making suggestions. Then listen again and pause after each sentence for students to repeat the suggestions.

Play for the first time

T: In the last period, we have listened to some suggestions. Now, listen to eight more suggestions. While you are listening, pay attention to the intonations. And identify which of them sound tentative and which sound stronger.

After listening, ask students to tell their answers.

Play for the second time

T: Then listen again and repeat the suggestions one by one. Pay attention to your intonation.

Step III Speaking

Deal with Ex 9 on Page 37

Read out the instructions to the class and have two students read out the sample dialogue. Students work in pairs. Each reads their role card and think of tentative and stronger suggestions to make for the ideas. The pairs then act out dialogues, making suggestions and commenting on their partner's suggestions. Go round and monitor the activity, paying particular attention to the language of making suggestions.

T: Now, work in pairs. Use the rolecards to make suggestions about how to improve a town. First please read your rolecard and think of tentative or stronger suggestions to make for your ideas. I'll ask one pair to act out your dialogue later.

After a while

T: Which pair would like to try?

SA: It's about time they cleaned up the river!

SB: That's true, and it'd be a good idea if they make more parks.

Deal with Ex 10

Have one of the students read out the list of items. Then, students work individually, thinking of their own local community and writing notes for ways of improving it.

Deal with Ex 11

Have two students read out the example dialogue. Then, students work in pairs, discussing