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Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL
DIPLOMATIC ACADEMY OF VIETNAM ENGLISH FACULTY
-------------------------------- HIGH QUALITY EDUCATIONAL PROGRAMME SPEAKING SKILL Term II Level: Advanced 1 Ha Noi, 2016 0 about:blank 1/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL COURSE OUTLINE/SYLLABUS
Course name: Speaking Term II Skill: Speaking Level: Advanced 1
Batch: 42 (High quality educational class)
Duration: 10 weeks (2 hour-class on weekly basis) COURSE DESCRIPTION:
This course is designed to teaching speaking skills for advanced students (Advanced 1).
Presentation and debating skills are introduced as approaches so that students can engage in
different communicative tasks and expose their soft skills as well. A systematic theories and
practices for those skills are provided to improve students’ intelligibility of speech and help
students achieve English language acquisitions. Classroom activities also include individual
work, pair work and group discussions. OBJECTIVES: Objectives:
Upon the completion of the course, students will be able to - Communicate effectively
- Exchange their ideas about a number of topics
- Present their ideas and support their ideas with reasons and examples.
- Debate with others over a wide range of topics.
USAGES OF INFORMATION AND TECHNOLOGY IN/DURING THE COURSE
- Students will use their laptops or class computers for effective learning English as instructed by lecturers.
- Students will be provided information, offline materials or materials via email.
- Students will be given online research work related to language learning as and when
required by lecturers or lessons.
- Lecturers and students will exchange information after the class via email or YM (homework submission, comments, etc…) CONSULTATION:
- Teachers should decide consultation hours depending on the numbers of teaching hours and
give students consultation or advice for their studies during break time or at any convenient
time of the teachers. Teachers and students will also be able to exchange information after the
class via email or YM as arranged. SELF STUDY
- Students should spend at least 4 hours on their self-study. In addition, students are encouraged
to do self-study research activities depending on the level and interests. MATERIALS
Speaking Term II for High Quality Class. Batch 42 1 about:blank 2/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL ASSESSMENT:
Students will receive a separate grade for their mastery of the skills taught in the course as well
as their effort through a mid-term test and a final exam; and a separate grade for their
participation and attendance. An average grade will be calculated based on the weighting of such course components. Grading breakdown -
Attendance and participation: 10% - Mid-term test: 40% - Final exam: 50% Course repeat policy
An average point is calculated upon the completion of the course, except that a student may
repeat a course in which he or she has received a grade of below 4.0 (Vietnamese scale). In
such cases, students are given the second effort, i.e., retake the final exam. If the final score
after retaking the final exam is less than 4.0, students are required to retake the whole course as arranged. TENTATIVE SCHEDULE Week/ Content Materials Homework Session 1 Introduction to the course Speaking - Sts get the slides term II from teachers and Presentation Instructions review them. (Grouping should also be done) - Continue to think/consider the Presentation Practice 1 topics and register the
(Intro + Development + Conclusion) topics with teachers via email. 2
Presentation practice 2 (continued) Sts’ Group work preparation
Debate 1: Any form of education other than Speaking Self practice/group
co-education is simply unthinkable term II work 3
Presentation practice 3 (continued) Sts’ Group work preparation
Debate 2: Only stricter traffic laws can Speaking Self practice/group prevent accidents term II work 4
Presentation practice 4 (continued) Sts’ Group work preparation
Debate 3: Advertisers perform a useful Speaking Self practice/group service to the community term II work 5 GROUP PRESENTATION - GROUP 1 Group work 2 about:blank 3/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL (FOR MARKING)
- Based on students’ registration and plans,
students start to have group presentations.
- Teachers should be strict and offer no flexibility to the deadline.
- Other teachers shall be invited to observe the group presentation.
- Marks shall be recorded for calculating marks for mid-term test.
Debate 4: Vicious and dangerous sports Speaking Self practice/group should be banned by law term II work 6 GROUP PRESENTATION - GROUP 2 Group work
Debate 5: Compulsory military service Speaking Self practice/group
should be abolished in all countries term II work 7 GROUP PRESENTATION - GROUP 3 Group work
Debate 6: Examination exert a pernicious Speaking Self practice/group influence on education term II work 8 GROUP PRESENTATION - GROUP 4 Group work
Debate 7: Books, plays, films should be Speaking Self practice/group censored term II work 9 GROUP PRESENTATION - GROUP 5 Group work
Debate 8: Only mad man would choose to Speaking Self practice/group live in a large modern city term II work 10 GROUP PRESENTATION - GROUP 6 Group work
Debate 9: People should be rewarded Speaking Self practice/group
according to ability, not according to age term II work and experience. Feedback 11 FINAL EXAM: Debates 3 about:blank 4/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL WEEK 1 4 about:blank 5/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL
GROUP PRESENTATION INSTRUCTIONS
For high quality classes
Level: Advanced 1 Term: II/2016
1. The presentation includes: A written paper: 10% and oral group presentation: 30 % 1.1. Written paper:
Each group consists of three students. Each group chooses a topic from the suggested
topic list. The group should find relevant sources of information or materials to start writing the
content. The writing should be done by all members of groups or individually then integrated
in one file. Please make sure that every single group member understands the topic and content
in case the teacher questions and appoints other tasks. 1.2. Oral presentation:
Each group participates in the oral presentation in the class. Topics must be registered with the
teacher. Students are required to prepare the presentation in Power Point. Music/pictures and
other soft programs are strongly advised.
2. Rules to written paper Length
5 – 10 pages including cover-page, content, illustrations and a list of references Paper size A4 Spacing 1.5 Font type Times New Roman Font size 12 Structure
Cover page, Introduction, Body, Conclusion and References References
A list of sources should be clearly stated in the written paper.
3. Assessment/Criteria breakdown: Written paper (10%):
Content: relevance, usefulness and research 10 marks 5 about:blank 6/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL Language 10 marks
Presentation, structure, referencing 10 marks Total marks Converted into 10 scale Oral presentation (30%): Duration: 15-20 minutes Assessment MARKS NO CRITERIA COMMENTS (10) 1 Outline 2 Organization 3 Introduction 4 Supporting Evidence 5 Conclusion 6 Time Management 7 Role Division 8 Support Materials 9 Content 10 Body Language 11 Pronunciation 12 Eye Contact 13 Language 14 Voice Projection 15 Audience Control
Total marks = Sum (1+ 15)/15 X 30%
All students must make sure to understand the topic thoroughly beforehand. Students are
advised to have trial presentation in separate groups at any convenient time before the class presentation. 4. Suggested topics No Topics 1
Should governments spend more money improving roads and highways, or should
governments spend more money improving public transportation (busses, trains, subways)? 2
Do you agree or disagree with the following statement: “Television, newspapers, magazines,
and other media pay too much attention to the personal lives of famous people such as public figures and celebrities.” 3
Some people believe that the Earth is being harmed (damaged) by human activity. Others feel
that human activity makes the Earth a better place to live. What is your opinion? 4
Brain drain is a hot issue nowadays. People have different ideas about brain drain and
solutions to slow down this trend. Can you make it clear? 6 about:blank 7/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL No Topics 5
When famous people such as actors, athletes and rock stars give their opinions, many people
listen. Do you think we should pay attention to these opinions? 6
Some people say that advertising encourages us to buy things we really do not need. Others
say advertisements tell us about new products that may improve our lives. Which viewpoint do you agree with? 7
“When people succeed, it is because of hard work. Luck has nothing to do with success.” Do
you agree or disagree with the quotation above? 8
You have decided to give several hours of your time each month to improve the community
where you live. What is one thing you will do to improve your community? Why? 9
Home owning fosters a sense of belonging and rootedness to the local community, especially
for Asian people. The authorities, however, have not managed to implement an effective low-
income housing programme. If you were a Director of the National Housing Board, what would you do? 10
Many people all over the world are helping Vietnamese Agent Orange (AO)/ dioxide victims
in many ways, such as charity walks and fund-raising musical performance. What is your plan
in the future to help these victims? Do you have any suggestions and steps towards this kind of charity? 11
Some people believe that university students should be required to attend classes. Others
believe that going to classes should be optional for students. Which point of view do you agree? 12
Do you agree or disagree with the following statement? With the help of technology, students
nowadays can learn more information and learn it more quickly. 13
You can have your own topic; however, you are required to let your teacher know.
5. Important notes of schedule Week Tasks Notes Week 1
Presentation instructions are given Students can ask their Week 3
Group presentations start from Week 3. Written paper is teachers
submitted either before or after the presentation in the class. questions in the class, through email or during consultation time 7 about:blank 8/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL
ASSESSMENT OF ORAL PRESENTATION Class: Group: Name of students: Topic: MARKS NO CRITERIA COMMENTS (10) 1 Outline 2 Organization 3 Introduction 4 Supporting Evidence 5 Conclusion 6 Time Management 7 Role Division 8 Support Materials 9 Content 10 Body Language 11 Pronunciation 12 Eye Contact 13 Language 14 Voice Projection 15 Audience Control (X 30%) * Written paper (10%)
FINAL MARK: = Oral presentation (30%) + Written paper (10%) 8 about:blank 9/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL PRESENTATION TIPS Collected by Le. Van Khanh
Giving a presentation in your own language can be one of the hardest things you ever have to
do. Giving a presentation in English, for many people, can be a night mare. PHIL CLYMER
has a few hints, from his radio programmer TRADING WORLD, to help you to get a good
night's sleep before the big days.
**********************************************************
There are a few rules that can be followed when preparing a presentation. They can make the
presentation easier for your audience to follow and for you to deliver.
The first thing to realize is that a presentation can be split in to three sections: The
introduction, the main body, and the conclusion.
There is some famous advice for people giving a presentation. It is: Say what you are going to
say-say it and say it again! In other words, the introduction should let your audience know
what you are going to be talking about. The main body of the presentation describes your
product or subject. And the conclusion repeats the most important points. THE INTRODUCTION
At the beginning of any presentation (one you have greeted your audience and introduced,
yourself, of course. It is important to make clear the subject of your presentation. You also need
to tell the audience the best time for asking questions.
So, the opening of a presentation could sound something like this:
Good morning ladies and gentlemen. Thank you for coming this morning. My name is Jane
Brown, and for the next 20 minutes I shall be talking to you about our new product-Product
X. if you have any questions while I am speaking, please save them for the end of the presentation.
Of course, if you don't mind being interrupted, then you say, instead of the last sentence.
If you have any questions while I am speaking, please don't hesitate to interrupt me.
Next, you need to explain to your audience how you have organized your presentation. Perhaps you can say:
I have divided my presentation into three parts: the history and the development of product
X: the use and the applications of Product X: and the marketing implications of the product.
At the end, I hope to have some time to have able to answer your question.
One you have completed the introduction, one you have told the audience what you are going
to say, you begin the main part of the presentation. You will find it helpful to prepare some
phrases which link your ideas. 9 about:blank 10/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL THE MAIN BODY
In this part of the presentation you are probably going to need bridging language to make it
clear to your audience that you have finished one point and are about to move onto another.
Ideally, the move from one subject to another will be smooth and easy. Some of the phrases might be useful:
And that brings me nicely on to my next point…
One point that follows from A is B...
Talk of A naturally leads us to consider B…
If the links between subject matters are not so easy, then one of theses phrases may be necessary:
So that's it for A. Now let's turn to B…
Now, quite distinct from A, we have B…
That covers A- so what about B…?
Also during the main presentation, it is likely that you will want to show your audience some
overhead. Useful language to introduce these includes: If we look at this overhead…
I have prepared an overhead to illustrate this…
This point can have seen more clearly in visual from…
Let's have a look at this transparency (rõ ràng)… (transparent –a)
Throughout the presentation, it is important to keep these things as simple as possible. Short,
clear statements are worth a lot more than complicated explanations. The easier it is for you to
say it, the easer it will be your audience to understand! THE CONCLUSION:
When you have finished the presentation, don't forget the conclusion. Your conclusion should
briefly touch on all the points you have made. These phrases will be helpful for this stage of the presentation:
Before I finish, let me just summarize the main point…
By way of conclusion, here again are the most important points…
To sum up, the main aspects of this are…
Then, having repeated the main points you should end by thanking your audience to understand!
Thank you for your attention, ladies and gentlemen. If there are any questions. I'd be delighted to answer them…
That concludes all I have to day on the subject. I hope that I have given you a clear
picture of the problems and opportunities. Perhaps we should now adjourn for a coffee.
Thank you again for giving me this chance to speak to you, ladies and gentlemen, I
hope that you have found the time well spent.
Good luck with your presentations and remember that the audiences are on your side; they want you to do well. 10 about:blank 11/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL WEEK 2 11 about:blank 12/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL WEEK 2 DEBATE TOPIC 1:
ANY FORM OF EDUCATION OTHER THAN CO-EDUCATION IS SIMPLY UNTHINLABLE STUDY GUIDES TEACHER:
The topic presented in the following passage is thrown open to the whole class and is
discussed. During the discussion, members of the class may draw freely on the ideas 'for' and
'against' which are summarized in note form. They should also, impossible, contribute ideas of
their own. Teachers may sometimes choose to conduct full-scale debates this unfailingly adds
spice and excitement to the lesson. One member of class may be appointed to act as chairman
and two main speakers may be called upon to present their cases before the class participates in
the discussion. A vote may be cast at the end of the debate, though as is usual in debates, the
students should be asked to vote only on the quality of the arguments they have heard. The way
they vote need not necessarily be consistent with their personal views. STUDENTS
Do self-study the following points before the lesson. 1. Grammar Review
a. Omission of subject and verb (E.g., When segregated…= when they are segregated)
b. Distinguish the use of the preposition ‘With’
(E.g., He goes to school with a girl with a pigtail) 2. Word Study Co-education: Deviation: React: Cope with: Impose: Face: Abnormal: Foremost: Put up with: In miniature: Stuff: Foster: Segregate: Fairy tale: Version: Nonsense: Vice versa: Dispel: Rivalry: Illusion: Competition: Freckle: Mysterious: Pigtail: Involve: Knobbly: Unkempt: Distraction: Awkward: Exaggerate: Adolescence Proof:
3. Read the following text
Imagine being asked to spend twelve or so years of your life in a society which
consisted only of members of your own sex. How would you react? Unless there was 12 about:blank 13/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL
something definitely wrong with you, you wouldn't be too happy about it, to say the least. It is
all the more surprising therefore that so many parents in the world choose to impose such
abnormal conditions on their children- conditions which they themselves wouldn't put up with for one minute!
Any discussion of this topic is bound to question the aims of education. Stuffing
children's heads full of knowledge is far from being foremost among them. One of the chief
aims of education is to equip future citizens with all they require to take their place in adult
society. Now adult society is made up of men and women, so how can a segregated school
possibly offer the right sort of preparation for it? Anyone entering adult society after years of
segregation can only be in for a shock.
A co-educational school offers children nothing less than a true version of society in
miniature. Boys and girls are given the opportunity to get to know each other, to learn to live
together from their earliest years. They are put in a position where they can compare
themselves with each other in terms of academic ability, athletic achievement and many of the
extra-20 curricular activities which are part of school life. What a practical advantage it is (to
give just a small example) to be able to put on a school play in which the male parts will be
taken by boys and the female parts by girls! What nonsense co-education makes of the
argument that boys are cleverer than girls or vice-versa. When segregated, boys and girls are
made to feel that they are a race apart. Rivalry between the sexes is fostered. In a co-
educational school, everything falls into its proper place.
But perhaps the greatest contribution of co-education is the healthy attitude to life it
encourages. Boys don't grow up believing that women are mysterious creatures - airy
goddesses, more like book-illustrations to a fairy-tale, than human beings. Girls don't grow up
imagining that men are romantic heroes. Years of living together at school dispel illusions of
this kind. There are no goddesses with freckles, pigtails, piercing voices and inky fingers.
There are no romantic heroes with knobbly knees, dirty finger nails and unkempt hair. The
awkward stage of adolescence brings into sharp focus some of the physical and emotional
problems involved in growing up. These can better be overcome in a coeducational
environment. Segregated schools sometimes provide the right conditions for sexual deviation.
This is hardly possible under a co-educational system. When the time comes for the pupils to
leave school, they are fully prepared to enter society as well-adjusted adults. They have already
had years of experience in coping with many of the problems that face men and women. The argument: key words
The counter-argument: key words
1. Imagine spending 12 years with members
1. School is not a miniature society.
of own sex. Reactions? - wouldn't enjoy it.
2. It is highly artificial; unrelated to outside
2. Many parents impose these conditions on world. their children.
3 It is a training ground: a very special society
3. Discussion of topic must question aims of in its own right. education.
4 Many teachers claim better work done in
4. Not only accumulation of knowledge. segregated schools.
5. Equipping future citizens for adult society.
5 Greater achievements academically, socially,
6. Segregated schools: not the rights ort of in athletics, etc. preparation.
6 Children from segregated schools have
7. Co-educational school: society in
greater self-confidence when they leave. miniature.
7 Many more practical advantages in
8. Boys and girls learning to live together.
segregated schools: e.g., administration.
9. Can compare themselves: academic and
8 Adolescent problems better dealt with-
athletic abilities; school activities. easier for teachers to handle.
10. Many practical advantages: e.g., school
9 Sexual deviations, greatly exaggerated. 13 about:blank 14/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL The argument: key words
The counter-argument: key words plays.
10 No distractions - co-educational schools
11. Boys and girls not made to feel a race a
often lead to disastrous early marriages. part.
11. Segregated schools have successfully
12. Co-education encourages healthy attitudes
existed for centuries: a proof of their worth. to life.
12 In many countries, the most famous
13. Boys: no illusions about women: airy schools are segregated. goddesses.
13. Thousands of great men and women
14. Girls: no illusions about men: romantic
attended segregated schools: e.g., Churchill. heroes.
15. No goddesses with freckles, pigtails, piercing voices, etc.
16. No romantic heroes with knobbly knees, dirty fingernails, etc.
17. Physical and emotional adolescent
problems best overcome in co-educational environment.
18. Sexual deviation hardly possible.
19. Pupils enter society as well-adjusted adults. 4. Debate notes: 14 about:blank 15/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL WEEK 3 15 about:blank 16/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL WEEK 3 DEBATE TOPIC 2:
ONLY STRICTER TRAFFIC LAWS CAN PREVENT ACCIDENTS STUDY GUIDES TEACHER:
The topic presented in the following passage is thrown open to the whole class and is
discussed. During the discussion, members of the class may draw freely on the ideas 'for' and
'against' which are summarized in note form. They should also, impossible, contribute ideas of
their own. Teachers may sometimes choose to conduct full-scale debates this unfailingly adds
spice and excitement to the lesson. One member of class may be appointed to act as chairman
and two main speakers may be called upon to present their cases before the class participates in
the discussion. A vote may be cast at the end of the debate, though as is usual in debates, the
students should be asked to vote only on the quality of the arguments they have heard. The way
they vote need not necessarily be consistent with their personal views. STUDENTS
Do self-study the following points before the lesson. 1. Grammar Review
a. Compound adjective = adjective + past participle (E.g. ill-mannered)
b. “It is high time somebody DID something.”
c. A number of verbs can be formed by adding –ISE/-IZE to certain nouns/adjectives, e.g.: standardize/modernize
d. Add –able/-ible to verbs, we have adjectives, e.g.: inhabitable, readable 2. Word Study Immunize Lax Fatal Universal Slaughter Dramatic Versus Standardize Mutilate Stringent ill-mannered Impair Willful Impose Frustration Specification Benign Inordinate Condone Harsh Uninhabitable Toll Desecrate Remedy world code Extension Senseless notorious with regard to Statistics
3. Read the following text
From the health point of view we are living in a marvelous age. We are immunised
from birth against many of the most dangerous diseases. A large number of once fatal illnesses 16 about:blank 17/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL
can now be cured by modern drugs and surgery. It is almost certain that one day remedies will
be found for the most stubborn remaining diseases. The expectation of life has increased
enormously. But though the possibility of living a long and happy life is greater than ever
before, every day we witness the incredible slaughter of men, women and children on the
roads. Man versus the motor-ear! It is a never-ending battle which man is losing. Thousands of
people the world over are killed or horribly mutilated each year and we are quietly sitting back and letting it happen.
It has been rightly said that when a man is sitting behind a steering wheel, his car
becomes the extension of his personality. There is no doubt that the motor-ear often brings out
a man's very worst qualities. People who are normally quiet and pleasant may become
unrecognisable when they are behind a steering-wheel. They swear, they are ill-mannered and
aggressive, willful as two-year-olds and utterly selfish. All their hidden frustrations,
disappointments and jealousies seem to be brought to the surface by the act of driving.
The surprising thing is that society smiles so benignly on the motorist and seems to
condone his behaviour. Everything is done for his convenience. Cities are allowed to become
almost uninhabitable because of heavy traffic; towns are made ugly by huge ear parks; the
countryside is desecrated by road networks; and the mass annual slaughter becomes nothing
more than a statistic, to be conveniently forgotten.
It is high time a world code were created to reduce this senseless waste of human life.
With regard to driving, the laws of some countries are notoriously lax and even the strictest are
not strict enough. A code which was universally accepted could only have a dramatically
beneficial effect on the accident rate. Here are a few examples of some of the things that might
be done. The driving test should be standardised and made far more difficult than it is; all
drivers should be made to take a test every three years or so; the age at which young people are
allowed to drive any vehicle should be raised to at least21; all vehicles should be put through
stringent annual tests for safety. Even the smallest amount of alcohol in the blood can impair a
person's driving ability. Present drinking and driving laws (where they exist) should be made
much stricter. Maximum and minimum speed limits should be imposed on all roads.
Governments should lay down safety specifications for manufacturers, as has been done in the
USA. All 40 advertising stressing power and performance should be banned. These measures
may sound inordinately harsh, but surely nothing should be considered as too severe if it
results in reducing the annual toll of human life. After all, the world is for human beings, not motor-ears. . The argument: key words
The counter-argument: key words
1 Marvelous age from health point of view.
1 Motor-cars are highly desirable for obvious
2 Immunisation from birth; cures: modem reasons. drugs, surgery.
2 We should recognize this and adjust
3 Expectation of life increased. ourselves.
4 But incredible slaughter on roads.
3 It's no use complaining and attacking the S Man versus car: man, loser.
motorist- most of us are motorists.
6 Thousands killed, maimed: we let it happen.
4 It's nonsense to say countryside desecrated,
7 Car: extension of man's personality.
cities spoilt, etc. All part of spread of
8 Brings out worst qualities: bad manners; communications. aggression; selfishness.
5 The alternative is the isolated communities
9 Hidden frustrations, disappointments of the past.
brought to the surface when driving.
6 Merely making stricter laws is not the best
10 Society seems to condone motorists' solution. behaviour.
7 Will cost huge sums of money to enforce; 17 about:blank 18/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL
11 Everything done for the motorists'
perhaps not possible to en-force.
convenience: e.g. cines: heavy traffic; towns:
8 Best solution: provide better road facilities.
car parks; the countryside: road networks.
9 E.g. world-wide network of motorways; use
12 Mass slaughter: a statistic; soon forgotten.
of computers; universal adoption of multi- 13 World code necessary.
storey and underground car parks.
14 Laws vary in countries: some lax; none too
10 Possible introduction of small electric cars strict.
for cities in future; cars on rails, etc.
15 Strict world code would have beneficial
11 Laws are already strict enough. E.g. effect.
drinking and driving laws in Britain and other
16 E.g. more difficult driving test; test drivers
countries. Motorists- ordinary men and
every three years; raise age limit; annual
women-treated as potential criminals.
safety test for vehicles; drinking and driving:
12 Motorists make possible huge industry,
stricter laws; maximum and minimum speed provide employment.
limits on all roads; government safety
13 Motorists pay vast sums to exchequer: road
specifications: USA; curb advertising.
tax, purchase tax, oil tax, etc.
17 Measures not too harsh if lives saved;
14 Only a small proportion of money paid is world for people, not cars.
used by governments to improve road conditions.
15 If all this money were used on roads, etc.,
the accident problem would be solved. 4. Debate notes: 18 about:blank 19/49 23:33 28/7/24
Speaking TERM II. CLC for Intake 48 (Advanced) HIGH QUALITY PROGRAMME SPEAKING SKILL WEEK 4 19 about:blank 20/49