৳ Look, I’ve got a leaflet about it. Inside view 1 Work in pairs and take turns to read aloud the following sentences. Discuss and put the sentences in the order according to your discussion. ৳ Look, I’ve got a leaflet about it. ৳ It’s a university helpline for students who are having problems. ৳ I know a girl called Abbie. ৳ Hello, can I speak to Abbie, please? ৳ She should be. She works for Nightline. ৳ Who’s calling? 􀁎􀀏􀀃􀀬􀂶􀁙􀁈􀀃􀁊􀁒􀁗􀀃􀁄􀀃􀁏􀁈􀁄􀃀􀁈􀁗􀀃􀁄􀁅􀁒􀁘􀁗􀀃􀁌􀁗􀀑􀀃 Watch Conversation 1 and check your answers. 4-6-3-5-1-2

1. Jacky tells Kate that Abbie is ______. Inside view 2 Watch Conversation 1 again and choose the best way to complete the sentences. 1. Jacky tells Kate that Abbie is ______. (a) away for the weekend (b) busy (c) upstairs (d) out 2. Jacky says she will ______. (a) give Abbie a message (b) give Abbie Kate’s number (c) ask Abbie to call Kate back (d) speak to Abbie soon 3. Janet knows Abbie because ______. (a) they’re both freshers (b) they have a tutorial together (c) Abbie has a tutorial just after her (d) Abbie’s room is next to hers

4. Kate says that Abbie ______. (a) does a lot of work for Nightline Inside view 2 Watch Conversation 1 again and choose the best way to complete the sentences. 4. Kate says that Abbie ______. (a) does a lot of work for Nightline (b) is a very good listener (c) is interesting (d) knows a lot of people 5. Kate tells Janet that she is ______. (a) a volunteer for Nightline (b) thinking of being a volunteer (c) going to call Nightline because she needs help (d) having some problems

Helpline and nightline Inside view Language and culture: Helpline and nightline Helplines in many countries are available for all different problems and situations, not only through telephones but also via the Internet. In the UK, there are these kinds of services for all sorts of health matters, family problems and social or educational concerns that people may have. Many are organized by charities and run by volunteers. Often qualified professionals also help either by giving direct advice or by training the volunteers. A nightline is a listening, support and information service run by students for students. It operates in over 40 universities in the UK. The service offers a helpline service, usually all night, every night, during term time.

2 What is Abbie’s position in Nightline? Inside view 3 Work in pairs. Write down varied predictions for possible answers to the following questions. 1 Has Abbie called back? 2 What is Abbie’s position in Nightline? 3 Why does Kate want to speak to Abbie? 4 Who trains the student volunteers in Nightline? 5 What are “listening skills”? 6 Can you give an example of listening skills? Now volunteers are welcome to share the prediction to the class, and then the class will vote for the craziest idea.

2 What is Abbie’s position in Nightline? Inside view Watch Conversation 2 and check your answers. 1 Has Abbie called back? 2 What is Abbie’s position in Nightline? 3 Why does Kate want to speak to Abbie? 4 Who trains the student volunteers in Nightline? 5 What are “listening skills”? 6 Can you give an example of listening skills? No, she hasn’t. She trains volunteers. To tell her she can’t make the next training session. Experienced students. The ability to really listen to someone and make them feel you’re listening. Listen carefully and then repeat what people have said a little differently.

Abbie Hi, Abbie speaking. Kate Hi, Abbie, it’s Kate Santos. Inside view Work in pairs to read the following dialogue first and try to put in your own words as long as they fit with the context and meaning. Abbie Hi, Abbie speaking. Kate Hi, Abbie, it’s Kate Santos. Abbie Hi! I’m sorry not to have called you back. I’ve got a lot on at the moment. How’s things? Kate Fine. I just wanted to let you know I won’t be able to come to the next training session. Abbie Um … It’s quite an important session. Oh, (1) _________? There’s someone at the door. … Abbie Hi, I’m sorry, look, (2) ____________? Kate Sure. What time?

Abbie Is three o’clock OK? Kate Three’s fine. Inside view Abbie Is three o’clock OK? Kate Three’s fine. Abbie OK, I’ll call you then. Speak soon. Kate Bye. Abbie Bye. … Kate Abbie’s my Nightline trainer. Janet (3) ______________ she’s your Nightline trainer! But she’s still a student. Kate Well, experienced students train new students, that’s (4) ________________. Janet Oh, I see. Kate It’s great! At the moment, she’s training us in listening skills. Janet Listening skills? (5) ______________, listening skills?

Kate Um … The ability to really listen to someone and Inside view Kate Um … The ability to really listen to someone and make them feel you’re listening. It’s very important. Janet I’ve never (6)_________ that before. Kate Yes, for example, one thing you can do is listen carefully and then repeat what someone says but maybe a little differently. Janet (7) ________, repeat what someone says but maybe not the exact same words? Kate Yes. You see, when you do that, you check you’ve understood and you show them you’re really listening. Janet So they know you’ve really heard them. Kate Very good, Janet. I can see (8)________! Hi, … how’s it going?

Abbie Hi, (1) Abbie speaking. Kate Hi, Abbie, it’s Kate Santos. Inside view 4 Watch Conversation 2 again and complete the sentences. Abbie Hi, (1) Abbie speaking. Kate Hi, Abbie, it’s Kate Santos. Abbie Hi! I’m sorry not to have called you back. I’ve got a lot on at the moment. How’s things? Kate Fine. I just wanted to let you know I won’t be able to come to the next training session. Abbie Um … It’s quite an important session. Oh, (1) ________________________? There’s someone at the door. … Abbie Hi, I’m sorry, look, (2) ____________ ____________? Kate Sure. What time? can you hold on a moment can I call you back later

Abbie Is three o’clock OK? Kate Three’s fine. Inside view Abbie Is three o’clock OK? Kate Three’s fine. Abbie OK, I’ll call you then. Speak soon. Kate Bye. Abbie Bye. … Kate Abbie’s my Nightline trainer. Janet (3) ______________ she’s your Nightline trainer! But she’s still a student. Kate Well, experienced students train new students, that’s (4) ________________. Janet Oh, I see. Kate It’s great! At the moment, she’s training us in listening skills. Janet Listening skills? (5) _________________, listening skills? You’re saying the way it works What do you mean

Kate Um … The ability to really listen to someone and Inside view Kate Um … The ability to really listen to someone and make them feel you’re listening. It’s very important. Janet I’ve never thought about that before. Kate Yes, for example, one thing you can do is listen carefully and then repeat what someone says but maybe a little differently. Janet (6)______________________, repeat what someone says but maybe not the exact same words? Kate Yes. You see, when you do that, you check you’ve understood and you show them you’re really listening. Janet (7)So they know you’ve really heard them. Kate Very good, Janet. I can see (8)___________________! Hi, … how’s it going? So what you’re saying is you’ve got it already

Emergency telephone number in different countries and areas: Inside view Language and culture Emergency telephone number in different countries and areas: 1. Mainland China police: 110 fire alarm: 119 ambulance: 120 2. Hong Kong 999 3. Macao 000 4. Japan police: 110 fire alarm: 119 5. England emergency call in common use: 999, 112 6. Canada and the US 911 7. Australia

Inside view Everyday English 5. Work in pairs and answer the questions about Everyday English. 1 We get on really well. (a) We have the same job. (b) We like each other a lot. 2 I’ve got a lot on. (a) I’m very busy. (b) I’m working hard. 3 How’s things? (a) How are you? (b) Have you got a problem? 4 Speak soon. (a) We must talk soon. (b) We’ll talk soon. 5 That’s the way it works. (a) It’s a good method. (b) That’s how it’s done. 6 You’ve got it. (a) You’ve understood. (b) You’re clever. Answers: 1. b 2. a 3. a 4. b 5. b 6. a

Student A Answer the phone, giving your name. Inside view 6 Work in pairs, and make a dialogue based on the cues with the help of the functional expressions on the next page. Student A Answer the phone, giving your name. Student B Ask to speak to a friend. Student A Say you’ll check whether Student B’s friend is there and ask Student B to wait. Student B Agree to wait. Student A Explain why Student B’s friend can’t come to the phone and ask if you can give them a message. Student B Say yes and give a message to change an arrangement. Student A Check that you’ve understood.

Student B confirm that Student A is right. Inside view Student B confirm that Student A is right. Student A Say you’ll give Student B’s friend the message. Student B Thank Student A and say goodbye. Checking: invite one or two pairs to act out their dialogue.

Functional expressions: Inside view Functional expressions: Calling: saying who you are … speaking. It’s … Making requests on the phone Can I speak to …, please? Can you hold on (a moment)? Can I / you give her a message? Can you ask her to call me back? Can I call you back later?

Functional expressions: Inside view Functional expressions: Answering requests on the phone I’ll see if she’s in / free / here. I’ll tell her you called. She’s out / busy, I’m afraid. Checking that you’ve understood You mean, … So … You’re saying … What / How do you mean, …?

Student A Hello, it’s Li Ming speaking. Inside view Example answer Student A Hello, it’s Li Ming speaking. Student B Hi, Li Ming, is Wang Mei there? I would like to talk to her. Student A I’ll have a look to see if she is in her room. Could you wait for a minute? Student B No problem. Thanks! Student A Hello, Wang Mei is in her room, but she is talking to her mother on MSN on an important matter. Would you like to leave a message for her? Student B Yes, please. Could you say Gao Kai phoned and he cannot go to the library with her this afternoon?

Student A Ok, I will tell her that you cannot go to Inside view Student A Ok, I will tell her that you cannot go to the library with her this afternoon. Is that right? Student B Yes, that’s right. Student A Fine, I will give her the message as soon as she finishes talking to her mother. Student B Many thanks for your help. Bye!

Practicing functional expressions Inside view Practicing functional expressions Work in pairs with the chart on the next ppt. Each pair prepares a coin. You and your partner take turns to toss the coin. If it is heads, advances two squares and if it is tails, one square. When you move to a certain box, your partner will ask you the question in the box, and you need to give an answer. If it is an answer, ask the corresponding question. If you fail to do so, you will miss one turn. 5. The activity finishes when the coin reaches “Finish”.

1. Is Li Ming here? I’d like to talk to him. 2. How’s things? Inside view 1. Is Li Ming here? I’d like to talk to him. 2. How’s things? 3. I’ll tell her you called. Start 8. I’ll see if he is free. 9. I’ve got a lot on. 4. Can I give her a message? Finish! 7. Can you hold on a moment? 6. We get on really well. 5. That’s the way it works.