Hundreds of working hours are
lost every day because ol
transport problems.

A Open clqss discussion

I Describe the scenes in the two
photographs.
2 A woman is doing a survey on
transport in cities. She's using the
questionnaire below to get
inlormation.
Listen to the tape of one oI her
interviews and write down the
answers she receives.

OUESTIONNAIRE
H owdo you usually get
to work?

2H ow far is yo ur work from

your homeT
OW ong oes USU y tak e you

4 t time do You leave home

you arrive on tit

me todayT

you tn tra nsport

a pro em in
city? IS

3 Tell the class about this man's

journey to work, and what he says
about transport in his city.

by bus/train/ tra{fic jam

underglound etc. lorry
get on a bus/train piat{orm
walk to schooli excuse me
work oI course
be on time you're welcome
to arrive late
one of them, two of
them, all of them
4 Class survey: Now write a ,'..*l@

similar questionnaire to find out

how your classmates come to
school, how long it takes them,
etc.

2
Ouestion nalre

5 Interview two people in the

class, and write their answers in
the spaces provided.

B Group discussion
Talk about the results of your
questionnaire:
How many people did your i
group interview?
How many of them come to
school by bus? etc.
How many of them.arrived late
today?
How many say there is a
transport problem?
Decide whether there is a serious
transport problem in your town or
city.
f

16 Strange encounters
A Open clqss discussion
I Describe what you see in these
photographs. Do you know exactly
what the first photograph is o{?
2 Listen to the conversation on the
tape between three students, Peter,
Byron, and Mary Lou and say what
they're talking about. What is
Peter's story? What experience did 1

he have in Scotland? Do the others

believe him? Which of them
believe in UFOS?
3 Say whether you believe in
UFOS and the Loch Ness Monster.
What have you heard, or read,
about such things?
 B Bole plqyingrn groups of 3
Roles: Julion Green, o scientist
intereBted in UFOS. Grace Burton
his girl -friend. W interviewer.
I Mr Green and his girl-friend saw
/ a UFO beside the road. Some
strange beings got out ol it.
Mr Green had a camera. AIter a
{ew minutes the UFO disappeared.
Now the interviewer is asking them
a lot ol questions. He doesnl really
believe them, but he wants to know
all about their experience
including things like:
when and where they saw the
UFO
what it was like
what the beings were like
what happened
how they felt
You can begin Iike this:
Interviewer-Good evening. Uh,
itell us about this UFO you saw.
Vtrhere exactly did you-see it?
2 Act out your conversation in
front of the class.

eE!
r\rIJ.

u-_.rUri,

monster incredible
neck I don't beiieve you
1/ lt
tl beings I believe irr . . .
flying saucer I don't beiieve in . .

1't
{ \v/ ta UFO
kightened
Oh come on!
It's true
terri{ied How {ascinating!
excited What a shame!

l
f
 Cllla:<r*d,Johrr:,,
Tyrero{wedding
: l':,,lt: l:'i:i'.r,,:ti.
Coiti,r''
,Beeep-tioL,.u::,i:;i:i
Cl6f hesr:.Cilla:,tli:l
t,r :lt:.,,,,,r,,.:,lt,Jdhii:,,:::l::,
'.,.,:',

HdneYmoon,:r,,:r.-.,:

B Group discussion
I Talk about a wedding
been to, or the wedding
would like to have.

on the 6th oi

How nice!
It cost the

I
i
18 A stranger in town
A Open clqss discussion
I Describe the scenes in the
photographs and say what the
people are doing. Also try to guess
what they're saying.
2 On the tape are the two
conversations.
a Listen to the first one and tell the
class which street the stranger is
looking {or, and which hotel he's
going to stay at.
b Listen to the second one and say
what kind oI room he wants, and
how long he's going to stay at the
hotel.
w
 B Roleplcying
Roles:
Strangrer
Someone in the strcet
Hotel receptionist
l- Pretend you're the stranger in
tf this town. Decide which hotel
r\ you're going to, and how long
o
o<
you're going to stay. Then take
turns at asking the way, and
Chartes Sileet booking in at the hotel.
{J 2 Act out your conversation in
v
-]-:
front of the class.
C-)
Qweens
.\ {\ rucksack on the corner
{ Horel
t-
suitcase
registration Iorm
on the lirst floor
Can you tell me
Georae luggage how to get to . . .?
singleidoubie room Take the lirst on the
Hore(
Pelvot
= look for Let me check
stay at You can't miss it
Slarioit Iill in Thanks a lot
book in You'rewelcome
ask the way

Slalion

Slranqer asktrtg
the Horat
Ragenr
tf
Horel

ffi
ry

lown Ho

about

I
 Cz\ttc
Cvoss

!E o
oo a N
Swimming Poot so Shopptng Cenrre
![

Cav
?arK

I-l
l
u
-T

20 Are you a dreamer?

I
Here is an account of a very
{amous dream. It is the strange
dream that Abraham Lincoln had.
'Ten days ago, I dreamed that I
heard sobs as il a number of
people were quietly weeping. I
went from one room to another,
but saw no-one. However, the
sobbing followed me as I went
along. Every object I saw was
Iamiliar to me, but I couldn't see
the people who were weeping. I
was puzzled and worried. When I
entered the East Room, I saw a
corpse in funeral vestments. There
were soldiers around it acting as
guards, and there was a crowd ol
people looking sadly at the
corpse. "Who is dead in the White
House?" I asked one of the
soldiers. "The President", he
answered. "He was killed by an
I assassin." Then I woke up.'
A little after ten o'clock in the
evening, on Friday, April 14,
I865-the night he told his
Iriends about this
dream-Abraham Lincoln was
assassinated.

nice visions
strange a coincidence
nasty a dream come true
unpleasant I'm sure I
worried I thinl<
symbols I dont think
 A Open clcss discussion
I Do you think this dream was
,1]
€I just a coincidence? Or did
Abraham Lincoln dream it
because he was worried? Give
your opinion.

$-
liuRA,AT, BOOTIT- HMOLD,
2 Tell the class about other
famous dreams. Abraham
Lincoln's dream was unpleasant.
Can you think of any nice
War Departmenl, Washington, April 20, lB6E, dreams?
3 Listen to the tape: then
s.s."$100,000 RfililAHn !
complete the information in the
box about the meaning oI colours
in dreams.

Colours Mecrning

Il|[
0f our laie beloved President, A'nraham Lincoln,
fiil n[n
Affection
Strong love
Violent passion
Domination
Happiness
IS STTLT AT IANGf,. Death
Strong hate

I I I I REWARI) 4 Give your opinions

colour symbols-
of these
Will k pdd by this hpsdEeEi tor hi .ppEh.doD, iD ddtdou b &y il.ld
orfcd by Muaicipd Aqthodd6 or Shb Etlruuri.

B Small group discussion

$25,OOO REWARD
Wil b pdd tor u. spprehcEf,io! ol JOBN A. amTT, od. ot B@tb,r AorEphes.
I Tell the group about your
dreams:

$25,000 nEwaRI)
lgUI b. tnld tor r.b. .Elrnhodon ol D.vfd C. Eefd" uor.h.r ot B@aL.r .@Eplla.
how often you dream
-whether your dreams are nice
or nasty
llEt:RAl HtlARlr5r,lt&?.'df,.utioloru.sm6.r.h.tt odo€roS..16ro{.i*roI&#r.- whether you dream in colours
rd .nErn&. or uar rtuDPL€
AX FlxxI b&nq o. ffi'oa & od Ftuo. @ .i&r ol &8. o. .idrtra o, uu,or &; (r).e.l&!r d if your dreams ever come true
d,F. rill b F.rd D rehph€ .o L 6l# of E tuid.or .od & .n.Eprd E,..t,o. ot & s.adD ot
sr.. Dd d.ll E .ubjd ro h.l blor . Y,Lq C.-ELioo od & pode.r or t)aAT[.
l- rk tu'D or uEFDr bld k rbord IroE & I.il b, & tu d rdrDr or & 6dlE.
Ask the group about their dreams.
All 5d dd*u rn &d ro .'d Fll'. ,die 6 dn Fa,oo Ey.ry 6& S@td lrDi& hn om l:fu
.f,u{d 'id du El.h! durv. .J E F,e liCr tur d.r olrl ir L frld#.
BIDB'fN Dt. STAIIITON. li{irGtrry ol B'*.
2 What did you used to dream
DI:YXltrx)Ns kxm u l,r. rd ? d E De ti(L.h& Uild. lict tort d. bl* hi,. bH qa d
about when you were a child?
,.ff . L.vr hl.d Eoeb.
,(nIN H. stlNRAT n.Aoor 5 rd q lrb
r.{l ls d l:{ rd (b6ph6
Lu r.k Sr. &d ddt d6..rL,
..e ts} Dd .L&, r,d oto. E [D .r..!. V*-[p,
l{}rt & L.d. V6H
.1"- .r i*
3 What is day-dreaming? Do you
ry[r7 kkm g.F. rH b6 d& ponmr: Au FFuq x rf.,q, f*Ul -tf- ever day-dream? Tell one
tor d {l,r. hr hd Pd h! Ur oa & qf,r r&i d l& lq. H. tiF ad, i e *.
-.
OAVID rl tsAR(llI r 6r. Id sr In& b\d. L.n e.L q6 &iL qdtur. -r.& [..r. td tF. !E *4
bil & d Hr. Id .E.ll. ,dry f,s!_ lfrd hodd.6..Xr d mi,...k[dr.h
another about your day-dreams.
sid Lu qo.ht"
L*rqrrry
a(m(:l ttr dd,ud ro &.b,.. tuk .il & .E$@b bv. old ltd .!@Oq h.hd lE hoD
,rd turt d,,|.n. Dd,n, o lirr.r o{.ioor TWO EUIrIDaED tgOUeAIrID DbU-Aaa-
Oxlord University Press, Walton Street, Oxiord OX2 6DP
Oxford New York Toronto Melbourne Auckiand
KualaLumpur Singapore Hong Kong Tokyo
Delhr Bombay Calcutta Madras Karachr
Nairobi Dar Es Salaam Cape Trwn
and associated corr,parres in
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Oxiord is a trade mark ol Oxford University Press
ISBN 0 19 432216 5 (Student's book 1)
ISBN 0 19 432217 3 (Student's book 2)
ISBN 0 IS 4322181 (Student's book 3)
ISBN 0 19 432219 X (Teacher's book)

O Megan Webster and Lrbby Castaflon, 1980

First published 1980

Sixth impression 1985

Thts book is sold subject to the conditton that it shall not, by way of trade or
otherwise, be lent, re-sold, htred out, or otherwise circulated without the
publisher's prior consent in any form of bindtng or cover other than that in
-whtch it is published and wtthout a simtlar condition includinq this
condition
being imposed on the subsequent purchaser.

All rtghts reserved. No part of this pubJtcation may be reprociucecl, stored in a

retrieval system, ar transmitted , in any form or by any means , electron jc ,

mechanical, photocopying, recordtng or otherwise, without the pnor

perm)sston of Oxford Unlversity Press.

Printed in Hong Kong

 \

It Crosstalk is a series of three books designed to stimulate

oral practice and encourage conversation among young
adult learners ol English Irom elementary to intermediate
level. The first book in the series is intended {or students
at elementary level who want to begin conversing.
Each book contains twenty thematically-based sessions.
A striking visual stimulus linked to the theme of the
session serves as the starting point Ior discussion, and this
is reinlorced by an aural stimulus, usually in the {orm ol a
recorded dialogue. These aural/visual'inputs' are
designed, in the first instance, to generate open class
discussion, pair work, role playing, problem solving, or a
game. The range and quality of the material capture and
keep the student's interest and mean there is less pressure
on the teacher to sustain the conversation on his own.
The series is structurally and Iexically graded, and
consequently the amount and level of conversation will
increase as the series progresses. The topics {or
discussion become less concrete, and the extent ol the
recorded material increases.
There is a Teacher's book to accompany the series which
gives details ol the structures and vocabulary to be
practised in all three books. The dialogues and texts lor
the students are recorded on accompanying cassettes.

Oxlord University Press

ISBN O t9 432216s