Discourse Strategies
(Unit 10, page 119)
 
Showing  interest  and surprise with  short-form questions and statements
A.     Use these short “tag”-like questions and statements to show interest and encourage further discussion.
Practice saying each.
 
To show  interest
use short-form questions with rising intonation
 
IS  it?                            DID  you?
WERE  they?       WOULD he?

To show surprise
use emphatic questions with rising intonation
 
They DID?                      It  HAD?
They COULDn’ t?

To show strong surprise  
use negative statements with falling intonation
 
You HADn’ t !                 It  DID’nt ! 
She WASn’ t ! 
 
B.     Pair  Work .  Take turns reading the prompts below and using short form questions and statements to
show interest and surprise.

Student  A begins          
A:   I was out late last night and the streets were deserted.
B:   (Show interest.)   
A:  Yeah, it was strange!  

A:  My brother would always go skiing.
B:   (Show interest.)   
A:  Yes, there was a ski resort nearby. 

A:  The rest of the group couldn’t hear my shouts!
B:   (Show surprise.)   
A:  No! I didn’t know what to do! 

A:  And the bungee cord had started to tear!
B:   (Show surprise.)   
A:  Yes, it was terrifying! 

A:  And I had forgotten to tell anyone where I was going.  
B:  (Show strong surprise.) 
A:  Yeah, it was really dumb!  

Student   B begins         
B:   I went snorkeling in the Gulf of Mexico.  
A:  (Show interest.) 
B:  Yeah, it was great—beautiful fish.   

 
B:   It’s a popular place for surfers in Hawaii.  
A:  (Show interest.) 
B:  Yeah, the waves can be very exciting.   
 
 
   B:  And the crabs started crawling over my sleeping bag.  
A:  (Show surprise.) 
B:  Yeah, it was scary.  
 
 
B:  She was falling off the edge of the cliff!  
A:   (Show strong surprise.)   
B:  Yes, she was!  
 
 
B:  And the shark turned and swam right towards me—fast!  
A:  (Show strong surprise.)
B:  Yes! I started to panic!  
 
C.     Now practice using short-form questions and statements as you do the Discussion Builder activities on
page 119. 

Summit  1    Unit  10
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Discourse Strategies
(Unit 9, page 107)
 
Expressing  frustrat ion and responding with empathy or disagreement
A.     Use the expressions on the left to show frustration with a person, thing, or situation. Use the
expressions on the right to respond. Expressing frustration and responding will make your discussion
richer and more interesting. Practice saying each.
 
Responding with empathy
 
I   KNOW what   you MEAN. 
You  can say  THAT again. 
Isn’ t  THAT  the  truth! 

Expressing  frustration
 
I ’ve HAD  it  with  .   .   .           
I ’m FED UP  with  .   .   .           
I ’ve GIVEN UP   on  .   .   . 
I ’m SO SICK of   .   .   .         
I ’m REALLY TI RED of   .   .   .         
I ’m SICK  and TIRED  of   .   .   .         

Disagreeing
 
I ’m not  so sure  I   agree with  that . 
I ’m not  so sure  I ’m with  you on  that . 
I ’m not  sure  I  understand. 
 
B.    Group Work .  Complete the sentences below with an expression of frustration and the name of a
person or thing indicated in parentheses. Then work in a small group. Take turns expressing frustration
and responding. 
  __________________________. You can’t trust anything he / she says.
(express frustration)                           (name of  politician) 
 
 ________________________________. It’s/ She’s / He’s really annoying.
(express frustration)       (name of  news show  /  newscaster ) 
 
  ___________________________. You can’t believe anything they write.
(express frustration)     (name of  newspaper   /  magazine)   
 
 ____________________________ ads / commercials.  They’re ridiculous.
(express frustration)         (product   type  /  brand name) 
 
Your own idea:
  ___________________________.  ___________________________.
      (express frustration)           (name)          ( reason) 
 
C.  Now practice expressing frustration and responding as you do the Discussion Builder activities on page 107. 

Summit  1    Unit  9
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Discourse Strategies
(Unit 8, page 95)
 
Paraphrasing an opinion
A.     Confirm your understanding by using the expressions on the left to paraphrase or summarize another’s
opinions during a discussion. Use the expressions on the right to confirm the accuracy of paraphrasing.
Practice saying each.
 
Paraphrasing  an opinion
 
So what  you ’ re saying  is   .   .   .           
In other  words ,   .   .   .           
So what  you mean  is  .   .   . 
To put   it   another  way ,   .   .   .         
So  you ’ re saying  .   .   . 
If  I  understand what you’ re saying,  you  think  .   .   . 

Responding
 
That ’s   right . 
That ’s  exactly  what   I ’m saying. 
 
That ’s  not   quite what   I  meant .   
No t  exactly .  What   I ’m saying  is   .   .   . 
 
 
 
B.  Pair  Work.  Take turns choosing and asking any of the questions below. Listen to your partner’s answer and
then paraphrase his or her opinion. Your partner will tell you if your paraphrasing was accurate or not.
 
What do you think are the pros and cons of
having children?  
 
What do you think might be the pros and
cons of living with your elderly parents?  
 
What do you think might be the advantages
and disadvantages of early retirement?  
 
What do you think might be the benefits
and difficulties of caring for elderly parents
or relatives?
 
What do you think might be the pros and
cons of being cared for by your children?  
 
What do you think might be the pros and
cons of living in a nursing home?  
 
What do you think might be pros and
cons of the government providing care
for the elderly?
 
Your own idea: 
 
 
C.  Now practice paraphrasing your partner’s opinions as you do the Discussion Builder activities on page 95. 

Summit  1    Unit  8
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Discourse Strategies
(Unit 7, page 83)
 
Asking  for agreement
A.     Use these expressions to ask others to agree with you in a discussion. Asking for agreement can
strengthen your argument and will help you understand others’ points of view. Practice saying each.  
 
Asking  for  agreement
 
Do n’ t   you agree  (that)  __?  
Do n’ t   you  think   ( that)  __?  
Do n’ t   you  feel   ( that)  __?              
 
 
Wouldn’ t   you  agree  ( that)  __?  
Wouldn’ t   you say   (that)  __?    
 
 
__,   wouldn’ t   you say?
__,   don’ t   you  think?  
__,   don’ t   you  agree?
 
 
B.   Pair  Work .  Take turns using the prompts below to ask for agreement. Respond to your partner by
agreeing or disagreeing.
 
credit cards can be dangerous  
 
it’s silly to spend a lot of money on clothing  
 
you should put a certain percentage of your
salary into savings every month  
 
you should always pay your credit card bills
off every month  
 
it’s OK to splurge on luxury items once in
a while
 
it’s smart to shop around for a while before
you make a purchase  
 
window shopping is the best kind of shopping
because you don’t spend any money
 
it’s better to spend money on education and
travel than clothes and jewelry  
 
women like to spend more time shopping
than men do  
 
men generally hate shopping  
 
parents shouldn’t buy their kids everything
they ask for  
 
Your own  idea:  
 
C.  Now practice asking for agreement as you do the Discussion Builder activities on page 83.      

Summit  1    Unit  7
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Discourse Strategies
(Unit 6, page 71)
 
Stating an argument  for or against
A.     Use these expressions in a discussion to state your support for, or your opposition to, issues. Using
these expressions will encourage a response and further develop the discussion. They are arranged
from stronger to weaker. Practice saying each.  
 
Stating  an  argument   for 
 
I  strongly  support   ___. .   
I ’m very  much  in  favor  of  ___. .   
I ’m all   for   ___. . 
I   think  ___    is  only   right . 
I  bel ieve ___    is  the  right   thing  to  do . 

Stating  an  argument   against
 
I  strongly  oppose ___. .   
I ’m very  much  against  ___. .   
I ’m  totally  against  ___. . 
I   think  ___    is   just  plain wrong. 
I   just  don’ t   think  ___    is  right . 
 
 
B.   Pair  Work .  Take turns stating arguments for or against the issues below. Respond to your partner by
agreeing or disagreeing. 
 
spending tax money to protect species
from extinction  
 
giving tax breaks to people who use
renewable energy resources  
 
developing bigger cars and SUVs that
waste gas  
 
getting rid of animals that are dangerous
to humans  
 
allowing wild animals to live freely near people
 
letting people kill endangered animals for
their skins   
 
setting aside natural wildlife areas where
animals can be protected  
 
allowing logging companies to cut down forests
 
raising prices on gas so people will drive less  
 
taxing companies when they pollute
 
letting farmers clear forests   
 
Your own idea: 
 
C.  Now practice making statements for and against issues as you do the Discussion Builder activities on page 71.

Summit  1    Unit  6
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use. 

Discourse Strategies
(Unit 5, page 59)
 
Complaining about a  situation
A.     Use these expressions to complain about a situation and respond during a discussion. These expressions
will encourage agreement or disagreement and further the discussion. Practice saying each.
 
Stating  a problem
 
I t ’s  awful  how  .   .   . 
I   just   can’ t  bel ieve how  .   .   . 
I t ’s   inexcusable  that   .   .   . 
I   think   i t ’s  shock ing  that   .   .   . 

Responding
 
I   real ly  wish  they  would  .   .   . 
Why   can’ t     /  don’ t   they   .   .   .?
I  do n’ t  see why   they   can’ t     /  don’ t   .   .   . 
The  thing  they  need  to do  is   .   .   . 
 
 
B.   Pair  Work .  Take turns using the prompts below to practice complaining and giving suggestions. State
the problem and respond in each conversation.
 
Student  A begins ,  Student   B  responds   

A: _____ so many poor homeless people
are living in the streets.
B: I agree. _____ build more shelters for
the homeless.  
 
 
A: _____ this city has become so polluted.
B: I totally agree. _____ limit the number of
cars and trucks coming into town.
 
 
A: _____ discrimination is still so widespread.
B: I couldn’t agree more. ______ educate
people more about the problem. 
 
B: _____ politicians are so corrupt these days.
A: You’re right about that. _____ investigate
and throw the corrupt ones in jail.  
 
A: _____ the trains have gotten so overcrowded.
B: I agree. _____ schedule the trains so they
come more often.
 
 
A: _____ crime has gotten to be such a
big problem.
B: You’re absolutely right. _____ get more
police officers on the streets.
 
 

Student   B begins ,  Student  A  responds

 
B: _____ there are so many people working
at low-paying jobs.
A: I totally agree. _____ attract more high-
tech companies to move to town. 

B: _____ the buses are never on time.
A: You’re right. _____ plan the bus
schedules more carefully. 

B: _____ housing has become so expensive.
A: Yeah. _____ build more affordable housing.

B: _____ so many people are still getting HIV
these days.
A: I totally agree. _____ spend more on HIV
education.

C.  Now practice complaining and responding as you do the Discussion Builder activities on page 59.    

Summit  1    Unit  5
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Discourse Strategies
(Unit 4, page 47)
 
Agreeing and disagreeing
A.     Use these expressions to agree or disagree with your partner. Agreeing and disagreeing encourages
further discussion. Practice saying each.
 
Agreeing
 
I  TOTALLY agree. 
I  COULDN’T agree MORE. 
You ’ re RIGHT abo ut   that . 
I  AGREE wi th  you  on  that  o ne.     
You ’ re ABSOLUTELY  right . 

Disagreeing
 
I  COMPLETELY disagree.   
You CAN’T be serious !       
Really?  I  don’ t  THINK so! 
You  don’ t   REALLY believe  that ,  do   you?
I   think  you ’ re WRONG on  that  one .         
 
B.   Pair  Work .  Take turns reading the prompts below to your partner and agreeing or disagreeing.  
 
The way I see it, guys shouldn’t get hair
transplants or wear wigs.  Bald guys are
good-looking.
 
I think one of the easiest ways to look
good is to eat healthy food and get plenty
of exercise.
 
If you ask me, women always look more
attractive without make-up.
 
I think inner beauty is more important than
outer beauty.  
 
I don’t think people should worry too much
about their weight.   
 
The best way to lose weight is just not to eat
for a couple of weeks.  
 
Perfumes and colognes stink.  
 
I think body piercing and tattoos are silly.  
 
I think tanning salons are dumb.  
 
Parents should get cosmetic surgery for their
kids if it’ll make them look more attractive.
 
Long nails and nail polish look good on men.
 
Your own idea:   
 
C.  Now practice agreeing and disagreeing as you do the Discussion Builder activities on page 47.   

Summit  1    Unit  4
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

         Discourse  Strategies

                                                    (Unit 3, page 35)

Asking  for  and  giving  reasons

A . Use these expressions to ask for and give reasons for opinions in a discussion. Asking for reasons will

    help you understand your partner’s point of view. Practice saying each.

Asking  for reasons

  Why  do  you  say  that ?

  What   makes  you  say  that ?

  How    come  you  think  that ?

   Giving reasons

   I say that because   . . .

   From  what   I  can  see . . .

    Well,  in  my  experience   . . .

B.  Pair  Work .  Take turns using the prompts below to express your own opinions as conversation

    starters. Ask for and give reasons for your opinions.

    I think our newspapers . . . 

     do a great job reporting the news.                

     do a poor job reporting the news.                                                              

    In general, I think deep down most people 

    are basically . . .                   

    selfish and greedy.                   

    giving and generous.                   

    In my opinion, taxes should be . . .

     reduced and people should use their                    

     own money to take care of themselves.                   

     spent to help those in need.                   

    In general, I think crime is . . .

     on the rise.                    

     on the decline.                    

Basically, I think politicians . . .

     care deeply about serving people.                     

     are just in politics to serve themselves.                     

    Overall, I think our education system is . . .

            excellent.              getting better

      in need of major improvements.     
 

  Generally, I believe most charities . . .

  do an excellent job.

  spend too much money on advertising and administration.

I think the medical care in our country is . . .

   excellent.

    getting better.

    in need of major improvements.

In general, I think art museums are . . .

 pretty useless.

 really important.

  Your own idea:

C . Now practice asking for and giving reasons as you do the Discussion Builder activities on page 35.

Summit 1          Unit  3

Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

                                              Discourse  Strategies
                                                     (Unit 2, page 23)

Asking  for  examples

A . Use these expressions to ask for and give examples during a discussion. Giving examples will make your
    discussion richer and more detailed. Practice saying each.

 Asking  for  examples  (rising intonation)    Giving  examples  rising  or  falling intonation
  For  example?        For instance?                     For  example,   . . .     For  instance
  Such  as?                                                         Such  as   . . .            Like

B.  Pair Work. Take turns reading a statement as a conversation starter. Ask for and give examples for each.

    There’s a lot of exciting new music these days. 

    There are some really annoying shows on TV these days.

    There are some good restaurants around here.

    There have been some interesting stories in the news recently.

     I’ve seen some great movies recently.

     There are some great museums in this town.

     There are some great shows on TV these days.

      There have been some depressing stories in the news lately.

      There are a number of interesting things to do in this neighborhood.

       I’ve read some really good books lately.

       There are some nice shops downtown.

        Your own idea:

C . Now practice asking for and giving examples as you do the Discussion Builder activities on page 23.

Summit  1           Unit  2
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Discourse Strategies

(Unit 1, page 11)
 
Showing  interest  and surprise  
A.    Use these expressions to show interest and surprise at what your partner is saying. Showing interest
and surprise will keep the conversation going. Practice saying each.
 
 
B.    Pair  Work .  Student A reads the first conversation below, and Student B shows interest or surprise.
Change roles for the second conversation.
Showing  interest   ( rising  intonation) 
 
Oh?                Oh yeah?                              Really?  
Oh  really?                Is  that   right?
 

Showing surprise  ( falling  intonation)  

Conversation 1
A:   I went to Fiji on vacation last year. It
really changed my perspective on life.
B:  (Show interest.) 
A:  Yeah, most of the native Fijians live
together in small villages.  
B:  (Show interest.)  
A:  Yeah, and most of them don’t work.
Instead, they just sit around and talk
most of the day.  
B:   (Show interest or surprise.)  
A:   It’s true. They get fruit and vegetables
from the village garden, and they get
fish from the sea. They say they don’t
really need anything else.    
B:  (Show interest.)  
A:  So I decided to quit my job and move
to Fiji.
B:  (Show interest or surprise.)  
A:  But then I changed my mind.
B:  (Show interest.)   
A:  Yeah, I decided I would miss my
favorite TV shows too much.  
B:  (Show surprise.) 

Conversation 2
B:  There was a very strong earthquake a few
years ago when I was living abroad.  
A:  (Show interest.) 
B:  Yeah, it happened in the middle of the
night. I thought I was going to die.  
A:  (Show surprise.) 
B:  Yeah! The whole building shook and
everything fell off the walls.  
A:   (Show interest or surprise.) 
B:  Yeah, it was pretty scary. All my furniture
got knocked over, and everything fell out
the kitchen cabinets.  
A:  (Show interest or surprise.) 
B:  And I had an aquarium on the floor, and
the water and fish hit the ceiling and came
down on the other side of the room.
A:  (Show surprise.) 
B:   I thought the building would break apart.
You could actually hear the concrete and
steel screaming as the building shook.
A:  (Show surprise.) 
B:  Yeah.   But then it was over. I’ll never take
mother nature for granted again. 

 
C.    Now practice showing interest and surprise as you do the Discussion Builder activities on page 11. 

Summit  1    Unit  1
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.