Unit 1 Communicating With Classmates

Table of Contents
Unit 1 Communicating with Classmates
Lesson 1 Introducing Yourself
Lesson 2 Asking and Answering Questions
Lesson 3 Asking Follow-Up Questions and Seeking Details
Unit 2 Interacting with Professors
Lesson 4 Asking Classroom Questions
Lesson 5 Clarifying Assignments
Lesson 6 Making Appointments and Seeking Guidelines
Unit 3 Participating in Discussions
Lesson 7 Collaborating with Classmates
Lesson 8 Expressing Opinions: Agreeing and Disagreeing
Unit 4 Presenting in the Classroom
Lesson 9 Opening a Presentation
Lesson 10 Structuring a Presentation and Making Transitions
Lesson 11 Concluding a Presentation and Leading a Q&A
Copyright ⓒ 2014 College English Program, Faculty of Liberal Education, Seoul National University. All rights reserved.
Unit 1 Communicating with Classmates
Objectives
In the English classroom, you will face situations in which you need to communicate with
classmates in English. The following unit focuses on helping you understand and practice the
basic expressions and elements used in classroom communication in English.

Lesson 3 Asking Follow-up Questions and Seeking Details
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Objectives
In today’s society, you may be in situations in which you need to introduce yourself or
classmates in English. The following lesson focuses on helping you understand and practice
the basic expressions and elements used in introducing yourself and classmates in English.
Tips for Introducing Yourself

 Make the introduction brief (less than one minute).
 Make it relevant to your audience.
 Speak clearly and loudly.
 Make eye contact and smile.
 Show confidence.
Procedures and Materials

Step 1. Warm-up
Step 2. Brainstorming Ideas
Step 3. Useful Expressions
Step 4. Listening
Step 5. Personal Information
Step 6. Collecting Information
Step 7. Expanding Introductions
Step 8. Wrap-up
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Step 2. Brainstorming ideas
Think about the different aspects of your life that are important to you. Brainstorm ideas and
write them in each circle.
Name
Personalities
& character
Me
Hobbies &
interests
3
1. Who you are

 Hello, my name is Sumi.
 Hi, I’m Minho. (less formal)
Cultural Note: Many Korean students
 Please call me KJ.
apologize for their English level, such as,
“My English is very poor. Please
2. Your major understand me.” However, that is
 I study physics. unnecessary when introducing yourself.
 I’m a pre-nursing student here at SNU.

 My major is economics.
 I major in music at Seoul National University.
Cultural Note: At many universities, Cultural Note: In this context, it is

students can major in two fields at the appropriate to use “SNU” because this
same time. This is called having a “double introduction takes place on campus at
major.” Students may also have a Seoul National University. However, if
secondary field of study which requires you were introducing yourself off campus,
fewer hours of study. This is called a you would say, “Seoul National
“minor.” Example: My sister is a computer University.” Also, in formal writing, you
science/business double major, and she’s should also use the full name. One final
minoring in music, too! note: students should not pronounce
“SNU” as /snu/ (rhyming with “blue”).
3. Where you were born and raised

 I was born and raised in Seoul, Korea.
 My hometown is Daejeon.
 I grew up in Seoul, Korea.
 I was born in Jeju, but grew up in Seoul.
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4. What you like to do in your free time and hobbies
 I like cooking, playing soccer, and listening to music in my free time.
 I enjoy spending time with my friends.
 My hobbies include painting and
collecting comic books. Cultural Note: Native speakers don’t say
 My favorite activities include doing “playing with my friends,” because it’s
yoga, playing games, and hanging out only something little children do. Instead,
with friends. they say “spending time with,” “hanging

out with,” or “getting together with” my
friends.
5. Your personality and character

 I am a friendly, outgoing, and talkative person.
 I consider myself trustworthy, kind, and
reliable.
Cultural Note: In English, most people
 I like to help others.
focus on mentioning their positive
 I can be moody sometimes, but I am very qualities. However, if a person mentions a
generous with my close friends.* negative aspect of his/her personality, such
as pessimistic, critical, or selfish, he/she is
expected to end with a positive
characteristic.*
6. Your closing remarks

 Thank you very much for your attention. (more formal)
 Thanks a lot. / Thanks.
 I’m looking forward to getting to know you all.
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Step 4. Listening
Listen to the introduction and fill in the blanks.
Hello, my name is Sooyoung. I study ____________________ here at SNU. I

______________ in Daejeon, but I _____________ in Seoul. My hobbies and interests
______________ reading books, listening to music, and drawing pictures. I am an active,
______________, and warm-hearted person. I like to help others. I give free piano lessons to
children at a community center for two hours every week. If any of you is _______________
in helping children, let me know. I’m looking forward to getting to know you all.
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Step 5. Personal Information
Think about how you’d like to introduce yourself and complete the chart below. Use the
words and expressions above. After completing the chart, practice your self-introduction until
you can confidently describe yourself to group members without reading from your notes.
Name
Major
Born and Raised
Hobbies and •
Interests
•
Personality and •
Characteristics
•
Other
Information
7
Step 6. Collecting Information
Listen to your group members’ self-introductions, and write down as much information as
you can.
Student 1 Student 2 Student 3
Name
Major
Born and
Grew up
Hobbies and
Interests
Personality
and
Characteristics
Other
Information
Sorry, could you say that again?

Slow down please.
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Step 7. Expanding Introductions
After practicing your introduction, move to a new group, and take turns describing Student 1
to a new group member. Then, switch partners and describe Student 2 to a new partner. Do
the same for Student 3. Use third person singular pronouns: he, she, his, him, or her
appropriately when you describe your classmate.
1. Describing others
 I’m happy to introduce my classmate, Minho.
 Let me introduce my friend, Sooja.
2. Saying where he/she was born and where he/she grew up

 He/she was born in Seoul, Korea.
 He/she grew up in Daejeon.
3. Saying his/her major

 His/her major is music.
 He/she majors in / studies history here at SNU.
 He/she is a pre-med student at Seoul National University.
4. Listing his/her hobbies and interests

 He/she likes listening to music, reading, and chatting with his/her friends.
 His/her hobbies and interests include skiing, cooking, and watching TV.
5. Describing his/her personality and characteristics

 He/she is optimistic, positive, and sociable.
 He/she is an active, kind, and easy-going person.
6. Giving closing remarks

 I am happy he/she has joined our club.
 Let’s welcome him/her with warm applause.
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Objectives
Asking and answering questions in English appropriately are essential skills in
communicating with others. The following lesson focuses on helping students learn and
practice the basic expressions and skills needed for asking and answering questions.
Tips for Asking and Answering Questions

 Use a polite tone of voice.
 The intonation for Wh- Questions goes down.
 The intonation for Yes/No Questions goes up.
Step 1. Warm-up
Step 2. Matching Expressions
Step 3. Question Intonation
Step 4. Forming and Answering Questions
Step 5. Surveying Group Members’ Computer Usage
Step 6. Asking Questions and Reporting the Results to Classmates
Step 7. Wrap-up
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Step 2. Matching Expressions
Match the question phrases in the first column with an answer in the second column and
compare your answers with your partner’s. After matching the key expressions below,
practice asking and answering full questions with your partner.
• When / What time • eat breakfast
• What • for two hours
• How • on Monday and Thursday
• How long • at the cafeteria
• Which days • because it is close
• Where • once a week
• Why • by subway
• Who…with • with my friends
• How often • at seven o’clock
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Step 3. Question Intonation
Wh- Questions – : Where is your office? When should we meet?
The intonation should move downwards on the stressed syllable of the last content
word of the sentence or clause.
Yes/No Questions – : Is your office in building two? Can we meet at three?
The intonation should move upwards on the stressed syllable of the last content word
of the sentence or clause.
Decide the sentence type and write it on the line. Then mark each one with the proper
intonation. Finally, practice reading these Wh- and Yes/No questions with correct upwards or
downwards intonation.
 Are you planning to hand in your assignments after class?___________________
 How long does it take? ______________________
 Which days do you have classes? ______________________
 How do you get to school? ______________________
 Are you a student at Seoul National University? ______________________
 Do you like kimchi? ______________________
 Where do you usually have lunch? ______________________
 Is she your friend? ______________________
 Who do you usually have lunch with? ______________________
 How often do you study in the library? ______________________
 Would you like to join us for lunch? ______________________
 Shall we meet at the subway station? ______________________

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Step 4. Forming and Answering Questions
With a partner, take turns asking and answering Wh- questions based on your own life.
 Example: What time do you usually get up in the morning?

 I usually get up at seven.
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Step 5. Surveying Group Members’ Computer Usage
Look at the table below. Eight people have already been surveyed. Add two more ideas about
how to use computers to the bottom of the chart. Then survey two more classmates and add
their answers to the table.
Computer Usage Often Sometimes Rarely Never


I use a computer


To send and receive emails

  
To pay bills
   
To play games
  
To learn foreign languages
  
To read the news
   
To watch dramas or movies
  
To chat with friends
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Step 6. Asking Questions and Reporting the Results to Classmates
Take turns asking and answering questions about the results of the survey with your partner.
When asking questions, use “How many students use the computer to….?” or “How often do
you use the computer to…?” When answering, use the following expressions:
Often Sometimes Rarely Never

All (of the) students Most (of the) students Many (of the) students
Some (of the) students A few (of the) students None of the students / No one
How often do you use the computer to …?

How many students use the computer to …?
Example: Q: How many students use the computer to send and receive emails?
A: All of the students use the computer to send and receive emails.
Example: Q: How often do students use the computer to pay bills?
A: They rarely use the computer to pay bills.
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Lesson 3 Asking Follow-Up Questions and Seeking Details
Objectives
In Lesson 2, you learned how to ask and answer simple questions by using Wh- questions and
Yes/No questions. In this lesson, you will build on that skill by asking for more details to
continue a conversation.
Tips for Continuing a Conversation

 Listen carefully.
 Identify one specific area you and your conversation
partner might want to talk about.
 Start with general questions and answers about the topic,
and gradually move to more in-depth discussion.
Step 1. Warm-up
Step 2. Listening
Step 3. Interviewing the Perfect Roommate
Step 4. Raising Questions from General to Specific
Step 5. Seeking Details
Step 6. Reporting the Results
Step 7. Wrap-up
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Step 2. Listening
1. What were the general questions that Matt started the conversation with?
2. What topic did they talk about in depth?
3. What specific questions did they use to gather more information?
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Step 3. Interviewing the Perfect Roommate
Interview two or three classmates using the Yes/No questions on the chart below. Write each
person’s answer in the chart. Then switch roles.
Example:
Do you want a male or a female roommate?
Are you a smoker or a non-smoker?
MY IDEAL ROOMMATE
Person 1 Person 2 Person 3
Want a Want a Male
male female
roommate roommate
A non- Tolerate
smoker smoking
A morning A night
person person
Loud and Shy and
outgoing quiet
Like pets No pets
Respect Have
privacy friends over
a lot
Very clean Do not care
about mess
Share Separate
food & food &
clothing clothing
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Step 4. Raising Questions from General to Specific
You learned how to ask very general questions in Lesson 2, using Wh- Questions and Yes/No
questions. Here, you will use that same format but instead of switching from topic to topic,
you will focus on asking for more details about one topic based on your partner’s answers.
This is not an interview; therefore, you and your partner are both responsible for asking and
answering questions as in a normal conversation.
(General)
Do you like sports?
(More specific)
What sports do you like?
Do you like playing or

watching sports?
(Even more specific)
How long do you play for?
How often do you play?
Who do you play with?
Where do you play?
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Step 5. Seeking Details
Using your data from Step 3: Interview the Perfect Roommate, choose one of the most
compatible roommates and decide to ask more detailed questions about several of the topics
from the chart. Then, move on to the second most compatible roommate and do the same.
Remember, you are trying to see if the two of you would make good roommates, so it’s
important to know a lot about the person first.
Example:
Student A: We are both morning people. How early do you wake up?
Student B: I get up at 7 a.m. How about you?
Student A: During the week I wake up around that time too.
Student B: How about on the weekends?
Student A: I sleep in until 10:00 on the weekends. And you?
Student B: Oh…I get up at 7:00 every day, but I am quiet.
Student A: What do you do that early on the weekends?
Student B: I usually read books or exercise. Do you exercise?
Student A: Yes I do! I like running. What kind of exercise do you do?
Student B: I am a runner too.
Student A: Have you ever run the 10 km on campus?
Student B: Yes. Every year. I’ve never seen you there. Have you?
Student A: I was injured last year, but I ran the year before.
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Step 6. Reporting the Results
If time allows, tell the class about your most compatible roommate, giving the reasons why.
Example:
“My most compatible roommate is Minsoo. He and I are both non-smokers, morning people,
and neither of us likes pets. Although he is a little bit shy and I am outgoing, both of us are
respectful of each other’s privacy. We are going to move in together on March 1st.”
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Unit 2 Interacting with Professors
Objectives
In the English classroom, you will face situations in which you need to communicate with
professors in English. The following unit focuses on helping you understand and practice the
basic expressions and elements used in communicating with professors in English.

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Objectives
This lesson focuses on how students interact with professors and classmates in the classroom
in English, particularly on how students should respond when they don’t understand
something. Students will learn and practice expressions and skills needed for asking for
repetition, as well as how to ask about the meaning, spelling, and pronunciation of words.
Tips for Asking Classroom Questions

 Do not interrupt the conversation to ask a question; wait
for a pause.
 Use modals like “could you please” and “would you
please” instead of imperatives.
 Apply question intonation.

Step 1. Warm-up
Step 2. Worksheet 1: Listening
Step 3. Worksheet 2: Useful Expressions
Step 4. Worksheet 3: Envelope Game
Step 5. Worksheet 4: Conversation Practice
Step 6. Wrap-up
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Step 2. Listening
Listen to the conversation and answer the questions.
1. What was the debate topic?
2. What problem did the student have?
3. What did the student say to solve the problem?
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1. Asking about words and phrases

 What is _____ in English?
 How do you say _____ in English?
 What does _____ mean? Cultural Note: In large lectures or
particularly formal classes, raising one’s
 Could you write that on the board, please?
hand in order to ask the teacher for a
definition or spelling is not appropriate.
2. Asking about pronunciation and spelling However, in most English classes, which
 How do you pronounce this word/phrase? tend to be small in size, it is perfectly
 Where is the stress in the word ______? acceptable. In fact, most teachers expect
students who do not understand to ask
 How do you spell this word?
questions.
 Could you spell that for me, please?
3. Asking for repetition

 I’m sorry. Could you say that again, please?
 Could you repeat that, please?
 I’m afraid I didn’t understand what you just
said. Cultural Note: In most English classes, it
is not acceptable to use imperative form
 Excuse me?
when asking for help or repetition. To
 Pardon me? show respect to the professor, you should
always use question form with modals
4. Asking for help such as “could you…?” or “would
you…?” Command form would be
 Could you explain it to me?
considered rude, even if you add “please”.
 Could you give an example?
 Could you please speak a little more loudly?
 Could you please speak a little more slowly?
 Could you please speak slower? I can’t follow you.
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Step 4. Envelope Game
Your teacher will give you an envelope with strips of paper inside. Take turns taking out a
strip of paper. Read the strip to your group, and then choose a phrase from the Useful
Expressions above that would be appropriate.
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Step 5. Conversation Practice
Find one word that you would like to ask about (the meaning, spelling, translation, etc.) and
write a dialogue like the one below with a partner. Student A should answer Student B’s
questions about the word. If you don’t know the answer, either look it up in your dictionary
or ask your tutor using these same phrases. Switch roles. Then, practice the conversation and
act it out for the class.
Example:
A: Did that movie get a good rating?

B: (Ask for repetition.) I’m sorry. Could you say that again, please?
A: Did that movie get a good rating?
B: (Ask for spelling.) How do you spell “rating”?
A: r-a-t-i-n-g.
B: (Ask for meaning.) What does “rating” mean?
A: According to Longman Dictionary of Contemporary English, a “rating” is a level
on a scale that shows how good, important, or popular someone or something is.
B: (Ask for pronunciation.) How do you pronounce this word?
A: [rey-ting]
Your situation:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Objectives
This lesson will focus on how to ask your professor questions about homework assignments.
Students will learn polite ways of asking about assignment due dates and materials missed
due to absence.
Tips for Clarifying Assignments

☞ Begin with a polite request.
☞ Use a polite and respectful tone of voice.
☞ When asking questions, be sure to provide the necessary context.

Step 1. Warm-up
Step 2. Ordering Activity and Listening
Step 5. Wrap-up
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Step 2. Ordering Activity and Listening
Mixed-Up Conversation Ordering Activity

Put the cards in the correct order and read the conversation with your partner. Then, switch
roles and read it again.
Listening
1. How does the student begin the conversation?
2. How does the student address the professor?
3. What is the general topic of the conversation?
Listen to the conversation a second time. Answer the questions.
4. What are the students trying to clarify?
5. What is the professor’s answer?
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1. Getting your professor’s attention

 Excuse me. Professor Morales/Professor? Cultural Note: In English, it is most
common to address your professor by
 Pardon me. Ms. Morales?
saying “Professor” and then his or her
 Mr. Morales?
surname, for example, Professor Morales.
You should only call a professor by his or
2. Asking if your professor has time for a her given name if he/she specifically tells
question you to. “Professor John” or “John Teacher”

are not acceptable in a university setting,
 Could I speak with you for a minute?
as they sound childish.
 May I ask you a question?
 Do you have a moment?
 Is this a good time (to ask a question)?
3. Providing context
Cultural Note: When you are late or
 I know we have an assignment, but … absent to class, it is your responsibility as a
 I was absent last Thursday, so … student to check with the professor to make
 I was late to class today, so … sure you were marked “present” and/or find
out about class materials or assignments
 I didn’t receive the papers you handed out.
you may have missed.
 I am going to be absent next week, so …
4. Asking your question

 Is the assignment due this Thursday?
Cultural Note: When speaking to Western
 Could I have a copy of the materials I missed?
professors, students should make eye
 Did I miss any handouts or assignments?
contact. In most Western cultures, if a
 Could I get my essay back from you? student avoids making eye contact, it may
be viewed as a sign of disrespect or guilt.
5. Thanking your professor

 Oh, great! Thank you, Professor.
 Okay. Thanks for your time.
 All right, thank you, Professor. I’ll see you next class.
 Thank you for your help. See you next week.
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Read the six situations below. With a partner, choose two situations and write an appropriate
conversation for each of them on the following worksheets. Then, practice the conversations
with your partner. One student will be the professor and the other will be the student. Switch
roles to practice the other conversation. Be prepared to present one of the situations to the
whole class.
Situation 1: Next Monday there will be a quiz. However, you came to class a few minutes
late, so you didn’t hear the details. You don’t know if it will be a grammar quiz or a reading
quiz. Politely ask your professor for clarification.
Situation 2: You are a music major and you have a concert next week, so you can’t attend
your English class next Wednesday. You want to know how you can find out next week’s
homework assignment. Politely ask your professor for clarification.
Situation 3: Next week, you have a writing assignment to submit. However, you couldn’t
attend your English class last week, so you don’t know when the assignment due date is. You
want to know by when you should submit the assignment. Politely ask your professor for
clarification.
Situation 4: You couldn’t attend your English class because of a field trip in your
department. However, the materials that your professor handed out last week are important
because they contain much information about the final exam. You want to get a copy of the
missed materials. Politely ask your professor for getting the missed materials.
Situation 5: You are a music major and you have a concert next week, so you can’t attend
your English class next Friday. However, you don’t want your grade to go down because of
your absence. You want to explain your situation and ask for an excused absence. Politely ask
your professor for an excused absence.
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Situation 6: You have an oral test next week. However, you came to class a few minutes late,
so you didn’t hear when it is. You want to know whether the oral test will be on next Tuesday
or Thursday. Politely ask your professor for clarification.
Conversation 1:
Student: Excuse me, ____________________________________________________
Prof.: Sure, _________________________________________________________
Student: ______________________________________________________________
______________________________________________________________
Prof.: ______________________________________________________________
______________________________________________________________
Student: ______________________________________________________________
Prof: Alright, ________________________________________________________
Conversation 2
Student: ______________________________________________________________?
Prof.: ______________________________________________________________
Student: ______________________________________________________________
______________________________________________________________
Prof.: ______________________________________________________________
______________________________________________________________
Student: ______________________________________________________________
Prof: ______________________________________________________________
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Objectives
This lesson will focus on how to set up an appointment to meet with a professor in order to
ask for feedback on an assignment. Students will talk about reasons for meeting with a
professor and will learn polite ways of initiating this conversation.
Tips for Making Appointments and Seeking Guidelines

 Use a polite tone of voice.
 The intonation for Tag Questions goes down and then goes up.

 The intonation for Alternative Questions goes up and then goes down.


Step 1. Warm-up
Step 2. Prediction & Listening
Step 4. Intonation Activity
Step 6. Wrap-up
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Step 2. Prediction and Listening
Read the conversation with your partner. Predict the words you think the people will say and
write them in the parentheses ( ). Then, listen to the conversation and fill in the correct words.
Student: Excuse me, Professor Weinstein? Could I speak with you for a
_____________?
( )
Professor: __________. What can I do for you?

( )
Student: I _______ some questions about the feedback you wrote on my _________.
( ) ( )
Professor: Well, I have another class in a few minutes, so why don’t you stop by my
_________ tomorrow afternoon.
( )
Student: That would be _________. And, could you tell me where your office is
again? ( )
Professor: It’s in building number 2, on the second _______, room 203.

( )
Student: Great. And your office hours are from ________ to four, right?
( )
Professor: Yes, that’s _________.

( )
Student: Okay, I’ll be there a little after ________. Thanks again, Professor.
( )
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Note: Before you make your appointment, you should begin your conversation with the
phrases from Lesson 5: “Getting your professor’s attention” and “Asking whether the
professor has time for a question.”
1. Providing a reason for the appointment

Cultural Note: Most professors enjoy
 I have some questions about …
helping students and providing feedback
 I was hoping that you could take a look with their class-related questions and
at … concerns. However, if a student suggests a
 I was wondering if you could explain … meeting with a professor, it is important to

prepare specific questions to get the most
 I would like to meet you about my paper.
out of the meeting.
2. Asking for details about time and place

 Could you tell me where your office is?
 Your office hours are from 3:00 to 4:00, right?
 When do your office hours begin/end?
3. Explaining why you can’t meet

 I have another class at that time.
Cultural Note: In this context, the student
 I have a concert that morning.
should allow the professor to suggest a
 My _________ is scheduled for that time. specific time first. If the student suggests a
time first, the professor may feel the
4. Suggesting another time student is being too demanding or rude.

However, if the professor asks the student
 Would it be possible to meet another time?
to suggest a time, then it is certainly okay
 Would Tuesday around four o’clock work? to offer a suggestion.
 Could we meet at ______ instead?
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Step 4. Intonation Activity
Question Intonation: As you might remember from Lesson 2, Wh- Questions and Yes/No
Questions have different intonation.
Wh- Questions – : Where is your office? When should we meet?
Yes/No Questions – : Is your office in building two? Can we meet at three?
In this unit, we will explore the intonation of “Tag Questions” and “Alternative Questions.”
Tag Questions consist of a tag, which is a short question form, attached to a stem, which is a
statement.
Alternative Questions offer a choice between two alternative answers.
Tag Questions – : Your office is Building Two, isn’t it?
: Your office hours are from three to four, right?
Alternative Questions- : Is your office in building two or three?
: Should I come this Thursday or next Thursday?
Mark each sentence with the proper intonation symbols for “Tag Questions” and “Alternative
Questions” and practice saying them with your partner.
1. We have an assignment due next week, right?
2. You said four o’clock, correct?
3. Is your office downstairs or upstairs?
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4. Should I come to your office or to the classroom?
5. Class is over, isn’t it?
6. Should I stay or leave?
Recall the four types of questions. Read the questions and decide which type of questions
they are. Then draw the proper intonation arrows for each type of question over the
appropriate words. Finally, take turns reading them aloud.
1. Could I stop by your office? ___________________
2. Where is your office? ___________________
3. The assignment is due on Thursday, right? ___________________
4. Should we meet at two or three? ___________________
5. Which day works best for you? ___________________
6. Which floor is your office on? The first floor or second floor? ___________________
7. Does four o’clock work for you? ___________________
8. Tomorrow works, doesn’t it? ___________________
9. When are your office hours? ___________________
10. Do you have classes this afternoon? ___________________
37
Read the situations below. With your partner, choose one and write an appropriate
conversation using the four types of questions and proper intonation. Then, practice the
conversation together. Finally, switch roles and practice it again.
Situation 1: The student wants to make an appointment to ask the professor a question about
the midterm exam. The professor will suggest a meeting during his or her office hours. The
student will agree and ask for details about the time or place.
Situation 2: The student wants to visit the professor’s office to discuss his/her assignment.
The professor suggests meeting during office hours, but the student has another class at that
time. The professor suggests another day and the student agrees.
Student: Professor? I was wondering if I could ___________________________________
_________________________________________________________________
Professor: Sure. Why don’t you _______________________________________________
Student: __________________________________________________________________
__________________________________________________________________
Professor: ________________________________________________________________
________________________________________________________________
Student: _________________________________________________________________
Professor: ________________________________________________________________
Student: _________________________________________________________________
38
Unit 3 Participating in Discussions
Objectives
Participating in discussions with classmates in English is a skill that can enrich both one’s
social life and academic experience. Therefore, in this unit, students will learn and practice
how to collaborate with classmates and make plans, as well as how to appropriately express
agreement and disagreement with classmates’ ideas in discussions.

39
Objectives
This lesson will focus on how to work together with classmates in English in appropriate
ways. Students will learn and practice useful expressions and strategies to succeed in this area
of communication.
Tips for Collaborating with Classmates

 Make sure everyone in the group feels included and has the chance
to express his or her opinion.
 Be willing to compromise in group work.
 Ensure that every member contributes equally to the work once a
decision is made.

Step 1. Warm-up
Step 2. Listening
Step 4. Allocating Group Roles
Step 5. Wrap-up
40
Step 2. Listening
1. What roles are the students discussing?
2. Who is taking which role?
41
1. Suggesting roles
 We need to divide the work. Who should do what?
 Could you/Who wants to lead the discussion?
 Could you/Who is going to take notes?
 Could you/Who would like to report to the class?
2. Accepting roles
 I’d be happy to.
 I guess I can do that.
 If no one else will, I can.
 I would like to.
3. Refusing roles
 I’d rather not.
 I did it last time. Can someone else try?
 I’m very nervous in front of people.
4. Turn-taking
 Who’d like to go first?
 Let me begin.
 I will go next.
 I guess I can report last.
5. Sharing roles
 Let’s divide our work equally.
 Why don’t we each interview 5 classmates?
 Can we take turns reporting to the class?
 Let’s compile the results together.
42
Step 4. Allocating Group Roles
The Korea National Tourism Board is collecting data on the most popular food, activities, and
sites in Korea. Each group is responsible for collecting and reporting data in a different
category. Your group should survey classmates to find out the most popular answers in the
category you were assigned. The information collected will be used to create a tour itinerary
for visitors to Korea.
Group 1: Food
Group 2: Nightlife
Group 3: Cultural Site
Group 4: Natural Beauty
Group 5: Shopping
Part 1: Your tutor will divide the class into 5 groups and assign each group a number.
Part 2: Each group will allocate group roles (note-taker, interviewer, and reporter) using the
expressions you learned.
Part 3: Interview your classmates about your group’s assigned topic.
Part 4: Compile the results.
Part 5: Report the top three most popular answers in your category to the class.
43
Objectives
Expressing agreement and disagreement with others’ ideas in a classroom discussion is an
important academic English skill. Thus, in this lesson, students will learn the expressions and
skills they need for classroom discussion and practice responding to others appropriately and
politely.
Tips for Expressing Agreement and Disagreement

 Begin with small talk before starting a serious discussion or debate.
 Make eye contact with your group members instead of reading
from your notes in a classroom discussion.
 Focus on the issue. If you disagree with another person’s opinion,
don’t attack him or her. Instead, argue with the person’s point.
Don’t take it personally.
 Respect others’ opinions. In a formal setting, it is often important to
soften a disagreement.

Step 1. Warm-up
Step 3. Listening
Step 4. Supporting and Opposing Ideas
Step 5. Discussing
Step 6. Wrap-up
44
1. Agreeing
 I agree. / I agree with (name of participant).
 Exactly! / Absolutely!
 That’s exactly how I feel!
 You’re (absolutely) right.
 That’s so true. / That’s for sure.
 I suppose so. / I guess so. (weak)
2. Partial Agreement
 Very true, but … / That may be true, but …
 I see your point. However, …
 I agree to a point, but …
 I suppose/guess/think so, but …
Cultural Note: In a discussion, directly
 You may/might be right, but …
disagreeing with someone can be viewed
as a little too confrontational. Therefore,
3. Disagreeing speakers often soften their disagreement
 I'm not so sure (about that). by beginning with a phrase of agreement

and then using a contrasting word like but
 I don’t think so.
or however to introduce their phrase of
 I’m afraid I can’t agree. / I’m afraid I disagree. disagreement. This could be considered
 Not necessarily. / That’s not always the case. partial agreement. Other ways to soften
 I’m not sure I agree with (name of participant) one’s disagreement include using phrases
like not sure or modals like may.
4. Commenting on others’ opinions
 That’s a good point!

 I see what you mean.
 I see your point.
 I’ve never thought about it that way before.
45
Step 3. Listening
Listen to the following discussion and write “O” above expressions that show agreement, “P”
above statements that show partial agreement, and write “X” above expressions that show
disagreement.
Student A: I think shopping online is very convenient.
Student B: I agree. If I don’t have to make a trip to the store, it can save time.
Student C: Not necessarily. It could take more time for those people who don’t know
how to navigate the internet very well, like my grandparents.
Student A: I guess so, but for most people, it saves time. And you can compare
prices quickly, too.
Student C: Right, but if we shop online, we have to wait until it is delivered. That
takes more time.
Student B: Yeah, that’s true. And sometimes you don’t like what you ordered, and
you have to return it. Then it takes even more time.
Student A: But what about when it’s raining or snowing? I hate shopping in bad
weather.
Student B: Good point! And some stores are too far away.
Student C: I agree to a point, but with online shopping, we can’t be sure of the
quality.
Student B: That’s very true. And a lot of people get ripped off* when they shop
online.
Student A: You’re right. We should be careful about that.
* to get ripped off (by someone): to be cheated or deceived when buying something
46
Step 4. Supporting and Opposing Ideas
When you participate in a discussion, you have to provide your own idea to support your
opinion after expressing agreement or disagreement. Read the following and provide
supporting or opposing ideas accordingly. When you finish, with a partner, take turns reading
the statements and responding.
Statement 1: Shopping online is very convenient.

1. That’s so true, and it can save time, too.
(supporting idea)
2. That may be true, but ___________________________

(opposing idea)
Statement 2: I think that our quality of life will greatly improve in the future.
3. That’s for sure. _____________________________
(supporting idea)
4. I don’t think so. ____________________________

(opposing idea)
Statement 3: If we eat less meat, our diet will be healthier.

5. I see what you mean. _________________________
(supporting idea)
6. Not necessarily. _________________________________

(opposing idea)
47
Step 5. Discussing
Make groups of three or four students. With your group, decide on ONE of the following
topics to discuss.
 A man becoming a househusband
 A couple living together before marriage
 Adopting a child
 Studying abroad
 All-boys and all-girls education
1. Brainstorm pros and cons about the topic your group chose and write them in the chart.
Pros Cons
 
 
 
 
 
 
 
 
2. Now discuss the topic in your group, using the agreeing and disagreeing expressions.
Don’t forget to respond to others’ ideas and give supporting or opposing ideas after you
express your opinion.
48
Example:
Student A: I think a man should have the option to stay home with his child while a
woman works to make money.
Student B: I couldn’t agree with you more. Some women make more money than
their husband, so it makes more sense for the man to stay home with the
child.
Student C: That’s a good point! In addition, some women prefer working outside of
the home.
Example:
Student A: I think a man should work while a woman should take care of children.
Student B: Not necessarily. Some fathers can take care of children better than
mothers.
Student C: I don’t think so…
49
Unit 4 Presenting in the Classroom
Objectives
Delivering a presentation is an important part of many English-medium courses. In the final
three lessons, you will learn some essential skills and language that will help you
communicate your ideas to a room full of people.

50
Objectives
This first lesson on presenting in English covers how to politely begin a presentation,
introduce your main idea, and outline your points. You will learn the essential components of
introductions, as well as useful expressions and strategies.
Tips for Opening a Presentation

 Stay positive!
 Don’t begin with an apology for your English abilities.
 Don’t say “Now I begin my presentation.”
 Speak with a loud and clear voice.

Step 1. Warm-up
Step 2. Listening
Step 4. Topic and Brainstorming Ideas
Step 5. Brainstorming Exercise
Step 6. Introduction Worksheet
Step 7. Wrap-up
51
Presentation Circle
A good presentation is like a wheel: it begins and ends with the main idea. Moreover, as we
will see in the next lesson, each step in the presentation keeps the focus on the main idea and
helps to develop it.
52
Step 2. Listening
Part One: During your first listening, just focus on answering the questions below.
1. Where has the presenter been working?
a. South Dakota
b. South Africa
c. South Korea
2. Which topic will the presenter discuss?
a. Our company in South Dakota

b. The sale of BMW cars in South Korea
c. Cars in South Africa
3. What will the presentation cover first?
a. A review of the sales figures for last year

b. A brief overview
c. Some future strategies
4. When will the presenter answer questions?
a. When you raise your hand

b. Anytime during the presentation
c. At the end of the presentation
Part Two: During your second listening, number the phrases below in the order you hear
them.
My name is
Good morning everyone
Today I’m going to discuss
Let me start by thanking you

Finally Specifically, I’m going to argue
Second
Let me give you a brief overview

If you have any questions
First
53
1. Greetings and getting started

 Hello everyone. Shall we begin?
 Hello everyone. Let’s get started!
 Good morning/afternoon/evening.
2. Politely welcoming the audience

 Thanks for coming today. I hope you’re enjoying this beautiful weather!
 Thank you for joining us today.
Cultural Note: Many
 I’m pleased to see you all here today. presenters in English begin
with an “icebreaker”, such as
3. Introducing yourself talking about the weather.
 My name is Junho.
 I’m Teddy Park, and my partner is Jina Kwan.
 For those of you I haven’t met yet, please call me Sunny.
4. Introducing the topic

 My topic today is…
 Today, I’m going to talk about improving the SNU festival.
 The purpose of this presentation is to introduce …
5. Giving an overview of the presentation

 Now, let me begin with an overview of the presentation.
 Let me start by outlining my presentation briefly.
 I’m going to discuss _______________ in three parts.
6. Outlining the main points

 First (of all), I will …
 To begin/start with …
 Secondly,
 Then/Next, Jina will …
54
 After that,
 Finally/Lastly,
7. Giving instructions about questions

 If you have any questions, please wait until after the presentation.
 If you have any questions, feel free to ask me any time.
 I’m planning to have a Q&A at the end of the presentation.
55
Step 4. Topic and Brainstorming Ideas
Have a clear topic for a presentation.
How BMW
can make
more money
in South Korea
People can have a variety of different opinions related to the topic. Brainstorm as many
opinions as you can, and then choose the ones you want to focus on in your presentation to
support your topic. These are called your main points. A presentation should have as many
points as it needs to support the topic. In short presentations, two to four main points is a
good number.
Opinion A: Opinion B:
I think that we should I believe that we

increase the price to should lower the price
make more money. so that more people
Opinions can buy them.
(Same topic,
A different
B
opinions)
C D Opinion D:
Opinion C: F.F. We suggest that

we make internet
In our opinion, famous commercials.
stars can help sell more
cars.
Frank Foreman’s Opinion:
Specifically, I will argue that we need to advertise more.
56
Step 5. Brainstorming Exercise
Pretend the following is the topic of your presentation:
How to
improve
the SNU
festival
Together with a partner, brainstorm a variety of possible main points.
Specifically, I will argue that SNU

should hire famous stars to host the
festival.
I believe that _______ I think that _________
__________________ __________________
__________________ __________________
__________________ A __________________
(Same topic,
__________________ B different
C __________________
__________________ opinions) __________________
__________________
D __________________
__________________ __________________
In our opinion, we should ________________________________
_____________________________________________________
57
Step 6. Introduction Worksheet
With a partner, choose one overview slide and write a script for your introduction below.
Use the expressions you have learned today. Include all seven components with the necessary
transition words. Feel free to ask the instructor for advice!
1. Greetings and getting started
2. Politely welcoming the audience
3. Introducing yourself briefly
4. Introducing the topic
5. Giving an overview of the presentation
6. Outlining your main points
7. Giving instructions about questions
When you complete your overview, practice aloud until you can deliver it without looking at
your script. Take turns with your partner, and remember to use good eye contact!
58
Objectives
A good presentation, as we saw in the previous lesson, revolves around a topic and two to
four main points. In this lesson, we will learn how to structure a presentation to support the
topic and main points, as well as make transitions.
Tips for Structuring a Presentation and

Making Transitions
 A good structure has clear main points.
 Each main point has several supporting points.
 Use transitions to help your audience hear each point.
 Make sure your points stay on topic.
 Save your best point for last.

Step 1. Warm-up
Step 2. Generating Main Points & Supporting Points
Step 3. Brainstorming Supporting Points
Step 5. Practicing Transitions
Step 6. Wrap-up
59
Step 2. Generating Main Points & Supporting Points
The topic has two to four main points, and each main point also needs several supporting
points, as shown in the chart below.
How to Improve the Festival (Topic)

______________________________________
(Main Point)
_______________ _______________ ______________

_______________ _______________ ______________
_______________ _______________ ______________
Supporting Point 1 Supporting Point 2 Supporting Point 3
In the arguments below, which supporting point is not related to the topic?
Topic: How to improve the SNU festival

Main point #1: Hire famous stars to host it
Possible supporting points:
1. Big stars will attract more SNU students
2. Big stars will create more excitement
3. Students should also get the week off from class
Topic: How to improve the SNU festival

Main point #2: Have a soccer match against KAIST
1. Games between rivals are more exciting
2. Cheering for SNU builds school pride
3. Sports teams at SNU don’t get enough funding
60
Step 3. Brainstorming Supporting Points
Continue working with the topic of “How to improve the SNU festival.” With a partner,
choose one of the main points below. Then brainstorm three supporting points. Make sure the
points are relevant to the main point.
How to improve the SNU festival:

Possible main points
(Choose One)
1. Food Festival 6. Norae-bang Competition

2. Carnival Games 7. Talent Show
3. Traditional Korean Wrestling 8. Sports Tournament
4. Speed Dating 9. Boy versus Girl Games
5. Fortune Tellers 10. ____________ (your idea)
How to Improve the Festival (Topic)

______________________________________
(Main Point)
_______________ _______________ ______________

_______________ _______________ ______________
_______________ _______________ ______________
_______________ _______________ ______________
Supporting Point 1 Supporting Point 2 Supporting Point 3
61
Transitions are signals to the audience that you are moving from one point to a new point.
They help people hear the structure of your presentation. Without them, the audience might
get confused or lost.
1. Introducing the first point

 Our first point is …
 First, I want to talk about …
 I’ll begin with …
2. Moving from point to point

 Second, let’s look at …
 Next, let’s turn our attention to …
 Which brings us to our next point …
3. Introducing the last point

 The last point I would like to make is …
 Finally, I’ll show you …
 My third and final point …
4. Making transitions between partners

 First, my partner will show you …
 For starters, Sunny will show you …
 Next, my group member Jinsoo will talk about …
62
Step 5. Practicing Transitions
Together with a partner, practice making transitions between points in the outline below. Try
to use a variety of expressions. You may have to adjust the grammar of a statement or add
words to fit it together properly with your transition.
Example:
First, I’ll show you how students who
commute will be able to get to class on time.
Topic: How to improve SNU campus

Main point #1: Build a subway station in the middle of campus
1. Students who commute will be able to get to class on time
2. Students who live here will be able to visit the city
3. Important visitors can get here easily
Extra Practice
After you have practiced a few times, return to the supporting points you brainstormed
earlier. Try using transitions without looking at your notes!
63
Objectives
This final lesson on presenting in English covers how to “go full circle.” You will learn how
to conclude a presentation, and how to lead a Question & Answer session.
Tips for Concluding a Presentation and Leading a Q&A

 Let your audience know the end is near.
 Don’t say, “Now I am finished” or “This is the end of my
presentation.”
 Before you give a presentation, find out if you will have to
lead a Q&A and how long it will be.

Step 1. Warm-up
Step 2. Listening
Step 4. Conclusion Worksheet
Step 6. Practice Q&A Session
Step 7. Wrap-up
64
Presentation Circle
As we have seen in the last two lessons, a good presentation is like a wheel: it begins and
ends with the main idea, reinforcing what you want your audience to remember. Keep this
diagram in mind as you work on the conclusion to your presentation.
65
Step 2. Listening
Part One: During your first listening, just focus on answering the questions below.
1. What does the speaker think they need to do?
a. Bring the newest model of BMW cars to Korea

b. Invest more in advertising
c. Show you sales figures
2. What did the presenter show during the first part of the presentation?
a. That sales increased

b. BMW cars
c. The sales figures for last year
3. What does the presenter want you to remember?
a. The word luxury

b. BMW cars are expensive
c. Luxury is expensive
4. For how long will the presenter answer questions?
a. Five minutes
b. Fifty minutes
c. Fifteen minutes
Part Two: During your second listening, number the phrases below in the order you hear
them.
I believe
We showed you
In conclusion
During the first part of our presentation
After that Thank you for your time

We suggested
I want you to remember

We demonstrated
Finally,
66
1. Telling them the end is near

 In conclusion …
 To conclude …
 To sum up …
 So, as we’ve seen today …
 So that brings us to the conclusion.
2. Restating your main idea

 (In conclusion), we believe …
 (To sum up), I think …
 (So, as we’ve seen today), our team suggests …
3. Recapping your main points

 Let me recap the main points.
 I’d like to briefly summarize the main points.
 First we (talked about) …
 After that our team (examined) …
 Then my partner (showed you) …
Pro Tip
 Finally I (suggested) …
A good conclusion makes
a lasting impression. Ask
yourself, “When my
Bonus Step: Giving them “something to walk away with” audience walks away,
what do I want them to
 Before we end, I’d like to say one last thing. remember?”
 As you leave here today, I want you to remember …
 Finally, there’s something you can do with the information you heard today.
4. Thanking the audience and inviting questions
A: Thanks
 Thank you very much for your time.
 Thank you all. It was my pleasure to be here.
67
B: How much time
 We have _______ minutes now for Q&A.
 I believe we have until _____ o’clock to take your questions.
C: Invitation
 Does anyone have a question?
 Are there any questions?
 Who would like to go first?
 I’m looking for a brave soul to go first!
68
Step 4. Conclusion Worksheet
With a partner, write a script for your conclusion below based on the introduction you wrote
for Lesson 9. Use the expressions you have learned today. Include all four steps with the
necessary transition words. Feel free to ask the instructor for advice!
If you are feeling creative, try coming up with a cool idea that your audience can walk away
with.
Step 1: Signal that the end is near
Step 2: Restate your main idea
Step 3: Recap your main points
Bonus Step: Make a last impression
Step 4: Thank the audience and invite questions
When you complete your overview, practice aloud until you can deliver it without looking at
your script. Take turns with your partner, and remember to use good eye contact!
69
Part A: How to Ask a Question
1. Getting attention
 If you feel overlooked for a long time, Cultural Note: The Q&A is an
essential part of a presentation in
say, “Excuse me. Can I ask a question?” many academic and professional
settings: it’s the time when ideas
get discussed or plans are made.
2. Saying who the question is for
Keep in mind that, particularly
 I have a question for _______ (name). in Western settings, it is
considered a sign of interest and
 Can I comment on what _____ (name) said? involvement when people ask
questions!
3. Asking presenters for details and clarifications

 Could you tell me more about ________, please? I didn’t understand.
 You said ___________. Could you give me an example, please?
 I didn’t understand the word________. Would you please explain it?
4. Agreeing & Disagreeing

 I like what you said about ________. Let me just add__________.
 I’m afraid I disagree with what you said about _______. I think _________.
 You said __________. That may be true, but I believe ____________.
5. Responding to another participant (classmate/colleague)

 May I respond to _______ (name)?
 I’d like to continue with ______’s (name) point.
 I’m sorry, but I disagree with _______ (name)
70
Part B: How to Lead a Q&A Session
1. Asking for questions

 Who would like to go next?
 (Name), do you have a question?
 Would anyone else like to ask a question?
 We have time for one last question.
2. Responding to questions
 I’m glad you asked that question.
 That’s an interesting point you’ve raised.
 I’m sorry, but I don’t know the answer.
3. Passing off to a partner

 I think my partner might have a better answer to this question.
 (Partner’s Name), would you like to take this question?
4. Ending a Q&A
 We’re almost out of time. Who would like to ask the last question?
 I’m sorry, but we’re out of time. Once again, I’d like to thank you all for coming!
 It seems that many of you still have questions. Perhaps we can take one or two
more?
71
Step 6. Practice Q&A Session
In a small group (4-6), practice taking part in a Q&A session. Your instructor will assign you
a role to play.
Student A: Presenter Student B: Easy Question
1. Repeat the conclusion you practiced

earlier and open up the Q&A session.
Ask the presenter for more details or for a
2. Use the phrases in this lesson to lead
clarification, using one of the phrases we
the Q&A session. Don’t worry too
just learned.
much about the content of your
answers: focus on using the phrases
correctly!
Student C: Easy Question Student D: Easy Question
You can either agree or disagree with You can either agree or disagree with
something the presenter said. Use one of the something the presenter said. Use one of the
new phrases to state your opinion. new phrases to state your opinion.
Student E: Hard Question Student F: Hard Question
You agree/disagree with something that C Ask the presenter for more details using a
or D said. simple wh- question.
Ask the presenter if you may respond to C For example, “Who will pay for the
or D and state your opinion. festival?” Or “How much will it cost?”
When you have finished, change roles and start again! Don’t forget to thank the audience one
last time at the end of the Q&A!
72

Unit 1 Communicating With Classmates

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Unit 1 Communicating With Classmates

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Table of Contents

Unit 1 Communicating with Classmates

Lesson 1 Introducing Yourself

Lesson 2 Asking and Answering Questions

Lesson 3 Asking Follow-Up Questions and Seeking Details

Unit 2 Interacting with Professors

Lesson 4 Asking Classroom Questions

Lesson 5 Clarifying Assignments

Lesson 6 Making Appointments and Seeking Guidelines

Unit 3 Participating in Discussions

Lesson 7 Collaborating with Classmates

Lesson 8 Expressing Opinions: Agreeing and Disagreeing

Unit 4 Presenting in the Classroom

Lesson 9 Opening a Presentation

Lesson 10 Structuring a Presentation and Making Transitions

Lesson 11 Concluding a Presentation and Leading a Q&A

Lesson 1 Introducing Yourself

Tips for Introducing Yourself

Procedures and Materials

1. Who you are

 I’m a pre-nursing student here at SNU.

Cultural Note: At many universities, Cultural Note: In this context, it is

3. Where you were born and raised

with friends. they say “spending time with,” “hanging

5. Your personality and character

6. Your closing remarks

Listen to the introduction and fill in the blanks.

Hello, my name is Sooyoung. I study ____________________ here at SNU. I

Born and Raised

Student 1 Student 2 Student 3

Sorry, could you say that again?

2. Saying where he/she was born and where he/she grew up

3. Saying his/her major

4. Listing his/her hobbies and interests

5. Describing his/her personality and characteristics

6. Giving closing remarks

Tips for Asking and Answering Questions

Procedures and Materials

• When / What time • eat breakfast

• What • for two hours

• How • on Monday and Thursday

• How long • at the cafeteria

• Which days • because it is close

• Where • once a week

• Who…with • with my friends

• How often • at seven o’clock

Wh- Questions – : Where is your office? When should we meet?

Yes/No Questions – : Is your office in building two? Can we meet at three?

 How long does it take? ______________________

 Which days do you have classes? ______________________

 How do you get to school? ______________________

 Are you a student at Seoul National University? ______________________

 Do you like kimchi? ______________________

 Where do you usually have lunch? ______________________

 Is she your friend? ______________________

 Who do you usually have lunch with? ______________________

 How often do you study in the library? ______________________

 Would you like to join us for lunch? ______________________

 Shall we meet at the subway station? ______________________

 Example: What time do you usually get up in the morning?

Computer Usage Often Sometimes Rarely Never

Often Sometimes Rarely Never

How often do you use the computer to …?