Everyday English Speaking Cafe Course BOOK

Lesson 1 – Telephone English Phrases
First let's learn some essential telephone vocabulary, and then you’ll hear examples of
formal and informal telephone conversations.
There are different types of phones:
 cell phones or mobile phones

(a cell phone with more advanced capabilities is called a smartphone)
 pay phones or public phones
 the regular telephone you have in your house is called a landline - to differentiate it
from a cell phone. This type of phone is called a cordless phone because it is not
connected by a cord.
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When someone calls you, the phone makes a sound – we say the phone is ringing. If you're
available, you pick up the telephone or answer the telephone, in order to talk to the
person.
If there's nobody to answer the phone, then the caller will have to leave a message on an
answering machine or voicemail. Later, you can call back or return the call.
When you want to make a phone call, you start by dialing the number. Let's imagine that
you call your friend, but she's already on the phone with someone else. You'll hear a busy
signal - a beeping sound that tells you the other person is currently using the phone.
Sometimes, when you call a company, they put you on hold. This is when you wait for your
call to be answered - usually while listening to music.
Finally, when you're finished with the conversation, you hang up.
Now you know the basic telephone vocabulary. In the next part of the lesson, you’re going
to hear some conversations to learn some useful English phrases for talking on the phone.
#1 – Formal Telephone Conversation
Helen: Midtown Computer Solutions, Helen speaking. How can I help you?
Ryan: Hello, this is Ryan Bardos. May I speak with Natalie Jones, please?
Helen: One moment please - I'll put you through.
Helen: Mr. Bardos? I'm sorry, Natalie's in a meeting at the moment. Would you like to leave
a message?
Ryan: Yes, could you ask her to call me back as soon as possible? It's pretty urgent.
Helen: Of course. Does she have your number?
Ryan: She has my office number, but let me also give you my cell - it's 472-555-8901.
Helen: Let me read that back to you - 472-555-8901.
Ryan: That's right.
Helen: And could you spell your last name for me?
Ryan: B as in Boston - A - R - D as in dog - O - S as in September
Helen: Okay, Mr. Bardos. I'll give her the message.
Ryan: Thanks a lot. Bye.
Now let’s listen to the second part of the conversation, when Natalie calls Ryan back.
Ryan: Hello?
Natalie: Hi, Ryan, this is Natalie returning your call.
Ryan: Hi Natalie, thanks for getting back to me. I was calling about the shipment of
keyboards for our office - we haven't gotten them yet.
Natalie: Oh, that's not good - they were supposed to be delivered three days ago.
Ryan: Exactly, and we have a new group of employees starting on Monday, so we really
need those keyboards as soon as possible.
Natalie: Okay, I'll look into it right away - if necessary, we can send you an emergency
overnight shipment.
Ryan: Thanks, Natalie, I appreciate it.
Natalie: No problem, Ryan. I'll call you back a little later, as soon as I have more
information.
Ryan: Sounds good – talk to you soon.
Natalie: Bye.
Telephone English Phrases – Formal Conversation
From these conversations, we can learn phrases for beginning a phone call, taking and
leaving messages, checking and clarifying information, and finishing a phone call.
BEGINNING A CALL
When Helen answers the phone, she says, "Midtown Computer Solutions, Helen speaking.
How can I help you?" This is a common way for a receptionist at a company or organization
to answer the phone. Here are a couple alternatives:
 "Thank you for calling Midtown Computer Solutions. How may I direct your
call?"
 "Midtown Computer Solutions - good afternoon."
To introduce yourself, you can say: "Hello, this is..." and if you want, you can add your
company name:
 "Hello, this is Ryan Bardos."

 "Hello, this is Ryan Bardos from Paramount Publishing."
Then, ask to speak to somebody by using the phrases
 "May I speak with...?"

 "Could I speak with...?"
You can also add the phrase “I’m calling about…” or "I'm calling to..." in order to give a
reason for your call. Use “I'm calling about...” to introduce a topic, and "I'm calling to…" to
introduce an action:
 "I'm calling about the job opening I saw in the newspaper."

 "I'm calling to register for the upcoming conference."
To connect or transfer the call, the receptionist says, "One moment please - I'll put you
through." A few other phrases for transferring a call are:
 “Please hold.”
 “I'll transfer you.”
 “May I ask who's calling?” / “Who’s calling, please?”
If you forgot to identify yourself at the beginning of the call, the receptionist will
sometimes use this phrase to ask for your name.
TAKING / LEAVING MESSAGES
Unfortunately the person Ryan wants to speak to is not available, and the receptionist says
"I'm sorry, Natalie's in a meeting at the moment." Here are some additional phrases to use
when another person can't answer a telephone call:
 “I'm sorry, she's on another call.”
 “I'm sorry, Natalie has left for the day.”
 “I'm sorry, Natalie's not in her office right now.”
 “I'm sorry, she's out of town at the moment.”
 “I'm sorry, she's not available at the moment.”
Then, there are two common phrases that are used for offering to take a message:
 “Would you like to leave a message?”

 “Can I take a message?”
If you don’t want to leave a message, you can say:
 “No thanks, I’ll call back later.”
There are two polite ways to leave a message. You can make a statement starting with
“Please” or a question starting with "Could you…" - usually followed by the verbs ask, tell,
or remind and then “him” (if the message is for a man) or “her” (if the message is for a
woman).
 “Could you ask her to call me back?”

 “Please ask him to call me back.”
 “Please tell him/her that the documents are ready.”
 “Please remind him/her that he/she has a dentist appointment tomorrow.”
CLARIFYING/CONFIRMING INFORMATION
While taking the message, the receptionist used two phrases for checking and confirming
information:
 “Let me read that back to you.”

 “Could you spell your last name for me?”
The verb “spell” means to say the letters of the word. Ryan replies:
 “B as in Boston - A - R - D as in dog - O - S as in September.”
It’s common to use phrases like “B as in Boston” and “S as in September” with letters that
can be frequently confused with others, such as B and D, S and F, or M and N.
FINISHING A CALL
When you want to finish the conversation, you can use “signal phrases” – these are phrases
indicating that the conversation is coming to an end:
 “Well, it was nice talking with you.”
 “Thanks for calling.”
 “Anyway… I should let you go / I should get going.”
If you want to promise future contact, you can use one of the phrases from the second
conversation:
 “I'll get in touch in a couple of days.”

(get in touch = contact you)
 "I'll call you back a little later"
 “Talk to you soon.”
Then you can finish the conversation with one of these “final phrases”:
 “Bye.”
 “Take care.”
 “Have a nice day.”
Response: “You too. Bye.”
#2 – Informal Telephone Conversation
Let’s listen to an informal telephone conversation, after Ryan gets home from work.
Linda: Hello?
Ryan: Hi Linda, it's Ryan. How's it going?
Linda: Pretty good, thanks. How about you?
Ryan: I’m fine. Sure glad it’s Friday. Hey, is Peter there?
Linda: Yeah, hold on, I’ll get him. Peter! Ryan’s on the phone.
Peter: Hey Ryan, what’s up?
Ryan: Not much. Are you up for going fishing this weekend?
Peter: What? There’s a lot of background noise – I can barely hear you.
Ryan: Sorry about that – I’m at the train station. I was wondering if you wanted to go
fishing this weekend. I’m heading up to Mountain Lake with some friends early tomorrow
morning.
Peter: Uh, hang on a sec, let me just check with my wife to make sure we have no other
plans.
Ryan: Sure.
Peter: Okay, she’s given me the green light!
Ryan: Sweet! We’ll pick you up at 6 tomorrow morning, is that OK?
Peter: Yup. Do you need directions to my place?
Ryan: Uh, you still living on Willow Street, near the community center?
Peter: Yeah, that’s right. The yellow house, number 30.
Ryan: Gotcha. I know how to get there.
Peter: All right – see you tomorrow, then.
Ryan: Take care.
Peter: Bye.
Telephone English Phrases – Informal Conversation
Let’s learn some of the different phrases used in an informal telephone conversation. In
informal phone calls, most people answer the phone by saying "Hello?" and the
introduction is also different:
 Formal: "Hello, this is _______."

 Informal: "Hi / Hey ________, it's _________."
We see two different greetings in this conversation: "How's it going?" and "What's up?"
These greetings require different answers. You can answer “How’s it going?” (or the similar
question “How are you doing?”) with:
 “Great!”
 “Pretty good, thanks.”
 “Not so good.”
And the typical answers to "What's up?" are:
 “Not much.”
 “Nothing much.”
The phrase "How about you?" is used to ask the same question to the other person. Notice
that it is spoken like this: "Howbout you?"
In the formal conversation, Ryan used the phrase “May I speak with…” – but in an informal
conversation, you can use these phrases:
 "Is Peter there?"

 "Is Peter around?"
 “Can I talk to Peter?”
If the person is not available, some informal responses are:
 "Sorry - he's not home right now."

 "He's not here."
 "He's still at work."
 "He's at the gym."
This conversation also contains some expressions for asking someone to wait:
 "Hold on."
 "Hang on a sec."
 “Just a minute” / “Just a sec”
The formal equivalent of these phrases would be "One moment please" or "Please hold."
At one point, Peter can't hear or understand Ryan. Here are some phrases to use if you’re
having difficulty hearing the other person on the phone.
 "There's a lot of background noise - I can barely hear you."

 “You’re breaking up. Could you call me back?”
(breaking up = you can only hear parts of what the other person is saying)
 “We have a bad connection.”
 “Sorry – I didn’t catch what you just said.”
 “Could you speak a little louder?”
(say this if the person is speaking too quietly)
 “Could you speak a little more slowly?”
(say this if the person is speaking too fast)
 “What did you say?” (informal)
 “Could you repeat that?” / “Could you say that again?” (more formal)
If the bad connection causes the call to fail, you can call the other person back and say this:
 “Hi, it’s Ryan again. Apparently we got cut off.”
“Cut off” is a phrasal verb that means the call failed or disconnected.
Towards the end of the conversation, Ryan uses the phrase "Gotcha" - this is a very
informal phrase that means "I understand." Another option is "Got it." or "Right."
Now, take the quiz to test your memory of the telephone phrases from this lesson.
Quiz - Telephone English Phrases

Question 1
"Greentree Financial Services. How may I ________ your call?
A. connect B. direct C. hold
Question 2
"I'm calling ________ a problem with a product I bought yesterday."
A. about B. to C. with
Question 3
"I'm sorry, John's not in his office right now. Would you like to ________ a message?"
A. give B. have C. leave
Question 4
"May I speak with Mrs. Black?"
"Yes, of course. Please ________."
A. hang B. hold C. pause
Question 5
"I'm sorry, the director has ________ for the day. You can call back in the morning."
A. left B. out C. went
Question 6
"___________, I should get going. Talk to you later."
A. Although B. Anyway C. However
Question 7
"I'm calling ________ find out more about your English courses."
A. about B. for C. to
Question 8
"I'll get in ________ later this week."
A. back B. care C. touch
Question 9
"How's it going?"
___________
A. Great! B. Nothing much. C. Take care!
Question 10
"Hey Bob, is Karen ________?"
A. here B. present C. there
Question 11
"Actually, she's still at ____________. You can call her at the office."
A. job B. occupation C. work
Question 12
"We have a bad connection. You're ___________ up."
A. breaking B. catching C. speaking
Question 13
"_________ did you say?"
A. How B. What C. Which
Question 14
"Could you speak a little __________?"
A. louder B. noisier C. stronger
Question 15
"Can I talk to Henry?"
"Sure - just a ______."
A. bit B. min C. sec
Answers on the next page

QUIZ ANSWERS
1.B 2.A 3.C 4.B 5.A 6.B 7.C 8.C 9.A 10.C 11.C 12.A 13.B 14.A 15.C
You’ve finished Lesson 1 of the Everyday English Speaking Course!
Lesson 2 – Apartments &
Neighborhoods
Welcome to Lesson 2 of the Everyday English Speaking Course!
Today you’re going to learn vocabulary and phrases for renting
an apartment and talking about where you live.
First, listen to this conversation between Jackie and a real

estate agent (that’s a person who helps arrange rentals and
purchases of apartments and houses).
Conversation #1 – Renting an apartment
Jackie: Hi there. I'd like to rent a place in Brooklyn.
Agent: Okay, let's have a look at the listings. How many bedrooms?
Jackie: Either a studio or one-bedroom apartment would be fine.
Agent: And what kind of price range are we looking at?
Jackie: Up to about $1200 a month.
Agent: Let’s see… I have a furnished studio apartment for $800, right near the L train. It's a
steal - but it won't be available until February 1.
(“it’s a steal” = it’s a very good price)
Jackie: Ah, that's too bad, I gotta move in as soon as possible.
Agent: There's a newly-renovated one-bedroom near Prospect Park, with hardwood floors
and a balcony. The rent is $1250 and it's available immediately.
Jackie: Hmm, sounds nice, but I can't afford it. Oooh, this place looks nice – how much is
the rent?
Agent: It's $1000.
Jackie: Does that include utilities?
Agent: It includes water and electricity, but TV or internet would be extra. Oh, and there
are laundry facilities in the building.
Jackie: Is there a security deposit?
Agent: Yes – $750. And also a $50 fee for the credit check.
Jackie: That could work... is it close to a subway station?
Agent: Yup, it's just a 5-minute walk from the F train.
Jackie: Does it have air conditioning?
Agent: No, but the description says it has great ventilation, so it doesn’t get too hot.
Jackie: OK. When can I see it?
Agent: How about tomorrow at 2?
Jackie: Great. Oh, I forgot to ask - is it OK to have a pet?
Agent: I'll have to check with the landlord, but I think small pets are allowed.
Conversation Vocabulary & Phrases

The first question the agent asks Jackie is how many bedrooms she would like to have in
her apartment. She says she wants a studio apartment (an apartment with one big space
that includes the bed, kitchen, living area, etc.) or a one-bedroom apartment (an
apartment with a bedroom that is separate from the living room, kitchen, etc.)
Bigger apartments are described as two-bedroom, three-bedroom, four-bedroom, or five-

bedroom apartments. Sometimes, in the listings or classified ads, this is abbreviated as
1BR, 2BR, etc.
The agent then asks about her price range - the minimum and maximum she would like to
pay for rent. She says she would like to pay up to $1200 - so when he shows her an
apartment that is $1250, she says:
 "I can't afford it"

(I don’t have enough money)
 Another way to say this is: "That's outside my price range."
 You can also say "I'm looking for something a little more affordable" to
communicate the idea that you want a lower price.
Jackie sees pictures of an apartment she likes, and asks a number of questions:
 “How much is the rent?”
 “Does that include utilities?”
(utilities are services like water, electricity, internet, and cable TV)
 “Is there a security deposit?”
(a security deposit or damage deposit is an amount of money that you pay when you
move in, to pay for any possible damage you might do to the apartment. If there is no
damage, you will receive this money back when you move out of the apartment)
 “Is it OK to have a pet?” or “Are pets allowed?”
(a pet is a small domestic animal like a cat, dog, rabbit, etc.)
Here are some other questions to ask about an apartment you're thinking of renting:
 “Does it have...
o ...air-conditioning?
o ...a balcony?
o ...hardwood floors? / carpeting?
o ...laundry facilities?
o ...an elevator?
o ...appliances?
(refrigerator, stove, dishwasher)
o ...a parking garage / a parking spot?
 “Is it furnished?”
(meaning it has complete furniture – couches, tables, chairs, a bed, etc.)
 “Is it close to...
o ...a subway station?
o ...a bus stop?
o ...a supermarket?
o ...a laundromat?
(a laundromat is a place where you can pay to use a washing machine and
dryer to clean your clothes)
 “When is it available?” or “When can I move in?”
 “When can I see it?”
 “Do I have to sign a lease?”
(a lease or rental agreement is a contract that guarantees you will rent the apartment
for a specific period of time – for example, 6 months, 12 months, or 2 years)
When answering Jackie’s final question about pets, the agent says he’ll have to check with
the landlord – this means the person who owns the apartment and who has decided to
rent it out. If it’s a woman, then she is called a landlady. The official word for a person
renting an apartment (in this case, Jackie) is tenant.
Many landlords, before agreeing to let someone rent their apartment, will perform a credit
check on the potential tenant – this means they check the person’s financial records to see
if they have paid on time in the past. It’s also possible for the landlord to request
references – contact information for people who know the tenant and can describe the
person.
Okay – let’s imagine that Jackie decided to rent the last apartment mentioned in the
conversation. Now she calls her friend Pamela to talk about it.
Conversation #2 - Talking about where you live
Jackie: Hey Pamela, it's Jackie.
Pamela: Jackie, hi! How's the apartment hunt going?
Jackie: Actually, I just signed the lease on an apartment in Flatbush.
Pamela: Flatbush? Isn't that a sketchy neighborhood?
Jackie: Well, it's a working-class area. Some of the buildings are a little run-down, but it's
actually quite safe.
Pamela: Oh, that's good to hear. So, tell me about your new place!
Jackie: I love it! The building is clean and quiet, the appliances in the kitchen are all brand-
new, and there are huge windows that let in a lot of natural light. The bathroom is a little
cramped, but it doesn't bother me too much.
Pamela: Is it in one of those high-rise apartment complexes?

(high-rise = very tall building)
Jackie: No no, it's in a three-story walk-up. I'll definitely get my

exercise going up and down three flights of stairs every day!
(three-story = the building has three floors/levels. walk-up = the
building has no elevator)
Pamela: Hey, it saves you money on a gym membership. What's

your commute like?
(commute = the trip from your home to work)
Jackie: It's great, it’s just twenty minutes.
Pamela: Lucky you! Do you have a roommate?

(roommate = a person who lives with you and helps pay the rent)
Jackie: Nope – I like having the place to myself. So tell me, how's life in the suburbs treating
you?
Pamela: It's pretty nice. We're renting a very spacious house for a fraction of what we used
to pay in New York. It has a huge backyard, which is great for the kids to play in. You're
welcome to visit anytime you need a break from the city.
Jackie: Thanks - I'll definitely take you up on that sometime!

(I’ll take you up on that = I’ll accept your invitation/offer)

Pamela asks Jackie if Flatbush is a sketchy neighborhood. "Sketchy" is a slang word
meaning "not well-maintained and not safe." Jackie responds that it's a working-class area
- meaning that the people who live in the area work for typically low salaries.
Here are some other ways to describe the area where you live:
 "I live in a residential area."

 "I live in a business district."
 "I live in an upscale area."
(upscale = rich, chic, fancy)
 "I live downtown / in the city center."
 "I live on the outskirts of the city."
(outskirts = outer edge)
 "I live in a suburban area." / “I live in the suburbs.”
(suburban = residential area outside a major city)
 "I live in a rural area." / “I live in the countryside.”)

(where there is a low population density)
Jackie names several positive aspects of her new apartment:
 "The building is clean and quiet."

 "The appliances in the kitchen are all brand-new."
(brand-new = very new, never been used)
 "There are huge windows that let in a lot of natural light."
(natural light = sunlight or daylight)
Here are some more positive aspects of houses or apartments:
 "It's very spacious."

 "It's in a great location."
 "It was recently renovated."
The one downside of Jackie's apartment is that the bathroom is a little cramped - that
means small and uncomfortable. Here are more phrases for problems with your living area:
 "The apartment is dark and dingy."
(dingy = dirty and discolored)
 “There’s very little ventilation.”
 "My neighbors are noisy and inconsiderate."
(noisy = opposite of quiet)
(inconsiderate = don’t think about the effects of their actions on other people)
 "The landlord takes forever to make repairs."
(takes forever = delays an extremely long time)
(make repairs = fix things that are broken)
 "It's infested with cockroaches / rats."
 "The building is run-down."

(run-down = not well maintained or cared for)
How would you describe the place and area where you live? Click here to leave me a
message describing your home and neighborhood – I’ll send you tips and corrections.
Image sources:
 Balcony: Matěj Baťha

 Carpet: Ktr101
 High-rise: Hwangxiheng
 Suburbs: William Grierson, geograph.org.uk
 Countryside: Oliver Dixon, geograph.org.uk
 Cockroach: Gary Alpert
 Rat: Edal Anton Lefterov
Lesson 3 – TV and Movies
Conversation #1 – Talking about TV
Emily and Dave are a husband and wife who are relaxing in front of the TV on a Saturday
night. Listen to them decide on which TV show to watch.
Emily: Are you watching this, or can I change the channel?
Dave: Oh - no, go ahead.
Emily: Where's the remote?
Dave: On the table. Is there anything good on tonight?
Emily: The Big Bang Theory! I love this show, it's hilarious.
Dave: Really? I'm not a huge fan. The dialogue is so contrived.

(contrived = artificial, not natural or believable)
Emily: Shhh, it's starting! Oh no, it's a rerun. I've already seen this episode.
Dave: Let's see what else is on. What do you feel like watching?
Emily: Something entertaining... no talk shows or documentaries.
Dave: The Bachelorette?
Emily: Ugh, you know I can't stand that show!
Dave: The Price is Right?
Emily: Nah, I'm not in the mood for a game show. Why don't you stop channel surfing and
just check the TV guide?
(I’m not in the mood for = at the moment, I don’t want)
Dave: Hey, the season finale of Lost is on channel 5.
Emily: Yeah okay, let's watch that.
Conversation Phrases & Vocabulary
A few different types of TV shows are mentioned in the dialogue. Here’s a list of the general
categories of TV programs:
 “What kind of TV shows do you like to watch?”

 “I like to watch…”
o the news
(reports about current events)
o talk shows
(programs that discuss events and topics in more detail)
o documentaries
(educational programs about history, travel, nature, or culture)
o game shows
(programs where people compete to win prizes)
o sitcoms
(short for "situation comedy" - a half-hour show that shows the life of a family
or group of people)
o cartoons
(animated programs, often for kids)
o soap operas
(fictional programs about the daily lives and relationships of the same group of
people)
o crime series
(shows in which police and detectives try to solve crimes)
o reality shows
(programs that film everyday people in real situations)
 “I’m addicted to / hooked on… [TV show].”
this is an informal way to say you REALLY like a show, and you can’t stop watching it!
Emily asks Dave if she can change the channel.

We can refer to different TV channels by the name
of the network - for example, CNN, ESPN, or the
Discovery Channel - or by the number (channel 4,
channel 5, etc). We use a device called a remote
control - or simply "remote" for short - to
change the channel.
Towards the end of the conversation, Emily tells

Dave to stop "channel surfing" - if a person is
channel surfing, it means he is changing the channels very fast, without stopping to watch
anything.
Informally, TV programs are often called shows - as when Emily said "I love this show." TV
shows can be organized into a series with various seasons, each one composed of various
episodes. Each episode = one 30-minute or 60-minute program.
The last episode of a season is called

the season finale, and the last
episode of the series is called the
series finale. After the series finale,
the series ends and no more new
episodes are produced.
This diagram will help show the

difference!
In the dialogue, Emily is disappointed

because the episode of the Big Bang
Theory on TV is a rerun - this means
it is not a new episode; it is an old
episode that is appearing on TV
again.
Here are some additional phrases for

talking about TV watching:
 “Can I change the channel?”

 “Where's the remote?”
 “What's on?” / “Is there anything on?”
These are typical ways to ask what programs are appearing on TV at the moment
 “Could you turn up the volume?”
turn up = increase. turn down = decrease
 “He spends hours glued to the TV.” / “He's a couch potato.”
these expressions describe someone who watches a LOT of TV and is lazy
 “I never miss an episode of my favorite show.”
 “This commercial is really funny.”
the advertisements on TV are called “commercials.”
Conversation #2 – Talking about Movies

Bill and Wanda are two friends who are chatting about movies. Listen to their conversation to
learn some new vocabulary and phrases.
Bill: Have you seen the trailer for the final part of the Space Wars trilogy?
Wanda: No, but I’ve read the reviews – they say the premise is intriguing, but the plot is
hard to follow.
Bill: Oh, really? That’s too bad. When I saw part two, I was on the edge of my seat the whole
time. And the special effects were stunning. My son loved it too.
Wanda: You took your son to that movie? What’s it rated?
Bill: Well… it’s PG-13. Mostly because of the violence, I think. There wasn’t too much
profanity.
Wanda: If you say so. I think I’ll skip Space Wars III though. I prefer chick flicks – and
comedies, as long as they don’t go overboard on the potty humor.
(chick flicks = movies that women typically enjoy)
Bill: You know, there’s a sequel to The Notebook coming out this fall.
Wanda: A sequel? I heard it was a remake. I’m not sure who’s starring in it, but they’ll have
a hard time topping the original cast.
(topping the original cast = being better than the actors in the original movie)
Bill: Oh, you might be right. What’s your favorite movie, by the way?
Wanda: Life is Beautiful. It’s sort of a mix of comedy and drama – about a family that lives
through the Holocaust. It’s very touching; I always cry at the end.
Bill: I haven’t seen that – actually, I’ve never heard of it.
Wanda: It’s an Italian film – and you should definitely watch it with subtitles. Don’t bother
with a dubbed version; it loses all the expression of the original language.
Bill: I’ll keep that in mind!

We have a number of movie-related vocabulary words in this conversation. Bill starts by
asking Wanda if she's seen the trailer for a new movie - a "trailer" is a short, 2-3 minute
video summary of a movie, showing a few scenes that will interest people in seeing the
entire movie.
He mentions a trilogy - that's a series of 3 movies (like Lord of the Rings). Later in the
conversation, two more words for movies are used - a sequel and a remake. A sequel is a
second movie that continues the story from the first movie - for example, American Pie and
American Pie 2. And a remake is a new version of an old movie - it tells the same story, but
with new actors and in a new way.
Wanda asks what the movie is rated. The rating of the movie tells you if it is appropriate
for various age groups. This is the list of movie ratings in the U.S.:
 G - General audience - OK for everyone

 PG - Some material in the movie might not be OK for children
 PG-13 - Parents are strongly cautioned – there’s inappropriate material for children
under 13 years old
 R - Restricted - Children under 17 can only enter if accompanied by a parent or
guardian
 NC-17 - Adults only.
Wanda also mentions movie reviews - these are evaluations of the movie written by critics
(a critic is a person who professionally evaluates movies). A movie has only one official
rating, but it has various reviews – because different critics and different people probably
have different opinions of the movie.
The general group of actors and actresses in a movie is called the cast. Sometimes we use
the verb “star” or "starring" to describe the main actors who are featured in the movie:
 Titanic, starring Leonardo DiCaprio and Kate Winslet, was one of the most popular
movies of the decade.
 Forrest Gump stars Tom Hanks as a mentally-challenged man who lives through
many historic moments.
Finally, Wanda recommends an Italian film and she tells Bill to watch it with subtitles -
that's when the translated words appear as text on the screen. On the other hand, if a film is
dubbed, that means the dialogue has been recorded by voice actors in a different language,
and the original audio is then replaced by the new audio.
Now practice these positive, neutral, and negative comments for talking about movies:
Positive comments:
 “It was hilarious.”
hilarious = very funny
 “It was pure adrenaline.” / “I was on the edge of my seat the whole time.”
these phrases describe movies that are very exciting
 “It was very touching/moving.”
touching/moving = had a strong emotional effect
 “The special effects were stunning.”
stunning = amazing, very surprising in a good way
 “There are some incredible stunts.”
stunts = acrobatic movements and dangerous tricks performed by people in the film
 “I loved the soundtrack.”
the music used in a movie is called the “soundtrack.”
 “The opening scene was very powerful.”
the different situations in a movie are called “scenes”
 “There was an interesting twist at the end.”
a “twist” is a surprising/unexpected change of events
 “It was nominated for an award.” / “It won a couple awards.”
 “The critics gave it four and a half stars.”
sometimes movies are evaluated on a scale of 1-5 stars (5 stars being the best)
 “It was a real hit / blockbuster.”
these phrases describe a movie that’s popular and successful
Neutral comments:
 “What's it rated?”
 “It's directed / produced by… [director’s/producer’s name].”
 “It stars… [actor/actress].”
 “He plays… [name or description of character].”
 “It's based on a true story.”
 “It's set in… [location]” / “The story takes place in… [location]”
use these phrases to describe the location of the story in the film
 “It was filmed/shot in… [location]”
use this phrase to describe the real location where the movie was filmed
 “It has subtitles.”
 “It's dubbed.”
 “It's a sequel.”
 “It's a remake.”
Negative comments:
 “There's a lot of profanity. It's not appropriate for kids.”
profanity = swearing/cursing, “bad” words
 “There's graphic sex/violence.”
“graphic” means the sex and violence is shown clearly and explicitly
 “There was too much blood and gore.”
“blood and gore” refers specifically to violence
 “The plot was hard to follow.”
this means the progress of the story was hard to understand
 “There was lots of potty humor.”
“potty humor” is humor involving sex, bodily functions, or disgusting things
 “It wasn't very believable.”
this means the film was not realistic; it was hard to believe
 “The characters were shallow / one-dimensional.”
this means the characters in the movie were not complex or interesting
 “It was a flop.” / “It bombed.”
these phrases describe a movie that was NOT successful
You’ve finished Lesson 3! There were a lot of new words in today’s conversations – so
make sure to take the quiz to help you remember them better.
Quiz – Lesson 3
Question 1
A member of the film crew was almost killed during one of the __________ in a car chase
scene.
A. hits
B. stunts
C. twists
Question 2
Do you know who's _________ in the next James Bond movie?
A. casting
B. dubbing
C. starring
Question 3
Everyone says the ________ of the movie is better than the original version.
A. remake
B. review
C. trailer
Question 4
For my dad's birthday, I gave him all eight __________ of House on DVD.
A. finales
B. seasons
C. soap operas
Question 5
I can't stand this show. Change the __________!
A. channel
B. episode
C. remote
Question 6
I stayed up late watching ________ of my favorite show.
A. repeats
B. reruns
C. returns
Question 7
I thought the movie was _________, but my husband thought it was boring.
A. crying
B. feeling
C. touching
Question 8
The main character was very __________ and entirely based on racial stereotypes.
A. contrived
B. shallow
C. unbelievable
Question 9
It's hard to watch a 3D film with _________.
A. legends
B. ratings
C. subtitles
Question 10
I've asked you three times to ________ down the volume on the TV!
A. change
B. put
C. turn
Question 11
My brother only likes action movies that are _______ adrenaline.
A. full
B. pure
C. top
Question 12
My kids can only watch ___________ after they've finished their homework.
A. cartoons
B. commercials
C. sitcoms
Question 13
Several of the actors won __________ for their performances in the film.
A. awards
B. blockbusters
C. honors
Question 14
The film is ________ in 18th-century Japan.
A. set
B. shot
C. starred
Question 15
The first movie was great, but the sequel was a _________.
A. flop
B. gore
C. potty
Question 16
The plot was hard to __________ and the ending just left me confused.
A. accompany
B. follow
C. relate
Question 17
The wedding was definitely the funniest ________ in the movie.
A. scene
B. star
C. stunt
Question 18
There's nothing interesting _____ TV in the early afternoon.
A. at
B. in
C. on
Question 19
Tickets to opening night of the movie are already sold out - looks like it's going to be a real
________.
A. blast
B. bomb
C. hit
Question 20
Was the film ________ on a true story?
A. backed
B. based
C. brought
Quiz Answers
1.B 2.C 3.A 4.B 5.A 6.B 7.C 8.B 9.C 10.C
11.B 12.A 13.A 14.A 15.A 16.B 17.A 18.C 19.C 20.B
Image sources:
 Remote control: espensorvik
Lesson 4 – Relationships
Conversation #1 – Talking about Meeting, Dating, & Getting Married
Listen to Laura and Sharon’s conversation about how Laura met and fell in love with her
husband, Joe.
Laura: Joe and I are celebrating our 10th anniversary this month.
Sharon: Congratulations! I’m curious – how’d you two meet?
Laura: It was in college. I was actually going out with someone else at the time…
Sharon: Oh really? Who?
Laura: This guy named Mike. He was captain of the basketball team and all the girls had a
crush on him, so I was thrilled when he asked me out. We started dating, but we really
didn’t have much in common.
Sharon: So that’s when Joe showed up and swept you off your feet?
(swept you off your feet = made you fall in love)
Laura: No, actually, it wasn’t love at first sight. We became friends, and sometimes it
seemed like he was flirting with me – but I wasn’t really attracted to him. I thought he
wasn’t my type. But over time I realized I was falling in love with him.
Sharon: Well, you two are a match made in heaven. How’d he pop the question?
Laura: Believe it or not, he never officially proposed. When things started getting serious,
we moved in together, and a couple years later we decided to get married and make it
official.
Sharon: Are you doing anything special for your anniversary?
Laura: Yeah – so, our wedding was really low-key and we never had a honeymoon, so he
surprised me by planning a two-week romantic getaway in Costa Rica!
(low-key = simple, relaxed, not very fancy or elaborate)
(honeymoon = the trip many couples take together immediately after the wedding)
Sharon: That’s so sweet! I hope you have a wonderful time.
In this dialogue, we have phrases for beginning a relationship, being in a relationship, and
getting engaged and married. When Laura first met Joe, she wasn’t instantly attracted to
him. Here are some phrases for describing a lack of attraction to someone:
First Impressions – Not So Great

 “We're just friends.”
 “He/she's not my type.”
This means that the other person’s appearance/personality is not similar to the type of
person you usually date
 “We don't have much in common.”
 “I'm not really attracted to him/her.”
 “I don't know what you see in him/her.”
This is a comment you can make to a friend, if your friend is dating a person who you
think is NOT interesting/attractive AT ALL. But be careful – your friend might take
offense!
Sometimes two people meet and form an instant romantic connection. Here are some
expressions for that:
First Impressions – Instant Connection

 “We really hit it off.”
“hit it off” can be used for both romantic and non-romantic social connections
 “We had great chemistry.”
 “We just ‘clicked.’”
 “It was love at first sight.”
When Mike started his relationship with Laura, he asked her out – invited her to go on a
date (dinner, a movie, dancing, etc.) Practice these phrases for the beginning of a
relationship:
Starting a Relationship
 “I have a crush on him/her.”
This means you are very attracted to someone, but you are not yet dating. The other
person may or may not know about your feelings.
 “He/she was flirting with me.”
flirting = demonstrating romantic interest through comments, gestures, etc.
 “He/she asked me out.”
 “She was playing hard to get.”
this means a person is pretending not to be interested in dating, but secretly she is
interested – she just wants the guy to be persistent!
 “We fell in love.”
 “We hooked up.”
this means having a sexual experience together
There are a few different ways in English to say that two people are currently in a romantic
relationship. Here are the most common phrases:
Being in a Relationship
 “They're dating.”
 “They're an item.” (informal)
 “He's going out with... / He's seeing...”
 “It's getting serious.”
 “My boyfriend/girlfriend/partner/significant other/better half…”
the word “partner” is often used for gay or lesbian couples
“significant other” and “better half” can be used for men or women.
“My better half” is an affectionate way to refer to your romantic companion 
When two people have been dating for a long time, they might want to take the next step
and make their relationship official:
Making it Official
 “We moved in together.”
when two people begin to live together in the same apartment/house
 “He proposed.” / “He popped the question.”
Both of these phrases mean “asked her to marry him.”
The second phrase is much more informal.
 “We're engaged.”
This means that two people are definitely planning to
get married. In this situation, the man is called the
fiancé and the woman the fiancée
 “We're getting married next month.”
Some informal expressions for “getting married” are:
“getting hitched,” “tying the knot,” and “saying ‘I do’”
At a wedding, the woman is called the bride and the
man is called the groom.
 “They’re newlyweds.”
This phrase describes a couple who recently got married.
 “It was a match made in heaven.” / “They're perfect for each other.”
Both of these phrases describe two people who are great together
 “We’ve been married for… [10 years].”
Conversation #2 – Ending a Relationship & Looking for Love Again

Gary and Jill are acquaintances who haven’t seen each other in several years. One day, they
run into each other in a café. Let’s listen in on their conversation:
Gary: Hey Jill! Long time no see!
Jill: Gary, hi! How’ve you been?
Gary: Pretty good… I’m still working at the Boston Bank, but now I’m a manager.
Jill: That’s great! How’s Rachel doing?
Gary: Um… actually, we’re no longer together.
Jill: Ah… I’m sorry to hear that.
Gary: It’s OK. I mean, it was mutual… you know… we were always fighting, and we both
needed some space, so we decided to take a break.
Jill: Yeah… it happens.
Gary: How about you? I heard through the grapevine that you were seeing some rich
Italian businessman…?
(heard through the grapevine = heard indirectly, through other people)
Jill: Oh, no, that was just a fling; nothing serious. I’ve been single pretty much ever since I
dumped Peter.
Gary: If you don’t mind my asking… what happened between you guys? I always thought
you made the perfect couple.
Jill: We had great chemistry, but he was really jealous. Every time I smiled at another guy,
he thought I was cheating on him.
Gary: Sounds awful.
Jill: Yeah, I was glad to be out of that relationship. Now I’m looking for someone who really
shares my values… and has a sense of humor!
Jill discovers that Gary has separated from his ex-girlfriend, Rachel. Gary says “we’re no
longer together,” which is a polite and diplomatic way to talk about a separation without
saying anything bad about the other person. Here are some additional phrases:
Ending a relationship:
 “We're no longer together.”
 “We broke up.” / “We split up.”
 “The breakup was mutual.”
this means that both people agreed to separate
 “He/she dumped me.”
this means that one person decided to end the
relationship, but the other person didn’t want to
 “Their marriage is on the rocks.” / “Their
marriage is in trouble.”
use these phrases to say when a marriage is having
difficulties, and may end soon
 “They got back together.”
use this phrase when two people ended their relationship, but then re-started it
Why do relationships end? There are a number of common reasons. Gary mentions two of
them: “we were always fighting” and “we needed some space” – meaning, we needed to be
apart in order to preserve our emotional health. Here are some other common reasons for
breakups:
Reasons for breaking up:

 “We fell out of love.”
This is the opposite of “falling in love” – it describes when two people naturally lose
their romantic feelings for each other over time.
 “He/she cheated on me.”
when one person in the relationship has sex with someone else
 “He/she had an affair.”
when a married person has a prolonged sexual relationship with another person (who
is not their husband/wife)
 “We were always fighting.”
 “He was too jealous.”
 “She was too needy/clingy.”
 “I needed some space.”
 “It was a long-distance relationship, and it just didn't work out.”
You can use the phrase “it just didn’t work out” to provide a general reason for the end
of the relationship, without explaining any details.
Gary asks Jill about her relationship with a rich Italian businessman, but Jill says it was just
a “fling,” which means a temporary relationship that is not very serious.
Describing non-serious relationships:

 “It was just a fling.”
 “It was just a one-night stand.”
This means you had sex with the person for one night only. (A fling can be longer, for
example, a few days, weeks, or months)
 “They're friends with benefits.”
This describes two people who are friends and who have sex because they enjoy it, but
who do not consider themselves to be in a real romantic relationship
At the end of the conversation, Jill talks about what she’s looking for in a man. You can say:
“I'm looking for someone...”
 with a great sense of humor.

 with a sense of adventure.
 from a similar background.
 who shares my values.
 who's financially stable.
 who's open-minded, easygoing, intelligent, patient, caring, etc.
Today’s speaking challenge is to tell me about a previous romantic relationship – how did
you meet? When did you fall in love? What happened with the relationship – did you stay
together, or did you break up? Click here to leave a message, and I’ll send you tips and
corrections.
Lesson 5 – Hobbies
Welcome to Lesson 5 of the Everyday English Speaking Course! Today we’re going to talk
about hobbies – the word “hobby” refers to an activity or interest that you do for pleasure
or relaxation.
Conversation #1 – Talking about Hobbies

Ron and Eileen are getting to know each other on a first date. Listen to each of them ask and
answer questions about their hobbies.
Ron: So what do you like to do in your free time? Do you have any
hobbies?
Eileen: I’m really into rock climbing – I go up to the mountains

every chance I can get.
Ron: Rock climbing?! Wow – how long have you been doing that?
Eileen: About 5 years. My college roommate introduced me to it.

Unfortunately I’ve been super busy these days and I haven’t been
able to do much climbing, so I go jogging to stay in shape. How
about you – do you play any sports?
Ron: No, I’m not very athletic. I work out at the gym… once in a while! I spend a lot of time
reading, and I’m interested in photography – but actually, my newest passion is gardening.
Eileen: Really? How’d you get into gardening?
Ron: I read an article that piqued my interest, about how home-grown vegetables are much
healthier than what you buy in the supermarket – so I decided to give it a try.
Eileen: No kidding. Well, I don’t have a garden, but I have been getting into cooking and
baking lately – I’m not very good at it, but it is fun to experiment!

Ron starts by asking Eileen about her hobbies. Here are a few different ways to ask this
question:
 "What are your hobbies?" / "Do you have any hobbies?"

 "What do you do in your spare/free time?"
 "What do you like to do for fun?"
 “What do you like to do outside of work/school?”
To answer the question, you can say:
 “I like… [reading / to read / literature]”

 “I love… [painting / to paint / art]”
 “I enjoy... [surfing]”
 “I’m really into… [photography/chess/gardening]”
 “I’m interested in… [astronomy/cooking/computers]”
Be careful not to say “I’m interesting in…” – it’s a very common error!
 “I spend a lot of time… [fishing]”
 “My newest passion is… [blogging/woodworking/bird watching]”
After “like” and “love,” you can use the “to” form or the “ing” form of the verb (or a noun) –
but after “enjoy” and in the other phrases, you can only use a noun or a verb in the –ing
form.
For a hobby that you’ve started recently, you can say:
 I've been getting into[cooking and baking] lately.

 I've taken up [sailing].
There are hundreds and hundreds of hobbies, and you can read an extensive list here:
http://en.wikipedia.org/wiki/List_of_hobbies - but these are a few of the most common:
Indoor hobbies:
 blogging / writing
 baking / cooking
baking is making bread, cake, muffins, cupcakes, cookies, etc.
cooking involves all other types of food
 collecting cards, coins, art, antiques, stamps, rocks, vintage
books/cars/clothing
“vintage” items are those of an old/classic style
 sewing / crocheting / knitting
 drawing / painting / photography / scrapbooking
“scrapbooking” means arranging photos in a book in an artistic way, with decorations
 tinkering with electronics/computers, playing video games

 woodworking
making things with wood
Outdoor and athletic hobbies:

 bird watching
 camping / hiking
 gardening / fishing / hunting
 jogging
 rock climbing
 sailing / surfing / water sports
 skateboarding
Here are some ways to talk specifically about sports and music:
 "Do you play any sports?"

o "Yes, I play __________."
o "I do yoga / martial arts / pilates."
o "No, I prefer working out at the gym."
o "No, I'm not very athletic."
o "No, but I love to watch! I'm a big fan of… [sport / team]."
 "Do you play a musical instrument?"
o "Yes, I play __________."
o "I've played the piano for several years."
o "I'm taking _________ lessons."
o "I'm in a band."
o "I sing in a choir."
In the dialogue, there are two “follow-up” questions that you can use to ask for more
information, after the other person tells you their hobbies:
 "How'd you get into that?" (= how did you become interested in it?)
o "I read an article / saw a TV show that piqued my interest."
“piqued my interest” = made me interested in learning more
o "I took a class."
o "I just thought it'd be interesting to try it out."
o "My friend introduced me to it (and I've been doing it ever since)."
 "How long have you been doing that?"
o "I just started."
o "For a few years." (for + time period)
o "Since I was a kid." (since + point in the past)
o "Ever since I was in college."
Conversation #2 - Benefits of Hobbies

Erica’s wondering which new hobby to take up. Listen to her conversation with Natalie.
Erica: Ever since I quit my job, I’ve had a lot of time on my hands. I really need to find a
new hobby.
Natalie: Well, what’s something you’ve always wanted to try?
Erica: I’d love to learn how to dance… but I think I’m too shy!
Natalie: Oh, don’t let that stop you! If I had more free time, I’d definitely take dance classes.
Erica: So what do you like to do for fun?
Natalie: I’ve gotten into yoga; it’s a great way to relieve stress – and a fantastic workout.
And I’ve always enjoyed writing, so I’m going to start a blog.
Erica: Oh, good for you! You know, I had a ton of hobbies when I was a kid… I used to
collect coins, skateboard, play chess… but none of them really interest me anymore.
Natalie: Hey – why don’t you take up a craft like pottery,

knitting, or jewelry-making? It’d be fun – and you could even
sell your creations to make a little money.
Erica: That’s actually not a bad idea. I’ve always wanted to

explore my artistic side.

Erica starts out by saying she has “a lot of time on her hands” – that means she has a lot of
free time with nothing to do. Here are a few more phrases for talking about present, past,
and potential future hobbies:
 "I have a lot of time on my hands. I need to find a hobby."

 "I have a ton of different hobbies."
“a ton of” = a very large number of
 "If I had more free time, I'd _______."
use this phrase for an imaginary situation – IF I had more free time, I WOULD…
 "I'd like to try ________."
use this phrase to talk about something you are interested in doing, but you haven’t
started yet
 "I used to _________, but not anymore."
use this phrase to talk about something you did frequently in the past, but you don’t do
it now
A couple of different benefits are also mentioned in the dialogue. Here are some different
answers to the question of why you enjoy your hobby:
 "...because it's a great workout."

= it’s good exercise
 "...because it's a great way to relieve stress.”
 "...because it helps me clear my mind."
= it helps you forget your worries and concerns
 "...because it helps me relax."
 “…because I find it fascinating.”
 "...because it's fun/interesting/exciting/(other adjectives)."
 "...because I can earn a little extra money on the side."
Today’s speaking exercise is to tell me about your hobbies – talk about some hobbies you
had in the past, some hobbies you have currently, and one hobby you’d like to try. Click
here to record your message, and I’ll send you some tips on your speaking.
Image sources:
 Crochet: Prattflora / Knitting: Blahedo / Sewing: Ji-Elle

 Scrapbooking: Михеева Анна / Drawing: FML / Painting: Twice25
 Photography: Nicolás García / Camping: ForestWander / Hiking: Michael Fiegle
 Climbing: gego2605 / Pottery: Randyoo / Gardening: ISA Red de Energía del Perú
Lesson 6 – Public Transportation
Welcome to Lesson 6 of the Everyday English Speaking Course, about public transportation
– first, let’s learn some vocabulary!
The central place in the city where you go to get a bus or a train is called a station (bus
station or train station). The different points where you can get on or get off a bus or train
are called stops. Another word that is often used in train stations is platform – this is the
area inside the station where you wait for the train.
This is a platform in a train station.

(photo by Kevin.B)
We use the verb take to describe general use of buses and trains, for example:
 “I took the bus from New York to Philadelphia.”
 “You need to take the 3:15 train if you want to get there by 6:00.”
We use the phrasal verbs get on and get off to describe the specific actions of entering and
leaving the bus/train. You can also transfer from one bus to another bus, or from one train
to another train, for example:
 “If you want to go to the museum, get off at the next stop.”
 “You need to get on the B train and then transfer to the L train.”
Finally, bus and train systems have lines. Lines are the regular routes that the buses or
trains travel. Each color on the map below represents a line in the New York City subway.
The black dots are stops.
Conversation #1 – Asking for information
Nancy: Excuse me – does this bus stop at Central Park?
Fred: No – this is the express bus. You need to take the M53 local – you just missed it.
Nancy: Oh no. How often does it come?
Fred: Every few minutes – you won’t have to wait long.
Nancy: Okay. How far is it to the park?
Fred: About seven or eight stops.
Nancy: Thanks!
(on the bus)
Nancy: Could you tell me when we get to Central Park?
Bus Driver: Sure, no problem.
Nancy: Do you mind if I sit here?
Amanda: No, go right ahead.
(15 minutes later)

Bus Driver: Ma’am? You can get off here for Central Park.
Conversation Vocabulary & Phrases:
Whenever you want to talk to someone you don’t know, you can begin by saying excuse
me…
If you’re not sure if a bus or train goes to your destination, you can use these phrases:
 “Does this bus stop at…?”
 “Does this bus go to…?”
 “Is this the bus to…?”
Fred informs Nancy that it’s an express bus, and she needs to take the local bus. An
express bus or train is one that does NOT make all the stops – it skips (passes) some stops.
A local bus or train makes all the stops along the way.
He also tells her that she just missed the bus – the bus departed before she arrived. In
English we always say “missed the bus / train / flight” (not “lost the bus / train / flight.”)
To ask about the time of a bus or train, you can say:

 “How often does it come?”
o “Every hour.”
o “Every half-hour.”
o “Every ten minutes.”
 “When’s the next bus/train?”
o “At 6:45.”
o “In twenty minutes.”
o “Not until 8.”
(“not until” is used when there will be a long time to wait)
And to ask about distance, you can say:

 “How far is it to…?”
 “How many stops until…”
 “How long does it take to get to…”
The person might respond in number of stops (as in the conversation) or in number of
minutes (“About 15 minutes”).
Nancy wasn’t sure when to get off the bus, so she used this phrase to ask the driver to tell
her: “Could you tell me when we get to Central Park?” – you can ask this to the driver, or
to another passenger on the bus. When it’s time, the other person will say:
 “You can get off here.”
 “This is your stop.”
Unfortunately, if there is a problem, then the other person might say:

 “You missed your stop.”
 “We already passed it.”
 “You’re on the wrong bus.”
 “This bus doesn’t go to Central Park.”
Finally, if you want to sit down, but you’re not sure if there is a person occupying the seat
(or if a person has put their bag on the seat) you can say:
 “Do you mind if I sit here?”
 “Is this seat free?”
 “Is this seat taken?”
Conversation #2 – Buying a ticket
Brian: Hi. I’d like a ticket to Boston, please.
Agent: One-way or round-trip?
Brian: Round-trip – leaving tomorrow morning and coming back on Saturday afternoon.
Agent: OK, what time do you wanna leave? The train to Boston runs every hour, on the
hour, starting at 6 AM. The 6, 7, and 8 AM trains are peak hours.
Brian: Then I’ll take the 9:00 train.
Agent: And on Saturday afternoon there are trains leaving Boston at 2:30, 4:30, and 6:30.
Brian: Um, actually, maybe I’ll just buy a one-way ticket now, ‘cause I’m not quite sure
what time I wanna come back. Can I buy a ticket on the train?
Agent: Yeah, but it’s gonna be more expensive.
Brian: Oh. Well, in that case, I’ll take the 4:30 train. How much is the fare?
Agent: It’s $24 each way, so that comes to $48 total.
Brian: Is there a discount for students?
Agent: Yup, I’ll just need to see your student ID.
Brian: Here you go. Can I also have a copy of the schedule?
Agent: Sure.

To ask for a train ticket, you can say:
 I’d like…
 Can I have…?
Then complete the sentence with a one-way ticket if you only want a ticket from New York
to Boston… or a round-trip ticket if you want a ticket from New York to Boston AND a
return ticket from Boston back to New York.
The agent says that the train runs every hour, on the hour – meaning exactly at 6:00, 7:00,
8:00, etc. Some buses and trains have more expensive fares for peak hours. Peak hours are
times like 7:00 – 9:00 AM and 4:00 – 7:00 PM, when many people are going to work or
coming home from work. An off-peak train is usually less expensive.
Brian says, “How much is the fare?” The word fare is a special word that refers to the
price of transportation tickets. He also asks about a discount for students. You can also say:
 “Is there a discount for children?”
 “Is there a discount for senior citizens?”
(senior citizen = 65 years old or more)
Conversation #3 – Getting a taxi
A taxi is sometimes also called a cab.

Photo: Ilya Plekhanov
There are 3 ways to get a taxi in the United States: First, you can phone a taxi service and
arrange for a taxi to pick you up at a specific time. To do this, you can say,
 “I need a taxi to pick me up at (place/address) at (time).”
“I need a taxi to pick me up at 241 Main Street at 7:00 tomorrow morning.”
 “I’d like a taxi as soon as possible – I’m at 1185 Brooklyn Avenue.”
The second way to get a taxi is to go to a place where there are many taxis already
waiting (like outside the airport or train station). Finally, you can hail a taxi (call a taxi) on
the street. To do this, you stand close to the street and extend your arm when you see a taxi
coming.
Let’s look at a conversation you might have with the taxi driver.
Gina: Could you take me to the Greentree Hotel on 7th Avenue and 32nd Street?
Driver: Sure – hop in.

(hop in = an informal way to say “get in the car”)
Gina: How much will it be?
Driver: About… 25 to 30 bucks.

(bucks = a slang word for dollars)
Gina: Okay, and how long does it take to get there?
Driver: Probably 15 or 20 minutes.
Gina: Sounds good.
Driver: Do you have any bags?
Gina: Yes – these two.
(LATER)
Gina: Are we almost there?
Driver: Yes – it’s just around the corner.
Driver: This is it.
Gina: Great. How much do I owe you?

(= how much do I need to pay?)
Driver: $26.50
Gina: Here’s 30 – keep the change.

Driver: Thanks. I’ll get your luggage.

To tell the taxi driver your destination, use the phrase “Could you take me to…?”
Some taxis have a flat rate – a fixed price for the trip – and others use a meter, the
equipment that increases the price depending on the distance.
This machine is called a meter.

Photo: Henry Salomé
Before you get into the taxi, it’s a good idea to ask:
 “How much will it be?”
 “How long will it take to get there?”
If the ride is taking longer than you expected, you can ask:
 “Are we almost there?”
 “How much longer?”
For paying, use these phrases:

 “How much do I owe you?”
 “How much is it?”
In the United States, it’s common to give a taxi driver a tip (extra money for the service).
The tip should be about 15% of the fare. You can do this by giving the driver extra money
and saying:
 “Keep the change.”
(if you want him to keep all the extra money)
 If the fare is $12 and you give the driver $20, you can say, “Just give me back $5”
(so the driver will keep $15).
Finally, if you want to get out of the taxi early, you can say:
 “You can let me off here.”
 “This is fine.”
The taxi will then pull over (go to the side of the street) and stop, so that you can get off.
You’ve finished Lesson 6! Now take the quiz to test your memory of the phrases from this
lesson.
Quiz – Lesson 6
Question 1
I'd like a __________ ticket to Philadelphia for tonight.
A. leaving B. one-way C. one-stop
Question 2
I'll ________ the earliest train tomorrow.
A. have B. leave C. take
Question 3
You __________ your stop - you should have gotten off at 42nd Street.
A. lost B. missed C. wrong
Question 4
Is there a flat rate or do you use the ____________?
A. machine B. meter C. numbers
Question 5
You need to get off at the second-to-last ________.
A. line B. stop C. point
Question 6
Does this bus __________ to the Museum of Natural History?
A. pass B. arrive C. go
Question 7
How _______ does it take to get there?
A. much B. long C. far
Question 8
Could you please ___________ when we get to the museum?
A. get me off B. let me know C. advise
Question 9
You can ___________ here.
A. let me off B. put me off C. take me off
Question 10
The off-peak ________ is $5 less.
A. fee B. money C. fare
Question 11
Take the B train one stop, then __________ to the D train.
A. exchange B. move C. transfer
Question 12
Here's $40 - keep the _______.
A. fare B. change C. coins
Question 13
If you're in a hurry, take the _________ train - it'll get there faster.
A. exact B. express C. extreme
Question 14
When's the ________ bus?
In about twenty minutes.
A. future B. next C. often
Question 15
Excuse me - is this seat _________?
A. gone B. passed C. taken
Quiz Answers
1.B 2.C 3.B 4.B 5.B 6.C 7.B 8.B 9.A 10.C 11.C 12.B 13.B 14.B 15.C
Lesson 7: Driving & Directions
Conversation #1 – Driving
Elizabeth: Hey Jonas! How was your road trip to Chicago?

(road trip = a long trip by car)
Jonas: It was a nightmare – one disaster after another.
Elizabeth: Huh? What on earth happened?
Jonas: Well, I offered to give my girlfriend’s brother a ride to Philadelphia. It was a bit out
of our way – but that wasn’t the problem. The problem was that he’s a super-annoying
backseat driver.
(out of our way = in a different direction from our planned destination / path)
Elizabeth: Really?
Jonas: Yeah, like – getting on my case for forgetting to use my turn signal before merging,
or telling me that I should get out of the exit-only lane – on and on for about four hours.
(on and on = continuing)
Elizabeth: My mom is like that. I mean, it’s OK that she reminds me to buckle up, but I wish
she wouldn’t scream “SLOW DOWN!” every time I go a tiny bit over the speed limit.
Jonas: Exactly. So after we dropped him off in Philly,

we got stuck in a major traffic jam for over an hour
before I finally managed to get off the highway and
take a different road. But then there was a detour
due to roadwork, and we got lost for another three
hours.
Elizabeth: Wow, that’s nuts! Was it pretty smooth

sailing after that?
Jonas: No, it gets worse. We made a pit stop outside of Cleveland, and I was in such a rush
to use the bathroom that I locked my keys in the car.
(make a pit stop = stop driving to use the bathroom or to get food/drink)
Elizabeth: Oh no!
Jonas: After shelling out $50 for a locksmith, we were back on the road – but then the
engine started overheating and I had to pull over.
(shelling out = paying money that you don’t want to pay)
Elizabeth: I think I would’ve given up if I were you!
Jonas: Yeah, but we were already over halfway there by that point, so I was determined to
keep going. Just as we were getting to Chicago, another driver cut me off and I had to slam
on the brakes to avoid crashing into him.
Elizabeth: Geez. I didn’t know Chicago drivers were so aggressive.
Jonas: Unfortunately, the woman behind me was talking on her cell phone and when I
stopped suddenly, she rear-ended me.
Elizabeth: No way! Was your car badly damaged?
Jonas: Nah, it was just a fender-bender. My insurance will cover the repairs. But the whole
trip was really stressful – next time, I’m just booking a flight!
(fender-bender = a very minor accident)

In the beginning of the conversation, Jonas offers to give his girlfriend's brother a ride - that
means take him in the car. If you want to offer someone a ride, you can use these phrases:
 "Do you need a ride / lift?"
 "I'll pick you up at..."
(pick someone up = take the person in your car)
 "I can drop you off at..."
(drop someone off = when the person leaves your car)
Unfortunately, the brother is a backseat driver – that’s a person in the car who is not
driving, but who criticizes the driver’s abilities or who makes lots of suggestions and gives
lots of tips for the driver to improve.
Some of the comments a backseat driver might make:

 "You don't want to be in this lane - it's exit-only."
(roads are divided into lanes. An exit-only lane is one where the only option is to leave
the highway)
 "You forgot to use your turn signal / blinker
before merging."
(turn signal / blinker = the yellow or orange light
on the sides of a car, used to indicate the direction
you plan to go. Merge = move from one lane into
another)
 "Slow down - the speed limit is 55."
(speed limit = the maximum velocity.
Slow down = drive slower. Speed up = drive faster)
 "You missed your turn."
(you accidentally went past the place where you were supposed to turn right/left)
 "Stop tailgating - it's not safe."
(tailgating = follow the car in front of you very closely)
 "Everybody buckle up."
(buckle up = put on your seatbelt)
 "It's getting dark - you should turn on your
headlights."
(headlights = the lights on the front of the car)
During the conversation, a number of driving problems are mentioned:

 "I got stuck in a traffic jam."
(traffic jam = when the traffic is stopped or slow)
 "There was a detour due to roadwork."
(detour = an alternate route)
(roadwork = maintenance or repairs on the road)
 "I got lost."
 "I locked my keys in the car."
 "The engine started overheating and I had to pull over."
(overheating = getting too hot)
(pull over = drive the car to the side of the road and stop)
 "I got a flat tire."
(flat tire = when the tire loses its air)
 "The car broke down."
(broke down = had a mechanical problem and
stopped functioning)
 "Another car cut me off."
(cut me off = another car drove in front of my car
very suddenly)
 "Another car rear-ended me."
(rear-ended = hit/crashed into the back of my car)
Conversation #2 – Asking for Directions
Tiffany is going to see a baseball game at Yankee Stadium – but she gets lost on the
way, so she stops to ask for directions.
Tiffany: Excuse me. How can I get to Yankee Stadium from here?
Man: You have to get on the highway, but you already passed the onramp. So turn around
and go back the way you came, and just follow the signs for I-95 South. Go about 5 miles on
I-95 and get off at exit 2A.
(onramp = the access road where you can enter the highway)
Tiffany: Could you show me on the map?
Man: Sure. You’re here, and the highway is here. Exit 2A is here.
Tiffany: Thanks a lot.
(later, she gets off exit 2A, but doesn’t see any signs for the stadium)
Tiffany: Could you tell me how to get to Yankee Stadium?
Man: Yes, go past the gas station and turn left at the first light –
that’s Walton Avenue. Go straight down Walton until you hit East
164th Street, and then…
Tiffany: Just a minute – let me write this down.
Man: OK. Take Walton to East 164th Street and turn right. If you
see the mall, you’ve gone too far. After you’re on 164th then take
your second left onto River Avenue – your best bet for parking is at
the corner of River and 162nd Street.
Tiffany: Sorry, could you repeat the part about River Avenue?
Man: From 164th Street, you turn left onto River Avenue and just keep going until you see
the parking lot. It’s about four blocks and it’ll be on your left, across from a hotel. Did you
get all that?
Tiffany: I think so. Thanks.

To ask for directions, you can start with “Excuse me,” and then use these phrases:
 “How can I get to… the Museum of Modern Art?”

 “Could you tell me how to get to… Grand Street?”
 “Where is… the nearest hospital?”
Directions are often given with these verbs:

 go + direction
“Go right / left / straight / east / west / north / south.”
 go + distance
“Go three blocks down this street, then turn left.”
“Go five miles on Route 25W, then take exit 16.”
 turn + right/left/around
 take the second/third right/left
 take + road name / public transportation
“Take Route 81.”
“Take Main Street north for about three miles.”
“Take the 3 train, then transfer to the F train at Fulton Street.”
“Take the bus towards Chinatown.”
 stay on + road (continue on the same street)
“Stay on this road for about five miles.”
“Stay on the highway for another ten minutes.”
When giving directions, it’s helpful to use landmarks – obvious reference points.
For example:
 “Go past the big white church.”
 “When you get to the clock tower, turn left.”
 “If you see a shopping mall, you’ve gone too far.”
 “Turn right at the next light.”
(light = traffic light)
The destination will be…

 on your left / on your right
 across from… (a hotel)
 next to… (the hospital)
 on the corner
You’ve finished Lesson 7! Now take the

quiz to test your memory of the phrases
from this lesson. If you’re ready for a
speaking challenge, click here to leave me a message giving directions from your house to a
destination you typically go (work, school, the supermarket, etc.)
Quiz: Lesson 7 - Driving & Directions
Question 1
After I'm on the highway, what ______ do I take?
A. block B. onramp C. exit
Question 2
Just a moment - let me write this ______.
A. off B. up C. down
Question 3
Should I ______ left or right at the light?
A. follow B. pass C. turn
Question 4
How can I _______ to the National Theater?
A. arrive B. travel C. get
Question 5
Can you ______ me on the map?
A. show B. find C. see
Question 6
_______ on the highway for another fifteen miles, then take exit 12.
A. keep B. stay C. take
Question 7
If you see the university, then you've gone too _______ and you'll need to turn around.
A. far B. long C. much
Question 8
Thanks for offering me a ride. Can you _______ me up in about twenty minutes?
A. get B. pick C. take
Question 9
Driving fast when it's raining is dangerous - you should _______ down.
A. buckle B. slow C. speed
Question 10
Excuse me, where is the _____ gas station?
A. longest B. farthest C. nearest
Question 11
The first time I drove in Philadelphia, I got _______ and had to stop and ask for directions.
A. lost B. missed C. jammed
Question 12
Don't take the highway - they're doing some _________ and two lanes are closed.
A. detour B. merging C. roadwork
Question 13
Sorry I'm late - I got a _______ tire and I had to call a friend to help me change it.
A. broken B. cut C. flat
Question 14
I dropped my sister ______ at school on my way to work.
A. off B. out C. up
Question 15
She's so forgetful, she _______ her keys in the car at least once a week.
A. locks B. misses C. shuts
Quiz Answers
1.C 2.C 3.C 4.C 5.A 6.B 7.A 8.B 9.B 10.C 11.A 12.C 13.C 14.A 15.A
Lesson 8: Restaurants – Making
Reservations & Understanding the Menu
We’re going to eat out – that means eating at a restaurant. This will be a two-part lesson.
Today you’ll learn how to make reservations, what to say when you arrive at the
restaurant, and how to understand the menu. Tomorrow you’ll learn how to make orders,
interact with the waiter or waitress, pay for the food, and talk about your experience at the
restaurant.
Conversation #1 – Making a Reservation
It’s a good idea to call the restaurant and make a reservation in three cases:
 First, if you are going to a nice/expensive restaurant.
 Second, if you are going to a restaurant that is very popular.
 Third, if you are going to the restaurant with a large number of people, and you
want to make sure that the restaurant has enough space for everybody.
Restaurant: Angelo’s Restaurant.
John: Hi, I’d like to make a dinner reservation for tomorrow night at 7:30.
Restaurant: How many in your party?
John: Six.
Restaurant: Can I get your name and phone number?
John: My name is John Smith, and my number is 203-555-8714
Restaurant: Okay, so I have a reservation for a party of six, under the name “Smith,”
tomorrow night at 7:30, is that correct?
John: Yes, that’s right. We’ll also need one high chair and one booster seat.
Restaurant: Not a problem. Is there anything else?
John: No, that’s it, thanks.
Restaurant: All right, Mr. Smith, we’ll see you tomorrow night at 7:30.

 In general, when making a restaurant reservation, you need to give your name,
phone number, and the date and time you plan to go to the restaurant.
 When the person at the restaurant asks “How many in your party?” she wants to
know how many people total will be coming to the restaurant.
 If you have any special requests, you can make them – for example, in this
conversation, Mr. Smith asks for one high chair and one booster seat. A high chair
is a chair for a baby, and a booster seat is a chair for a small child.
A baby in a high chair.
Photo: Wikimedia Commons

 While making the reservation, you can also ask for a table in a specific location, for
example:
o “Can we have a table near the window?”
o “Can we have a table on the balcony?”
Conversation #2 – Arriving at the Restaurant
When you enter the restaurant, the person (usually a woman) who greets you is called
the hostess. If you made a reservation before arriving, you can say to her:
 “I have a 7:30 reservation for John Smith.”
If you didn’t make a reservation, you might need to wait for a table if the restaurant is
crowded (that is, if there are many people in the restaurant):
Hostess: Welcome to Angelo’s – do you have a reservation?
William: No, we don’t.
Hostess: It’s gonna be about a 10-minute wait. Can I get your name?
William: Johnson.
Hostess: OK, and a table for two?
William: Mmm-hmm.
Hostess: All right, you can wait right over there and I’ll let you know when your table is
ready.
In spoken English, “going to” is often pronounced “gonna,” like when the hostess says “It’s
gonna be about a 10-minute wait.”
The expression “mm-hmm” is a way to say “yes.” English has many different ways to say
“yes” and “no” (click here and here for some examples).
Also, if the restaurant has a bar, the hostess may ask if you want to sit at the bar and have a
drink while you wait.
If there are tables available when you enter the restaurant, then the hostess will ask you
how many people:
Hostess: Good evening. How many?
William: Two.
Hostess: Right this way, please.

(right this way = come with me - you should follow the hostess to the table)
After you sit down, a person will come and ask if you want any drinks. The name of this
person is the waiter (if he is a man) or waitress (if she is a woman) – or server (which can
be a man or a woman).
Server: Hi, my name is Sarah and I’ll be your server tonight. How are you doing?
William: Good, thanks.
Server: Here’s the menu. Can I get you anything to drink?

(notice the pronunciation of “Can I get you” – kinIgetcha)
William: Just water for now.
Server: OK, I’ll be back in a few minutes to take your order.
The menu is the list of foods that the restaurant offers, and how much they cost. We use a
specific verb for the action of asking for food in a restaurant: to order.
Vocabulary Builder: Understanding the Menu
The menu will often be divided into different sections:

 Appetizers or starters are small amounts of food that are eaten before the main
dish.
 Main dishes or entrees are the biggest and most important parts of the meal, eaten
after the appetizers and before dessert. This can also be called the main course.
 Specials are specific dishes that are prepared particularly for today, and are often at
a reduced price.
 Combos is short for combinations - two or more foods that are ordered together as
a single item (for example, at McDonald’s you can order a “combo” of a hamburger,
French fries, and soda for one price).
 Side dishes or sides are small portions of food that can be ordered to accompany
the main dishes – for example, you can order a steak with a side of mashed potatoes.
 Desserts are sweet foods eaten after the main dish, like ice cream, cakes, pies, etc.
 Beverages is another word for drinks. There are also cocktails, which are mixed
alcoholic drinks (like margaritas, martinis, and other alcoholic drinks like tequila
and rum that are mixed with fruit juices and other ingredients).
Some menus also categorize the foods by types – for example: sandwiches, soups, salads,
seafood (that means animals from the ocean like fish, crab, lobster, etc.), pasta, meat, and
poultry (poultry means chicken).
Now let’s learn various ways that food can be prepared.
Food can be grilled or barbecued (cooked on a grill)
Photo: 4028mdk09
Roasted or baked (cooked inside an oven)
Photo: Mohamed Yahya
Boiled (cooked in water)
Photo: jonl
Fried (cooked in oil)
Photo: Reaperman
Sautéed (cooked in a very small amount of oil)
Photo: Alex Voerman (aviper2k7)
Broiled (cooked at high heat for a short time)
Photo: Jeremy Keith (adactio@Flickr)
Marinated (soaked in liquid to give it more flavor)
Photo: Dplanet
Breaded (covered with bread crumbs and cooked)
Photo: Takeaway
Steamed (cooked with water vapor)

Steamed vegetables are not cooked IN the water.
They are cooked ABOVE the water.
Photo: Takeaway
Sometimes, the food is also described by its appearance:
A thin cut of meat or fish is called a fillet (the “t” in fillet is silent).
Big pieces of food are called chunks.
Photo: Tamara Manning
Vegetables can be chopped (cut into squares):
Photo: Biswarup Ganguly
or sliced (cut into thin pieces):
Photo: Wikimedia Commons
Cheese can be grated (into small pieces):
Photo: cyclonebill
Also, food can be covered with or topped with a liquid, which is called sauce or dressing.
With meat and pasta, we use the word sauce.
Photo: Dezidor
With salads, we use the word dressing:
Photo: stu spivack
For some more advanced restaurant menu vocabulary, click on these two example menus:
American Diner Menu and British Restaurant Menu.
Asking questions about the menu

Here are some typical questions you can ask the server in order to find out more
information about the dishes on the menu:
 “Is that a big portion?”

(portion = quantity of food)
 “Is it spicy?”
(ask this to find out if the food has “hot” peppers)
Photo: FASTILY
 “Does it have any peanuts in it? I’m allergic.”

(allergic = your body has a bad reaction)
 “Do you have any diet / light dishes?”
(some restaurants have a “light” section of the menu, with foods that are healthy and
low-fat, but you can also ask the server which dishes are good for a person on a diet)
 “Do you have any vegetarian dishes?”
(ask the server this question if you don’t eat meat)
 “Does that come with any sides?”
(sometimes, the entrees come with side dishes like potatoes, vegetables, salads, or
soups, which are included in the price of the main dish)
 “Can I substitute a salad for the soup?”
“Can I have a salad instead of the soup?”
(ask one of these questions to find out if it’s possible to exchange one item for another)
 “Do you have a kids’ menu?”
(many servers will give you a kids’ menu automatically if they see you have children,
but you can also request it)
 “What are today’s specials?”
(many restaurants have dishes that are prepared especially for that day, and some
have a reduced price)
 “What do you recommend?”
(if you really don’t know what to order, you can ask the server for a suggestion. Often,
he or she will recommend a popular dish that the restaurant is especially known for)
You’ve finished Lesson 8 of the Everyday English Speaking Course! Now take the quiz to
test your memory of the phrases from this lesson – and come back tomorrow for part II of
our restaurant lesson.
Quiz – Lesson 8
Question 1
We'd prefer a table _______ the window.
A. close B. near C. next
Question 2
What are today's __________?
A. menus B. reserves C. specials
Question 3
Does that ______ with any sides?
A. go B. come C. bring
Question 4
What kind of salad _________ do you have?
A. coverings B. dressings C. toppings
Question 5
I have an 8:00 __________ for a party of four.
A. appointment B. order C. reservation
Question 6
Is that a big ________?
A. plate B. portion C. special
Question 7
I can't eat oysters - I'm ________ to shellfish.
A. allergic B. reactive C. sick
Question 8
The lamb chops are _________ in red wine; they're really delicious!
A. boiled B. marinated C. steamed
Question 9
Can I have vegetables _________ the French fries?
A. instead of B. because of C. exchange for
Question 10
The ________ chicken is a low-fat option.
A. baked B. grated C. fried
Question 11
Do you have a kids' ________?
A. appetizer B. menu C. waiter
Question 12
I'll be back in a few minutes to take your _________.
A. combo B. dish C. order
Quiz Answers
1.B 2.C 3.B 4.B 5.C 6.B 7.A 8.B 9.A 10.A 11.B 12.C
Lesson 9 – Restaurants:
Ordering, Paying, & Describing
Today we’ll continue our restaurant lesson by learning how to order the food, how to pay
the bill, and how to talk about your experience at the restaurant.
Conversation #1 – Ordering food
Server: Are you ready to order?
William: Yes, I’ll have the steak and a side order of green
beans.
Server: And how would you like your steak?
William: Medium.
Server: That also comes with a choice of soup or salad.
William: What soups do you have?
Server: Minestrone, chicken noodle, and split pea.
William: Minestrone, please.

(minestrone soup is a vegetable soup that sometimes has pasta or rice in it)
Server: And what can I get for you, ma’am?
Emily: What are today’s specials?
Server: We have a grilled chicken sandwich with French fries, broiled flounder fillet, and
sweet and spicy pork chops.
Emily: I’ll have the pork chops – could you make it not too spicy, please?
Server: No problem. Would you like rice, baked potato, or pasta?
Emily: Baked potato.
Server: All right. And can I get you anything to start off?
Emily: Hmmm… we’ll share a plate of cheese sticks.
Server: Sure.

The server will come to your table and ask you one of these questions:
 “Are you ready to order?”
 “Can I take your order?”
 “Do you need a little more time to decide?”
If you need more time, then you can reply:

 “Could you give us a few more minutes, please?”
If you are ready to order, then ask for your food beginning with:
 “I’ll have…”
o …the steak and a side order of green beans.
o …the pork chops.
When the server asks, “How would you like your steak?” she
wants to know how much you want the meat to be cooked.
There are 3 basic levels (from least cooked to most cooked):
 Rare – Red on the inside
 Medium – A little bit pink on the inside
 Well-done – Completely brown on the inside
You can also order “medium-rare” (which is in between medium and rare) or “medium-
well” (which is in between medium and well-done) – click here for a picture.
When the server asks, “Can I get you anything to start off?” she wants to know if you will
have any appetizers. Again, you can ask for an appetizer starting with “I’ll have…” – or you
can say “We’ll share…” or “We’ll split…” to tell the server that you and your friend will
divide one item.
While you are eating, the waiter/waitress will often come to your table and ask “Is
everything OK?” to check if you need anything. Here are some possible answers:
 “Yes, everything’s fine, thanks.”
 “It’s all delicious!”
 “Could we have some more water, please?”
“Could we have…” is a polite way to ask for something.
 “Actually, I’m still waiting for my side dish.”
 “I ordered chicken noodle soup, not tomato soup.”
If you received the wrong dish, use this phrase: “I ordered …., not…”
 “To be honest, my food is cold.”
“To be honest…” is a diplomatic way to introduce a complaint or negative comment.
Conversation #2 – Asking for the check and paying
Server: Can I get you anything else – any coffee or dessert?
William: No thanks. Could you wrap this up for me?
Server: Sure, no problem.
William: Could we also get the check, please?
Server: Here you go.
William: Excuse me – there’s a mistake on our bill. We didn’t order any chicken wings.
Server: Sorry about that – I’ll take it off.
William: And we only ordered two sodas, but we were charged for three.
Server: Oh, that’s because you had one refill.
William: Ah. What’s this extra $5?
Server: That’s the cover charge for the musicians.
William: OK. Do you take MasterCard?
Server: Yes we do. Thank you, sir – have a nice evening.

In American restaurants, it’s typical for the server to offer coffee or dessert after you finish
the main meal. If you do want dessert, then say, “Yes, can I see the dessert menu?”
If you don’t eat all your food and you want to take the leftovers home, you can ask the
server:
 “Can you wrap this up for me?”
 “Can I get a box for this?”
The check or the bill is the list of items you ordered

and the total price to pay. Here are some phrases for
talking about it:
 “Could we get the check, please?”
 “Could we have separate checks, please?”
Use this phrase if you are eating with a friend
or a group of people, and you want separate
checks so that each person can pay
individually.
 “There’s a mistake on our bill.”
 “What’s this $5 charge for?”
The word refill is when you get more of a drink (like soda or juice) after you’ve finished
drinking your first cup. In some restaurants, refills are free. In other restaurants – like the
one in the conversation – you have to pay for each refill as a separate drink.
Finally, if there is live music at the restaurant, there may be a small cover charge added to
your bill. This money helps pay the musicians.
Cultural tip: Leaving a tip
In American restaurants, you need to leave a tip (pay extra money for the service). It’s
customary to tip approximately 15% for satisfactory service, 20% for good service, and
25% for excellent service.
If you are paying in cash, you can just leave the extra money on the table when you leave,
and the server will collect it later. If you are paying with a credit card, there will be a space
on the bill for you to write the amount of the tip, and then add it to the subtotal to make the
final total, for example:
Subtotal: $35.00
Tip: _________
Total: ________
If the service was good, you can leave a tip of 20% – so you would write $7.00 for the tip and
$42.00 for the total.
Conversation 3: Talking about your experience at a restaurant
Michelle: I'm thinking about trying that seafood place on Market Street. Have you ever
been there?
Kevin: Yeah... but I wouldn't recommend it.
Michelle: Oh really? Why not?
Kevin: Well - the portions are pretty big, but... the food is just kinda bland. And the last
time I went there, the french fries were really greasy and the salad wasn't fresh.
Michelle: Hmm, that’s not very appetizing. I guess I'll eat somewhere else!
Kevin: If you like seafood, you should try Francisco's on 14th Street. It's a little bit pricey,
but everything on the menu is delicious.
Michelle: Oh yeah, I took my sister there on Saturday. It has a nice atmosphere... it gets a
little noisy on the weekends. But the service was great and the food was amazing.
Kevin: My boss is a regular at Francisco's - he takes clients there for lunch at least twice a
week.
Michelle: It's a nice place. The chef is very talented.

In this dialogue, Kevin and Michelle comment on four aspects of their restaurant
experiences: the quality of the food, the size of the portions, the service, and the general
environment of the restaurant. Here are some phrases for criticizing and complimenting
restaurants:
Negative Comments:
 “The service was slow.”
This means it took a long time for you to get your food, and for the server to pay
attention to your table.
 “The servers were not very friendly.”
 “The food was overpriced / a bit pricey.”
“overpriced” means “too expensive,” and “a bit pricey” means “a little bit expensive, but
not extremely expensive.”
 “The food was too salty / greasy / spicy.”
greasy = full of fat/oil
 “The food was bland / tasteless.”
this phrase means the food had no flavor
 “The food wasn't fresh.”
 “The portions were too small.”
 “The place was too noisy.”
Positive Comments:
 “The food was delicious / tasty.”
 “The service was great.”
 “The servers were friendly and helpful.”
 “It has a nice ambience/atmosphere.”
 “The décor is interesting.”
décor is a word for the decoration of a room
 “The portions were big / satisfying.”
 “The prices were reasonable.”
reasonable = fair, OK
 “The chef is very talented.”
You’ve finished Lesson 9 of the Everyday English Speaking Course! Today’s speaking
challenge is to leave me a message telling me about your favorite restaurant.
 What kind of food is on the menu?
 What do you usually order when you go there?
 How’s the service and the atmosphere?
Click here to leave me a voice message, and I’ll send you some tips on your speaking.
Lesson 10:
Ordering Drinks, Coffee, and Pizza
I hope you’re still hungry, because today you’re going to learn how to order drinks at a bar,
order coffee at a cafe, and order pizza for delivery.
Conversation #1 – Ordering a Drink
Photo: Koriela
The person who works at the bar serving drinks is

called the bartender. (This word can be used for a
man or a woman). Here’s a conversation you might
have with him:
Bartender: Hi there. What can I get for ya?
Christine: What do you have on tap?
Bartender: Guinness, Heineken, Corona and Sam Adams
Christine: Hmm… on second thought, I’d like something a little stronger. Do you have any
drink specials?
Bartender: It’s happy hour, so all our cocktails are half-price.
Christine: All right, I’ll have a strawberry daiquiri.
Bartender: Coming right up! Do you wanna start a tab?
Christine: No, that’s OK. How much do I owe ya?
Bartender: $4.25.
(she gives him $5)
Bartender: Here’s your change.
Christine: That’s OK.
Conversation Vocabulary & Phases

In informal spoken English, especially in questions, the word “you” is often pronounced
“ya.” That’s why the bartender says, “What can I get for ya?”
The question “What do you have on tap?” is asking about the types of beer that the bar
has available. Beer that is “on tap” is served from a barrel and faucet (like in the picture),
not in a can or bottle.
There are four basic types of drinks you can get in a bar:
1. Beer. There are many different types of beer, including light beer, dark beer,
imported beer, and non-alcoholic beer. The two main types of beer are ale (which
has a stronger, more flavorful taste) and lager (with a cleaner, smoother taste).
 “I’ll have a Budweiser.”
 “Can I get a pint of Sam Adams?”
 “Three Coronas, please.”
2. Wine. Wine comes in two major colors – red wine and white wine – and each
color can come in two different tastes – sweet wine and dry wine (dry wine is not
very sweet). Many bars and restaurants have a house wine, which is the wine they
serve most frequently.
 “I’ll have a glass of the house wine.”
 “Can we get a bottle of white wine?”
 “Two glasses of red wine, please.”
3. Cocktails & Mixed drinks – These drinks are alcohol mixed with other liquids
like fruit juice or soda.
 “I’ll have a Rum & Coke.”
 “Can I get a margarita?”
 “One screwdriver and one Bloody Mary, please.”
4. Shots. Shots are small portions of strong alcohol drank pure, without mixing it
with juice or any other ingredients.
 “I’ll have a shot of whiskey.”
 “Can we get a round of tequila shots?”
 “Two shots of vodka, please.”
You can also order strong alcoholic drinks like whiskey either “on the rocks” (which
means with ice) or “straight up” (without ice).
“Happy hour” is a time (usually just after work, like from 5-7 PM) when many bars offer
drinks at a reduced price.
When the bartender asks “Do you wanna start a tab?” he wants to know if you will pay
later. A “tab” means that you will have many drinks and only pay at the end, before you
leave. Also, in spoken English, the words “want to” are often pronounced “wanna.”
In the United States, as in restaurants, you need to leave a tip for the bartender. At the end
of the conversation, the phrase “That’s OK” means the bartender can keep the extra money.
If you are drinking with friends, you can tell the bartender, “Can we get another round?” –
a “round” means everyone will have another of the same drink they just finished.
If you want to pay for a drink for your friend, you can say: “It’s on me” or “This one’s on
me.” If you want to meet someone (especially if you are a man and you want to start a
conversation with a woman) you can say, “Can I buy you a drink?”
Have fun at the bar, but make sure you have a designated driver – a person who isn’t
drinking any alcohol, who will be sober (not drunk) in order to drive everyone home.
Ordering Coffee
Here are four ways to ask for coffee:

 “Can I get… ?”
 “Could I have… ?”
 “I’d like…”
 “I’ll have…”
There’s not much difference between these four phrases – you can use any of them.
Now, here are some different ways to have your coffee. You can have…
 iced coffee (cold coffee with ice)

 black coffee (no milk)
 coffee with milk
 coffee with soy milk (non-dairy alternative to milk)
 small, medium, or large
 regular coffee (with caffeine)
 decaf coffee (without caffeine)
 with whipped cream
Photo: Dirk Schneider (ds-foto)
There are also many different types of coffee. Here are some of the most common:
 espresso – very small, very strong coffee

 latte – hot milk + espresso
 cappuccino – hot milk + espresso + foam
Photo: NikoSilver
 macchiato – espresso + a little bit of milk

 mocha – hot milk + espresso + chocolate (“white mocha” is made with white
chocolate)
 americano – espresso + water
We also have different types of milk:

 Whole milk – Milk with the most fat
 Half and half – A mixture of 50% milk, 50% cream
 2% milk – Milk with 2% fat
 1% milk – Milk with 1% fat
 Skim milk or non-fat milk – Milk with 0% fat
Finally, if you like your coffee to be sweet, you can choose between sugar
and sweetener (sweetener is artificial sugar, with fewer calories).
So to combine all these elements into a phrase, you might make your order like this:
 “Can I get a medium black decaf coffee?”
 “Could I have a large iced coffee with soy milk?”
 “I’ll have a large mocha with whipped cream.”
 “I’d like a small latte.”
 “Can I get a medium cappuccino?”
etc.
Finally, the server may ask you, “For here or to go?” – they want to know if you will stay in
the café to eat and drink (“for here”), or if you will take your food/drink and leave (“to go”).
Conversation #2 – Ordering a pizza
Restaurant: Armando’s Pizza. Can I take your

order?
Laura: I’d like a large pizza for delivery.
Restaurant: Any toppings?
Laura: What do you have?
Restaurant: Pepperoni, mushrooms, onions, peppers, sausage, olives, bacon, tomatoes,

anchovies, and extra cheese.
Laura: Okay, I’ll have mushrooms and peppers, please.
Restaurant: Actually, if you order two toppings, the third one is free.
Laura: Oh! All right, could you put mushrooms and peppers on one half, and extra cheese
on the other?
Restaurant: Yup. Anything to drink?
Laura: Two cans of Sprite.
Restaurant: You might as well get a bottle – it’s actually less expensive than two cans.
Laura: Ah, sure, why not?
Restaurant: OK, your total is $23.80. Could I have your name, address, and phone number?
Laura: Laura Jones, 1587 Market Street, Apartment 701 and my phone number is 555-
1299.
Restaurant: Thanks – your order will be delivered in about 30 minutes.

 Pizzas usually come in three sizes: small, medium, and large
 The ingredients like meat and vegetables that you put on top of a pizza are
called toppings. In most pizza places, the basic pizza is one price and each topping
costs extra to add.
 You can also ask for half (50%) of the pizza to have one topping, and the other half
to have a different topping.
 The expression Why not? means “Yes” or “OK” or “I have no objections.”
 With most deliveries, you have two payment options: you can pay by credit card
over the phone, or you can pay in cash, which you give to the person who delivers
the pizza.
 You should also give a tip of 15% to the person who delivers the pizza. Why is it
necessary to give so many tips in the United States to servers, bartenders, and
delivery people? Well, most of these jobs pay extremely low salaries – often less
than minimum wage – so the workers depend on receiving these tips to survive and
get a decent salary.
challenge is to call me and leave a message ordering three things:
 order a drink
 order coffee
 order a pizza
Tomorrow, we’re going to switch gears – that means “change topics” – and talk about going
to the post office and the bank.
Lesson 11: At the Post Office and Bank
Welcome to Lesson 11 of the Everyday English Speaking Course! Today we’re going to run
some errands. “Errands” are activities of daily life that you do outside your house – for
example, going to the bank and going to the store.
First, let’s go to the post office – that’s the place where you can send mail and packages.
Conversation #1 – At the post office
Attendant: Good morning.
David: Good morning – I’d like to mail this

package to Mexico.
Attendant: Do you want to send it first-class,

priority, or express?
David: What’s the difference?
Attendant: First-class will get there in 15-18 business days, priority in 8-10 business days,
and express in 2-3 business days.
David: First-class is fine – it’s not urgent. Can I get a tracking number for the package?
Attendant: Sorry – only with express mail.
David: I’ll stick with first class.

(= I’ll continue with my decision to send it first class)
Attendant: Would you like to add insurance or delivery confirmation?
David: No, that’s OK.
Attendant: I’ll just need you to fill in this customs form.
David: Sure. How much does it cost to mail postcards?
Attendant: 32 cents each.
David: Then I’d like to mail these 10 postcards, too.
Attendant: All right. Would you like to buy any stamps or envelopes today?
David: No thanks.
Attendant: OK. Your total is $33.70.

 The word “mail” can be a noun or a verb. “Mail” as a noun refers to the letters and
magazines you receive. “Mail” as a verb means to send something through the post
office system.
 At the post office, you’ll probably have a choice of several sending options. First-
class mail is the slowest and cheapest option; priority mail is a little faster and a
little more expensive, and express mail is the fastest, most expensive option. Some
post offices also offer overnight delivery, which means it’s guaranteed to arrive the
next day.
 Business days are Monday, Tuesday, Wednesday, Thursday, and Friday (except for
major national holidays).
 A tracking number is a number that identifies the location of the package. You can
put the tracking number into the post office website to find out where the package
is, or if it has already been delivered.
 You can also get insurance – this means you would receive money as compensation
if your package got lost or destroyed in the mail – or delivery confirmation – that’s
a service that notifies you when the package is delivered.
 Finally, you can also buy stamps and envelopes at the post office:
An envelope (with a letter inside) and a stamp
 Notice the attendant’s pronunciation in the questions starting with, “Would you
like…” – it sounds like wudjalike
Let’s practice and review the post office phrases:

 “I’d like to…
o mail/send this package.
o mail/send some letters.
o mail/send some postcards.
o buy some stamps / envelopes.
o add insurance / delivery confirmation
o send it overnight. It’s urgent.
 “Can I get a tracking number for the package?”
 “When will it arrive?”
Conversation #2 – At the Bank
Before we go to the bank, let’s learn some money vocabulary! As in most countries, the
United States has two types of money – paper money (called bills) and metal money
(called coins).
Don’t confuse “coins” with “cash” – cash includes both bills and coins; it is used to
distinguish paying with physical money from paying with a credit card or check. This
diagram will help:
In the U.S., the different coins have different names:
 The 1-cent coin is called a penny
 The 5-cent coin is called a nickel
 The 10-cent coin is called a dime
 The 25-cent coin is called a quarter.
 There is also a 50-cent coin called a half-dollar, but it’s not very common.
Penny, nickel, dime, and quarter
Canada, Australia, and New Zealand also use the system of dollars and cents. In the United
Kingdom, however, the unit of currency is the pound and each pound is made of
100 pence.
If you’re visiting an English-speaking country, you’ll probably want to change money (or
exchange money) from one currency into another. Let’s listen to an example conversation
about changing money at the bank. The person who works with customers at the bank is
called a bank teller.
Teller: Hi, what can I do for you today?
Robert: I’d like to change some money – could you tell me the exchange rate for Euros to
dollars?
Teller: One Euro is worth $1.25 – and there’s also an exchange fee of 2%.
Robert: Here’s 300 Euros.
Teller: That’ll be $375, minus the fee gives a total of $367.50. Would you like that in large
or small bills?
Robert: Small bills, please.
Teller: Okay, here’s $200 in 20s, $150 in 10s, $17 in 5s and 1s, and fifty cents.
Robert: Thanks!

 The exchange rate tells you how to convert from one country’s currency to another
– for example, 1 Euro to $1.25, or $1 to 4.5 Argentine pesos.
 The expression “Could you tell me…” is a polite way to ask for information. It is
more indirect and more polite than saying just “Tell me…” or “I want to know…”
 Also, in this conversation as well as in the post office dialogue, the man uses the
phrase “I’d like to…” instead of “I want to…” – again, because it is more polite.
 The teller may ask if you want your money in large or small bills. Large bills would
be $50 or $100 bills, and small bills would be 20s, 10s, 5s, and 1s.
In addition to exchanging money, here are a few more things you can do at the bank:
 “I’d like to…
o open a checking/savings/investment account.
checking account = for day-to-day expenses
savings account = for keeping money for a long time
investment account = for putting money into the stock market
o make a deposit / make a withdrawal.
= put money into / take money out of the account.
o deposit a check.
= put the money from a check into the account.
o cash a check.
cash a check = exchange a check for money
o take out a loan.
= borrow money from the bank, to pay back later
o check my balance.
= find out how much money you currently have in your account.
o talk to a manager about a problem with my account.
If you want to find a machine to withdraw (take out) money, you can ask somebody:
 “Is there an ATM around here?”
 “Where’s the nearest ATM?”
Using an ATM
(Photo: Patricio)
Another question you might want to ask an employee of the bank is: “Does this ATM
accept international cards?”
Now try the quiz to test your vocabulary from the banking and post office phrases.
Quiz: Lesson 11
Question 1
Can you give me a __________ number?
A. mailing
B. posting
C. tracking
Question 2
I'm going to England, so I need to change my dollars to _________.
A. pence
B. pennies
C. pounds
Question 3
Could you ________ me where the post office is?
A. speak
B. talk
C. tell
Question 4
My credit card's not working, so I'll have to pay _________.
A. coins
B. cash
C. change
Question 5
How much does it cost to add delivery ___________?
A. information
B. notification
C. confirmation
Question 6
Do you have a _________ I can borrow? This candy costs 25 cents.
A. dime
B. quarter
C. nickel
Question 7
Today's my lucky day! I found a 10-dollar _______ on the sidewalk.
A. dime
B. coin
C. bill
Question 8
Please send it with ___________ mail - it needs to get there fast.
A. urgent
B. express
C. first-class
Question 9
Overnight mail will arrive the next __________ day.
A. post office
B. business
C. busy
Question 10
Excuse me, is there an _______ around here?
A. ATM
B. ITM
C. ETM
Question 11
____________ to mail this letter.
A. I'd like
B. I want
C. I would
Question 12
I have $5,000 in my savings ___________.
A. account
B. check
C. deposit
Question 13
Mr. and Mrs. Hughes took out a ________ to buy their car.
A. balance
B. lend
C. loan
Question 14
Someone made an unauthorized __________ from my account! I need to call the bank right
away!
A. investment
B. exchange
C. withdrawal
Question 15
I need a bigger _________ to mail these documents.
A. folder
B. envelope
C. stamp
Quiz Answers:
1.C 2.C 3.C 4.B 4.C 6.B 7.C 8.B 9.B 10.A 11.A 12.A 13.C 14.C 15.B
Lesson 12 – Shopping
Today’s lesson is all about shopping – let’s begin by learning about the different types of
stores.
 At a supermarket or grocery store, you can buy food as well as things for your
house, like cleaning supplies.
 At a bakery, you can buy bread, cakes, pies, pastries, muffins, and cupcakes.
 At a delicatessen or deli, you can buy cheese, sliced meat for sandwiches, salads,
and other prepared food that is ready to eat.
 At a pharmacy or drugstore, you can buy medicine, band-aids, eye drops, and other
personal care items.
 At a florist, you can buy a bouquet of flowers.
 At a jewelry store or jeweler, you can buy necklaces, bracelets, earrings, and rings.
 At a pet shop, you can buy animals like puppies, kittens, rabbits, fish, or birds. Pet
shops also sell accessories like these: collar, leash, cage, tank, bowl, toys.
 At a bookshop or bookstore, you can buy books and sometimes magazines or

newspapers.
 At a hardware store, you can buy things for construction or fixing things around
the house – like tools, paint, plumbing supplies, and electrical supplies.
 A department store is a large store with many different areas – for example,
clothes, electronics, food, toys, items for the house, etc.
 A mall or shopping center is a large building that contains many different stores,
usually including a food court with many different restaurants.
 A convenience store or corner store is a small store that contains some basic
snacks, drinks, and supplies. Many gas stations have a convenience store, for
example.
 Other types of stores are often identified by the items they sell – a toy store sells
toys, a shoe store sells shoes, etc.
Let’s focus on two common situations: shopping for clothes and shopping at the
supermarket.
Conversation #1 – Shopping for clothes
Saleswoman: “Do you need any help?”
Fred: “Yes, I’m looking for polo shirts.”
Saleswoman: “OK, we have a few different

styles – this one’s more dressy, and this one’s
more casual.”
(dressy = formal)
Fred: “Can I try these on?”
Saleswoman: “Sure – the fitting rooms are

right over there.”
(he tries on the shirts)
Saleswoman: “How were they?”
Fred: “I like this casual shirt, but it’s too loose. Do you have it in a smaller size?”
Saleswoman: “Let me check… yes, we do! Here’s a medium."
(he tries on the medium shirt)
Saleswoman: “Was it OK?”
Fred: “It fits perfectly! But do you have it in green instead of blue?”
Saleswoman: “One moment… here’s a dark green and a light green.”
Fred: “I like the dark green one. How much is it?”
Saleswoman: “Normally $39.95, but it’s on sale for $29.95.”
Fred: “I’ll take it.”

When you go into a store, a salesperson might ask:
 “Can I help you?”
 “Do you need any help?”
To say “no,” you can respond:
 “No thanks. I’m just looking.”

 “No thanks. I’m just browsing.”
The word “browsing” means to look through many items in a casual way.
If you want to say “yes,” you can respond, “Yes, I’m looking for…” and then name the item
you want to buy. For example,
 “Yes, I’m looking for… a white dress.”

 “Yes, I’m looking for… a jacket for my son.”
If you need help finding an item in the store, you can ask a salesperson:
 "Excuse me, where can I find… children’s clothing?"

 "Excuse me, do you have any… workout clothes?"
Let’s say you find a piece of clothing you like – but you want to put on the clothing to see if
it’s the right size. You can ask the salesperson:
 “Can I try it on?”

 “Where are the fitting rooms / try-on rooms?”
If the clothing is too big, you can say:
 “It’s too loose. Do you have this in a smaller size?”
If the clothing is too small, you can say:
 “It’s too tight. Do you have this in a larger size?”
And if the size of the clothing is correct, then you can say:
 “It fits perfectly!”
Sometimes the size is correct, but it just doesn’t look good on you. In this case, you can say:
 “It’s not my color.”

 “It’s not my style.”
The phrase “I’ll take it!” means you are going to buy the item.
Conversation #2 – Returning an Item
Fred bought a jacket, too, but then discovered a defect. Listen to this conversation as he
goes back to the store to return the jacket.
Fred: Hi there. I bought this jacket earlier today, but when I got home I found out that it has
a hole in the sleeve. Can I exchange it for another one?
Assistant: Mmm-hmm. Do you have the receipt?
Fred: Yes – here you go.
Assistant: Oh, I’m so sorry, but we don’t have any more of that model. Would you prefer to
receive a refund or store credit?
Fred: A refund.
If you need to return an item you bought to the store, always bring the receipt - that's the
piece of paper you received when you bought the item. It's also good if the clothing still has
its original tags - the tag is the piece of paper attached to the clothing that has the price and
the bar code.
When you return an item, many stores will offer you two or three options:
 You can exchange the item for another one. This is usually done if you discover
that the item is defective (there is some problem with the item).
 You can get a refund - that means you get your money back.
 Sometimes, you can get store credit - that means you get the price of the
returned item discounted from the next purchase you make in the store, in the
future.
Conversation #3 – Shopping at a Supermarket

When you go into the supermarket, you’ll take a shopping cart –
or a basket if you only want to buy a few things. Let’s look at a
conversation with an employee of the store:
Barbara: Excuse me - where can I find the mayonnaise?
Employee: It's on aisle 12.
Barbara: OK, thanks. And do you have any non-fat yogurt?
Employee: Yes, in the dairy section.
Barbara: Right. One more thing - I couldn't find any whole wheat pasta.
Employee: Sorry - we're out of it. You can check back on Monday.
Barbara: Oh, okay. What about sunflower seeds?
Employee: Ah, we don't carry sunflower seeds. You might try the natural foods store
across the street.
Barbara: All right. By the way, are these boxes of cereal on sale?
Employee: Yup - they're buy one, get one free.
Barbara: Great!
(at the checkout)
Cashier: Do you have a loyalty card?
Barbara: No.
Cashier: Would you like to join our loyalty program? You’ll get an instant 10% off this
purchase.
Barbara: No thanks – maybe another time. I’m in a bit of a hurry today. Oh – that reminds
me, I have a coupon for half-price on these canned soups.
Cashier: All right. It comes to $152.74. How would you like to pay?
Barbara: Do you take credit cards?
Cashier: Yes, we do.
Barbara: Here you go.
Cashier: Please sign here... and here's your receipt. Have a nice day!
Barbara: Thanks, you too!

To ask an employee of the store for help, you can say:
 “Where can I find... the mayonnaise?”

 “Do you have... any non-fat yogurt?”
The employee might refer you to an aisle – aisles are the corridors in the supermarket. Or
they might tell you to go to one of these sections of the store:
 Dairy section – Milk, yogurt, butter, and cheese

 Produce section – Fresh fruits and vegetables
 Frozen food section – Ice cream, pre-prepared meals
 Bakery – Bread, muffins, cakes
 Deli – Sliced meat and cheese for sandwiches
 Ethnic foods section – International and imported foods
If the store doesn’t have the item, the employee will say:
 “Sorry, it’s out of stock / we’re out of it at the moment.”

(the item is temporarily unavailable)
 “Sorry, we don’t carry mango juice.”
(we don’t carry = the store never sells the item; you need to go to a different store)
You can buy food in different types of packaging:
 A can of soup
 A jar of jelly / jam
 A box of cereal
 A package of pasta
 A carton of milk
 A bottle of wine
 A loaf of bread
Here are some phrases for talking about discounts:
 “Is this on sale?”

 "I have a coupon."
 "It's 20% off."
 "It's buy one, get one free."
 "If you buy two, you get the third one free."
When you’re ready to pay, go to the checkout. The person who works there is called the
cashier. The cashier might say:
 “How would you like to pay?”

o “In cash.”
o “With a credit card.”
o “With a debit card.”
If you pay with a credit card, the cashier will say,
 “Please sign here.”

(write your name on the paper)
If you pay with a debit card, the cashier will say,
 “Please enter your PIN.”

(PIN = personal identification number)
If you pay in cash – imagine your purchases total $70 and you pay $100 in cash, the cashier
will give you back the extra money ($30) and say,
 “Here’s your change.”

 “Your change is $30.”
Finally, the cashier will say:
 "Here's your receipt."

receipt = the piece of paper with the list of what you bought
Now take the quiz to test your memory of the shopping phrases!
Quiz: Lesson 12
Question 1
You can buy apples at the _________.
A. boutique
B. florist
C. supermarket
Question 2
I have a headache. Is there a ________ nearby?
A. hardware store
B. department store
C. pharmacy
Question 3
You can buy toys for your dog at the _________.
A. food court
B. deli
C. pet shop
Question 4
You can pick up fresh bread at the __________.
A. bakery
B. corner store
C. jeweler
Question 5
He's going to the __________ to buy a diamond ring.
A. hardware store
B. jewelry store
C. corner store
Question 6
Let's have lunch at the __________.
A. bakery
B. deli
C. drugstore
Question 7
A lot of new shops have recently opened up in the ________.
A. supermarket
B. department store
C. mall
Question 8
I'm going to stop in the __________ and pick up a soda.
A. hardware store
B. convenience store
C. pet shop
Question 9
He called the ________ and ordered a bouquet of roses.
A. jewelry store
B. mall
C. florist
Question 10
You can buy a hammer at the ___________.
A. hardware store
B. toy store
C. bookstore
Question 11
Can I help you find anything?
No thanks. I'm just _____________.
A. browsing
B. checking
C. watching
Question 12
I like these jeans. Can I ________?
A. fit them up
B. put them in
C. try them on
Question 13
These shoes are too _________. They're a size 9 and I think I need an 8.5.
A. great
B. loose
C. tight
Question 14
I got this sweater as a Christmas gift, but it's too small. Can I ________ it for a larger size?
A. credit
B. exchange
C. refund
Question 15
Do you have any green tea?
Sorry, it's out of _________ - check back next week!
A. carry
B. produce
C. stock
Question 16
Salmon is normally very expensive, but it's on ______ this week.
A. coupon
B. discount
C. sale
Question 17
These soups were 40% ________, so I bought twenty cans!
A. down
B. off
C. out
Question 18
Here's your _________. Have a nice day!
A. receipt
B. receive
C. resale
Quiz Answers:
1.C 2.C 3.C 4.A 5.B 6.B 7.C 8.B 9.C 10.A
11.A 12.C 13.B 14.B 15.C 16.C 17.B 18.A
Image sources:
 Clothes: epSos .de

 Soup: Maksim
 Jam: FXcuisine
 Pasta: Gran
 Bread: Veganbaking.net
Lesson 13:
Getting Sick and Going to the Doctor
Welcome to Lesson 13 of the Everyday English Speaking Course! Today you’re going to
learn phrases for not feeling well, and how to talk to a doctor about health problems and
treatments.
Conversation #1 – Not feeling well
Dave: Hey Paula. Are you OK?
Paula: I’m a little under the weather. I woke up with a sore

throat and a runny nose.
Dave: Are you running a fever?
Paula: I don’t think so… it’s probably my allergies acting up.

I’m also starting to get a headache.
Dave: Well, make sure you get some rest.
Paula: Yeah, I’m gonna try to take it easy today. ACHOO!
Dave: Bless you. Here’s a tissue.
Paula: Thanks.
To say you’re feeling sick, you can use these phrases. Say the first two if you are only a little
bit sick, and say the second two if you are VERY sick.
 “I’m a little under the weather.”

 “I’m not feeling very well.”
 “I’m feeling terrible.”
 “I’m as sick as a dog.”
Here’s some vocabulary for specific health problems:
 “I’m coughing.” / “I have a cough.”
 “I’m sneezing.”
(when someone sneezes, you can say “Bless you!”)
 “I have a fever.” / “I have a temperature.”
(this means your body temperature is hotter than normal)
 “My nose is stuffed up.” / “I have a runny nose.”
(stuffed up = your nose is blocked, you can’t breathe)
(runny nose = mucus is dripping out of your nose)
 “My eyes are red and itchy.”
 “I have a sore throat.”
These problems might indicate you have a cold or allergies. What’s the
difference? Allergies are your body’s reaction to some external substance – for example,
some people are allergic to cats, dogs, dust, or perfume. A cold is a viral infection of the
respiratory system that you can catch from another person.
There is also a more serious disease called the flu. If you have the flu, you’ll most likely
have a fever, a sore throat, a headache, coughing, and fatigue (that means you’re tired).
For problems with specific parts of your body, you can say:
 “I have a headache.”
 “I have a toothache.”
 “I have a backache.”
 “I have an earache.”
 “I have a stomachache.”
For all other parts of the body, you can simply say, “My ______ hurts” – for example:
 “My knee hurts.”

 “My neck hurts.”
A more extreme way to talk about intense pain is to say “My ___________ is killing me”:
 “My throat is killing me.”

 “My back is killing me.”
This is simply a way to exaggerate the pain; it doesn’t mean that you are literally dying.
Finally, here are some phrases you can say to someone who’s not feeling well:
 “Make sure you get plenty of rest.”

 “Do you want to lie down?”
 “Would you like…
o a tissue?
o some aspirin?”
 “Try to take it easy today.”
 “I hope you feel better soon!”
Conversation #2 – At the pharmacy
Jane isn’t feeling well, so she goes to the pharmacy (or drugstore) to buy some things.
Jane: Excuse me – where can I find the aspirin?
Employee: It’s on aisle seven, near the cough syrup.
Jane: Thanks. And do you carry eye drops?
Employee: Yes – check the shelves next to the prescription center.
Jane: OK. While I’m here, I might as well pick up another bottle of moisturizer.
Employee: You’ll find that in the cosmetics section.
Jane: Thanks for your help.
This conversation mentions four items you can find at the pharmacy – aspirin, cough
syrup, eye drops, and moisturizer.
Aspirin is medicine you take for headaches and general muscle pain. There’s a different
type of medicine you can take to help clear a stuffy nose – that’s called decongestant. For
constipation, you can take a medicine called a laxative. Pharmacies also often
have vitamins as well as prescription medication – that’s strong medicine that you can’t
buy unless you have a note from a doctor.
To help relieve coughing or a sore throat, you can take cough syrup. There are also cough
drops, which have the same medicine in the form of a hard candy.
Eye drops are used to soothe red, irritated, or itchy eyes.
Photo: Mariusz Ch.
And moisturizer (which is also called lotion) is a cream that you can apply to dry skin, to
make it more hydrated.
At the pharmacy, you can also get band-aids or bandages (to cover and protect small
cuts). There’s a special type of bandage that you can wrap around your arm or leg for extra
support; this is called an elastic bandage.
The top photo is a "band-aid" and the bottom photo is an "elastic bandage."
Most pharmacies also carry items for sexual and reproductive health, such
as condoms and pregnancy tests.
If you are a woman, and you’re menstruating (in English we have a different expression for
this – we usually say “I’m on my period”) – you’ll need pads or sanitary napkins (that’s
external protection) or tampons (that’s internal protection).
Photos: Michiel1972 from nl and Shattonbury
Finally, you can buy personal care items like tweezers or nail clippers at the pharmacy.
A nail clipper is what you use to cut your nails, and a nail file (the pink thing in the
picture) is what you use to smooth out any rough edges.
*Unless otherwise indicated, all images from FreeDigitalPhotos.net
Conversation #3 – Seeing a Doctor
Steve: Hi, I’d like to see a doctor.
Receptionist: Do you have an appointment?
Steve: No. I’ve just been feeling really sick lately and I’m not getting any better.
Receptionist: OK. Do you have insurance?
Steve: Yup – here’s my card.
Receptionist: Thank you Mr. Jones, you can take a seat in the waiting room and I’ll call you
in a moment.
Receptionist: Steve Jones? The doctor’s ready to see you now.
——————
Doctor: Good afternoon, Mr. Jones. What seems to be the problem?
Steve: My head hurts and my joints are aching.
Doctor: How long have you been feeling like this?
Steve: Three or four days. I thought I was just tired from all the travel, but then today this
rash appeared on my back.
Doctor: Can I have a look?
Steve: Sure.
Doctor: I’m going to take your blood pressure. Could you roll up your sleeve, please?
Steve: All right.
Doctor: It looks like it might be dengue fever – but we’ll need to take a blood sample to
confirm the diagnosis.
Steve: What’s the treatment?
Doctor: Rest and hydration – drink lots of fluids, and avoid taking aspirin. You should fully
recover in about a week.
When you go to a doctor’s office or a health clinic, the receptionist might ask you if you
have an appointment – that is, if you called before to schedule a time to see the doctor. It’s
OK if you don’t, but you might have to wait some time in the waiting room.
The receptionist might also ask if you have insurance - that is, a health plan that will pay
for your medical treatments. If you have a health insurance plan, you can give the
receptionist your card. If you don’t have one, then you will need to pay for the treatment
yourself.
The doctor will probably ask you these questions:
 “What seems to be the problem?”
 “How long have you been feeling like this?”
Here are some new words and phrases that you can use to talk to the doctor. These phrases
are organized by the part of the body affected by the problem.
Head, Eyes, Nose, Mouth, and Throat
 “I’m feeling lightheaded.”

= This means you feel dizzy, like you might lose consciousness.
 “I have a throbbing headache.” = The word “throbbing” means that there are
moments of very intense pain alternated with moments of less pain.
 “I have a nosebleed.”
= when blood is coming out of your nose.
 “I’m having trouble breathing / sleeping / swallowing.”
You can use the phrase “I’m having trouble ________” to say that you’re having difficulty
with normal bodily functions like breathing, sleeping, or swallowing.
Stomach & Digestion
 “I have an upset stomach. / I feel nauseous.”

= my stomach is agitated and I might vomit.
 “I’m constipated. / I’m having trouble moving my bowels.”
= my digestion is blocked and I can’t poop.
 “I have the runs.”
= I have diarrhea.
Muscles & Bones
 “I think my arm is broken.”

= You can say this if you think you’ve broken a bone.
 “My joints are aching.” = Your “joints” are the points where two bones make contact
and you can move – for example, your knees, elbows, and wrists are all joints. If you say
“my joints are aching” it means that your joints are hurting.
 “I twisted my ankle.” = Your ankle is the joint between your foot and your leg. If you
“twist” your ankle, it means that your ankle was turned in a way that it now hurts.
 “I dislocated my shoulder.”
= The word “dislocated” means that the bone is out of its correct place.
 “My wrist is swollen.” = Your wrist is the joint between your hand and your arm. If
you say a part of your body is “swollen,” it means that it is larger than normal because
it has filled up with fluid under the skin.
 “I pulled a muscle.” = This means you extended a muscle farther than normal, and
now it is injured. This is a common injury in sports.
Skin
 “I have a rash.”
= A “rash” is an unusual mark on your skin (rashes are often red)
 “I have a bruise.”
= A “bruise” is when your skin turns blue or purple after a violent impact.
 “I burned myself.”
= A “burn” is when your skin is injured by heat or fire.
 “I cut myself.”
= A “cut” is an injury from a knife or scissors – or another sharp edge.
 “I was bitten by an animal. / I was stung by an insect.”
Finally, to ask the doctor about the solution to your health problem, you can use the
phrase “What’s the treatment?” If the doctor says you’ll need some medicine, you can
ask “Do I need a prescription?” to find out if you will need an official note from the doctor
in order to buy the medicine.
Common Treatments
 “You’re going to need stitches.”

= closing the cut with thread
Photo: Sarah Jones
 “I’m going to put your leg in a cast and give you some crutches.”
The “cast” is the hard white covering around the leg.
“Crutches” are the two supports that help you to walk.
 “I’m going to put your arm in a sling.”
Photo: Ministerium des Innern der DDR
 “You’re going to need surgery” / “You’re going to need an operation”
The type of doctor who does operations is called a “surgeon.”
 “I’m going to give you an injection” / “I’m going to give you a shot”
In this context, “shot” is another word for “injection.”
 “We’ll need to take an X-ray.”
An X-ray can see problems with your bones.
 “We’ll need to take a blood / urine sample and run some tests.”
Tests are done in a laboratory, and the results help the doctor to diagnose the problem (that
means to identify the problem)
 “You’ll need to see a specialist. I’m going to refer you to Dr. Smith.”
A specialist is a doctor who knows a lot about one specific area – for example, an eye
specialist or a heart specialist. The first doctor can give you a referral to the specialist –
that means he or she gives you the information for the other doctor, so that you can make
an appointment there.
Today’s speaking challenge is to call me and leave a message talking about a health
problem or injury that you had in your life, and the treatment. Click here to record a
message!
Lesson 14: Crime & Safety
Welcome to Lesson 14 of the Everyday English Speaking
Course! This lesson will teach you vocabulary for talking
about crime and safety.
Conversation #1 – Talking about Crime

Harry: Did you hear about the horrible crime in Detroit?
Rachel: No, what happened?
Harry: Some guy kidnapped two teenage girls and kept them locked up for over a year,
raping and beating them constantly.
Rachel: That's awful! Those poor girls. How'd they escape?
Harry: A deliveryman heard screams coming from inside the house and called the police.
They arrested the guy and rescued the girls. He's going to be charged with attempted
murder, since he was threatening to kill them.
Rachel: I hope he gets sentenced to life in prison. I don't know what this world's coming to
- even my own neighborhood isn't safe anymore. There have been a few break-ins on my
street, and some of my neighbors have been mugged.
Harry: Luckily it's pretty safe where I live - the worst that happens is an occasional act of
vandalism or trespassing, usually by some mischievous teenagers.
Rachel: Did you know I'm related to a convicted criminal? My uncle was found guilty of
insurance fraud five years ago.
Harry: Wow. Did he have to serve time?
Rachel: No, he just had to pay a fine of about $50,000.
Harry: Crime definitely doesn't pay.
Several crimes are mentioned in this conversation. Let's learn about the different types of
crimes, with example sentences of how you can talk about each one.
Violent crime includes crimes that injure or kill someone:
 armed robbery = stealing things from a house, business, or bank while using
weapons
verb: rob
person: robber
"There was an armed robbery at the jewelry store on Main Street. The robbers had
automatic weapons. After robbing the store, they escaped in a getaway car."
 assault = physically attacking someone
verb: assault
person: assailant/attacker
"A woman was assaulted while walking home from work. The assailant beat her up
with a baseball bat."
 murder = killing someone with intention
verb: murder, kill
person: murderer, killer
“The murderer was an unemployed man in his mid-40s. He killed his wife in order
to get her life insurance money.”
 kidnapping = taking someone and keeping them prisoner against their will
verb: kidnap
person: kidnapper
"The son of a famous actor was kidnapped last week. The kidnappers are
demanding ten million dollars in ransom."
 rape / sexual assault = having sexual relations with someone when that
person doesn’t want to
verb: rape
person: rapist, attacker
"Laura's testimony helped convict the rapist. He had raped her multiple times."
 mugging = stealing from a person in a public place
verb: mug
person: mugger, thief, robber
"I was mugged on the subway – the robber took my cell phone and wallet."
White-collar crimes usually involve information or money, but they don't physically
injure anyone:
 fraud = providing dishonest information so that you can get some advantage
verb: commit fraud
person: fraudster
adjective: fraudulent
"Due to voter fraud, the election results were deemed invalid. Members of one
political party presented fraudulent documents in order to vote multiple times for
their favorite candidate."
 identity theft = using someone else’s personal information to your advantage
verb: commit identity theft, steal someone’s identity
"Someone stole my identity and took out a loan in my name. I should have taken
better precautions against identity theft."
 tax evasion = illegally avoiding paying taxes to your country’s government
"The CEO of the company was charged with tax evasion."
 bribery = illegally giving someone money in exchange for a special favor
verb: bribe
"Larry tried to bribe the police officer to let him go without a speeding violation –
but the officer arrested him for attempted bribery."
 blackmail = threatening a person in order to manipulate him or her
verb: blackmail
person: blackmailer
"The journalist blackmailed the celebrity into giving him an exclusive interview by
threatening to post embarrassing photos online.”
Misdemeanors are less serious crimes:
 shoplifting = stealing something from a store

verb: shoplift
person: shoplifter, thief
"I shoplifted a few times when I was a teenager. I got away with it, but nowadays
most stores have security cameras to help prevent shoplifting."
 drug possession = having illegal drugs (cocaine, heroin, LSD, etc.)
"The musician was arrested for drug possession; police found a pound of cocaine in
his car."
 vandalism = damaging public or private property
verb: vandalize
person: vandal
"Vandals smashed all the windows in the church, and the new statue in the park was
also vandalized. This town has a real problem with vandalism.”
 trespassing = entering another person’s property without their permission
verb: trespass
person: trespasser
"Security guards caught a man suspected of trespassing on government property –
but it turned out he was a legitimate government official, not a trespasser."
 drunk driving (DUI) = driving under the influence of alcohol
verb: drive drunk, drive under the influence
person: drunk driver
"A lot of people are arrested for drunk driving on New Year's Eve. Last year, I saw a
drunk driver run three red lights and cause an accident."
The conversation also includes various verbs used to talk about crimes:
 attempt (a crime) - try to do it

"He attempted to kidnap the daughter of a politician."
"Police are investigating an attempted break-in at the museum.”
 be arrested for (a crime) - get caught by the police and taken to jail
"Two suspects were arrested for assault."
"The policeman arrested the shoplifter."
 be accused of (a crime) - have someone say that you did it
"The teacher was accused of sexually assaulting one of his students."
"The businessman accused his partner of blackmail."
 be charged with (a crime) - be officially accused through the legal process
"He'll be charged with attempted murder."
 be suspected of (a crime) - have people think that you did it
"Jonas is suspected of embezzlement."
 be acquitted of (a crime) - have a judge or jury decide that you're innocent
"Jonas was acquitted because there was no evidence."
 be convicted of (a crime) - have a judge or jury decide that you're guilty
"My uncle was convicted of insurance fraud."
 serve time for (a crime) - go to prison because you did it
"She served six months for drunk driving."
 witness (a crime) - see what happened
"There were no witnesses to the kidnapping."
"I witnessed a mugging in Times Square."
 be a victim of (a crime) - have a crime done to you
"Many rape victims are afraid to report the crime."
"Have you ever been a victim of identity theft?"
Finally, let’s learn phrases for talking about punishments for crime:
 “He received the death penalty.”
= He was executed
 “He was sentenced to life in prison.”
 “He was sentenced to five years in jail.”
A more informal way to say it is “He got five years.”
 “He had to pay a fine.”
 “He had to do community service.”
 “He got off with a slap on the wrist.”
This expression means that the punishment was much “lighter” than the crime.
Conversation #2 – Reporting a Crime
Mary is visiting another city, and her purse is stolen while she’s shopping for souvenirs.
Mary: Stop! Thief! Where’s the nearest police station?
Woman: On Fifth Avenue – two blocks that way.
(at the police station)
Officer: How can I help you, ma’am?
Mary: My purse was stolen.
Officer: When and where did this happen?
Mary: Five minutes ago, in front of Joe’s Souvenir Shop on Third Avenue.
Officer: Can you describe the robber?
Mary: It was a short white guy, probably in his twenties. He was wearing jeans, a grey T-
shirt, and a baseball cap.
Officer: Was he armed?
Mary: No, I don’t think he had a weapon. He just snatched my purse off my shoulder and
ran away. It all happened so fast.
Officer: Can you describe your bag and tell me what was in it? Documents, cash, personal
items?
Mary: It’s a medium-sized brown leather purse with two short straps. There was my wallet
with about a hundred bucks in cash and two credit cards, my driver’s license, and a
Samsung cell phone. Good thing I left my passport in the safe at the hotel.
Officer: Okay ma’am, I’ll just need you to fill out this form and sign here. You should call
your bank and cancel the credit cards. I’ll let you know if your belongings turn up.
(if your belongings turn up = if your possessions are found)

This dialogue begins with Mary shouting “Stop! Thief!” Here are some other phrases you
can use in emergencies:
 “Call the police!”

 “Somebody help me!”
 “Leave me alone!”
 “Go away!”
To report the crime, Mary says “My purse was stolen.” Many English learners confuse the
words rob, thief, and steal – click here for an explanation of the differences between them.
Additional ways to report a crime include:
 “My ___________ was stolen.”

o wallet
o bag / backpack
o passport
o cell phone
 “I’d like to report a theft.”
 “My ___________ was broken into.”
o car
o house / apartment
o office
 “I’ve been…
o mugged
o raped
o robbed
The police officer asks Mary to describe the robber. You can click here for a detailed lesson
on describing a person’s physical characteristics.
Finally, what are some tips for protecting yourself from becoming a victim of a crime?
 “Keep your valuables in a safe.”

 “Always lock your door.”
 “Install a burglar alarm / car alarm.”
 “Carry only as much money as you need.”
 “Be aware of your surroundings.”
 “Don’t let a stranger into your car / home.”
 “At night, try to walk in well-lit areas.”
You’ve finished Lesson 14! Now take the quiz to practice the vocabulary from this lesson.
Quiz – Lesson 14
Question 1
After a rich businessman was ___________, it took three weeks of negotiations before he was
released.
A. kidnapped
B. stolen
C. theft
Question 2
Let's resolve this problem at the police _________.
A. center
B. office
C. station
Question 3
You can't lie about your qualifications on a job application! That's a form of _________!
A. blackmail
B. fraud
C. vandalism
Question 4
He was ________ to life in prison.
A. arrested
B. convicted
C. sentenced
Question 5
The bank ________ wore black masks to hide their faces.
A. assailants
B. robbers
C. trespassers
Question 6
Three people were killed in the gang shoot-out. Police have informed the families of the
_________.
A. murderers
B. rapists
C. victims
Question 7
I lost my cousin in a horrible car accident - he was hit by a _________ driver.
A. alcoholic
B. drunk
C. drugged
Question 8
Can I borrow $10? My wallet was ________ and I don't have enough money for a taxi to the
police station.
A. raped
B. stolen
C. shoplifted
Question 9
The government building was _________ by a group of protesters.
A. assaulted
B. bribed
C. vandalized
Question 10
Be careful - a number of tourists have been ________ in that area.
A. armed
B. mugged
C. stolen
Question 11
If she is __________ of tax evasion, she could get up to ten years in prison.
A. acquitted
B. convicted
C. witnessed
Question 12
I've received several speeding tickets this year - each one with a $75 _______.
A. fee
B. fine
C. tax
Question 13
Somebody _________ our house while we were on vacation. They took our TV and computers.
A. arrested for
B. broke into
C. served time in
Question 14
Tanya ________ her ex-boyfriend of abusing her daughter. Police are investigating.
A. accused
B. charged
C. sentenced
Question 15
Don't forget to ______ the doors of your car - this is a dangerous part of town.
A. alarm
B. lock
C. secure
Quiz Answers
1.A 2.C 3.B 4.C 5.B 6.C 7.B 8.B 9.C 10.B 11.B 12.B 13.B 14.A 15.B
Lesson 15: Talking About the Weather
Welcome to Lesson 15 of the Everyday English Speaking Course! In this lesson, you’ll learn
practical words and phrases for describing the current weather and temperature as well as
predicting weather conditions in the future.
Conversation #1 – Summer Weather

Brad and Carol are neighbors living in South Carolina. Listen to this conversation during one
day in June.
Carol: It’s a beautiful day, isn’t it?
Brad: Sure is! There’s not a cloud in the sky.
Carol: And it’s not too hot or humid either. I love it when it’s warm with a light breeze.
Brad: Yeah. It’s supposed to be a real scorcher tomorrow, though.
Carol: Oh really? That’s perfect, because my kids have a pool party in the afternoon. I
wonder if we’re going to have a heat wave, like last summer.
Brad: I don’t think so – they say we’re gonna get some thunderstorms over the weekend, so
the rain should cool things off.
Carol: That’s good. Well, I’m off to the park – I’ll catch you later!

To start, Carol says, “It’s a beautiful day, isn’t it?” – this is a common way to begin a casual
conversation. Here are some additional phrases for asking about the weather:
 “How's the weather?”

 “What's the weather like today?”
 “It's a beautiful day, isn't it?”
 “Terrible weather, isn't it?”
These two questions, ending in “isn’t it?” are ways to initiate a conversation because
the other person will agree with your comment.
 “What's the weather forecast?”
The forecast means the prediction of the weather in the future
 “What's the temperature?”
 “Is it hot/cold out?”
The most basic way to describe current weather conditions are these phrases:
 “It’s…
o sunny
o cloudy
o rainy
o foggy
o windy
o humid
And to describe the temperature, you can say:
 “It’s…
o boiling
o hot
o warm
o mild
o cool/chilly
o cold
o freezing
 “It’s about 70 degrees.”
You can also describe the weather in a more general way, with these typical adjectives:
 Good weather
o “The weather’s… great / fantastic / gorgeous / perfect.”
 Bad weather
o “The weather’s… terrible / lousy / awful.”
Here are a few common phrases for talking about hot and sunny weather:
 “The sun is shining.”

 “It sure is a scorcher today.”
a scorcher = a very hot day
 “There isn't a cloud in the sky.”
 “We're having a real heat wave.”
heat wave = a series of hot days
 “I got a bad sunburn.”
sunburn = when your skin turns red and hurts because
of too much sun
 “Make sure to use sunscreen!”
sunscreen protects your skin from a sunburn!
 “I’m all sweaty.”
 “It’s unbearably hot.”
this means it’s extremely hot (in a negative sense) and you are uncomfortable
Conversation #2 – Winter Weather

Lindsay, in New York, calls her cousin Joe, who’s on vacation in Florida, in the month of
January.
Lindsay: Hey Joe! How’s the weather in Florida?
Joe: Terrible! We’ve had really heavy rain – it’s pouring right now.
Lindsay: Ah, well at least it’s warm! It’s freezing here in New York, and we’re expecting a
blizzard tomorrow.
Joe: Eh, I wouldn’t call it “warm” – it’s mild, but when the wind picks up it can get pretty
chilly.
Lindsay: That’s too bad. I hope it clears up and the sun comes out so you can enjoy your
vacation!
Joe: Yeah. The forecast says the rain will let up by tomorrow morning… so, how much snow
are you expecting?
Lindsay: They say we’re gonna get six to eight inches – I have a feeling school will be
canceled.
Joe: Right, well, make sure to bundle up – and drive carefully on those icy roads.
Lindsay: I will. All right, Joe, I’ve gotta get ready for class. Enjoy the rest of your trip.
Joe: Thanks, Lindsay. Talk to you later.

In this dialogue, we hear various phrases about rainy, cloudy, windy, and snowy weather:
Phrases for talking about rain:

 “It looks like rain.”
this means it is not yet raining, but it appears that it will
rain soon
 “It's drizzling.”
drizzling = raining lightly
 “It’s pouring.”
pouring = raining heavily
 “I got caught in the rain.”
this means you were outside when it started to rain
 “I hope the rain lets up.”
this means you hope the rain stops
 “We had a downpour.”
a downpour is a sudden period of heavy rain
 “We had a thunderstorm.”
a thunderstorm is heavy rain with thunder and lightning
 “The heavy rain is causing flooding.”
flooding = too much water causing damage to land and
buildings
Phrases for talking about snow:

 “It’s snowing.”
 “We’re having a snowstorm/blizzard.”
 “We’re expecting six to eight inches.”
 “The roads are icy/slippery.”
 “I slipped on the ice while walking to school.”
when walking, the verb to use is “slipped”
 “My car skidded on the icy road.”
when driving, the verb to use is “skidded”
Phrases for talking about clouds:
 “It’s gloomy.”
this means the day is dark and depressing because the
clouds are blocking the sun
 “It’s foggy.”
 “It’s overcast.”
overcast = the sky is completely covered with clouds
 “It’s clearing up.”
this means the clouds are starting to go away
 “The sun is coming out.”
this means the sun is starting to appear
Phrases for talking about wind:

 “There's a light breeze.”
this phrase describes a weak and pleasant wind
 “The wind’s picking up / dying down.”
picking up = getting stronger; dying down = getting weaker
 “The wind is blowing.”
 “There are gale-force winds.”
gale-force winds = extremely strong winds
 “A gust of wind almost knocked me over.”
Finally, in both conversations, there are phrases describing the prediction of the weather in
the future. We call this prediction the weather forecast, and there are a number of
different ways to express it in English:
 “The forecast says...

o it's going to rain tomorrow.
o we're going to get six inches of snow.
o it'll be sunny this weekend.
 “It's supposed to...
o get a little warmer tomorrow.
o clear up by the evening.
o be hot and humid all week.
 “They say...
o there will be a thunderstorm this afternoon.
o it'll be chilly tomorrow.
o we're going to have a heat wave.
 “We're expecting...
o hot/cold/humid/mild/warm/chilly weather
o rain/snow/a thunderstorm/a blizzard
 “There's a 90% chance of…
o rain/snow/thunderstorms
So, now you know a lot of different ways to describe the weather! Today’s speaking
challenge is to leave a message talking about:
 the current weather and temperature where you are

 the weather forecast in your area (if you don’t know the forecast, look it up online at
www.wunderground.com – just type your city into the search box)
Click here to record a message – don’t be shy!
Image Sources:
 sun, snow: Inductiveload

 rain: Grandwulf, based on the work of David Vignoni
 clouds: Grandwulf, based on the work of David Vignoni
Lesson 16 – Airport: Part 1
Are you ready to take a trip? We’re going to start a series of lessons on practical English for
use while traveling. Today we’re going to go through the airport step by step, learning
important vocabulary and useful phrases along the way.
Conversation #1 – At the Check-In Desk

Dan is flying from New York to Los Angeles. When he arrives at the airport, he goes to the
check-in desk. Listen to the conversation he has with the agent:
Agent: Good afternoon! Where are you flying to today?
Dan: Los Angeles.
Agent: May I have your passport, please?
Dan: Here you go.
Agent: Are you checking any bags?
Dan: Just this one.
Agent: OK, please place your bag on the scale.
Dan: I have a stopover in Chicago – do I need to pick up my luggage there?
Agent: No, it’ll go straight through to Los Angeles. Here are your boarding passes – your
flight leaves from gate 15A and it’ll begin boarding at 3:20. Your seat number is 26E.
Dan: Thanks.
Conversation Vocabulary and Phrases

 Instead of “Where are you flying today?” the agent may ask “What’s your final
destination?” The answer will be the same!
 You can say “Here you go” anytime you give something to somebody
 To check your bags means to put them on the airplane inside the cargo
compartment. The small bag you take with you on the airplane is called a carry-on.
You need to put your carry-on bags through the X-ray machine at security.
 The scale is the equipment that tells you the weight of your luggage (45 kilograms,
for example)
 A stopover or layover is when the airplane stops in a different city before
continuing to the final destination
 If the agent says that your luggage will go straight through, it means it will go
directly to the final destination (and you don’t need to pick it up during your
stopover)
 Boarding passes are the tickets that permit you to enter the airplane
 When a plane begins boarding, it means that the passengers start to enter the
plane. Usually boarding time is 30-60 minutes before takeoff (when the plane
leaves)
Other Questions & Phrases for the Airport

 “Excuse me, where is the American Airlines check-in desk?”
 “How many bags can I check?”
 “Will my luggage go straight through, or do I need to pick it up in [Chicago]?”
 “How much is the fee?”
If your bag is heavier than the weight limits, or if your bag is larger than the size
limits, you may need to pay extra. an oversized baggage fee or overweight baggage
fee (this can be $75 to $300). Some airlines in the United States also charge a fee for
ALL checked bags (usually $15 to $30).
 “Please mark this bag as ‘fragile.’”
Say this if you have fragile or sensitive items in your bag that might break
 “Is the flight on time?”
The agent will respond either “Yes” if the flight is on time, or “There’s a 20-minute
delay” (for example) if the flight will leave later than expected.
Extra questions in the U.S.

On flights going to or inside the U.S., you will probably be asked some extra security
questions before or during check-in. Here are some sample questions:
Answer YES to these questions:
 Did you pack your bags yourself?

 Has your luggage been in your possession at all times?
 Are you aware of the regulations regarding liquids in
your carry-on?
Image source (and more information): TSA.gov
Answer NO to these questions:
 Are you carrying any firearms or flammable materials?

 Have you left your luggage unattended at any time?
 Has anyone given you anything to carry on the flight?
Conversation #2 – Going through Security
There are two pieces of equipment in security: you put your bags through the X-ray
machine, and you walk through the metal detector. The X-ray machine has a conveyor
belt that moves your bags automatically through the machine. You can put small items like
keys or money into plastic bins.
Agent: Please lay your bags flat on the conveyor belt, and use the bins for small objects.
Dan: Do I need to take my laptop out of the bag?
Agent: Yes, you do. Take off your hat and your shoes, too.
(he walks through the metal detector)
[BEEP BEEP BEEP BEEP]
Agent: Please step back. Do you have anything in your pockets – keys, cell phone, loose
change?
Dan: I don’t think so. Let me try taking off my belt.
Agent: Okay, come on through.
(he goes through the metal detector again)
Agent: You’re all set! Have a nice flight.

The phrase “you’re all set” is a common expression that means “you’re finished and everything
is OK.”
Phrasal Verbs: SET OFF and GO OFF

When the alarm sounds, we say “the alarm went off.” To describe what caused the alarm to
sound, we say “set off” – for example, “My keys set off the alarm” or “My keys set off the
metal detector.”
Announcements at the Gate
Airports are divided into terminals (the major sections of the airport) and each terminal
has many gates. The gate is the door you go through to enter the airplane. Here are a few
announcements you might hear while you are at the gate, waiting for the plane to board.
 “There has been a gate change.”
(this means the flight will leave from a
different gate)
 “United Airlines flight 880 to Miami is
now boarding.”
(this means it’s time for passengers to enter
the plane)
 “Please have your boarding pass and
identification ready for boarding.”
 “We would like to invite our first- and
business-class passengers to board.”
 “We are now inviting passengers with small children and any passengers
requiring special assistance to begin boarding.”
 “We would now like to invite all passengers to board.”
(this means everyone can enter the plane)
 “This is the final boarding call for United Airlines flight 880 to Miami.”
(this means it is the FINAL OPPORTUNITY to enter the plane before they close the
doors)
 “Passenger John Smith, please proceed to the United Airlines desk at gate 12.”
Conversation #3: On the plane
The people who work inside the airplane serving food and drinks are called flight
attendants. Both men and women who have this job are called flight attendants. Listen to
this conversation that Dan has with the flight attendant when dinner is served on the flight.
Flight attendant: Chicken or pasta?
Dan: Sorry?
Flight attendant: Would you like chicken or

pasta?
Dan: I’ll have the chicken.
Flight attendant: Anything to drink?
Dan: What kind of soda do you have?
Flight attendant: Coke, Diet Coke, Sprite, Orange, and Dr. Pepper.
Dan: A Diet Coke, no ice, please.
Flight attendant: Here you go.
Dan: Thanks.
Conversation Tips:
If you didn’t understand what the flight attendant said, you can say Sorry? or Pardon? to
ask him or her to repeat it.
If you want to ask for something, you can use the phrase “Can I have…?” or “Could I
have…?” Practice your pronunciation with these common requests:
 “Can I have a pillow?”
 “Can I have a blanket?”
 “Can I have a pair of headphones?” / “Could I have a headset?”
 “Could I have some water/coffee/tea?”
 “Could I have some extra napkins?”
Finally, if you need to stand up, but there is a person sitting between you and the aisle, you
can say Excuse me and make a motion to start standing up. The person sitting next to you
will understand and stand up to let you get out of your seat.
You’ve finished Lesson 16! Now take the quiz to test how well you remember the phrases.
In tomorrow’s lesson, you’ll learn English phrases for arriving at the destination airport,
going through immigration, and dealing with common travel problems.
Quiz: Lesson 16
1. _________ I have a coffee with milk, please?
A. Can
B. Will
C. Do
2. Excuse me, where is the Delta check-in __________?
A. desk
B. station
C. table
3. I lost my __________ pass - can I get another one?
A. traveling
B. seating
C. boarding
4. I have a ________ in Paris on the way to Israel.
A. stayover
B. stopover
C. layoff
5. ______ have the pasta, please.
A. I'll
B. I'm
C. I'd
6. You need to ________ up your bag in Charlotte.
A. take
B. pick
C. get
7. A __________ coffee, please.
A. regular
B. standard
C. normal
8. The metal in my belt _________ the alarm.
A. set off
B. took off
C. went off
9. Do I __________ to take off my shoes?
A. want
B. need
C. should
10. Is the flight on __________?
A. hour
B. schedule
C. departure
11. There's a half-hour __________.
A. depart
B. delay
C. late
12. What _______ of juices do you have?
A. can
B. kind
C. mark
13. How much is the oversized luggage ________?
A. fee
B. tax
C. bill
14. What’s my ________ number?
A. chair
B. seat
C. sit
15. Will my luggage go straight __________ to New York?
A. away
B. through
C. out
Quiz Answers
1. A
2. A
3. C
4. B
5. A
6. B
7. A
8. A
9. B
10. B
11. B
12. B
13. A
14. B
15. B
Image Sources:
 bag: TSA.gov
 security: de:Benutzer:Ralf Roletschek
 flight attendants: Kristoferb at en.wikipedia
 coffee: Julius Schorzman
 pillow: Wikicanadashawn
Lesson 17 – Airport: Part 2
Conversation #1 – Going through Immigration & Customs
Leo is flying from Argentina to Canada. Listen to his conversation with the immigration
officer when he arrives.
Officer: Welcome to Canada. Can I see your passport and

immigration form, please?
Leo: Here you go.
Officer: Where are you coming from?
Leo: Buenos Aires, Argentina.
Officer: What is the purpose of your visit?
Leo: Tourism.
Officer: Have you ever been to Canada before?
Leo: No, this is my first time.
Officer: How long are you planning to stay?
Leo: Two weeks.
Officer: Where will you be staying?
Leo: At the Grand Hotel in Toronto.
Officer: Welcome to Canada – enjoy your visit.
On the airplane, you will receive two forms – an immigration form and a customs
form. On the immigration form, you write information about when you are arriving in
and leaving the country. You need to write with a blue or black pen.
The customs form asks about the things you are bringing into the country – for example, if
you are bringing any fruits, vegetables, plants, insects, meats, animals, or items to sell,
because these things may need to be examined by the agents to see if they can enter the
country. You’ll learn some phrases for customs in the next section of the lesson.
Here are some other possible answers to the immigration officer’s questions:
 “What is the purpose of your visit?”
o “Business.”
o “I’m here for a conference.”
o “I’m doing a study abroad program.”
o “I’m visiting some friends.”
 “Have you ever been to Canada before?”
o “Yes, last year.”
o “Yes, twice.”
o “Yes, several times.”
 “How long are you planning to stay?”
o “Five days.”
o “Six weeks.”
o “Three months.”
 “Where will you be staying?”
o “At Ontario University.”
o “With a homestay family – here’s their address.”
o “With my cousin.”
Before continuing the lesson, take this quick quiz to choose the best answer to the
immigration officer’s questions:
Question 1
Where are you coming from?
A. In a hotel.
B. Lima, Peru.
C. One week.
Question 2
Have you ever been to Canada before?
A. At the university.
B. Yes, about four years ago.
C. Three days.
Question 3
Where will you be staying?
A. No, this is my first time.
B. Ten days.
C. At 540 Main Street in Montreal.
Question 4
Who will you be staying with?
A. I'll be staying by myself.
B. I'll be staying in Vancouver.
C. I'll be staying for six days.
Question 5
What is the purpose of your visit?
A. New York City.
B. Business.
C. Yes, last year.
Question 6
How long are you planning to stay?
A. Six months ago.
B. One month.
C. On April 22.
After going through immigration, you’ll pick up your luggage and go through customs. Here
are a few phrases you might hear from the customs officer:
Phrases you’ll hear at customs:
 “Do you have anything to declare?”
depending on each country’s rules, you may need to tell the customs officer about
certain specific items that you are bringing into the country
 “You need to fill out this customs form.”
 “Could you open your bag, please?”
 “Do you have any alcohol or tobacco products?”
 “Where did you buy this?”
 “How much did it cost?”
 “You need to pay duties on these items.”
“duties” are taxes on imported items
Conversation #2 – Missed connection

Ben was also traveling from Argentina to Canada, but his flight was delayed and he missed his
connection. Listen to the dialogues as he tries to get on a different flight.
Ben: Excuse me, is this the gate for flight 1388 to Toronto?
Agent: I’m sorry, but the flight left just a couple minutes ago.
Ben: Ah… what should I do now?
Agent: Go to the Global Airlines check-in desk and ask them to put you on the next
available flight.
(at the check-in desk)
Ben: Hi. My flight from Buenos Aires was delayed and I missed my connection to Toronto.
When’s the next available flight?
Agent: Let me see… the 7:20 flight is full, but there’s another one at 10:10.
Ben: That’ll be fine.
Agent: Your passport, please… would you like a window or an aisle seat?
Ben: A window seat.
Agent: All right – you’ll be departing from gate 28B in Terminal 4, and your seat number is
5A.

Ben says “When’s the next available flight?” to ask about the schedule. Here are some other
questions you can ask if you’ve missed a flight:
 “What time does it arrive in (destination)?”
 “Can I have a window/ an aisle seat?”
 “Can I have a hotel/meal voucher?”
(if you will need to wait a long time, or overnight, for the next flight, then the airline
may give you vouchers – free credits for buying food or staying in a hotel)
This is row 26 in the airplane. 26A is the window seat, and 26C is the aisle seat.
Conversation #3 – Lost Luggage

When Ben gets to Toronto, he waits at the baggage
claim for a long time, but his bags don’t appear.
He’ll need to report his lost luggage.
Ben: I think my luggage is lost – I’ve been waiting

at the baggage claim for over an hour and it hasn’t
come out yet.
Agent: What’s your flight number?
Ben: Well, I was supposed to come in on flight 1388 from Buenos Aires via Mexico City, but
I missed the connection, so I ended up on flight 973 instead.
Agent: OK – can you describe your luggage?
Ben: There’s one black suitcase with wheels, and one dark blue duffel bag. Both have tags
with my name on them.
Agent: Please fill out this form with your contact information and the name and address of
your hotel, and we’ll get in touch as soon as we find your luggage.
Ben: How long does it usually take?
Agent: Hopefully less than 24 hours.
Conversation Vocabulary & Phrases:

 The baggage claim is the place where you pick up your luggage after arriving in the
destination airport
 End up is a phrasal verb used to talk about the final result of a situation (especially
if the result was different from what was expected or planned)
 Luggage is the general name for the bags you bring while traveling. The picture on
the left is a suitcase, and the picture on the right is a duffel bag.
A brown suitcase, and a green and black duffel bag
Practice pronouncing these phrases about travel problems:
 "My luggage is lost."

 “My luggage was damaged.”
 "I missed my connection."
 "My flight was delayed."
 "My flight was canceled."
 “My flight was overbooked, so I was bumped to a later one.”
overbooked = the airline sold too many tickets, and there is not enough space on the
plane for all the people who have purchased tickets. Some of the people will be
bumped to a later flight – they have to wait for a different flight later
You’ve finished Lesson 17! Now take the quiz to refresh your memory of the key phrases.
Quiz – Lesson 17
Question 1
I missed my connection! ________ should I do now?
A. What
B. How
C. Where
Question 2
How long does it usually_________ to get my luggage?
A. wait
B. make
C. take
Question 3
I'd prefer an __________ seat.
A. aisle
B. corridor
C. side
Question 4
___________, is this the gate for flight 345?
A. That'll be fine
B. Thanks
C. Excuse me
Question 5
My flight was ___________.
A. left
B. delayed
C. departed
Question 6
I _______ my connection.
A. late
B. lost
C. missed
Question 7
That'll be _______.
A. fine
B. find
C. fun
Question 8
Do I need to ___________ a form?
A. write out
B. make out
C. fill out
Question 9
When's the ________ available flight?
A. later
B. next
C. last
Question 10
I think my luggage is ___________.
A. lost
B. away
C. missed
Question 11
I __________ on the 10:00 flight after the 7:00 flight was canceled.
A. turned up
B. went up
C. ended up
Question 12
I've been waiting at the ___________ for over an hour, and I haven't seen my suitcase.
A. security area
B. connection gate
C. baggage claim
Quiz Answers – Immigration

1.B 2.B 3.C 4.A 5.B 6.B
Quiz Answers – Phrases

1.A 2.C 3.A 4.C 5.B 6.C 7.A 8.C 9.B 10.A 11.C 12.C
Lesson 18 – At a Hotel
Welcome to Lesson 18 of the Everyday English Speaking Course! Today you’re going to
learn how to make a hotel reservation, check in and check out, and describe problems with
your hotel room.
First let’s learn about a few different types of hotels:

 A motel is a very simple, very basic hotel – usually located by the side of a road, for
people to stop and stay for one night while driving long distances.
Motels often have outside doors to the rooms.

Photo: Sandivas
 A hostel is a place where you can stay in a large dormitory room with other people.
Everyone shares the bathroom and kitchen. Hostels are popular with backpackers
and young travelers.
Source: www.hostelmanagement.com
 A bed and breakfast is a private house, usually with fewer than 10 rooms available,
where a family lives in the house and rents out the rooms.
 A resort is usually the most expensive type of hotel, because it includes very
complete facilities – food and drink, swimming pools, sports and fitness centers,
spas, entertainment, and shopping.
Conversation #1 – Making a reservation
Receptionist: Good evening, Florence Hotel.
Henry: Hi, I’d like to book a double room for this weekend. What are your rates?
Receptionist: Would you like a standard room or a suite? The standard room is $145 per
night and the suites are $200.
(suites are bigger, more expensive and more comfortable than standard rooms)
Henry: A standard room, please. Does that include breakfast?
Receptionist: Yes, it does. Will that be two twin beds or one double bed?
(Twin bed = a bed for one person.
Double bed / Queen-sized bed / King-sized bed = a bed for two people)
Henry: One double bed.
Receptionist: And when will you be arriving?
Henry: We’ll be coming on April 12th and leaving on the 15th. By the way, does the room
have WiFi?
Receptionist: No, only in the lobby.
Henry: Oh… I guess that’s all right.
Receptionist: Okay. Can I get your name, please?

Henry starts the conversation by saying “I’d like to book a room…” To “book” a room means
to reserve and pay for a room. You can also use the verb “book” with flights. Here are some
other ways to begin making a hotel reservation:
 “I’d like to make a reservation for 3 nights.”
 “Do you have any rooms available for October 24th?”
To ask about how much it costs, you can say:
 “How much is it per night?”
 “What’s the price per night?”
 “What are your rates?”
 “Does that include breakfast?”
 “Is breakfast included?”
Henry asks if the room has WiFi (wireless internet). Here are some other questions about
the hotel facilities or things in the room:
 “Does the room have…
o air-conditioning?
o a ceiling fan?
o a view?
o a bathtub?
o a balcony?
 “Does the hotel have…
o laundry facilities?
o a swimming pool?
o a fitness center?
o a business center?
Conversation #2 – Checking in
When you arrive at the hotel, you will enter the lobby (the reception area) and go to
the front desk (the place where the receptionist works)
Receptionist: Hello, how can I help you?
Henry: Hi, I have a reservation under the name “Henry McAllister.”
Receptionist: Just a moment, I’ll look it up… ah, here it is – a standard double room for
three nights. Can you fill out this form, please?
Henry: Sure.
Receptionist: OK, Mr. and Mrs. McAllister, here are your key cards. You’re in room 327 on
the third floor. Breakfast is served from 7 to 10, and the elevators are right over there.
Henry: Thanks. One question – what time is check-out?
Receptionist: Check-out is at 11:30.

Henry asks the receptionist, “What time is check-out?” – he is asking what time it is
necessary to leave the hotel room at the end of his stay. Here are some other questions you
can ask the receptionist when you arrive at a hotel:
 “What time is breakfast?”

 “What are the hours for the…
o fitness center / swimming pool / restaurant / bar?”
 “What’s the WiFi password?”
 “Could I have a wake-up call tomorrow morning at 6?”
 “Where can I park my car?”
Hotel Room Vocabulary
Here are a few things you might find in your hotel room. Listen to the words and practice
your pronunciation.
Photo: Daniel Mayer
Photographer: Frank C. Müller
Conversation #3 – Reporting Problems with the Room

Henry and his wife go up to their hotel room, but they discover a few minor problems – so they
call the front desk to ask for help.
Receptionist: Front desk – this is Julia.
Henry: Hi – there’s a problem with my room. The fan isn’t working.
Receptionist: I’ll send somebody up to fix it right away.
Henry: Oh, and also there’s no shampoo.
Receptionist: You can come get some at the front desk. Is there anything else?
Henry: Yes, can I have some extra pillows?
Receptionist: Of course – we’ll bring them to your room.
Henry: Thanks a lot.

 If something is not functioning correctly, you can say it’s not working, for example:
o “The TV’s not working.”
o “The shower’s not working.”
o “My keycard’s not working.”
 If something is not present in your room, you can say there’s / there are no…
o “There’s no toilet paper.”
o “There’s no shampoo / soap.”
o “There’s no hot water.”
o “There are no towels / sheets.”
Here are some other possible problems with hotel rooms:
 “The sheets are stained.”

 “The toilet doesn’t flush.”
 “The room’s too hot / cold / noisy.”
 “The room hasn’t been cleaned.”
 “The room smells bad.”
 “Can I have a different room, please?”
Conversation #4 – Checking out
When you leave the hotel, you need to give your key (or key card) back to the receptionist,
and pay any remaining charges for your stay. This process is called check-out.
Henry: Good morning – I’m checking out.
Receptionist: Okay, I’ll just need your room key, please. How was your stay?
Henry: It was great – no complaints here.
Receptionist: Wonderful! Did you have anything from the mini-bar?
Henry: Yes – one bottle of water and one orange juice.
Receptionist: All right… your bill comes to $15.50.
Henry: What’s this $10 charge for?
Receptionist: That’s for the phone calls you made from your room.
Henry: Oh, okay.

Receptionist: Would you like to put this on your credit card?
Henry: No, I’ll pay cash. How can I get to the airport from here?
Receptionist: You can take the free shuttle bus, or I can call a cab for you.
shuttle bus = a bus that travels between two places only (and does not have multiple stops)
cab = taxi
Henry: What time is the next bus?
Receptionist: 10:30.
Henry: Will it get to the airport before noon? My flight’s at 2:15.
Receptionist: Oh, definitely.
Henry: All right – I’ll take the bus, then.

You can start by saying “I’m checking out.” or “I’d like to check out.”
If you enjoyed your time at the hotel, you can say:
 “I enjoyed my stay.”
 “Everything was great.”
 “No complaints here.”
If you want to talk about some problems you had with the hotel or room, you can say “I
have a few complaints…” and then explain the negative experiences.
To ask about transportation from the hotel to the airport, you can say:
 “How can I get to the airport from here?”

 “Does the hotel have a shuttle bus to the airport?”
 “Could you call a taxi/cab for me?”
Sometimes you need to check out of a hotel in the morning, but your flight is in the late
afternoon or evening – so you want to spend a little more time in the city, but you don’t
want to carry all your luggage around. In this case, you can say:
 “My flight isn’t until 8:00. Could I leave my bags here at reception and pick
them up later?”
You’ve finished Lesson 18! Now try the quiz to test your memory of the key phrases. In
tomorrow’s lesson, you’ll learn about sightseeing – how to see the tourist spots in a city.
Quiz: At a Hotel
Question 1
I'd like to _________ a room.
A. date
B. book
C. request
Question 2
How ________ is it per night?
A. much
B. cost
C. many
Question 3
I have a ________ under the name "Janet Allen."
A. request
B. reserve
C. reservation
Question 4
We'll be _________ for five nights.
A. sleeping
B. renting
C. staying
Question 5
Is breakfast _________?
A. paid
B. included
C. inside
Question 6
What time is _________?
A. check-off
B. check-up
C. check-out
Question 7
Can I ______ another blanket?
A. bring
B. have
C. take
Question 8
Does the hotel ________ WiFi?
A. has
B. had
C. have
Question 9
_______ the room have air-conditioning?
A. Is
B. Does
C. Do
Question 10
"Was everything OK?"
"No _________ here."
A. complaints
B. errors
C. negatives
Question 11
The remote control's ______ working.
A. doesn't
B. hasn't
C. not
Question 12
"What's this extra $25 _______ on my bill for?"
A. cash
B. change
C. charge
Question 13
"________ no hot water in the bathroom."
A. Has
B. Is
C. There's
Question 14
"How can I _______ to the airport from here?"
A. get
B. leave
C. arrive
Question 15
Do you have any _________ available for tonight?
A. luxuries
B. resorts
C. suites
Quiz Answers
1.B 2.A 3.C 4.C 5.B 6.C 7.B 8.C 9.B 10.A 11.C 12.C 13.C 14.A 15.C
Lesson 19: Sightseeing in the City
Frank is going sightseeing in New York City. The first thing he does is to stop at a tourist
information center.
Conversation #1 - Getting information
Frank: Hi. I'm looking for information about art

museums in the city. Do you have any brochures?
Attendant: Yes, here are brochures for the Metropolitan

Museum of Art and the Guggenheim... and this booklet
has a list of all the art museums in the city.
Frank: Thanks. And where can I get tickets for the

Statue of Liberty?
Attendant: You know, you might wanna consider

getting a CityPass - it gives you admission to six of the city's best attractions, including 3
museums and the Statue of Liberty, for 46% off.
Frank: Oh - that sounds like a good deal. Do I have to see everything in one day?
(a good deal = a lot of value for the price)
Attendant: No, the passes are valid for nine consecutive days. They're $89 for adults and
$64 for kids 17 and under.
Frank: I'll take two adult passes - and how much is this map?
Attendant: It's free - you can take it.
Frank asks if the tourist information center has any brochures – that means small books or
papers with promotional information and photos. Inside a museum brochure, for example,
you'll find the museum's address (location) and hours (the days and times it is open).
To enter museums, shows, and some parks, you need to buy a ticket. The price of entry to
an attraction is often called admission. Some places have special prices
for children/kids and for senior citizens (people over 65 years old).
Here are some other questions you can ask at the tourist information center:
 Do you have a list of...
o museums?
o theaters?
o parks?
o restaurants?
o tourist attractions?
 Do you have any...
o brochures?
o maps?
o information in Spanish/French/Chinese/German?
 Are there any...
o ...weekly/daily passes for public transportation?
o ...special events going on at the moment?
o ...guided tours / day trips?
 Where can I...
o ...rent a car?
o ...get tickets for… (a basketball game)?
Vocabulary Builder: Tourist Attractions
Here are a few more places you might see while sightseeing:
Beach / Boardwalk
The beach is the place where the ocean meets the land, and some beaches have
a boardwalk - that's a wooden walkway next to the water.
Photos: Ekem / SpLoT
Castle
Photo: Rollopack
Tower / Skyscraper
The word tower can refer to an ancient building or a modern building. The
word skyscraper is only used for modern buildings.
Photos: Yair Haklai / Sfoskett
Ruins
The word ruins refers to ancient buildings that are so old that they are mostly destroyed.
Photo: Aisog
Bridge
Photo: http://www.projectrich.com/gallery
Theater
A theater is a place where you can see a concert, a dance performance, or a play.
Photo: AndreasPraefcke
Fountain
Photo: Francesco Raimondi Cominesi (Ciliegio)
Street fair
Photo: Peter Stalker
Conversation #2 - Booking a Tour
During your trip, you might consider taking a tour - an organized visit to a place or
multiple places, with a tour guide - a person who explains everything and tells you the
history and interesting facts about the attractions. Here's a conversation you might have
with a travel agent in order to book a tour (reserve a place on the tour).
Frank: Hi, I'd like some information about your bus tours.
Travel agent: Well, we have a very comprehensive 9-hour tour of the city’s main
attractions, leaving every weekday morning at 8:30.
Frank: Where does it go?
Travel agent: Sure – the tour stops at both historical and modern attractions like Saint
Patrick's Cathedral, Grand Central Station, the Empire State Building, Central Park, and the
Museum of Natural History.
Frank: Do we stay in the bus the whole time?
Travel agent: Oh, there are a number of places where you can get out and walk around -
you can either stay with the tour guide or venture out on your own, as long as you get back
to the bus by the designated time.
Frank: Where does the tour start?
Travel agent: It leaves from Times Square, on the corner of Broadway and 51st Street.
Frank: And it drops us off at the same point in Times Square?
Travel agent: That's right.
Frank: OK. Is there a discount for senior citizens?
Travel agent: No, only for kids 12 and under.
Frank: All right, I'd like three adult tickets and two children’s tickets for the tour on
Thursday.
Travel agent: Great. Are you interested in any of our night tours, or a cruise around the
harbor?
Frank: Let me grab a couple of brochures and I’ll talk it over with my family.
In the conversation, Frank asks to see the itinerary – the schedule for the tour. Here are
some other questions you can ask before booking a tour:
 “Can I see the itinerary?”

 “Where / What time does it start/end?”
 “Is it a bus tour or a walking tour?”
 “Do you have a tour guide that speaks Japanese / Italian / etc.?”
 “Is there a discount for…
o children?
o students?
o senior citizens?
This tour stops at St. Patrick's cathedral - a cathedral is a church that is very beautifully
decorated. The words "cathedral" and "church" are generally used only for Catholic or
Christian buildings. In other religions, such as Buddhism, the buildings may be
called temples or shrines. Shrines are often dedicated to one specific god or deity,
whereas churches, cathedrals, and temples are places of general worship.
Photos: Pierre Bona / David Shankbone
A-giâu / Sergei Mikhailovich Prokudin-Gorskii
At the end of the conversation, the travel agent mentions a cruise - this is a tour on a
boat, which is called a cruise ship.
This is a cruise ship.
Photo: Tomascastelazo
Today’s quiz is a listening test – you'll go on a tour, listen to the tour guide, and answer
questions to test your listening.
Listening Practice – Going on a Tour

Many students hate listening and have a lot of
difficulty with it, and I’m going to teach you a
strategy that helps you understand spoken
English better, making listening less
frustrating.
In this technique, you listen to the same audio

3 times, and you go from the general to
the specific:
1. Listen for general topics

2. Listen for specific details
3. Listen to the individual words (while reading the transcript)
Follow this strategy as you listen and take the quizzes.
1. Listen for general topics
First, read the questions. Then, press “Play” on the audio and take the quiz as you listen.
Don’t listen first and then answer the questions; this makes it harder to remember. Instead,
answer the questions at the same time as you are listening.
DO NOT try to understand every word at this stage – only try to understand the general
idea, just enough to answer the questions! After you finish, check your answers, then
continue to part 2.
Quiz 1 (general)
Question 1
The New York City area was uninhabited (no people) when Europeans first arrived there.
True
A
False
B
Question 2
The area was economically interesting because it had a lot of beavers.
True
A
False
B
Question 3
The original name of New York City was "New Amsterdam."
True
A
False
B
Question 4
New York city was not involved in any wars before the year 1900.
True
A
False
B
Question 5
New York City was the first U.S. capital.
True
A
False
B
Question 6
People didn't want to immigrate to New York City because of the violence there.
True
A
False
B
Question 7
In the early 20th century, New York City became known for its culture and architecture.
True
A
False
B
Question 8
The city's economy changed from industries to services after World War II.
True
A
False
B
Question 9
New York City's population is not very diverse.
True
A
False
B
Question 10
New York City receives many more tourists than residents.
True
A
False
B
Results
Answers at the end of this lesson document.
2. Listen for specific details

Listen to the tour guide’s speech again, and take this new quiz with more specific details –
again, try to answer the questions at the same time as you are listening. If necessary, you
can listen to the audio two or three times at this level in order to answer as many questions
as you can. After you finish, check your answers, then continue to stage 3.
Quiz 2 (specific)
Question 1
European explorers first arrived in the New York City area in _______.
1524
A
1609
B
1624
C
Question 2
The Lenape people were very skilled at ___________.
making advanced weapons for hunting
A
making clothing from natural materials
B
using natural medicines to cure diseases
C
Question 3
In exchange for beaver fur, the Dutch gave the Lenape ___________.
tools for farming
A
seeds for agriculture
B
European clothes and jewelry
C
Question 4
When the British conquered New York, __________ were 40% of the population.
Dutch colonists
A
enslaved Africans
B
descendants of the Lenape
C
Question 5
Who won the French and Indian war?
the French
A
the Americans
B
the British
C
Question 6
New York City was important in the war of independence because ___________.
it was economically strategic
A
it was the closest point to England
B
it was the biggest city in North America
C
Question 7
___________ were established in the mid-19th century as New York City's immigrant
population grew.
Public schools and the police department
A
Cultural and sporting events
B
Subways and public transportation
C
Question 8
The first Broadway musical opened in __________.
1898
A
1904
B
1927
C
Question 9
In the 1960s, New York became __________.
violent
A
diverse
B
rich
C
Question 10
How many languages are spoken in New York City?
50
A
8
B
800
C
Answers at the end of this lesson document.
3. Listen to the individual words (while reading the transcript)
Now you can listen one more time while reading along with the transcript. You can
understand anything you missed in the previous two exercises, and look up any words you
don’t know in the dictionary.
Hello! My name is Shayna, and I’ll be your tour guide this morning. Let me give you an
overview of New York City history.
The recorded history of the area begins in the year 1524, with expeditions by the Portuguese
captain Estevao Gomes and the Italian explorer Giovanni da Verrazano, both of whom
encountered a sizeable population of indigenous residents called the Lenape people. At the
time of European contact, there was a population of about 5000 Lenape living in the New
York City area. They practiced agriculture and hunted fish, birds, and deer. The Lenape people
were also extremely skilled at making clothing from natural materials such as animal skins
and feathers, accented with stones, shells, animal teeth and claws. Some of their designs were
extremely elaborate, reminiscent of European lace.
In 1609 the English explorer Henry Hudson arrived in the New York harbor, looking for a
passageway to Asia. Although he didn’t find it, he did notice the large population of beavers.
The fur of this animal was extremely fashionable in Europe at the time, and northeastern
North America was thus seen as an economic opportunity. The Dutch established a trading
post called New Amsterdam in the southern tip of Manhattan in 1624, where they traded with
the Lenape people, giving them European-made goods such as tools for farming in exchange
for beaver fur.
The Dutch soon constructed a fort to protect their trading post against attacks by the English
and by the Lenape, and began importing enslaved Africans to build up the wall of the fort. The
city was formally incorporated as “New Amsterdam” in 1653. Less than 10 years later, the
British conquered the area and renamed it New York, after the city of York in England. At the
time, 40% of New York City’s population consisted of slaves, and as the population of
European colonists grew, the population of Lenape shrank due to disease and displacement.
New York City was the base for British operations in the French and Indian war, a conflict
over territory that was fought between the colonies of Britain and France in North America.
This war eventually established Britain’s dominance in eastern North America, and the
French were pushed out. After the war ended, Britain imposed a tax on the colonies to help
pay for the resources spent in the war – and revolutionary groups began to form in reaction
to Britain’s control.
New York City was a key point in the United States’ war of independence, as a center of
business with a strategic port and waterways. Five battles between the newly-formed United
States and Great Britain were fought in the area, and the British took control of the city and
stayed there until their expulsion in 1783. In 1788, New York City was made the first national
capital of the U.S. – but only for two years, as the capital was later transferred to Philadelphia.
In the mid-19th century, New York City grew as an economic center. It received a large influx
of Irish immigrants as a famine devastated Ireland, with 1 million people dying of starvation
and another 1 million leaving the country. Around this time, public schools and the police
department were established to support New York City’s growing population. Immigration
continued to grow as New York City became a destination for millions of people seeking a
better life.
The modern city of New York was formed in 1898, and the transportation network grew with
the first New York City subway in 1904. The city became known for its culture, with the first
Broadway musical opening in 1927, and its architecture, with impressive skyscrapers
dominating the skyline. However, there was a large divide between rich and poor, and crime
and poverty rates rose. World War I, the Great Depression, and subsequent political and
economic reforms later helped stabilize the city’s middle class and working class. In the 1940s,
New York City was a major destination for African Americans during the great migration out
of the American south.
After World War II, there was another economic boom and the city’s economy shifted from
industries (which began to move outside the city) to services (such as finance, education,
medicine, tourism, communications, and law). The city experienced a period of decline in the
1960s with race riots, gang wars, and a famous serial killer who targeted attractive young
women in eight shootings throughout the city.
In the 1980s, New York City began to recover as new immigrants arrived – particularly from
Asia and Latin America – and the police department developed increasingly effective crime-
fighting techniques. Today, New York City has an extremely diverse population of 8.2 million
people. Up to 800 different languages are spoken here, making this the most linguistically
diverse city in the world. It is one of the most popular tourist destinations in the U.S., and
receives 50 million visitors a year.
—————————————————
General Quiz Answers
1) B
2) A
3) A
4) B
5) A
6) B
7) A
8) A
9) B
10) A
Specific Quiz Answers

1) A
2) B
3) A
4) B
5) C
6) A
7) A
8) C
9) A
10) C
Lesson 20 – Camping & Hiking
Welcome to Lesson 20 of the Everyday English Speaking Course! Today, George is going to
the countryside - that means the rural area outside major cities.
Conversation #1 – Getting information about camping
Photo: Mwanner
The word “camping” means staying in the

middle of nature, in simple accommodations,
such as a tent. The picture shows a yellow tent
in the middle of the forest.
Many countries have designated areas to

camp, where you pay per night to camp there.
These areas are called campgrounds, and they often have facilities such as bathrooms,
cooking areas, and sometimes rental of equipment for outdoor recreational
activities. Listen to George’s conversation with an employee of a campground:
George: Hi, I’d like some information about your campground.
Campground employee: Well, we have sites for both tent and RV camping, as well as
cabins. Each site has a picnic table, a water spout, and a fire pit.
George: Do you have bike rentals?
Campground employee: Yes, we do! We have both bike and canoe rentals.
George: What about fishing gear?
Campground employee: No, sorry. There are some great fishing spots on the lake, but
you’d have to bring your own gear.
George: OK. One more thing – can we bring our dog?
Campground employee: You can, as long as it’s not a pit bull, Dalmatian, or Chihuahua.
Any other breed is welcome, but you will need to keep your dog on a leash at all times.
George: I understand. All right – I’d like to make a reservation for next weekend.

 This campground has three types of accommodations. There are sites for tent
camping, sites for RV camping, and cabins. “RV” is short for recreational vehicle; it is
a vehicle with a small apartment inside including beds, a kitchen, and a bathroom:
Photo: High Contrast
 The campground also has cabins. Cabins are small, simple houses, usually built with
natural materials, and located in rural areas such as in forests or on the beach. There
are no cabins in the city.
 The employee also says that each campsite has a picnic table, a water spout, and
a fire pit. A picnic table is a rectangular table made of wood, which has two long
benches on each side instead of chairs. A water spout is a pipe that gives water, and
a fire pit is a designated area for making fires. Campfires are used for cooking and
to provide heat.
Photos: Benjamin D. Esham / Kate Jewell / tracy the astonishing
 In the conversation, George asks, “Do you have bike rentals?” The word bike is short
for bicycle. At this campground, you can rent bikes and canoes. A canoe is a long
boat that is powered by rowing (not by a motor). In the picture, the mother
is rowing to move the canoe forward. She and her daughters are wearing life
jackets or life vests, which help your body float if you fall into the water.
Photo: Mathew Ingram
 Another thing mentioned in the conversation is fishing gear. The word “gear” is an
informal word for equipment – usually small personal equipment used for a sport or
hobby, not big equipment like industrial machines. Thus, fishing gear would
include the fishing pole, line, and hooks.
Photo: Mike Cline
 The employee says that there are some great fishing spots on the lake. The
word spots is an informal word for places or locations. A lake is a body of water
that is surrounded by land on all sides. It is not connected to the ocean.
Photo: Leridant
 Finally, there is a question about dogs. The different types of dogs are
called breeds. The employee says that certain breeds – such as pit bulls, Dalmatians,
and Chihuahuas – are not allowed at the campground, probably because they are
known to be aggressive. She also says that dogs must be kept on a leash at all times.
A leash is a rope or chain held by a person, which connects to a collar around the
dog’s neck. The leash keeps the dog in control and stops it from running around
freely.
Photo: Tim Dobbelaere
Conversation #2 – Talking about hiking trails
Hiking is when you walk some distance through an area of nature. The path you follow is
called a trail. Here’s a conversation about different types of hiking trails.
Photo: Michael Fiegle
George: Could you recommend a trail for a day hike?
Campground employee: One of our most popular trails is up Mount Marcy. It’s the highest
peak in the Adirondacks and the highest point in New York state.
George: How long is the trail?
Campground employee: It’s 15 miles round-trip. It takes most people 9 or 10 hours, so it’s
good to get an early start. The first couple miles are easy going, and then it gets steeper and
steeper as you approach the summit.
George: I’m not sure I’m up for such a demanding hike. How about something a little
easier?
Campground employee: You could hike around the lake. That’s about 9 miles, so it’s still
pretty long, but at least it’s not uphill. There’s also a side path you can take to see some
waterfalls.
George: That’s more like it. Will I need a guide, or is the trail pretty easy to follow?
Campground employee: Oh, it’s a piece of cake. Just follow the markers. Remember to
bring bug spray, though, because there are a lot of mosquitoes.
George: Thanks for the tip!

 Any time you want to ask for a suggestion, you can use the phrase “Could you
recommend…?”
 The word peak refers to an individual mountain. This word can also be used to
describe the top of the mountain, along with the word summit.
 The employee says it’s good to “get an early start” - that means to start early in the
morning. She also says that the beginning of the trail is easy, but then it
gets steeper and steeper. The word “steep” refers to how vertical the hill or
mountain is. A more vertical path is called “steep,” and a more horizontal path is
called “gentle.”
 In the conversation, George says “I’m not sure I’m up for such a demanding hike.”
The word demanding means difficult, and the expression “I’m not up for” means “I
don’t want to” or “I don’t have enough energy to do this.”
 The employee then suggests a different trail, one that goes around the lake. There’s
also a side path to see some waterfalls - that is when water from a river falls
vertically into a lower area.
 George responds with the phrase, “That’s more like it.” This is a phrase you can use
in response to two situations, when the first situation wasn’t good, and the second
situation was better. For example, if you scored a 55 on your first English test, and a
95 on your second English test, you could say “That’s more like it!” because you
liked the second test result much better than the first one.
 The employee says that the lake trail is “a piece of cake.” This expression means
that something is very easy. She also reminds George to bring bug spray. This is a
liquid you apply to your skin in order to keep mosquitoes and other insects away
from you. It is also called insect repellent.
This insect is called a mosquito.
Photo: Alvesgaspar
challenge is to leave me a message telling me about a trip you took. You can use vocabulary
from this lesson and the previous one to tell me about what you did during your trip in the
city or countryside.
Tomorrow, we’ll finish up our section on Travel English by going to go to the beach and
learning phrases for talking about water sports and beach activities.
Lesson 21: At the Beach
Listen to this conversation to learn phrases and vocabulary for describing a beach and talking
about what you bring and what you can do there.
Marjorie: Hey Joanna! You look like you got a tan.
Joanna: Yeah, I went to the beach this weekend.
Marjorie: Nice! What beach did you go to?
Joanna: Jones Beach. It was packed – we could barely find a place to sit.
Marjorie: Did you take your kids?
Joanna: Yup – they had a blast building sand castles and collecting seashells. We didn’t go
in the water though.
have a blast = have fun, have a good time
Marjorie: Oh, why not? Is it polluted?
Joanna: No, it’s just that the tide was coming in, so there were huge waves. The lifeguard
said the undertow could be dangerous, so the only people out there were some surfers.
lifeguard = person who works on the beach or by a swimming pool, to help or rescue people if
necessary
Marjorie: Oh well. Jones Beach is usually too crowded for me. I prefer a deserted beach
with no one around but me and the seagulls!
Joanna: I went to a beach like that in Aruba once – the sand was perfectly white and the
water was crystal clear.
Marjorie: Sounds like paradise!
Joanna: It was great! We also went sailing and snorkeling there. I forgot my sunscreen
though, and I came back with a really bad sunburn.
Let’s start with what you wear at the beach or to go swimming. The general word for it is
swimsuit or bathing suit – these can be used for men’s swimsuits or women’s swimsuits.
There are different words for specific types: women can wear a bikini or a one-piece, and
men can wear a speedo or swim trunks.
bikini and one-piece
speedo and swim trunks
Here are some other things you can bring to the beach:
 towel
 beach umbrella
 beach wrap
 sunscreen / sunblock
 bucket and shovel

 flip-flops
Now let’s learn expressions for describing the beach itself. If there were a lot of people, you
can say:
 “The beach was crowded.”

 “The beach was packed.”
If there were almost no people there, you can say:
 “The beach was deserted.”
Practice these phrases for talking about the physical features of the beach:
 “The beach is sandy.”

 “The beach is rocky.”
 “The beach has some tide pools.”
Tide pools form when water is trapped among rocks on the beach.
 “There’s a lot of seaweed in the water.”

The word seaweed refers to the plants that grow in the ocean.
 “There’s a lot of litter.”

The word litter refers to garbage/trash that people leave on the beach
 “We saw some seagulls/crabs/jellyfish.”
 “You can’t swim here – the water’s polluted.”

This means the water is dirty and contaminated.
Speaking of water, how can you describe the water of the ocean? Here are some phrases:
 “The water’s crystal clear.”
This means the water is perfectly transparent.
 “The water’s choppy.” / “The water’s calm.”
The word “choppy” means agitated; the word “calm” means tranquil
 “There are big waves.”
this is a wave
 “There’s a strong undertow.”

The word “undertow” refers to the movement of the water back into the ocean after a
wave falls on the beach. It can be dangerous because it can pull you out into the ocean.
 “It’s high tide.” / “It’s low tide.”
The tide refers to the general level of the ocean water on the beach.
 “The tide is coming in.” / “The tide is going out.”

If the tide is coming in, it means the ocean water is slowly advancing farther and
farther into the beach. If the tide is going out, it means the ocean water is slowly going
back.
One of the most common activities to do at the

beach is sunbathing – that means lying in the
sun in order to get a tan. A “tan” is when your
skin gets darker from the sun. If you stay in the
sun too long – or if you forget to use sunscreen
to protect yourself – you’ll get a sunburn.
Practice these phrases for beach activities:
 “I got a tan.”
 “I played soccer/volleyball.”
 “I went…
o surfing
o fishing
o sailing
o waterskiing
o snorkeling
o scuba diving
snorkeling and scuba diving
 “My kids…
o flew kites
o built sand castles
o collected seashells
Finally, here’s a useful phrase for when you go to the beach alone, and you want to go into
the water but you don’t want to leave your bag unattended. You can ask another person on
the beach:
 “Could you keep an eye on my stuff for a few minutes?”

 “Could I leave my bag with you for a few minutes?”
You’ve finished Lesson 21! Now take the quiz to practice the vocabulary and phrases. This
concludes the “Daily English” part of the course, and tomorrow, we’ll begin our study of
Social English.
Quiz: Lesson 21
Question 1
"Many beaches in the Caribbean have __________ clear water."
A. crystal
B. diamond
C. glass
Question 2
"Could you ___________ on my bag for a minute?"
A. take a look
B. keep an eye
C. do a watch
Question 3
"I got a great __________ in Jamaica."
A. tan
B. burn
C. sunbathe
Question 4
"We're going to the beach tomorrow - don't forget to bring your __________."
A. bathing clothes
B. swimsuit
C. waterwear
Question 5
"The beaches are all ________ due to an oil spill."
A. drowned
B. sewage
C. polluted
Question 6
"Let's go to a different beach. This one is ________; there’s no place to sit down."
A. occupied
B. packed
C. full
Question 7
"There are some great ________ for surfing."
A. waves
B. tides
C. shells
Question 8
"Can you put some _________ on my back?"
A. sunscreen
B. sunburn
C. suntan
Question 9
"Low _______ is at 3:30 PM."
A. seaweed
B. tide
C. breeze
Question 10
"It's not a good beach for sunbathing - it's __________; there's not much sand."
A. choppy
B. rocky
C. seaweed
Quiz Answers
1.A 2.B 3.A 4.B 5.C 6.B 7.A 8.A 9.B 10.B
Image sources:
 Sunscreen
 Bucket & flip flops: Lisa Sanderson
 Tide pool: Christine Westerback
 Seaweed: Peter Southwood
 Seagull: DickDaniels (http://carolinabirds.org/)
 Crab: Charlesjsharp
 Jellyfish: Trevor Rickard
 Seashells: Andrew Butko
 Bikini: photo&co
 One-piece: Frank Kovalchek from Anchorage, Alaska, USA
 Scuba diving: Andrés Dagnone
 Snorkeling: Vlad & Marina Butsky
Lesson 22: Social English – Basics
Image: FreeDigitalPhotos.net
Welcome to Lesson 22 of the Everyday

English Speaking Course! Today we begin
the Social English section.
Many students are afraid of making a

mistake or “saying the wrong thing” when
talking with a native English speaker. These social English lessons will teach you phrases
you can use with confidence in various social situations. Let’s start with some basic
expressions.
Situation #1 – Saying hello and goodbye
There are many different ways to say “hello” in English, and some of them require a
different answer.
If the other person says…
 “Hello”
 “Hi”
 “Hi there”
 “Hey”
 “Hiya”
 “Howdy”
You can say…
 “Hi”
 “Hey”
In these phrases, “hello” is the most formal, and “hey,” “hiya,” and “howdy” are the least
formal.
Instead of “hello,” the other person might also say…
 “How ya doin’?”
 “How are ya?”
 “How’s it goin’?”
 “How are things?”
 “How’s life?”
If everything is good, you can say…

 “Great! Thanks for asking.”
 “Good – how about you?”
 “All right.”
If everything is not good, you can say…

 “Not so good.”
 “Could be better.”
If you give one of the “not good” responses, be prepared to say why you are feeling bad,
because the other person will probably say something like this:
 “Oh, what’s wrong?”
 “Oh, what’s the matter?”
Now let’s learn the greetings beginning with “what…” If the other person says…
 “What’s up?”
 “What’s new?”
 “What’s happenin’?”
 “What’s goin’ on?”
You can respond…
 “Not much.”
 “Not much. How about you?”
 “Not much.” [then add a sentence about something you are doing, something you
did recently, or something you're planning to do.]
o “Not much. I just got back from a business trip.”
o “Not much. I’ve been studying a lot lately.”
o “Not much. I’m looking forward to the dance festival this weekend.”
There are also a number of ways to say goodbye in English:
Formal or informal:
 “Bye / Bye-bye”
 “See you soon / later!”
(only say this if you will definitely see the other person later)
 “Take care”
 “Have a good one!”
 “So long”
Informal only:
 “Take it easy.”
 “Catch ya later.”
 “Later!”
 “I’m off / I’m out.”
 “Peace / Peace out.”
Situation #2 – Talking about your country and job
It’s common for people you meet to ask about your country and job.
If someone asks, “Where are you from?” you can respond:
 “I’m from Russia.”

 “I’m originally from Russia, but now I live in Italy.”
 “I was born in Russia, but I grew up in France.”
To ask about your profession, native English speakers don’t usually ask “What is your job?”
Instead, we say:
 “What do you do?”

 “What do you do for a living?”
The correct way to answer this question is to say “I’m…” and then your profession, for
example:
 I’m an engineer.
 I’m a nurse.
 I’m a student.
 I’m a teacher.
 I’m a freelance writer.
 I’m between jobs at the moment. (this means “I’m unemployed.”)
Click here for more ways to answer questions about where you work.
Situation #3 – Not Understanding
There will probably be a few moments in your English conversations when you don’t
understand what the other person said. Don’t worry – it’s OK!
If you didn’t hear what the other person said, you can say…
 “Pardon?”
 “Sorry?”
 “Could you repeat that?”
 “Sorry – I didn’t hear what you said.”
 “Could you speak a little slower, please?”
If you understood the basics, but you want to get more information or details, you can say…
 “What do you mean?”
(this asks the other person to re-state their idea in different words, or in more detail)
If you want to check if the other person understood YOU, then you can say…
 “Do you know what I mean?”

 “Does that make sense?”
Situation #4 – Showing Interest in the Conversation
When the other person is talking for a long time or telling a story, it’s good to show that you
are interested in what they are saying. You can say…
 “Really?”
 “That’s interesting.”
 “Uh-huh.”
 “Right.”
 “Gotcha.”
 “Sure.”
We’ll learn more of these small responses to conversations in a later lesson.
Finally, here are two tips to keep a conversation going:
1. Try to ask questions that start with Who, What, When, Where, Why, and How. Try
to avoid yes/no questions.
2. In each of your answers, give one or two details that will help continue the
conversation. You don’t need to talk for a long time.
For example, if someone asks you,

 “What did you think of the New York City bus tour? Did you like it?”
…don’t just say “Yes.”
Instead, you can say,

 “Yes – my favorite part was visiting the Empire State Building.”
That encourages the other person to make a comment about the tour, or ask you another
question – and the conversation continues.
Situation #5 – Ending a Conversation
It’s a good idea to say “Anyway, it was nice talking to you…” or “Anyway, it was nice
chatting with you…” This signals to the other person that you want to bring the
conversation to a close. Then, complete the sentence with one of these options:
 Anyway, it was nice talking to you, but I should get going.

 Anyway, it was nice chatting with you, but I’ve gotta head out.
 Anyway, it was nice talking to you, but I’ve gotta run.
All of these options mean that you need to leave.
You’ve finished Lesson 22! Now you know typical expressions for handling social
conversations in English. There’s no quiz today, so you can relax a little bit. Tomorrow
you’ll learn different ways to talk about likes, dislikes, and preferences.
Lesson 23: Likes, Dislikes, & Preferences
Conversation #1 – Expressing Likes & Dislikes
Denise and Robert are business partners. They're evaluating a new design for a website for
their online store.
Denise: The designer sent us three possibilities for the site. Here's the first one – I think it
looks good.
Robert: Hmm... I like the colors, but I'm not crazy about the format. It seems kinda
disorganized.
Denise: Actually, I didn't like it at first either, but then it grew on me. The design is a bit
unusual, but once you start exploring the website, it's easy to get the hang of it.
(get the hang of it = learn a new skill)
Robert: Let me see the next one.
Denise: I love the way this design highlights the photos of our products. They're really eye-
catching. But I don't care for the font he used; it's too small and hard to read.
Robert: This one has potential. We can just ask him to increase the size of the text. But I
don't like the logo at all.
Denise: Okay... well... here's number three. I'm not a big fan of this look; I think it's too
formal. What do you think of it?
Robert: Well, don't rule it out yet - the design is pretty sophisticated. I'd rather have a
professional-looking website than one that looks amateurish. I can't stand the animated
logo on the top though. It's distracting. Could you ask the designer to take it out?
Denise: Well, I don’t mind the animation… but if it bothers you, I guess I'll ask him to make
some changes and then send us new designs. But I hate to delay the project any further…

In this dialogue, we hear a number of phrases for expressing likes, dislikes, and
preferences. You learned a few of these expressions in the lesson about hobbies - but not
every expression can be used in every case.
Phrases for liking something:
 “I like...”
I like… Italian food / rock music / learning languages.
Your sentence: I like ________________
 “I like it a lot.” / “I really like…” (more common)
I like… this restaurant / my teacher …a lot.
I really like… my new apartment / playing tennis / my
boyfriend’s parents.
Your sentence: I really like _______________
 “I love…”
I love your haircut! / I love to read. / I love the way he writes.
Your sentence: I love ______________
 “I absolutely love…”
I absolutely love this dress. / I absolutely love traveling with my family.
Your sentence: I absolutely love ________________
These are the most common expressions. “I like” is the weakest, and “I absolutely love…” is
the strongest. You can use “like” and “love” for both nouns (like food, houses/apartments,
music, movies, books, etc.) and verbs (reading, learning, playing tennis, etc.)
As mentioned in a previous lesson, after “like” and “love” you can use either the “to” form
or the –ing form of the verb with no difference in meaning. I like to read = I like reading.
By the way, be careful not to make the common mistake of saying “I like very much this
city” – the correct way to say it is: “I like this city very much.”
Here are a few phrases for liking things that are used in more specific situations:
 “I'm fond of...”

This phrase is used when you have a special, warm, emotional attachment to
something. For example, you could say, “I’m fond of this photo. It was taken on our
honeymoon.” The expression “I’m fond of…” can also be used for people.
Your sentence: I’m fond of _______________________
 “I'm crazy about...” / “I’m really into…”
Both of these phrases are informal.
Your sentence: I’m crazy about _____________________
 “It's right up [one’s] alley.”
This expression means that some activity is perfect for a person’s personality and
interests. If Denise enjoys marketing and design, then the new website project is “right
up her alley.”
Your sentence: _________________ is right up my alley.
 “I didn’t like it at first, but then it grew on me.”
Use this phrase when you didn’t like something initially, but then you began to like it as
time passed.
Your sentence: I didn’t like ________________ at first, but then it grew on me.
Phrases for disliking something:

We don't usually say "I dislike" in English. It's more typical to say "I don't like..." However,
depending on the situation, you might want to express your dislike more indirectly. These
phrases are diplomatic and polite ways to say you don’t like something:
 “I'm not a big fan of...”

I’m not a big fan of horror movies.
Your sentence: I’m not a big fan of _______________.
 “I'm not crazy about...”
I’m not crazy about this painting.
Your sentence: I’m not crazy about
________________________.
 “I don't care for...”
I don’t care for spicy food.
Your sentence: I don’t care for ________________________.
 “I don’t really like…”
I don’t really like going to parties where I don’t know anybody.
I don’t really like my sister-in-law.
I don’t really like video games.
Your sentence: I don’t really like ____________________________.
 “It's not my thing. / It's not my cup of tea.”
Skiing is not my thing.
Going to nightclubs is not my cup of tea.
These expressions are used only for activities, not for people or objects.
Your sentence: _____________________ is not my thing.
The first three phrases are most typically used with objects. The last phrases are used for
activities. And the phrase “I don’t really like…” can be used for people, objects, or
activities.
If you want to express strong dislike, you can use these phrases:
 “I can't stand...”
I can’t stand Margaret. She talks too much!
I can’t stand it when people call me and don’t leave a message.
Your sentence: I can’t stand _________________________.
 “I don't like it at all.”
I don’t like this hotel at all.
I don’t like Peter at all. He seems dishonest.
Your sentence: I don’t like ____________________ at all.
 “I hate...”
I hate tomatoes.
I hate going out in the rain.
I hate it when my kids fight with each other.
Your sentence: I hate ________________________.
The expression “I can’t stand…” is used more for annoying things. “I don’t like it at all” is a
strong statement of dislike, and “I hate…” is the strongest statement. A few other words for
“hate” are loathe, detest, and despise, although these are less common.
One very common structure is to say “I hate it when…” or “I can’t stand it when…” and then
describe the situation that angers or annoys you.
In the conversation, we actually heard a less strong way to use the word “hate” – Denise
said, “I hate to delay the project any further.” This way of using the word “hate” means
something more like “I don’t want to delay the project any further” or “I think it’s
unfortunate to delay the project any further.”
Conversation #2: Expressing Preferences

After weeks of work, Denise and Robert have two designs and need to make the final decision
between them.
Denise: Okay, here are the final designs - let's call them A and B. Which one do you prefer?
Robert: They're really quite different. Design A is very colorful and fun, and design B has a
more formal look. I like the logo on A better, but I prefer the layout of B.
Denise: Robert, we need to just make a choice. I'd really rather not ask for any more
changes. I think the designer's getting fed up!
(fed up = annoyed)
Robert: Hold on now... I'd rather take our time and not rush the decision. What do you
think?
Denise: I strongly prefer A. It's still professional-looking, but it has more personality. Plus, I
like the way the menu is set up, and I think it's easier to navigate.
Robert: See, that's where we differ. I tend to favor a more traditional format, whereas you
like to experiment and be creative.
Denise: Actually, I asked a bunch of our employees too – and they all prefer Design A.
Robert: Oh – well… I guess I'm outnumbered! All right then – let’s go with A.

In this dialogue, we hear a few different phrases used to express preference. They are the
same in meaning, but there are a few details that are different.
After the expressions I prefer… and I’d prefer…, you can use a noun or a verb:
 “I prefer the blue shirt. It’s nicer than the red one.”
prefer + noun
 “I prefer running to swimming.”
prefer + -ing form of the verb
 “I prefer to wake up early.”
prefer + to form of the verb – used for a general preference
 I’d prefer to check with the boss before making this decision.
I’d prefer + to form of the verb – used for a specific situation
After the expression “I’d rather…” you can only use a verb – WITHOUT “to”:
 “I’d rather watch TV than do my homework.”

 “I’d rather live in a house than in an apartment.”
 “I’d rather not go to the party; I’m not feeling well.”
 “I’d rather not spend more than $1000 on a new computer.”
The expression “I tend to favor…” is used for general preferences – preferences that you
usually have all the time, not just in one specific situation:
 “I tend to favor tea over coffee.”

 “I tend to favor sci-fi movies over fantasy.”
 “There are a lot of great dishes at this restaurant, but I tend to favor the seafood.”
A simple and informal way to express your preference is:
 “I like the first design better than the second one.”

 “I like rock music more than country music.”
 “I like reading poetry a lot better/more than reading novels.”
 “I like broccoli a little better/more than cauliflower.”
Finally, what do you say if you have no preference? Here are a few options:
Which one do you prefer? Which one do you like better?
 “It doesn’t matter to me.”

 “It makes no difference to me.”
 “It’s all the same to me.”
 “I don’t care. / I couldn’t care less.”
These phrases – especially the second one – are a little bit rude.
 “It's up to you. / It's your decision. / It's your call.”
Say these when you don’t have a preference, and you want the other person to make
the decision.
You’ve finished Lesson 23! Today’s speaking task is to leave a message telling me about
music, food, and activities that you like and dislike. Try to use the phrases from this lesson
in your answer.
Lesson 24: Invitations & Offers
Conversation #1 – Informal Invitations
Anna wants to hang out with her friends this weekend. Listen to her phone calls:
Anna: Hi Betty. Are you doing anything tomorrow afternoon?
Betty: No, I don’t have any plans.
Anna: Do you wanna see a movie? There’s a matinee of the new James Bond film at 2:45.
Betty: Sure! Why don’t you give Nate a call and ask him if he wants to go, too?
Anna: Hey Nate. What are you up to tomorrow?
Nate: Not much. Why?
Anna: How about seeing a movie with me and Betty?
Nate: Yeah, all right. What time?
Anna: We’re gonna meet up at the theater at 2:30.
Nate: Oh wait – ah, actually, I don’t think I can go. I have to pick up my brother from soccer
practice – it ends at 3:30. I’ll have to take a raincheck.

Anna uses two phrases to ask about Betty’s and Nate’s availability. Here are some
additional options:
 “Are you doing anything… (tomorrow afternoon)?”

 “What are you up to… (tomorrow)?”
 “Do you have any plans for… (this weekend)?”
 “Whatcha doin’… (on Friday)?”
Then she uses some of these phrases to invite Betty and Nate:
 “Do you wanna… (see a movie)?”

 “How about… (seeing a movie)?”
 “Care to… (see a movie)?”
 “How’d you like to… (see a movie)?”
 “Why don’t we… (see a movie)?”
 “Let’s… (see a movie).”
If you also want to offer to pay for the other person, you can add one of these phrases:
 “How about having a drink after work? I'm buying.”

 “Let’s grab some lunch. My treat.”
 “Care to get some ice cream? It's on me.”
To say YES to an informal invitation, you can say:
 “Sure!”
 “Sounds good.”
 “Yeah, all right.”
 “Count me in!”
(usually if it is a group of people going)
To say NO to an informal invitation, you can say:
 “I don’t think I can.”

 “I’d love to, but…”
 “I can’t – I gotta / I hafta… (pick up my brother from school).”
 “I’ll have to take a raincheck.”
(this means you can’t go, but you hope the person invites you again in the future)
Conversation #2 – Formal Invitations

Listen to Anna’s conversations as she talks with her co-workers.
Anna: Hi Cindy. Are you free today at lunchtime?
Cindy: Yes, I think so.
Anna: A few of us from the marketing department are going to an Italian restaurant in the
neighborhood. Would you like to join us?
Cindy: I’d love to, thanks!
-----------------------------------------
Anna: Hi Paul – I know it’s short notice, but my husband and I were wondering if you’d like
to go to a baseball game on Saturday. We have an extra ticket.
Paul: I’d love to, but I’m afraid I have another commitment this weekend.
Anna: Oh well. Maybe another time.
Paul: Yeah. Why don’t you ask Chris? He’s into baseball.
Anna: Chris, my husband and I have an extra ticket for Saturday’s baseball game. Would
you like to come?
Chris: I wish I could – but I’ll actually be away on a business trip.
Anna: Ah, that’s too bad. Do you know anyone else who might be interested?
Chris: How about Rachel?
Anna: Rachel, would you like to go to a baseball game on Saturday?
Rachel: That’s very kind of you, but I have other plans – sorry!

From these conversations, we learn more formal phrases for inviting people:
 “Are you free / available...?”

 “I know it's short notice, but...”
Use this phrase when you are inviting someone to something very soon
 “Would you like to...?”
 “I was wondering if you'd like to...”
To say YES to a more formal invitation, you can say:
 “That would be nice.”

 “I'd love to!”
 “I’d be delighted to join you!”
To say NO to a more formal invitation, you can say:
 “I'd love to, but I'm afraid I have another commitment.”

 “I wish I could - but unfortunately...”
 “That's very kind of you, but I have other plans.”
We also see Anna's reactions to her colleagues' refusals:
 “Oh well. Maybe another time.”

 “That's too bad. / That's a shame.”
Now – what do you say if someone invites you, but you can’t give a yes or no answer
immediately? Here are some phrases for that situation:
 “Let me check my calendar.”
 “I'm not sure what my plans are. Could I get back to you tomorrow?”
 “I might be able to go, but I’m not sure. Could I let you know a little later?”
Conversation #3 – Making & Responding to Offers

Erica is a college student, and she has invited her boyfriend’s mother to her apartment for
lunch. She wants to be a good hostess, so she does everything possible to make polite offers:
Erica: Hi, Mrs. Kennedy! Come on in.
Margaret: Please, call me Margaret.
Erica: All right. Can I take your coat?
Margaret: Thanks.
Erica: Please… make yourself at home. May I offer you something to drink?
Margaret: A cup of tea would be great.
Erica: OK. Would you like milk or sugar?
Margaret: Just some sugar, please.
Erica: How about some cookies, too?
Margaret: Oh, no thank you – I’m on a diet.
Erica: All right. I made a chicken salad for lunch – can I get you some?
Margaret: That’s very kind of you, Erica… but I’m actually a vegetarian.
Erica: Ah, I didn’t know that! I’ll prepare a salad without chicken if you like.
Margaret: That would be great. Would you like some help in the kitchen?
Erica: No, that’s all right.

Here are some phrases for making offers:
 “May I offer you...?”

May I offer you some tea?
 “Can I get you ...?”
Can I get you something to drink?
 “Would you like ...?”
Would you like some mashed potatoes?
Would you like an apple?
 “Do you want…?”
Do you want some dessert?
Do you want a ride home?
 “How about...?”
How about some chips?
How about a beer?
 “I'll ________ if you like/want.”
I’ll wash the dishes, if you like.
I’ll lend you an umbrella, if you want.
In these phrases, “May I offer you…” is the most formal. “Do you want…?” and “How
about…?” are informal. The most common phrase, which you can use in both formal and
informal situations, is “Would you like…?”
Here are some ways to say YES to an offer:
 “May I offer you some tea?”

“Thank you. I'd love a cup of tea.”
 “Can I get you anything to drink?
“Some coffee would be great, thanks.”
 “Would you like a piece of cake?”
“Do you want a piece of cake?”
“Yes, please.”
 “I'll wash the dishes, if you like.”
“Thanks, that's very kind of you. / Thanks, I appreciate it.”
Here are some ways to say NO to an offer politely:
 “May I offer you a cigar?”

“Thanks, but I don't smoke.”
 “Can I get you something to eat?”
“That's very kind of you, but I've just had lunch.”
 “Would you like a beer?”
“How about some pizza?”
“No, thank you.” / “No, thanks.”
 “I'll turn up the air conditioning, if you like.”
“No, that's OK.”
You’ve finished Lesson 24! Now take the quiz to practice the variations on the invitation
and offer phrases.
Quiz: Lesson 24
Question 1
What are you ______ to on Sunday?
A. around
B. down
C. up
Question 2
_________ to join me for dinner?
A. Care
B. Desire
C. Enjoy
Question 3
Why ________ we go to the mall?
A. aren't
B. don't
C. not
Question 4
Let's have some coffee. My _______.
A. buy
B. gift
C. treat
Question 5
Do you want anything to drink? It's ___________.
A. by myself
B. my call
C. on me
Question 6
How about going to the park this weekend?
________ good!
A. Feels
B. Looks
C. Sounds
Question 7
How'd you like to come over to my house for lunch?
Sorry - I'll have to take a ____________.
A. countdown
B. raincheck
C. snowfall
Question 8
I know it's short _________, but how'd you like to take a road trip this weekend?
A. alert
B. inform
C. notice
Question 9
I was ____________ if you'd like to come to a Christmas party.
A. imagining
B. thinking
C. wondering
Question 10
Would you like to go to a concert?
I'd be ____________!
A. delighted
B. excited
C. satisfied
Question 11
Are you free this evening? We're hosting a dinner party.
I ________ I could go, but unfortunately I have other plans.
A. like
B. want
C. wish
Question 12
Are you available next Thursday?
Let me __________ my calendar.
A. check
B. confirm
C. look
Question 13
May I _________ you a glass of wine?
A. invite
B. offer
C. present
Question 14
________ give you a ride, if you like.
A. I'd
B. I'll
C. I'm
Question 15
Can I get you some coffee?
Yes, ___________.
A. appreciated
B. great
C. please
Question 16
__________ you like another piece of chicken?
A. Could
B. Should
C. Would
Question 17
I'll make you a sandwich if you want.
No, _______ OK.
A. this
B. that's
C. there's
Quiz Answers
1.C 2.A 3.B 4.C 5.C 6.C 7.B 8.C 9.C 10.A 11.C 12.A 13.B 14.B 15.C 16.C 17.B
Lesson 25: Agreeing & Disagreeing
Conversation #1 – Agreeing
Shannon and Cathy are discussing ways to improve the happiness of employees at their
company. Listen to this conversation to learn some phrases for agreeing in English:
Shannon: I think we need some new policies or programs for motivating our staff.
Cathy: I couldn't agree more. We could really use a boost in morale; a lot of our co-workers
seem pretty miserable.
Shannon: Exactly. It would be great if there was a system of bonuses based on

performance.
Cathy: I suppose so... but there isn't much extra money in the budget for staff bonuses.
Shannon: You're right. Maybe we could allow staff to choose between a monetary bonus
and extra vacation time.
Cathy: Hey, that's a great idea. I bet the staff members with families would really
appreciate that option.
Shannon: There's no doubt about it. And I also think we should have more celebrations in
the office - birthday parties, holiday parties, that sort of thing. This place is too serious most
of the time.
Cathy: I feel the same way. Not only would it liven up the office, but it would also help form
friendships among the staff members.
Shannon: I agree 100%. Let's write up some of our recommendations and present them to
the vice president.

Shannon and Cathy are definitely “on the same page” – that’s an expression meaning they
agree or have similar ideas about almost everything. Here are some phrases for agreeing
strongly with someone:
Strong Agreement
 I totally agree with you.
 I couldn’t agree more.
 I agree 100%.
 Exactly.
 You’re absolutely right.
 There’s no doubt about it.
 You can say that again! (informal)
 Tell me about it! (informal)
All the phrases above can be used when you really want to emphasize how strongly you
agree with the other person. Now practice these phrases for expressing ordinary
agreement:
Regular Agreement
 I agree.
 I share your opinion.
 I feel the same way.
 You’re right.
 That’s true.
 That’s for sure. (informal)
Be careful not to make the common mistake of saying “I’m agree.” The correct way to say it
is “I agree” or “I’m in agreement” – although this second phrase is much more formal.
In the conversation, there’s a moment when Cathy agrees that bonuses would be great, but
she is not completely convinced because of the problems with the budget. Here are some
phrases for “reluctant agreement” – when you agree, but you still have some potential
concerns:
Reluctant Agreement
 I suppose so.
 I guess so.
 Well, you could be right.
With these phrases, the way you say them and the context of the conversation makes a
difference. Compare these two dialogues:
“Sarah’s not home. She must have already left for work.”
“I guess so!”
= You’re right; I agree with your idea
“I know you’re not happy about moving to a new city, but it will really be
better for our family in the long run.”
“I guess so.”
= I agree reluctantly; I still have some concerns, but I’m not going to argue
Finally, we have some phrases for partial agreement – when you agree with one part of
someone’s opinion, but you disagree with another part:
Partial Agreement
 I agree up to a point, but…
 I agree in principle, but…
(say this when you agree with an idea, but disagree with the way that idea is applied in
practice)
Conversation #2 – Disagreeing
Shannon presents a proposal for an expanded "employee motivation program" to the vice
president, Dan. Unfortunately, the conversation doesn't go very well…
Dan: I respect your opinion, but I see it differently. The staff should be doing their best
work at all times; they shouldn't need a bunch of extra bonuses and parties.
Shannon: I agree up to a point - of course we should do our best - but making the office
environment enjoyable and giving incentives for good performance will make everyone
more likely to do great work.
Dan: I'm sorry, but I don't agree. If someone's not doing their job, they should be fired. That
should be motivation enough for any sensible person.
Shannon: I understand what you're saying, but I think that we should also have some
incentives for doing great work - not just punishments for poor performance.
Dan: I'm of a different opinion. The company exists to make a profit, not to keep the staff
happy.
Shannon: Actually, I think we can do both. Happier workers are naturally more dedicated
to their work - and that means more profits for the company.
Dan: Well... you could be right. But I'm not willing to make any changes to our policies at
this time.
Shannon: OK, but how about a small change? We could start with just...
Dan: I'm sorry, Shannon, but that's my final answer.
Shannon: You can't be serious. I can't believe you don't even care about the well-being of
your staff. This is a terrible place to work... I quit!
Dan and Shannon don’t agree on anything. This dialogue shows us a number of different
ways to disagree politely – without disrespecting or offending the other person:
Phrases for Disagreeing Politely

 I’m afraid I disagree.
 I’m sorry, but I don’t agree.
 I don’t see it that way. / I see it differently.
 I’m of a different opinion.
 I’m not so sure about that.
 Yes, but…
 I understand what you’re saying, but…
 I respect your opinion, but… / You have a right to your opinion, but…
 Well, I think…
 Actually, I think…
You can see that the first two phrases are the most direct. The last two phrases are very
indirect. All of these phrases are OK to use in a formal or professional context.
When you want to express strong disagreement, you can use these phrases:
Strong Disagreement
 I totally disagree.
 I don’t agree with that at all.
 No way! (informal – can be rude)
 You can’t be serious! / You’ve got to be kidding! (informal – can be rude)
 You’re totally/completely wrong. (informal – can be rude)
With these phrases, only the first two are appropriate for formal or professional situations.
The informal phrases should only be used among friends – and even then, using them
might start an argument! By the end of the dialogue, Shannon loses her temper and says
“You can’t be serious!” – and then she quits her job.
Conversation #3 – Agreeing & Disagreeing – Short forms

Now Shannon is looking for a new job. Her sister Mary is also unemployed, and the two of
them are browsing the online job listings and chatting about their preferences:
Shannon: I'm going to look for a job at a smaller company. I don't really enjoy working for
big corporations.
Mary: Oh, I do. They offer you a lot of opportunities to advance in your career. I wouldn't
want to work in a dead-end job.
Shannon: Neither would I - but it would be great to find a company that's still small, but
growing fast. I think it would be exciting.
Mary: Me too. Hey, here's an interesting startup with a job opening - oh, but it's in New
York. I'm not willing to move there.
Shannon: Well, I am. A change of scenery would be nice. And I absolutely love New York
City.
Mary: So do I - but I'd rather visit than live there!
Shannon: If I get a job there, then you can visit me. Let's see... a couple of these
organizations are hiring, but I don't really want to work for a non-profit.
Mary: Me neither. The salaries are far too low.
Shannon: Here are a couple administrative jobs at universities... I think working at a school
would be boring, though.
Mary: Really? I don't. Maybe I'll apply for some of those positions.

In this dialogue, we see a few examples of ways to agree and disagree using short phrases.
You can use these phrases to agree:
 Me too.
 Me neither.
 So/neither do I.
 So/neither am I.
 So/neither have I.
 So/neither would I.
BOTH “Me too” and “Me neither” are used to agree! The difference is that “Me too” is used
to agree with a positive statement and “Me neither” is used to agree with a negative
statement.
 “I like my job.”
“Me too.” = I also like my job
 “I don’t like my job.”
“Me neither.” = I also don’t like my job
The same rule applies for “So/neither” – use “So” to agree with positive statements, and
“neither” to agree with negative statements:
 “I think this movie is great!”
“So do I!”
 “I don’t think this movie is so good.”
“Neither do I.”
 “I’m looking forward to the weekend.”
“So am I.”
 “I’m not looking forward to Monday morning.”
“Neither am I.”
 “I’ve always been shy.”
“So have I.”
 “I’ve never enjoyed big parties.”
“Neither have I.”
 “I would love to live abroad.”
“So would I.”
 “I wouldn’t want to work for that company.”
“Neither would I.”
Notice how the word after so/neither matches the one in the original statement.
There are a few times in the conversation where Mary or Shannon disagree with each
other’s statements:
 “I don’t really enjoy working for big corporations.”

“Oh, I do.”
 “I’m not willing to move there.”
“Well, I am.”
 “I think working at a school would be boring.”
“Really? I don’t.” (I don’t think working at a school would be boring)
When disagreeing in this way, the verb in the response matches the verb in the original
statement – except it reverses from positive to negative, or negative to positive.
You can see more examples of this short form – and practice using it in the quiz – by
clicking here: http://www.espressoenglish.net/so-neither-too-how-to-agree-in-english/
Today’s speaking task is leave a message responding to controversial statements. Choose

five of the ten statements to respond to. First, say if you agree, disagree or
reluctantly/partially agree – then add one sentence explaining why.
Example Statement: “A woman’s place is in the home.”
Example Answer: “I strongly disagree. I believe that women have the right to choose
whether they want to be housewives or work outside the home, and no one should force
her to stay home if she doesn’t want to.”
Record your answers here: http://www.speakpipe.com/espressoenglish
1. A woman's place is in the home.

2. Stealing is ok if you can get away with it.
3. Boys and girls should have equal education.
4. Freedom is more important than safety.
5. All property should be owned by the government.
6. Murderers should be executed.
7. Soft drugs like marijuana should be legalized.
8. Riches are for spending.
9. Humans are all basically selfish.
10. Physically punishing a child never has any good effect
Lesson 26: Arguing & Swearing
Yesterday you learned how to disagree politely – but what if the disagreement turns into a
real argument? Listen to this conversation between Christine and Tara, who share an
apartment, to learn some of the common phrases used for arguing:
Conversation 1 - Arguing
Christine: Hey Tara. When are you gonna clean up the bathroom? I've asked you to do it a
zillion times.
Tara: Maybe when you quit bugging me about it.
Christine: What's your problem? Other people use that bathroom too, you know - and your
makeup and stuff is all over the place.
Tara: Well excuuuuuse me for not being perfectly organized like you.
Christine: Don't talk to me like that. It's a simple request: just clean up the damn
bathroom.
Tara: Do it yourself!
Christine: What did you just say to me?
Tara: I said, if it's SO important for the bathroom to be clean, why don't you do it yourself.
You're always on my case about something, and you never shut up.
(you’re always on my case = you’re always annoying me / telling me to do something)
Christine: Yeah, well, that's because you never help out. The kitchen is a mess, too.
Tara: Oh sure. Blame it all on me. You use the kitchen way more than I do.
Christine: You know what? I'm not gonna waste my breath arguing with you. When I get
back from yoga class, the kitchen and bathroom had better be clean - or else.
Tara: Whatever.
Christine starts by reminding Tara to clean the bathroom and saying “I’ve asked you to do it
a zillion times” – this is a way to express frustration and call attention to the fact that
despite many requests, Tara has not done what was asked. “Zillion” is not a real number, it
just means “a huge number.” We have two similar phrases:
 “I’ve asked you to do it a zillion times.”

 “I’ve told you a zillion times.”
(ex. “I’ve told you a zillion times not to throw your dirty clothes on the floor!”)
Tara then replies that maybe she’ll clean the bathroom when Christine stops bugging her
about it. The word “bugging” or “nagging” means to remind somebody in an annoying way.
 “Quit bugging me!” / “Quit nagging me!”

 “Quit bothering me!”
(“bothering” means annoying in general, not necessarily reminding about something)
The dialogue has two argumentative phrases that begin with “What”:
 “What’s your problem?”

 “What did you just say to me?”
(used when you can’t believe the rude thing the other person said)
Tara says “Excuse me” in a very sarcastic way. Sometimes the attitude you have and the
way you pronounce a word/phrase makes a difference in its meaning or function. Compare
these situations:
 “Excuse me, do you know what time it is?”

 “Excuse me for not being perfectly organized like you.”
 “Hi! How are you?”
“Fine, thanks! ”
 “You’re a liar. You can forget about our agreement; the deal’s off!”
“Fine! I wouldn’t want to do business with an idiot like you, anyway.”
 “Would you like a cup of tea?”
“Yes, please.”
 “Why are you signing up for a marathon? You couldn’t run a mile if your life
depended on it.”
“Oh please – I’m in WAY better shape than YOU.”
 “Could you please clean up the kitchen?”
“Oh, sure!”
 “The kitchen’s a mess, too.”
“Oh, sure. Blame it all on me.”
Later in the dialogue, Tara says “you never shut up” – the expression “Shut up!” is a rather
rude way to tell someone to be quiet.
Finally, Christine says that the kitchen and bathroom MUST be clean by the time she comes
home – or else. Ending a sentence like this, with “or else” expresses a threat which is not
directly spoken or defined. It means there will be some negative consequence if the other
person doesn’t do what you say.
For example, a mother might say to her son: “Finish your homework now – or else.” That
means if he doesn’t finish his homework, there will be some negative consequence – the
mother will take away his video games, or not let him go to a party, or make him do extra
chores. The threat is not directly stated, but it will be something bad!
Tara responds by saying, “Whatever.” This is a rude way to say you don’t care about what
the other person is saying, and you aren’t interested in listening.
Now you know how to argue in English! But if the argument gets really bad, then you might
want some of the stronger words in the next section of this lesson.
Swearing in English
In this section, I’m going to explain some of the most common swears (“bad” words) in
English and how they are used. Even if you don’t want to use swear words yourself, it’s still
useful to recognize them and understand them when you watch movies or hear other
people talk.
Most of these swear words have less offensive versions, which are used to substitute the
word if you don’t want to speak quite as strongly, or if you don’t want to offend anyone.
Damn
 “Damn!” / “Dammit!” / “Goddammit!”
Used as an exclamation of anger/frustration/annoyance
 “I was late for work because my damn car wouldn’t start.”
Used as an adjective to give negative emphasis.
 “I don’t give a damn.”
This means “I don’t care at all.”
Less offensive version: darn
Hell
 “Go to hell!”
Used to insult the other person
 “What the hell… (happened? / is going on? / were you thinking?)”
Use “hell” in a question when you are asking the question angrily. You can also use
other question words: “Where the hell have you been?” “Why the hell is it taking so
long?”
Less offensive version: heck
Ass
This is a slang word for “butt.” However, it’s also used in insults:
 “He’s an ass.” / “He’s an asshole.”

Used to describe a stupid or mean person
There are some other ways to use the word “ass” which are strong, but not insulting –
describing something as “badass” means it was cool and awesome. Describing someone as
a “hard-ass” means a person who follows and enforces rules very strictly.
Piss / Shit
These are slang words for urine and feces, which can also be used in swearing:
 “Piss off!”
A rude way to say “go away!”
 “I’m pissed off!”
This means “I’m really angry.” A less offensive way to say this is “I’m ticked off!”
 “Bullshit.”
This means “that’s a lie.”
 “It’s / He’s a piece of shit.”
This means an object (or a person) is completely worthless
 “I have a shitty cell phone.”
The adjective “shitty” means something is terrible, it has bad quality
“Shit” can also be used in place of “stuff” or “things,” for example: “I’m moving this
weekend, so I have to pack up all my shit.”
There are also some positive ways to use the word “shit” – if you say “He really knows
his shit” – that means the person is very smart/knowledgeable. If you say, “That party
was the shit!” it means that the party was great – different from saying “That party was
shit (or shitty).” (meaning the party was terrible).
Even in the cases where “shit” doesn’t have a negative connotation, you should still
avoid talking like this in formal situations!
Bitch
 “She’s such a bitch!”
Used as an insult for a woman or girl who is mean or annoying. You can also use the
adjective “bitchy” to describe someone’s unpleasant personality or behavior.
 “There’s nothing you can do about the situation, so stop bitching about it.”
“Bitch” can be used as a verb to mean “complain”
 “My teacher bitched me out for coming to class late.”
To “bitch someone out” means to yell at and criticize the person
Cunt / Pussy / Cock / Dick

Both “cunt” and “pussy” are slang for vagina, and “cock” and “dick” are slang words for
penis. Calling a woman a “cunt” is extremely offensive.
 “You’re such a pussy.”

Calling a man a “pussy” means he is weak and cowardly. The less offensive way to say
this is “You’re such a chicken.”
 “You’re a dick.”
This is an insult for a man – it means he is mean, selfish, inconsiderate, etc.
Fuck
This is one of the most versatile swear words in the English language. There are many
different expressions, but here are some of the most common.
“Fuck you” and “Go fuck yourself” are very offensive things to say to somebody at whom
you are angry. You can also say “fuck that!” to express your anger at a situation.
The word “fuck” can be used as an adjective or an adverb, to give a stronger and ruder
emphasis to the sentence:
 “I got fired from my fucking job.”

 “That’s fucking stupid.”
 “I don’t fucking care.”
“Fuck” is also used in even stronger versions of other expressions:
 What the heck…? / What the hell…? / What the fuck…? (strongest)
 Oh, shit! (strong) / Oh, fuck! (stronger)
 Piss off! (strong) / Fuck off! (stronger)
 “I don’t give a damn/shit.” (strong) / “I don’t give a fuck.” (stronger)
Finally, there are some phrasal verbs with the word “fuck”:
 Fuck someone over = Take advantage of someone in a horrible way

“Credit card companies fuck people over with their high interest rates.”
 Fuck around = Act silly, misbehave, not do work
“Hey guys, stop fucking around and help me move this furniture.”
(less offensive version = mess around, goof around)
 Fuck up = Make a mistake (less offensive version = mess up)
“I fucked up – I printed the wrong phone number on my business cards.”
You’ve finished Lesson 26! Today’s speaking task is to leave a message telling me about
an argument you’ve had. What were the reasons for the argument? Who was it with?
How did you resolve it?
Click here to record your response: http://www.speakpipe.com/espressoenglish
Lesson 27:
Apologizing & Expressing Regret
In yesterday’s lesson, you learned how to argue and swear in English – but after having an
argument or fight, it’s important to apologize in order to maintain a good relationship! This
lesson will teach you about the different ways to say you’re sorry and accept responsibility
for what you did wrong.
Kim and Nathan are a married couple. They had a big fight earlier in the day, because Kim
booked flights to visit her parents during their vacation – but Nate had been making other
plans to travel with friends. Now listen to their conversation as they make amends:
Conversation – Apologizing
Nathan: Kim, I just wanted to apologize for yelling at you earlier.
Kim: Well, you should be sorry.
Nathan: I’ve been under a lot of stress at work, but that’s no excuse. I shouldn’t have lost
my temper.
Kim: Look – don’t worry about it. I’d like to apologize too – I definitely should have checked
with you before making plans for our vacation.
Nathan: It’s all right.
Kim: Next time, I’ll make sure we’re on the same page about decisions like this.
Nathan: It’s partially my fault, too. I’ve been so busy that we haven’t even really had time to
talk lately.
Kim: I understand.
Nathan: You know, sometimes I wish I hadn’t taken this job. It’s turning out to be more
demanding than I expected.
Kim: I’m sure it’ll get easier once you learn the ropes. What do you want to do about our
vacation, though? If only I hadn’t bought non-refundable tickets!
Nathan: That’s OK. We’ll go visit your family this year – and next year we’ll plan a trip
together.
Apologizing
The basic way to apologize is to say “I’m sorry” or “I want / I’d like to apologize” (more
formal). You can also add the word “for…” and then describe exactly why you are
apologizing:
 “I’m sorry for yelling at you.”

 “I’m sorry for using your computer without asking.”
 “I want to apologize for losing my temper.”
 “I’d like to apologize for missing the deadline.”
For very minor mistakes – like bumping into someone – you can use these phrases:
 “Oops – sorry.”
 “Sorry about that.”
 “Excuse me.”
Say this when you cough, burp, fart, blow your nose, or make another bodily noise in
public.
If you did something VERY bad and you want to apologize even more strongly, you can say:
 “I’m really sorry / I’m so sorry”

 “Please accept my sincere apology.”
Very formal – used in professional situations
 “I can’t express how sorry I am.”
Accepting Responsibility
When apologizing, it can be helpful to show that you recognize what you did wrong. Here
are some phrases for expressing your role in the problem:
 “It was my fault.”

 “I messed up.”
 “I know I let you down.”
 “It was wrong of me to…”
 “I should have…” / “I shouldn’t have…”
Use these phrases to say what you wish you had done differently.
o “I should have called to tell you I’d be late.”
o “I shouldn’t have taken your CD without asking.”
 “I accept full responsibility.” (formal)
 “My behavior was inexcusable.” (formal)
Promising to Do Better
It’s also common to include a promise in your apology, using will/won’t:
 “Sorry about the spill – I’ll clean it up.”
 “I’m sorry for breaking your calculator – I’ll buy you another one.”
 “I apologize for the mistake – I’ll be more careful next time.”
 “I’d like to apologize for being late – it won’t happen again.”
Asking for Forgiveness

Sometimes people end an apology by asking the other person to forgive:
 “Please don’t be angry at me.”

 “Please don’t hold it against me.”
 “Will you forgive me?”
Responding to an Apology
There are several ways to respond to an apology, depending on the situation and the
seriousness of the problem:
 “That’s OK.”
 “It’s all right.”
 "Don't worry about it.”
 “No problem.”
 “No harm done.”
Say this to emphasize that there’s no major damage resulting from the person’s
mistake.
 “It happens.”
Say this when the other person has made a mistake that is common, and happens
frequently to everyone
 “I understand.”
For more serious problems, you can add these phrases. They emphasize the fact that you
consider the problem resolved, and you don’t want it to affect your relationship in the
future.
 “Let’s forget about it.”

 “We’ll say no more about it.”
 “We’ll consider the matter closed.”
 “I forgive you.” / “You’re forgiven.”
Unfortunately, when you apologize, the other person might still be angry, and not want to
accept the apology. Here are some examples of angry rejections of apologies:
 “I’m sorry for the way I treated you yesterday.”

“You should be!”
 “I’d like to apologize for the late delivery.”
“Well, that’s not good enough! I’d like a refund, too.”
 “Sorry about the loud music last night.”
“Don’t do it again.” / “Don’t let it happen again.”
You can use a variation of this last phrase together with one of the other phrases when
you DO want to accept the apology, but you also want to warn the other person that
future mistakes will not be tolerated. For example: “It’s all right. Just don’t let it
happen again, OK?”
In the conversation, we also see four different ways to express regret.
I should have… / I shouldn’t have…

 “I should have studied harder for that test. I was pretty unprepared.”
 “I saw a beautiful sunset yesterday. I should have taken a picture.”
 “I shouldn’t have left my umbrella at home – it’s starting to rain now.”
 “I have a stomachache. I shouldn’t have eaten so much at the buffet.”
Pronunciation tip: Most native speakers pronounce these expressions like should of /
shoulda and shouldn’t of or shouldn’a – but the correct way to write it is always “should
have” and “shouldn’t have.”
I regret –ING…
 “I regret dropping out of school – it was a big mistake.”
 “I regret waiting until I was an adult to start learning another language.”
 “I regret not studying abroad when I had the chance.”
 “I regret not staying in touch with my childhood friends.”
When talking about things you wish were different in the past, always use the –ING form of
the verb after “regret.” This is a bit more formal; in spoken English we usually use “I wish I
had / hadn’t”:
I wish + past perfect:

 “I wish I’d started taking dance lessons years ago.”
 “I’m stuck in traffic – I wish I’d taken the train instead of the bus.”
 “I wish I hadn’t broken up with my high school boyfriend – but I was young and
immature.”
 “I wish I hadn’t drunk that whole bottle of wine yesterday. Now I have a terrible
hangover.”
If only + past perfect…!

This phrase is often used as an exclamation:
 “If only I’d invested in Apple Computers 20 years ago! If I had, I’d be rich today.”
 “If only I’d known you were coming! I would have made dinner.”
 “If only I hadn’t been so shy in college! I probably would have had a lot more fun.”
 “I couldn’t sleep at all last night – if only I hadn’t watched that horror movie before
going to bed!”
“If only + past perfect” is often followed by imagining what would have happened if your
action in the past had been different, as in the first three examples.
You’ve finished Lesson 27! Today’s speaking task is to leave a message telling me one thing
you had to apologize for and one or two regrets you have. Describe the situation and try to
use some of the phrases from the lesson. Click here to record your message:
http://www.speakpipe.net/espressoenglish
Lesson 28 - Expressing Concern,
Sympathy, and Condolences
One of the most difficult social situations – for both native and non-native English speakers –
is knowing what to say when someone tells you a piece of bad news. In today’s lesson, you’ll
learn phrases for handling these conversations with sensitivity.
Conversation #1 – Bad News

Gina: Hey Peter. What’s the matter? You look kinda upset.
Peter: Eh, I’ve just been having a rough time lately.
Gina: Oh, I’m sorry to hear that. What’s going on?
Peter: Well, I’ve had to work overtime every day for the past two weeks. I don’t leave the
office until 10 PM.
Gina: Aw, you must be exhausted.
Peter: Yeah, and my car broke down on Tuesday, so I have to take the bus – meaning I
don’t get home until midnight.
Gina: That’s awful! When will your car be fixed?
Peter: The problem is I don’t have the money to repair it. I’m barely able to pay my rent as
it is, so I have no cash for extra expenses.
Gina: Oh no… that must be stressful.
Peter: And to top it off, my girlfriend and I had a big fight last night… I’m not sure if we’re
going to stay together.
Gina: Wow. I really hope things get better soon. Is there anything I can do to help?
Peter: Not really… but thanks for asking.
Gina: OK. I’m here for you if you need anything.

If you can see that somebody is sad or upset, you can use one of these phrases to express
your concern and ask for more information:
 “What’s the matter?”
 “Are you all right?”
 “Is everything OK?”
 “You look a bit down” / “You look kinda upset.”
If the other person gives one of these responses:
 “I’m all right.”

 “Don’t ask.”
 “I don’t really want to talk about it.”
…this means you shouldn’t ask any more questions! However, in the conversation above,
Peter does talk about various problems – too much work, too little money, a broken-down
car, and a fight with his girlfriend. Here are some phrases to use for responding to these
types of bad news:
 “I’m sorry to hear that.”

 “That must be… exhausting / stressful / difficult.”
 “That’s awful! / terrible!”
Use “that’s…” or “that must be…” for current situations, and “that must have been…”
for situations or events in the past.
 “Oh no…”
 “Wow…”
 “I hope things get better soon.”
You can also offer your help and/or emotional support:
 “Is there anything I can do to help?”

 “If you need anything, I’m here for you.”
 “Anytime you need to talk, just give me a call.”
This expression is usually used when someone is going through a more serious difficult
period in life, or a difficult situation that is ongoing.
If you’re the one who is sad, you can use these phrases to thank the other person for their
concern:
 “Thanks for listening / asking.”

 “Thanks for your support.”
 “I appreciate your friendship.”
Conversation #2 – Serious Bad News
In English, we have specific phrases for reacting to bad news that is more serious – for
example, when someone is diagnosed with a disease, or when someone has passed away
(that’s an indirect way to say “died”). Listen to this conversation to learn what to say:
John: Becky… are you all right?
Becky: Not really, no… I just found out that my grandfather passed away.
John: Oh… I’m so sorry for your loss.
Becky: Thanks… I’m flying to Miami for the funeral tomorrow.
John: It must be a really hard time for you and your family.
Becky: Nobody expected it – he wasn’t even sick, he just had a sudden heart attack - so it
was really a shock.
John: I can imagine… I’m sure he will be greatly missed.
Becky: Holidays just won’t be the same without him, you know?
John: Yeah, it’s not easy to lose someone you love. Your family will be in my thoughts.
Becky: Thanks, John.

John says several things which are typically used in reacting to news of a death:
 “I’m so sorry for your loss.”

 “I’m sure he will be greatly missed.”
 “It’s not easy to lose someone you love.”
 “It must be a really hard time for you (and your family).”
 “You / Your family will be in my thoughts.”
If you are religious, you can say “in my prayers.”
There are a few things NOT to say, because they are considered rude or insensitive in
English:
 “How did he die?”

The person might share this detail if they want to – but don’t ask about it specifically.
 “I know how you feel. My grandmother died last year.”
Although you might be able to understand their feelings, it’s considered insensitive to
change the focus of the conversation to YOUR experience.
 “He’s in a better place.”
Not everybody shares the same religious beliefs, so it’s best not to comment on what
happens after a person dies.
If you knew the person who died, it’s nice to share one of your good memories about that
person:
 “I’ll never forget when he/she...”

 “One of my fondest memories of him/her is when…”
 “I remember him/her as… (a very generous/loving/etc. person)”
Sometimes you might not have a conversation with a person who has had a death in the
family, but you can write them a letter, card, or e-mail expressing your condolences. Here
are some additional phrases to use in writing:
 Please accept my deepest condolences.

 I was deeply saddened to hear of your loss.
 Someone so special will never be forgotten.
 My thoughts are with you (and your family) in this time of sorrow.
 I wish you peace and courage in this difficult time.
I hope this lesson has helped you become more confident in your ability to say the right
thing when responding to bad news! Now take the quiz to practice the phrases you learned
today.
Quiz: Lesson 28
Question 1
What's the __________?
A. issue
B. matter
C. problem
Question 2
Are you _______?
A. all right
B. fine
C. well
Question 3
I'm so sorry to ________ that
A. hear
B. know
C. listen
Question 4
That _____ be difficult.
A. can
B. must
C. should
Question 5
That's _______!
A. awesome
B. awful
C. awkward
Question 6
Thanks for your _________.
A. care
B. honesty
C. support
Question 7
I'm so sorry for your _______.
A. death
B. grief
C. loss
Question 8
I'm sure he will be greatly ________.
A. lost
B. missed
C. remembered
Question 9
It must be a really ________ for you.
A. bad luck
B. hard time
C. sad period
Question 10
One of my fondest _________ of him is when he took me to a baseball game.
A. emotions
B. memories
C. reminders
Question 11
I was _______ saddened to hear about your mother's passing.
A. deeply
B. hardly
C. mostly
Question 12
My _________ are with you in this time of sorrow.
A. ideas
B. memories
C. thoughts
Quiz Answers:
1.B 2.A 3.A 4.B 5.B 6.C 7.C 8.B 9.B 10.B 11.A 12.C
Lesson 29 – Worrying, Reassuring,
Cheering Up, & Encouraging
Conversation #1 – Worrying, Reassuring, & Cheering Up
Robin and Kate are sisters. Kate is 17 years old and she is getting ready to take her final
exams in high school. Robin is 24 and she has already graduated from college.
Robin: Hey Kate. Whatcha thinkin about?
Kate: I'm really worried about my final exams next week. What if I fail?
Robin: There's no need to worry - just study what you've learned, and you'll be fine!
Kate: I hate to think what would happen if I got bad grades. Then I wouldn't be able to get
into a good college, and mom and dad would be so disappointed.
Robin: Hey - don't focus on the worst-case scenario. Just do your best.
Kate: But these tests are really hard - especially my history test. I'm so sick of studying, and
I'm afraid that I’ll forget everything on the day of the exam.
Robin: Hang in there. Just think - by this time next week, you'll be done - so there's a light
at the end of the tunnel.
(later)
Robin: So how'd you do on your finals?
Kate: Well, I got As and Bs in everything, except history. I got a C-.
Robin: Must've been a tough test.
Kate: Yeah but I made some stupid mistakes on things I should've known.
Robin: Hey - chin up! It's not the end of the world.
Kate: But I've never gotten a grade that bad!
Robin: Try to keep things in perspective - the rest of your grades are all really good.
Kate: But I can't stop thinking about that C-. Now I probably won't get any scholarships.
Robin: Listen, there's nothing to worry about. I'm sure it'll turn out all right.
Kate uses a few different phrases to talk about her worries:
 "I'm (really) worried about..."

 "I'm (very) concerned about..." (more formal)
 "I'm worried sick about..."
This expression is used to express extreme worry - it doesn't mean that you are literally
sick
 "I'm afraid that..." / "I'm scared to death that..."
Complete this phrase with the possible future event that you are worried about
 "I can't help thinking..." / "I can't stop thinking..."
Use these phrases for thoughts that are constantly in your mind, even though you try
not to think about them
 "It's been keeping me up at night."
Use this phrase when you are so worried about something that you can't sleep.
 "What if...?"
Use this phrase to express imaginary bad situations that you are worried about (they
can be in the past, present, or future)
Robin reassures her younger sister by using a few of these phrases:
 “Don't worry about it.” / “There's no need to worry.” / “Try not to worry.”
 “You'll be fine.” / “It'll be fine.” / “It'll turn out all right.”
For more formal situations, you can use these phrases:
 “Rest assured (that)...”

o "Rest assured that the documents will be delivered on time."
o "Thank you for lending me your car for the weekend. Rest assured, I will take
good care of it!"
 “I can assure you that…”
o "I can assure you that we will fix the problem as soon as possible."
o "I can assure you that we sell only the highest-quality products."
Now let's look at expressions for cheering someone up – that means helping someone feel
happier when they are sad or upset.
 “Cheer up!” / “Chin up!”

These are pretty informal. They can be used if someone’s in a bad mood – but not if
someone has experienced a tragedy or is in serious depression.
 “Hang in there.”
Say this when someone is currently experiencing a difficult situation, which will
continue, and you want to encourage them to stay strong
 “It’s not so bad.”
 “It’s not the end of the world.”
Use this phrase if the other person is worrying excessively about a relatively small
problem
 “Try to keep things in perspective.” / “It could be worse.”
Use these phrases to show the person that their problem is not terrible, when you
consider the “big picture” – the general situation
 “Look on the bright side.”
Use this phrase to encourage the person to focus on the positive aspects of the
situation. It’s often followed by explaining the positive side.
 “There’s light at the end of the tunnel.”
Say this when the difficult period or problem will soon be finished.
 “There’s no use crying over spilled milk.”
This idiom can be used after someone makes a mistake, and then is upset about it.
 “These things happen.”
Say this when someone is upset about a common mistake or problem, like getting a
speeding ticket or losing their wallet.
English also has a few very informal phrases which are used when you want to tell
someone very directly to stop worrying/being sad. These phrases are rather insensitive, so
you should only use them with close friends with whom you have a good relationship!
 “Suck it up.” / “Deal with it.”

You’re telling the person to face the difficult situation without complaining
 “Get over it.”
You’re telling the person to stop obsessing about a past mistake/event
 “Pull yourself together!” / “Snap out of it!”
Use this phrase when the other person is so agitated that he/she can’t function; you’re
telling them to get back into a normal condition
Conversation #2 – Encouraging & Complimenting

Ann and Jessica are college classmates. They’ve just finished giving a presentation in an
English literature class.
Ann: Nice job, Jessica! I was really impressed!
Jessica: Thanks! Your presentation was great, too.
Ann: Eh, I felt like it was really disorganized.
Jessica: Well, it was a bit hard to follow in a couple places, but I definitely understood your
main points. And I loved the illustrations you used – they were perfect.
Ann: Glad you liked them. What did you think about the poem I included at the end? I
actually wrote it myself, but I wasn’t sure if it was a good way to close the presentation.
Jessica: Oh, that was great! You’re really talented. You know, I think you should enter the
national poetry competition – they’re accepting entries until the end of December.
Ann: You think so?
Jessica: What have you got to lose? It’s free to enter the competition, and the winning
poem gets a $1000 scholarship. Give it your best shot!
Ann: OK, maybe I will. Hey, I’d like to know your secret for not being nervous. I remember
you had a lot of trouble with your first presentation of the semester, and now you seem so
confident. You’ve really improved.
Jessica: Thank you! I do feel like I’m making progress. The night before, I always do a
practice presentation for my roommate – then on the day of the presentation, it’s easier
because I’ve already done it, so I know exactly what to say.
Ann: I guess practice makes perfect, right? Well, keep up the good work.
Jessica: Yup – you too.

Here are a few phrases for encouraging someone – they’re each used in different types of
situations, so pay attention to the details and explanations:
 “Nice job!” / “Nice work!”

Say these when someone has done something good. They can be used for anything –
not just professional activities.
 “Keep up the good work!”
Say this when someone is doing well, and you want them to continue
 “That was a nice try / good effort.”
Say this when someone failed, but you want to say that it was a good effort
 “That's a real improvement” / “You've really improved.”
Say this when someone is now better than they were in the past
 “You're on the right track.” / “You've almost got it.”
Say this when someone has not yet succeeded, but they are close to succeeding
 “Don't give up!”
The phrasal verb “give up” means to desist, to stop trying – so you can say “Don’t give
up!” to encourage a person to continue trying.
 “Come on, you can do it!”
Use this phrase to emphasize the person’s ability to succeed. You can say this to a
person who has low self-esteem or has difficulty believing they can succeed.
 “Give it your best shot.”
“Your best shot” means “your best try” – so this phrase is used to encourage someone
to do their best.
 “What have you got to lose?”
This question is used to emphasize the fact that if the person doesn’t succeed, there
won’t be any negative consequences – so they should make an effort.
Another way to encourage someone is to give them a compliment. Click here for examples
of specific compliments on a person’s appearance, home, cooking, and children:
http://www.espressoenglish.net/spoken-english-phrases-for-giving-compliments
You’ve finished Lesson 29! Now take the quiz to practice the phrases from today’s lesson.
Quiz: Lesson 29
Question 1
I'm really _______ about my upcoming surgery.
A. embarrassed
B. sick
C. worried
Question 2
I _________ thinking that I might have made the wrong decision.
A. can't help
B. don't want
C. won't stop
Question 3
We've been having some financial problems. It's been __________ me up at night.
A. holding
B. keeping
C. staying
Question 4
Ma'am, please ________ assured that we will give you a refund immediately.
A. relax
B. rest
C. sleep
Question 5
"I can't wait until this project is finished."
"__________ - there are only a few days left, and then we can all relax."
A. Cheer up
B. Hang in there
C. Snap out of it
Question 6
"Oh my god! I HATE this haircut, it looks TERRIBLE!"
"Oh, calm down. It's not ______________."
A. the end of the world

B. the final disaster
C. the worst of the tunnel
Question 7
I know you're disappointed about not winning the competition, but try to keep things in
_____________.
A. balance
B. contemplation
C. perspective
Question 8
True, we missed our flight back... but look on the _________ side, we get an extra day of
vacation!
A. bright
B. gold
C. shining
Question 9
"I'm so annoyed that the store is sold out of the computer I wanted to buy."
"Well, ________________."
A. there's no use crying over spilled milk

B. these things happen
C. there's light at the end of the tunnel
Question 10
"Today is the 3rd anniversary of the day Jim and I broke up..."
"Oh, ___________! You need to find a new boyfriend."
A. get over it
B. keep it up
C. take it out
Question 11
I know you didn't score a goal, but it was a _____________.
A. good work
B. nice try
C. right track
Question 12
You're only one semester away from graduating - don't __________ now!
A. break out
B. give up
C. stop off
Question 13
"Yesterday I baked an apple pie for the first time ever - it came out great!"
"___________!"
A. Deal with it
B. Nice job
C. You can do it
Quiz Answers:
1.C 2.A 3.B 4.B 5.B 6.A 7.C 8.A 9.B 10.A 11.B 12.B 13.B
Lesson 30: Interrupting & Getting
Back on Track
Knowing how to interrupt is an important skill in social English. The way you phrase your
interruption will make a big difference in how it is received – so in today’s lesson, you’ll
learn various phrases for interrupting politely.
Natalie and Rachel are participating in a meeting about how to increase sales during the
holiday season. There are several other people in the meeting, but Natalie and Rachel have
some strong opinions about the best way to proceed. Listen to their conversation to learn
various phrases for interrupting.
Natalie: Regarding our holiday discounts, I suggest offering 20% off our newest products
during the month of December, and -
Rachel: Excuse me - could I interrupt you for a moment?
Natalie: Let me just finish my thought - um, as I was saying, 20% off our newest items and
30% off the rest of our products. Then we can place advertisements in -
Rachel: Sorry - could I just say something before you go on? I'm not so sure discounts are a
good strategy. It might get more sales, but our profit margins will be tiny. There's no point
getting more customers if -
Natalie: Could I jump in there? Rachel, you might not know this since you're new to the
company, but we actually did the discounts last year and it was very successful. Sales went
up by 400%, so I think we should stick with a proven strategy that -
Rachel: Wait a minute - you keep talking about sales, but have you factored in all the costs
of advertising the holiday promotions? I want to know what the final profit was, because
otherwise -
Natalie: Well - could I add something here? The initial profits were not that high, but it's
still beneficial because a lot of the new customers who bought items on sale will then
return and make additional purchases at full price, so it ends up -
Rachel: Sorry, let me just ask - do you have evidence that customers actually do that? Or
are you only speculating? Just because everyone else offers big Christmas discounts doesn't
mean that we need to -
Natalie: Hold on - the fact that everyone else offers discounts means that we should do it
too, because shoppers have come to expect holiday sales. If we don't, we'll miss out on a big
opportunity because people will just buy from some other store. So it's not just about the
numbers, it's also about keeping a good image in the eyes of the public and -
Rachel: Okay - I just want to say that maybe we should try other ways of attracting
customers during the holiday season, not just discounts, which is what everyone does. If we
do something a little different, we'll stand out, and people will tell their friends about -
Natalie: May I have a word? I really don't think it's a good idea to try experimental stuff at
the moment; almost half of our annual revenue comes from the Christmas season, so if we
try something that doesn't work, it'll be a big problem financially. We shouldn't risk -
Rachel: Could I say something here? It's exactly this type of thing that keeps the company
from growing. If we never try anything new, how can we possibly -
Natalie: I'm sorry to interrupt, Rachel, but we seem to be getting off the point. We can
discuss the overall strategy for growth at another time. Now, where were we? To get back
to what I was saying...

In this dialogue, neither Natalie nor Rachel seem to be able to let each other finish their
sentences! Of course, this is an exaggerated example to show various forms of interrupting
- in real life, it would not be polite to interrupt so frequently. However, if you do need to
interrupt someone else, here are some phrases you can use.
It's common to start with "excuse me" or "sorry" to make the interruption more polite.
Then you can follow with a phrase like "could I say…" or "I just want to say..." Here are
some examples:
 “Excuse me – could I say something here?”

 “Excuse me – could I interrupt you for a moment?
 “May I have a word?”
 “Sorry to interrupt, but I have something to say on this point.
 “Sorry - can I jump in here?”
 “Sorry, but I just wanna say that...”
 “Before you go on, let me just say that...
 “Before we move on to the next point, I'd like to say that...”
 “If I can just come/jump in here...”
The word "just" in some of these phrases functions as a way to minimize the interruption
and emphasize the fact that you are only going to make a small intrusion. Instead of using
the verb "say," you can also use ask, suggest, point out, add, mention, or other verbs that
describe more specifically the comment you are going to make.
There are a few interrupting phrases that are a little less polite and more direct. These
should only be used with people you know well; they are a little too informal for a
professional setting:
 “Hold on.”
 “Wait a minute.”
Finally, we have some phrases for interrupting impolitely. These phrases can be used
during an argument:
 “What are you talking about?”

 “But I already said...”
 “Listen to me.”
If someone tries to interrupt you, but you do not want to permit the interruption, you can
use one of these phrases:
 “Let me finish.”
 “Hear me out.”
This is an informal phrase meaning that you want the person to listen to everything
you are going to say
 “Just a minute, I haven't finished yet.”
 “One second, let me just finish my thought.”
At the end of the conversation, Natalie uses some phrases for bringing the meeting back to
the original topic of discussion. Here are some phrases for getting back on track:
 “Now, where were we? / where was I?”

 “To get back to what I was saying... / As I was saying...”
If the other person is talking about something that is not related to the current topic, you
can say:
 “I'm not sure that's very relevant to the topic at hand.”

 “We seem to be getting off the point.”
Finally, to delay the discussion of a certain point until later, use these phrases:
 “We'll be talking about that later. / I'll come to that point later.”
Use these phrases when you will discuss the issue later in the same meeting
 “We can talk about that another time. / Can we leave (or save) that discussion
for another time?”
Use these phrases when you want to delay the discussion of the issue until a different
day in the future
All of these phrases are useful for making interruptions during a meeting or discussion -
but there are other situations in which it might be necessary to interrupt someone. Here
are some phrases for...
Interrupting two other people talking

(when you only need to talk to one of them):
 “Excuse me - can I talk to you for a second?”
 “Sorry to interrupt, but can I ask you a quick question?”
Interrupting someone who is busy with an activity, like reading or working:

 “Hi - sorry to bother you, but...”
You can use this phrase with people you don’t know, for example, if you need to ask for
some information.
 “I need to talk to you for a minute – is this a good time?”
This phrase is good for using with your co-workers, to ask about their availability at
the moment.
Interrupting someone who is talking to you, when you need to leave:

 “Sorry to cut you off, but I've actually gotta run.”
 “(Name), I'd love to hear about it a little later, but right now I gotta go.”
This phrase is good for saying to someone who is in the middle of telling you a long
story, or a long description of something.
“Gotta” is an informal way to say “need to…” It’s very common in spoken English.
You’ve finished Lesson 30! Now take the quiz to practice the phrases from this lesson.
Quiz:
Interrupting & Getting Back on Track
Question 1
Excuse me - ______ I say something here?
A. do
B. could
C. will
Question 2
May I _____ a word?
A. get
B. have
C. take
Question 3
Before you _______, let me just say that...
A. get in
B. go on
C. take over
Question 4
Sorry - can I just _____ in here?
A. pop
B. drop
C. jump
Question 5
Just a minute, I haven't ________ yet.
A. completed
B. done
C. finished
Question 6
One second - ________ me out
A. hear
B. let
C. listen
Question 7
Now, _______ were we?
A. how
B. when
C. where
Question 8
We seem to be getting off the _______.
A. area
B. point
C. thought
Question 9
Can we _______ that discussion for another time?
A. leave
B. make
C. wait
Question 10
Can I ask you a _______ question?
A. fast
B. quick
C. short
Question 11
Hi - sorry to _______ you, but could you tell me what time it is?
A. annoy
B. bother
C. distract
Question 12
Sorry to ________, but I've gotta run to my piano lesson.
A. cut you off

B. get you away
C. take you out
Quiz Answers:
1.B 2.B 3.B 4.C 5.C 6.A 7.C 8.B 9.A 10.B 11.B 12.A
Lesson 31: Asking Permission &
Asking Indirect Questions
As you learned in the last lesson, the words you use make a big difference in whether your
phrase is polite or impolite. Today we’re going to study examples of how to ask questions
in a polite and indirect way.
Asking Permission
Liz is staying at her friend Mary’s house for a few days. Listen to their conversation on
Thursday night.
Mary: It’s getting late… I’m going to bed.
Liz: OK. Would it be all right if I watched TV for a few more minutes?
Mary: Sure – go right ahead.
Liz: Oh and also – could I use your phone charger? My cell phone battery’s almost dead.
Mary: No problem – here you go. I’m leaving for work early tomorrow morning – feel free
to eat anything you find in the fridge.
Liz: Thanks. Do you mind if I cook? I might want to make an omelet or something.
Mary: Not at all. Just please make sure to clean up afterwards.
Liz: I will. By the way, what time are you getting home tomorrow?
Mary: Probably around 6. Why?
Liz: Do you think I could have a key? So that if I go out, I could get back in before six.
Mary: Sorry, but I actually can’t give you one… the landlord doesn’t let anyone in the
building give out spare keys – you know, because of security concerns. He’s pretty strict
about it.
Liz: Oh okay – no worries! Good night.
Mary: G’night.
Liz uses several different phrases to ask Mary for permission. Here are various ways to do
this in English:
 Can I… + verb?
Can I borrow your pen?
 Could I… + verb?
Could I have a little piece of your sandwich?
 May I… + verb?
May I take the day off from work tomorrow?
“May” is now considered very formal, and most people use one of the other expressions
on this list instead.
 Do you think I could… + verb?
Do you think I could stay at your place over the weekend?
 Do you mind if I… + verb?
Do you mind if I smoke?
 Would you mind if I… + verb in past tense?
Would you mind if I used your computer for a few minutes?
 Is it OK if I… + verb?
Is it OK if I open the window?
 Would it be OK/all right if I… + verb in past tense?
Would it be all right if I opened the window?
 Would it be possible for me to… + verb?
Would it be possible for me to call you at home later tonight?
The most common phrases in the list are “Can I…” “Could I…” and “Is it OK if I…?” The
expressions beginning with “Would” are the most formal.
Notice the form of the verb in each phrase. The questions “Would you mind if I…” and
“Would it be OK/all right if I…” use the verb in the past tense, even though you are asking
permission for an action in the present/future.
Mary says “yes” to a number of Liz’ requests. Here are some expressions for giving
permission in English:
 “Sure.”
 “Go ahead.” / “Go right ahead.”
 “No problem.”
 “Feel free.”
 “Not at all.”
This response can ONLY be given to the “Do you mind…” or “Would you mind…”
questions.
To say “no” to someone’s request in a polite way, you can use one of these phrases:
 “I’d prefer if you didn’t / don’t.”

 “I’m afraid that’s not possible.”
(formal)
 “Sorry, but… (give reason why you must say no).”
(informal)
Asking Indirect Questions

Direct questions are the “normal” questions beginning with who, what, when, where,
why, how, and do/does/did. We can use direct questions with friends and colleagues who
we know well.
Indirect questions are used when we want to add a little extra politeness – for example,
when speaking with someone we don’t know, with a person who we respect or who is in a
position of authority, or when asking a question of a sensitive nature.
For example:
 Direct Question: “Where is the bathroom?”

 Indirect Question: “Could you tell me where the bathroom is?
Here are some phrases you can use to ask indirect questions:
When asking for information:

 “Could you tell me...?”
Could you tell me how much this T-shirt costs?
 “Do you know...?”
Do you know if there’s a bank around here?
 “Do you have any idea...?”
Do you have any idea what time the next bus is coming?
Use the first phrase when you’re asking somebody who probably has the answer – for
example, asking an employee in the store how much the T-shirt costs. Use “Do you know…”
if there’s a possibility that the other person doesn’t know the answer, and use “Do you have
any idea…” if there’s little possibility that the other person knows the answer.
When asking if something is possible:

 “Would it be possible...?”
Would it be possible for you to finish the project by tomorrow?
 “Is there any chance...?”
Is there any chance that we could reschedule the meeting?
Use these for questions that would use “can” or “could” in the direct question form:
 Can/Could you finish the project by tomorrow?

 Can/Could we reschedule the meeting?
When asking any type of question or favor:

 “I was wondering...” (more polite)
I was wondering why you chose to study biology.
I was wondering if you could give me a ride.
 “I’d like to know...” (more direct)
I’d like to know what kind of classes are offered here at the community center.
I’d like to know if you have any products on sale at the moment.
As you may have noticed from the examples, it’s necessary to make some grammatical
changes when asking indirect questions:
1) Auxiliary verbs do/does/did are not used:

“Could you tell me what time do the stores open?”
“Could you tell me what time the stores open?”
2) Because “does” is not used, –s is added to verbs when the subject is singular:
“Do you know how does this machine work?”
“Do you know how this machine works?”
3) Because “did” is not used, the verb is in the simple past for past questions:
Direct: When did you send the documents?
Indirect: I was wondering when you sent the documents.
Direct: How much did you pay for the tickets?
Indirect: Could you tell me how much you paid for the tickets?
4) Forms of the verb “to be” move from before to after the subject:
“I was wondering when was the company founded.”
“I was wondering when the company was founded.”
“Do you have any idea where are my keys?”
“Do you have any idea where my keys are?”
5) Yes/No direct questions have “if” in the indirect question:

Direct: Does he like to ski?
Indirect: Do you know if he likes to ski?
Direct: Did you have any trouble understanding the lecture?
Indirect: I was wondering if you had any trouble understanding the lecture.
6) For present perfect questions, we still use the auxiliary verbs “have/has,” but
the position changes – it goes from before to after the subject:
Direct: Has the client replied yet?
Indirect: Could you tell me if the client has replied yet?
Direct: How have your parents been?
Indirect: I was wondering how your parents have been.
These seem like a lot of rules… but as you see and hear many examples of indirect
questions, it’ll get easier to form them naturally.
Finally, what do you say if someone asks you a question, but you don’t know the answer?
Here are some phrases for saying you don’t know:
 “Sorry, I don't know.”

 “(I'm afraid) I have no idea.”
 “I don’t know, but I can find out.”
Say this when you are promising to help discover the answer
 “I’m not sure, but I think…”
Say this when you aren’t certain about the answer, but you’ll try to guess
 “I have no clue.” (informal)
 “Sorry, I can't help you there.”
 “What are you asking me for?” (informal – RUDE)
 “How the hell should I know?” (informal – VERY RUDE)
The last two phrases are used to express annoyance or anger that the person has asked you
the question. They should only be used if you’re in a very bad mood and you want to be
rude to the other person!
You’ve finished Lesson 31! Today’s speaking task is to transform these direct questions
into indirect questions using the phrases in this lesson. It’s OK to write out your answers
first, then record a message of yourself reading them aloud. Visit
www.speakpipe.com/espressoenglish to record your message.
Direct Questions:
1) When does the bank open?

Example answer: Could you tell me what time the bank opens?
2) Where is the bus station?
3) Are you coming to the party?
4) How does this program work?
5) Has the director made a decision yet?
6) Can you lend me $10?
7) Could you let me know as soon as possible?
8) Does your brother like rock music?
9) What's the weather forecast?
10)Is she married?
11)How long have you been working here?
12)When will you be available next week?
13)What time did you get home?
Lesson 32: Common Interjections
Everyday spoken English contains lots of little expressions like wow, oops, aww, ooh,
huh? oh, and cool! - each of these interjections serves to express a particular emotion or
attitude. Listen to the conversation and then try the quick quiz to identify the function of
each of the exclamations in the dialogue.
Connie: Hey Laura, how are your kids doing these days?
Laura: Really well - Erica's doing great in school, and Kevin just got a full scholarship to
university.
Connie: Wow! Good for him! What school?
Laura: Colgate University. His first choice was Middlebury College, but he actually missed
the application deadline.
Connie: Oops. So how are you feeling about Kevin going off to college?
Laura: Well, you know, this is a natural part of him growing up, and he's ready, but... I'll
definitely miss him at home.
Connie: Awww.
Laura: So what's new with you? Don’t you have a trip coming up?
Connie: Yeah, my company is sending me to India for a three-month assignment!
Laura: Oooh, how exciting! When do you leave?
Connie: In about two weeks. But I don't have a place to stay when I get there, so I'm
desperately trying to find one.
Laura: Huh? Shouldn't the company have arranged that for you?
Connie: Well, they did, but it was a luxury apartment and the rent was being deducted
from my salary - so I told them I'd rather find my own place.
Laura: Oh. What'll you be doing there, work-wise?
Connie: Giving training seminars for the local staff, helping them develop their customer
service center... uhhh, what else... probably giving some English classes too.
Laura: Cool! I hope you have a great time; be sure to post lots of pictures.
Connie: I will!
Quick Quiz:
Identify the Function of Each Interjection in the Conversation
1. "Wow!" expresses...
a) Happiness
b) Jealousy
c) Surprise
2. “Oops” means...
a) it was an accident
b) it's a terrible event
c) I don’t like that
3. “Oooh” means...
a) I can't wait for it to happen
b) That's interesting/intriguing
c) That's scary/dangerous
4. “Huh?” expresses...
a) asking for information
b) confusion
c) disapproval
5. “Oh” (in the context of this conversation) means...

a) I approve.
b) I’m disappointed.
c) I understand.
6. “Cool!” means...
a) Congratulations!
b) That’s difficult!
c) That’s great!
(Answers at end of lesson)
How did you do? Were you able to figure out what the words mean from the context of the
conversation? Here are a number of common interjections in English, with their meanings
and examples of how to use them.
aha!
Use this when you suddenly make a discovery, or find out some information that you had
wanted to know.
“The remote control’s not working, I wonder why… aha! There aren’t any batteries
in it.”
ah/ oh / huh / ok
All of these can be used to say “I understand” – to show that you’re listening to what the
other person is saying. Note that “huh” used in this way is different from “huh?” which
you’ll learn later in this lesson.
“Sorry, you can’t register for the new course. The deadline has passed.”
“Oh. Could you tell me when the next course will start?”
“Huh” is usually used for mild surprise.
“Did you know that technically, tomatoes are fruits?”
“Huh. I always thought of them as vegetables.”
aww
This is used both to show sentimental approval – for example, “Awww, what a cute puppy!” and to
say “That’s too bad” – for example, if your friend comments that his son lost his favorite toy, you
could say “Awww, I’m sure he was sad about that.”
aw / ah / oh
These expressions are used at the beginning of a sentence to express mild protest:
“I’m not so sure I want to go waterskiing…”
“Aw, it’ll be fun! Everyone else is going!”
“Guys, I think we should turn the music down, it might bother the neighbors.”
“Oh, don’t be such a party pooper. It’s not even that late.”
party pooper = someone who doesn’t want other people to have fun
boo
This is used to express disapproval. People also yell “Booooo!” at sports games to express
their disapproval of the other team, or of a player’s mistake.
“I can’t go on the trip this weekend. I have to work.”
“Booo! I really wish you could go.”
brrr
This expression means “it’s cold” – “It’s five degrees below zero outside – brrrr!”
drat! / rats!
These exclamations express disappointment/annoyance. They are milder and more
innocent forms of words like “damn!” or “crap!”
“Oh, drat! I just deleted an important file by accident.”
“Rats!” is usually used in response to something disappointing:
“By the time I went to the supermarket, it was already closed.”
“Rats! Well, I guess we’ll have to wait till tomorrow to do the shopping.”
duh
This is a sarcastic expression that means “that’s obvious (and you’re stupid for not realizing
it).” It’s rather rude:
“I just bought this computer and it won’t even turn on!”
“You need to plug it in – duh!”
huh?
When used in response to another person’s statement, it expresses confusion, as in the
conversation between Connie and Laura. When used at the end of your own statement, it
functions as a question tag:
“This line is really long. I guess we’ll be waiting for a while, huh?”
“huh?” at the end means “…won’t we?” or “…isn’t that right?”
hmmm / um / uh
All of these are used for pausing and hesitating. “Hmmm” is the most pensive, for topics
that you really do need to think about a little before responding; “um” and “uh” are quicker
and more casual.
“If you could go back in time, what would you do differently?”
“Hmmm… I probably would’ve studied harder in school; I didn’t really pay attention
in any of my classes!”
“Excuse me – is there a bus stop around here?”
“Uh, I think there’s one on 42nd Street.”
hooray! / hurrah! / huzzah! / woohoo! / yay!

These are all used for celebrating and expressing happiness:
“Woohoo! I just got free tickets to a World Cup game!”
You can also use them in response to someone else’s statement:
“The boss says we can all leave work early today.”
“Yay!”
ick / yuck / eww / pew

Use these words to express disgust. The expression “pew” is specifically used for disgusting
smells.
“Pew – something in the refrigerator really stinks. Oh look – it’s some rotting meat.”
“Yuck – that must have been in there for months. It’s already turning green!”
meh / eh
These expressions show indifference – when you don’t care or don’t have a strong opinion
about something.
“Where do you want to go for dinner? There’s a Japanese restaurant and a Mexican
restaurant in this area.”
“Eh, anything’s fine with me. It’s up to you.” (=you decide)
oooh
As you saw in the dialogue, “oooh” can express interest or admiration. Depending on the
context, it can also mean “that’s bad” – it depends on how you say it.
“My brother and I went mountain biking for the first time last weekend.”
“Oooh, how was it?”
“Well, I loved it, but he crashed into a tree and broke his arm.”
“Oooh, that must have hurt.”
oops / whoops
Use these expressions in response to a small accident or small mistake:
“Oops, I sent the e-mail without the attachment. Here’s the file you need.”
ow / ouch
We say these when we get hurt:
“Ow! I just slammed my finger in the door!”
You can also use “ouch” as a casual response to a description of a situation that hurt
someone else:
“Sally’s boyfriend broke up with her on her birthday.”
“Ouch. That was pretty mean!”
pff / pfft / pssh

These sounds are used to say “that’s nothing” – to express the fact that you are not
impressed. They are rather sarcastic and rude.
“I can run a mile in 8 minutes.”
“Pfft – I can run a mile in six minutes.”
phew / whew
These are also more of a sound than an actual word. Use them to express relief:
“I hadn’t studied for the test at all, but then I found out that the teacher moved it to
next week – whew! Now I have more time to prepare.”
psst
We use this sound to get someone’s attention when we want to whisper or speak to them
very quietly.
“Psst – your fly is unzipped!”

(the “fly” is the zipper on your pants/jeans)
sheesh / jeez / geez

These exclamations express exasperation or annoyance.
“I was on the phone for 2 hours, but I still couldn’t resolve the problem with my
credit card bill.”
“Geez – that’s ridiculous. You’d think such a big company would provide better
customer service.”
shh / shush
These sounds are used to tell someone to be quiet. “Shh” is gentler than “shush.”
“Shhh, the movie’s starting.” (so stop talking!)
shoo!
This is an informal expression used to tell children or animals to go away.
“The dogs always come in the kitchen when I’m cooking – shoo!”
uh-oh / oh no
These expressions show concern about something bad that has happened or is happening –
for example, “Oh no – we don’t have any milk!” or that might (or will) happen in the future,
for example: “Uh-oh, the weather forecast says it’s going to rain this weekend – the
festival’s probably going to be canceled.”
wow / whoa / yikes

All of these words express surprise. “Wow” can be used for good or bad surprises; “yikes” is
more typically used for neutral or bad surprises; and “whoa” can also be used for disbelief.
“I’m planning to hike across the United States.”
“Yikes – that’s quite a long distance!”
“It’s going to cost $300 to change the flight.”
“Whoa! Are you sure? On the airline’s website it says the fee is $150.”
You’ve finished Lesson 32! Now take the quiz to see how well you learned the different
interjections – choose the best response for each situation.
Quiz: Common Interjections
Question 1
"Check out my new shoes!"
"_________, those are awesome!"
A. Hooray
B. Ooooh
C. Sheesh
Question 2
"________! You had to wait five hours to see a doctor? That's absurd."
A. Rats
B. Uh-oh
C. Yikes
Question 3
"_________, I just spilled my coffee."
A. Brrr
B. Whoops
C. Yuck
Question 4
"I'm not gonna go to the holiday party. I have a bad headache."
"________, well, we'll miss you!"
A. Awww
B. Hmmm
C. Phew
Question 5
"Should we make the text on this poster blue or black?"
"________... does it really matter?"
A. Meh
B. Ow
C. Whoa
Question 6
"I don't understand why you're so mad about my comment. _______, can't you take a joke?!"
A. Drat
B. Geez
C. Psst
Question 7
"The concert is on Friday the 10th."
"_______? That doesn't make sense; the 10th is a Thursday."
A. Duh
B. Huh
C. Uh
Question 8
"________, it's starting to rain and I don't have an umbrella."
A. Eww
B. Oh no
C. Wow
Question 9
"Where on earth are my sunglasses?!?"
(5 minutes later) "_____ - they were in the car."
A. Aha
B. Pew
C. Uh-oh
Question 10
"_______! You just stepped on my foot!"
A. Boo
B. Ouch
C. Pffft
Question 11
"________ - my doctor just called and said all my blood exams were normal."
A. Ah
B. Phew
C. Shush
Question 12
"There's a dead spider in the bathroom - _______!"
A. ick
B. pssh
C. shoo
Quick Quiz:
1.C 2.A 3.B 4.B 5.C 6.C
Quiz Answers:
1.B 2.C 3.B 4.A 5.A 6.B 7.B 8.B 9.A 10.B 11.B 12.A
Lesson 33: Common Euphemisms
Image: FreeDigitalPhotos.net
Today’s lesson is
about euphemisms. Euphemisms are
indirect or vague expressions that are often
used instead of words or phrases that are
thought to be offensive or too direct.
Most euphemisms are in topic areas that

could be offensive if talked about too
directly, such as love and sex, bodily
functions, death, and mental capacity. These expressions are common in spoken English, so
here are a number of euphemisms organized by category.
Love & Sex
bat for the other team = to be homosexual

Let’s say you have a coworker who you’ve known for 5 years, but you’ve never seen him
with a girlfriend, and you suspect he might be homosexual. To express this, you can say,
“I’m wondering if he bats for the other team.”
is in the family way / has a bun in the oven / is expecting = pregnant

The first two expressions are usually used about other people – for example, “It looks like
Christina has a bun in the oven.” The third expression, “expecting,” can be used about other
people or about yourself – for example, “My husband and I are expecting our third child
this October.”
hook up with / sleep with / make love = have sex with

In these expressions, “hook up with” is the most casual. “Sleep with” is neutral, and “make
love” usually implies romance or a committed relationship. “Hooking up with someone” is
what you do after a party or a night out at the club, whereas “making love” is what you do
with your husband or wife. The expression “sleep around” means that someone has sex
with many different people.
adult entertainment / gentlemen’s club
“Adult entertainment” or an “adult movie” is a form of entertainment that involves nudity
or sex. A “gentleman’s club” is a euphemism for a “strip club” – this is a nightclub or bar
where women dance in a sensual way and take off their clothes. The women in these clubs
are often called “exotic dancers” instead of the more direct word (“strippers”).
Body & Bodily Functions
has a face only a mother could love = ugly

Mothers are known for loving their children regardless of their physical appearance – so “a
face only a mother could love” is a face that is so ugly that nobody (except the person’s
mother) would think it beautiful. This phrase is pretty strong, and it’s not appropriate to
say it about yourself or a friend!
big-boned / full-figured / husky / chubby = fat

Usually, “full-figured” is used for women and “husky” is used for men. “Big-boned” can be
used for either women or men, and “chubby” is typically used for children. You can also say
that someone “has a few extra pounds.” Clothing for fat people is often called “plus-
sized” clothing.
getting a little thin on top = losing your hair, becoming bald

We use this expression to describe when someone begins to lose their hair due to the
natural process of getting older (it is not used when a person cuts all their hair off or loses
it because of a disease). We can also say someone’s hair is “going gray” as it begins to
change color to gray as they age.
break wind / cut the cheese / let one rip = pass gas (fart)
For example, if you walk into a room and it smells terrible, like someone recently released
intestinal gas, you could say, “Ugh, it stinks in here! Who cut the cheese?”
call of nature / use the restroom = go to the bathroom

“Call of nature” is more informal, and “use the restroom” is more formal. Among friends,
you could say, “Excuse me for a minute – call of nature.” In a more professional context, it
would be better to say, “Excuse me for a minute – I need to use the restroom.”
throw up / lose your lunch / toss your cookies = vomit
There are many, many euphemisms for vomiting, but the most common is “throw up.” For
example, “I felt sick on the plane and threw up all over the person sitting next to me.”
Work, Finance, & Law
low-income = poor
This euphemism aims to give more dignity to people who don’t have much money, because
being “poor” is considered very bad. “Low-income” sounds more respectful. For example,
“The government is providing some benefits for low-income families.”
stretch the truth / economical with the truth = exaggerating / lying

These phrases are diplomatic ways to say that somebody exaggerates or lies. For example,
“I wouldn’t go into business with John. He tends to be economical with the truth.”
downsize / let go / lay off = fire (make an employee lose his/her job)
To “downsize” is to reduce the size of something – so if a company is “downsizing,” it means
that it is reducing the number of employees. The phrases “let go” and “lay off” are often
used in the passive voice to talk about the employee who lost his/her job – for example, “I
was laid off six months ago,” or “I heard that 30 people are going to be let go in the near
future.” One euphemism for being unemployed is to say that a person is currently
“between jobs.”
doing time = spending time in prison

We often say “doing time for ________” and then add the name of the crime, for example,
“doing time for theft” or “doing time for murder.” There is also a euphemism for prisons or
jails – they are called “correctional facilities.”
Mental Capacity
slow / not the sharpest tool in the shed / not the sharpest knife in the drawer / not
the brightest crayon in the box / a few bricks short of a load / a few cards short of a
deck
All of these euphemisms mean that somebody is stupid. For example, “I had to explain the
problem three times before he finally understood – he’s not exactly the sharpest tool in the
shed.”
lost his marbles / has a few screws loose = crazy, insane
If a machine has a few screws loose, then it doesn’t function correctly. In the same way, the
euphemism “has a few screws loose” is used to describe a person whose mind isn’t
functioning correctly. For example, “My aunt believes her children are all aliens – she has a
few screws loose.”
Note: These phrases are only to be used when you are talking about someone of normal
mental capacity, but who you want to insult. To talk about a person with a real mental
disability, it’s common to say “He/she has a mental disorder” or to say the name of the
disorder – “He has Down Syndrome” or “She has autism.”
Aging & Death
senior citizens / elderly people = old people

In English, it’s much more common to say “senior citizen” instead of “old person.” For
example, “My grandmother lives in an apartment complex for senior citizens.”
put (an animal) to sleep / put (an animal) down

These euphemisms are used to describe the act of killing an old or sick animal with an
injection, so that it dies quickly and does not suffer. For example, “Our cat was 14 years old,
and when she got cancer, we decided to put her to sleep.”
pass away = die

The expression “pass away” is a sensitive way to talk about death. For example, “My uncle
passed away last year.” The verb “lost” is also used to refer to someone dying: “My co-
worker just lost her grandmother.” The adjective “late” can be used to describe someone
who is dead: “The late Michael Jackson was one of the most famous singers of all time.”
“Pass away” is the most common euphemism for death that is respectful. There are a
number of euphemisms about death that are more flippant (that is, NOT respectful) – these
are usually used when talking about death in general, or in the context of humor – do NOT
use them when there is someone who is sad about a death.
These lighter, more humorous idioms for death include:
 meet your maker / kick the bucket / bite the dust = die
 six feet under / pushing up daisies = dead
You’ve finished Lesson 33! It’s important to put these euphemisms in context, so definitely
take the quiz to make sure you can use each phrase in the correct sentence. There’s also a
list of additional euphemisms at the end of this lesson, for study and reference.
Quiz – Euphemisms
Question 1
"Sheila is a good friend, but she's __________, if you know what I mean."
A not the brightest crayon in the box
B pushing up daisies
C having a call of nature
Question 2
"All of the actor's female fans were disappointed when they found out he ____________."
A bats for the other team
B was in the family way
C let one rip
Question 3
"Looks like Janet's gained some weight recently. Do you think she might be ____________?"
A husky
B expecting
C doing time
Question 4
"He was fired when the company found out he had __________ on his resume."
A a few cards short of a deck
B made love
C stretched the truth
Question 5
"My kids cried for a week after we ______________."
A met our dog's maker
B passed our dog away
C put our dog down
Question 6
"Someone ________ in the elevator at work today. It was disgusting!"
A let one rip
B kicked the bucket
C had a few screws loose
Question 7
"At the interview, they asked why I was _______ from my previous job."
A let go
B batting for the other team
C put down
Question 8
"She got a divorce after finding out that her husband had been ________ his secretary for the
past year."
A laying off
B breaking the wind
C sleeping with
Question 9
"I need to ___________. I'll be right back."
A hook up
B use the restroom
C toss my cookies
Question 10
"I'm sorry, I can't make it to the retreat. I'm going to the funeral of a friend who _________
unexpectedly."
A did time
B lost her marbles
C passed away
Quiz Answers
1) A 6) A
2) A 7) A
3) B 8) C
4) C 9) B
5) C 10) C
Additional Euphemisms
Word Euphemism
accident, crisis, disaster incident
addict; addiction substance abuser; substance abuse, chemical dependency
adulterous extramarital
arrest (v) apprehend
beggar panhandler, homeless person
break-in security breach
cheap frugal, thrifty, economical
coffin casket
criminal (young) juvenile delinquent
crippled disabled, physically challenged
death penalty capital punishment
drugs illegal substances
drunk (adj) intoxicated, inebriated, tipsy
fail (in the case of a
fizzle out, fall short, go out of business
business)
false teeth dentures
fat overweight, chubby, portly, stout, plump
garbage dump landfill
genocide ethnic cleansing
illegal worker undocumented worker
imprisoned incarcerated
jail correctional facility
mortuary funeral home, funeral parlor
multi-racial diverse
murder hit, kill, do someone in, finish off someone
old age golden years
old person senior citizen, pensioner
old persons' home retirement home, rest home, nursing home
one-room apartment studio apartment, efficiency apartment
poor children at-risk children
poor nation emerging nation, developing nation, third-world nation
poor student underachiever, underperformer
poor low-income, working class, modest, underprivileged
prison correctional facility
prisoner inmate, convict, detainee
problem issue, challenge, complication
rain, snow, hail precipitation
retarded special, slow, mentally challenged
sick ill, under the weather
spying surveillance
steal appropriate, salvage, lift, borrow
stupid slow
surprise attack preemptive strike
tip (n) gratuity
john, WC, men's room, ladies’ room, restroom, washroom,
bathroom
lavatory
ugly unattractive, plain
unemployed between jobs, taking time off
unreserved seating general admission, festival seating
used previously owned, pre-owned, refurbished, second-hand
vagrant homeless person
venereal disease sexually transmitted disease
victim casualty
wrong improper, questionable, impropriety (n)
Lesson 34: Talking About Information
Today we’ll begin the final section of the Everyday English Speaking Course – it’s called
functional English, and it focuses on practical phrases that you can use in a variety of
situations and contexts.
We’ll start this section by learning how to talk about information. First, let’s look at some
details about the word “information” itself. “Information” is an uncountable noun in
English. This means we always say information, never “informations.”
If you want to talk about specific points, you can use the expression “pieces of information,”
for example: “His report presented five essential pieces of information.”
Other essential expressions regarding information are:
 Always say “some information”

(not “an information”)
 Always say “too much / not much information”
(not “too many / not many informations”)
 Always say “little information”
(not “small/few information”)
You can use the expressions “a lot of” or “lots of” with information. And something that
contains a great abundance of information can be described as “a wealth of information”
– for example, “This book is a wealth of information about the history of China.”
Information can be accurate, correct, or precise… the opposite being information that is
false, incorrect, wrong, or inaccurate.
Information can be relevant, useful, or valuable – this means it’s related to or important
to the topic of interest – or it can be the opposite: unrelated, irrelevant, or useless.
New information can be called fresh or up-to-date information – and the most recent
information is often called the latest information. On the other hand, information that is
not current is called out-of-date.
Okay, let’s listen to some conversations!
Conversation #1 – Accurate and Inaccurate Information
Andrea, Frank, and Isabel are staff members at an English school. The school’s profits have
been going down lately, and they are having a meeting to talk about it.
Andrea: Could anyone tell me how many new students signed up last semester?
Frank: I’d say about a hundred and fifty.
Isabel: Yes, that’s right. We had ninety new beginner students, forty at the intermediate
level, and about fifteen new students in the advanced class.
Andrea: Okay, so we have tons of new students… but then why is the school losing money?
Isabel: The problem isn’t getting new students, it’s keeping the students we have. About
75% of last semester’s beginners didn’t continue the course.
Frank: You’ve hit the nail on the head. So that means we’re constantly spending money on
advertising, but we’re not getting students that stay at the school for the long-term.
Isabel: I’m afraid he’s right.
Andrea: Then I’d like to know why the students are leaving.
Frank: Well, I talked to a few of them and they said they weren’t satisfied with our teaching
methodology – so that’s probably the reason most of them don’t continue past the first
semester.
Isabel: Sorry, Frank, but I think you’re mistaken. There might be a few people who are
unsatisfied with the methods, but on the end-of-course evaluations the students rated our
teachers and classes very highly. I suspect people are just forgetting to register, and then
the deadline passes and it’s too late.
Andrea: That’s spot on – I’ve noticed that we always have lots of last-minute registrations.
How many e-mails do we send students to remind them that classes will be starting?
Frank: Ummm… three or four, I think.
Isabel: That’s actually not correct – I checked the records, and this semester we only sent
one reminder e-mail. I think we need to change that right away, because we’re missing a
big opportunity to keep our students – even the ones who are happy with our classes.
Andrea: Absolutely. Can you two work together to make sure we follow up with the
students well in advance of the registration deadline? I’m hoping we can improve our
enrollment a lot next semester.
Andrea opens the meeting with one of the “asking for information” phrases you learned in a
previous lesson – but let’s review:
 “Could you tell me…? / Could anyone tell me…?”

 “I’d like to know…”
 “Do you know…? / Does anyone know…?”
You can use the phrases with “anyone” when asking for information from a group of
people, and you’re not sure which person has the answer.
Some of the information in the dialogue is correct, and some of it is incorrect. Here are
some phrases for confirming information and saying that it’s correct:
 “That’s right. / That’s correct.”

 “You hit the nail on the head. / That’s spot on.”
These are two idiomatic phrases meaning someone is exactly right.
 “I’m afraid he’s/she’s/you’re right.”
The phrase “I’m afraid…” is used to acknowledge correct information that is bad news
How about saying that some information is incorrect? There are various ways to do this –
some are more polite, and others are more confrontational:
 “I'm afraid that's not quite right.”

 “That’s actually not correct.”
 “I think you’re mistaken.”
 “I don't think you're right about that.”
 “Actually, the data/evidence shows…”
This is a way of calling attention back to the facts, without directly saying the other
person is wrong.
 “No, you've got it wrong. / No, that's all wrong.”
These are very direct and rather insensitive; they can make the other person feel bad
 “What are you talking about?” / “You don’t know what you’re talking about.”
These phrases are rather confrontational and may start an argument – especially the
second one!
Conversation #2 – Generalizations
Patricia and Wendy are two managers at different companies. They’re having a conversation
about their employees. Listen to their dialogue to learn ways to generalize and talk about
exceptions.
Patricia: I’m so glad I hired a couple of recent graduates from university – they’ve been a
big asset to the company.
Wendy: Really? My experience has been the opposite. I have a number of young people in
my department, and on the whole they don’t perform very well.
Patricia: What do you mean?
Wendy: Generally speaking, they don’t do what they’re told. And they tend to want to be in
charge – even though they have no experience! Not to mention the fact that they’re on their
cell phone about ninety percent of the time.
Patricia: Well, the trick with motivating young employees is usually to show them the
overall vision of the project or company. You’re right – by and large, they don’t like to
receive orders. So I always take the time to explain how their contribution matters in the
long run – and in most cases they get a lot more excited about their work.
Wendy: Hmm, I’ll have to try that. Does it also help them stay at the company longer? What
normally happens with our recent graduates is that they get bored and leave within a year.
The only exception is David, who’s been with us for the past four years.
Patricia: I think that more often than not, young people quit their jobs not because of the
job itself, but because they don’t quite know what exactly they want to do yet.
Wendy: Not me – I’ve known what I wanted to do since I was 12.
Patricia: Well, there’s an exception to every rule!

Most English learners overuse the phrase “in general…” to make generalizations. Here are
some alternative phrases you can use:
 “Ninety percent of the time…” / “Nine times out of ten…”

 “What normally happens is…”
 “Generally speaking…”
 “On the whole…”
 “By and large…”
 “In most cases…”
 “More often than not…” / “They tend to…” / “They have a tendency to…”
These last three phrases are milder generalizations – something that is true more like
60% of the time, not 90%.
Now, to talk about a special case – something or someone that does not follow the general
rule – we can use the word except or exception:
 “The only exception is…” / “That’s an exception.”

 “Everyone went to the party except Tom.”
(Tom did NOT go to the party)
You’ve finished Lesson 34! Today’s speaking task is to leave a message and tell me:
 Three or four general truths about your country or culture

 Two things that other people believe about your country, which are incorrect
Click here to leave a message: http://www.speakpipe.com/espressoenglish
Lesson 35: Certainty & Probability
Karen and Linda made plans to go shopping one night at 7:00 PM. Karen is at Linda’s house,
but Linda isn’t there – so Karen calls Linda’s sister, Emily, to ask for information. Listen to
their conversation to learn phrases for expressing certainty and probability.
Karen: Hi Emily, it's Karen. Do you know where Linda is?
Emily: I'm pretty sure she's at home. How come?
Karen: Well, I'm at her house right now; she asked me to pick her up so that we could do
some shopping together. I’m positive she told me to come at 7 – but nobody's answering
the door.
Emily: She could've gone out.
Karen: That’s unlikely – she told me she’d be at home all evening.
Emily: Maybe she's in the shower?
Karen: That's what I thought, too, but I've been ringing her doorbell for the past 15
minutes.
Emily: Well, have you tried her cell phone?
Karen: Yes - no answer.
Emily: Are you dialing the right number? She changed her number recently.
Karen: It’s definitely the right number; she gave it to me yesterday.
Emily: It’s possible that she simply forgot you were coming, and made other plans.
Karen: I’d be very surprised - Linda's not the type of person to forget, and I have no doubt
she would have called me if something else had come up.
Emily: Then she must still be on her way home from work.
Karen: Yeah, I guess she's stuck in traffic or something.
Emily: Hang on a second - it looks like I've got an e-mail from her. Apparently she's still in a
meeting, and she accidentally left her cell phone at home. She asked me to call you and tell
you that there's not much chance of her leaving the office before 8.
Karen: Oh, okay. Thanks for letting me know!
In this dialogue, Karen and Emily discuss various possibilities about where Linda is at the
moment. Some things they are certain about, and other things they are not completely
certain about – so they need to guess.
If you are 100% certain that something is true, you can say:
 “I’m (quite) certain that…”

 “I’m (absolutely) positive that…”
 “I have no doubt that…”
 “It’s definitely…”
Sometimes, to support a statement, you want to use external evidence like popular
agreement or scientific facts. For example:
 “It’s common knowledge that…”

 “Everybody knows that…” / “It’s no secret that…”
 “Few people would deny that…”
 “It’s a well-established fact that…”
 “It has been proven that…”
If you make a logical deduction that you are certain is true/correct, you can use must (for
situations in the present) or must have (for situations in the past):
 “There’s no signal on my cell phone. We must be out of range of a cell phone tower.”
 “Her car isn’t here – she must have gone out.”
Now, if you are mostly certain about something, but not 100%, you can say, “I’m pretty
sure…” as Emily says in the dialogue: “I’m pretty sure she’s at home.”
When you’re not sure about something, you can guess or imagine the possibilities or
probabilities.
These phrases are used for guessing with a strong degree of certainty:
 “There's a good chance...”

 “The odds are...”
 “Probably.”
 “It's (very) likely.”
 “I bet...”
And these phrases are used for guessing with less certainty:
 “I guess...”
 “It seems that...”
 “It’s possible.”
 “I wouldn't be surprised if...”
We can also use use might and could for possibilities in the present (or future), and might
have and could have for possibilities in the past:
 “It might rain tomorrow.”

 “The floor is wet – there might be a leak in the refrigerator… or someone might
have spilled some water.”
 “If your computer isn’t working properly, it could be infected with a virus.”
 “I could have gotten a better job if I had studied harder in school.”
To say that something is not probable, use these phrases:
 “It's unlikely / not likely.”

 “There's not much hope / chance.”
 “I'd be very surprised if… (+ past participle)”
Ex) “I’d be very surprised if that team won the championship next week.”
We use the past participle even though the event is in the future!
 “I don't expect... (+ to + verb)”
Ex) “I don’t expect that team to win the championship next week.”
Finally, to say something is not possible at all, use these phrases:
 “It's impossible.”
 “There's no chance that…”
 “That would never happen.” / “That couldn’t have happened.”
The second phrase is only for things in the past
 “That can’t be true.”
You can use can’t (present/future) and couldn’t have (past) to express impossibilities:
 “You can’t buy beer – you’re only 15!”

 “Steve couldn’t have bought the beer – he’s only 15. An older friend must have
bought it for him.”
As you can see, “can’t have” is used for the impossible part (15-year-old Steve buying the
beer) and “must have” is used for the probable or certain part (an older friend buying the
beer for Steve).
For additional clarification on the topics of may and might as well as could have, should
have, and would have, check out these lessons:
http://www.espressoenglish.net/difference-between-may-and-might/
http://www.espressoenglish.net/past-modals-should-have-could-have-would-have/
You’ve finished Lesson 35! Now take the quiz to practice the phrases for certainty and
probability.
Quiz: Certainty & Probability

Question 1
Who took my magazine? I'm absolutely __________ that I left it on this table, and now it's not
here.
A. established
B. optimistic
C. positive
Question 2
Where's Mike? He ___________ gone out because his keys are still here.
A. couldn't have
B. might not have
C. must have
Question 3
Tim has missed two classes this week. He ________ be sick... or maybe he's just traveling.
A. can't
B. could
C. would
Question 4
There's a good _________ that I'll get a promotion soon!
A. chance
B. guess
C. opportunity
Question 5
That car is so expensive! They __________ spent at least $100,000 on it.
A. can't have
B. must have
C. shouldn't have
Question 6
It's very __________ that Bill Jones will retire this year - he turns 65 in February.
A. likely
B. probably
C. surprising
Question 7
It has been ___________ that too much sitting causes significant health risks.
A. definitely
B. knowledgeable
C. proven
Question 8
I'm _______ sure I turned off the lights upstairs... but could you please go check, just in case I
didn't?
A. clearly
B. pretty
C. really
Question 9
I'm not sure what's causing my headache. It could be stress... or I _______ not be getting
enough sleep.
A. doubt
B. expect
C. might
Question 10
I wouldn't be ________ if my daughter Sarah became a veterinarian when she grows up - she
loves animals.
A. certain
B. possible
C. surprised
Question 11
Everyone was late for work this morning. I haven't seen the boss yet, but I _________ he's
angry.
A. bet
B. must
C. seem
Question 12
Dan was very seriously injured in the accident. Sadly, the doctors say there's not much
_______ he'll survive.
A. case
B. hope
C. likely
Question 13
Carla has worked as a gourmet chef for 20 years - she ________ be an amazing cook!
A. can't
B. might
C. must
Question 14
After doing lots of research, I have no _________ that this is the product we need.
A. doubt
B. fear
C. insecurity
Question 15
A breakdown of the machinery? That couldn't have __________, it was in perfect condition.
The person operating it must have done something wrong.
A. been certain
B. expected
C. happened
Quiz Answers:
1.C 2.A 3.B 4.A 5.B 6.A 7.C 8.B 9.C 10.C 11.A 12.B 13.C 14.A 15.C
Lesson 36: Similarities & Differences
Conversation #1 - Similarities
Kate is doing some shopping, when she sees a person who she believes is her friend Carol.
Kate: Hey, Carol!
Rebecca: Huh?
Kate: Oh! Sorry, I thought you were someone else. You look just like a friend of mine from
church.
Rebecca: Really?
Kate: Yeah. Wow - you're almost identical to her. You both have short blonde hair... the
same hairstyle... and very similar glasses, too.
Rebecca: Maybe I have a long-lost twin!
Kate: Who knows? Anyway - sorry to bother you.
Rebecca: No worries. I once had a really embarrassing case of mistaken identity - my

husband Dave and I were at a party, and we were talking to people in different parts of the
room. Dave had his back to me, and I came up behind him and gave him a hug... but when
the guy turned around in surprise - it wasn't my husband!
Kate: Oops! That's awkward.
Rebecca: You're telling me! He had about the same build as Dave, and they both have grey
hair... they were also dressed very similarly.
Kate: Right. I've actually been mistaken for Julia Roberts before - when I was in L.A., a
couple people asked for my autograph!
Rebecca: Hmm, yeah, I can see the resemblance.
Kate: Mmm-hmm. Well, it was nice chatting with you - take care!

In this dialogue, there are various ways of comparing two things (or people!) that are
similar. To say that two things are exactly the same, you can use these phrases:
 “They're exactly alike.”
 “They're (exactly) the same.”
 “They're (perfectly) identical.”
 “A is just/exactly like B.”
To say that two things are similar (but not identical), you can use these phrases:
 “They're about the same.”

This means "approximately the same.” Ex) The soccer ball and the T-shirt cost about
the same amount. The ball is $22 and the T-shirt is $20.
 “They're (very) similar.”
 “A is like B.”
You can also substitute other verbs for "is": for example, "looks like," "sounds like,"
"tastes like," "smells like," and "feels like"
 “A is similar to B.”
 “A resembles B.”
 “They both... [+ verb]”
Ex) These computers both have webcams.
Ex) My parents both love sushi.
 “A is just as [adjective] as B.”
“Bob is just as tall as Jim.” (= they have the same height)
“These sunglasses are just as expensive as those.” (= they have the same price)
When two people are similar in appearance, we say that one person "looks like" the other:
 “Rebecca looks like Carol.”

 “I look a lot like my mother.”
Add “a lot” to emphasize the similarity
When two people have similar interests, or are involved in similar activities, we say "they
have a lot in common." And if two people's behavior and temperaments are similar, we
can say "they have similar personalities."
We also have some "linking words" to express similarity:
 also - used in the middle of a phrase

“Your brother lives in California? My brother also lives there!”
 too / as well - used at the end of a phrase
“Your brother lives in California? My brother lives there too / as well!”
 likewise - used at the beginning or in the middle of a phrase
“India's economy is expanding. Likewise, Brazil has experienced strong economic
growth in the past few years.”
“India's economy is expanding. Brazil is likewise growing fast.”
 in the same way - usually used at the beginning of a phrase, often in more formal
English
“Unemployment has decreased by 20%. In the same way, the crime rate has gone
down significantly.”
As you can see, there are various ways to phrase a sentence in which you want to say that
two things are the same or similar:
The same:
 "You and I have the same backpack!"

 "I also have that backpack."
 "I have that backpack, too."
Similar:
 "Your backpack looks like mine."

 "Our backpacks are both blue."
 "Your backpack is similar to mine."
 "Your backpack resembles mine."
Conversation #2 - Differences
Jen is a high school senior who is going to college next year. She's trying to decide which one
to attend - the two schools are very different! Listen to her conversation with her cousin,
Tamara.
Jen: I'm really torn between going to New York University and Waterford College!
(I’m really torn between = I’m having a LOT of difficulty deciding between two options)
Tamara: What are the differences between them?
Jen: Too many to count - they're nothing alike. For one thing, New York University is huge -
it has tens of thousands of students - while Waterford is very small.
Tamara: So do you prefer a big school or a small school?
Jen: I'm really not sure; I mean, both have their advantages. At a small school, I'd get to
know the professors better, and maybe it would be easier to make friends. On the other
hand, a big school would have more activities and a greater variety of classes.
Tamara: Besides the size, how else do they differ?
Jen: Well, there's the location. NYU is in New York City, whereas Waterford is in a small
town in the middle of the mountains. It's a completely different environment.
Tamara: What about the courses? I mean, shouldn’t you consider the academic program,
as opposed to less important factors like location and size?
Jen: Yeah – you’re right. I'm planning on studying psychology, and the essential courses are
the same, but the order in which you take the classes is slightly different. And NYU has
more electives, although Waterford offers more opportunities to do research. Also,
Waterford offers academic scholarships, unlike NYU.
(electives = courses that are additional/optional, not required)
Tamara: When do you need to decide by?
Jen: Not until April... I know that's months away, but I wanna make my choice as soon as
possible! I get anxious when my plans aren't nailed down.
Tamara: Really? I'm the opposite. I always leave decisions until the last minute... I like to
keep my options open!

Jen describes a number of differences between the two colleges. You can use various
adverbs to quantify the word “different” – from the biggest degree of difference to the
smallest:
 completely different
 very/really different
 slightly different / a little different / a bit different
Jen also says that the two colleges “are nothing alike.” We can use this expression when the
subject of the sentence is plural. Another way to phrase it is: “A is nothing like B”:
 “New York University and Waterford College are nothing alike.”

 “New York University is nothing like Waterford College.”
Here are a few more phrases used in the dialogue to express differences:
 “On the other hand…”

Use this after you have finished explaining one point, and when you are going to begin
explaining a different/contrasting point.
 “the opposite”
This means 100% different – for example, black is the opposite of white; big is the
opposite of small, and Tamara is “the opposite” of Jen, because Jen likes to make
decisions quickly and Tamara likes to make them slowly.
 “as opposed to”
This is a common phrase used to put two ideas in opposition, emphasizing their
difference:
Ex) I like to eat healthy food, as opposed to fried food.
Let’s watch a DVD at home as opposed to going to the movies.
Finally, we have the linking words unlike, whereas, and while. These words are all used
to make contrasts – show how two things are different. There are a few differences in the
way each one is used in a sentence. While and whereas are usually used between two
complete phrases. Unlike is typically used with only a subject.
 “I like tennis, while my brother prefers bowling.”

 “This bottle of wine costs $50, whereas that one costs only $20.”
 “His boss allows him to work from home, unlike mine.”
 “She’s very friendly, unlike her sister.”
 “Unlike most women, my wife actually hates shopping.”
You’ve finished Lesson 36! Today’s speaking task is to leave a message and tell me three
ways that you and your best friend (or husband, wife, boyfriend, or girlfriend) are similar
and three ways that you are different. Try to use the expressions from the lesson.
Click here to leave your message: http://www.speakpipe.com/espressoenglish
Lesson 37 – Talking about Decisions
Conversation #1 – Making difficult decision
Susan: Camilla, you've got to help me out. I'm really in a quandary.
Camilla: What's going on?
Susan: Well, you know I've been with my boyfriend Alex for almost three years. I think he's
going to ask me to marry him... but I don't want to rush into anything.
Camilla: I don't think you're rushing - three years is plenty of time to make up your mind
about whether or not the relationship is working.
Susan: But the problem is that I still want to travel and have all these adventures... and
Alex, well, he's a great guy but he's a bit boring.
Camilla: In that case, it's a no-brainer - you don't want spend the rest of your life with
someone who doesn't share your dreams!
Susan: Is that a good reason to break up, though? I mean, everything else about our
relationship is fine. Looking at the big picture, he'd be a wonderful husband and father.
Camilla: It's a tough call. I've been torn between a relationship and a good career
opportunity before, and it's not an easy decision.
Susan: So what did you end up choosing?
Camilla: I weighed up all the pros and cons, and eventually I decided to take the job offer -
and end the relationship. It was the right choice, but I definitely gave it a lot of thought.
Susan: Yeah. I'm toying with the idea of taking a trip so that I can just get away for a while
and reflect. I'd like to reach a decision before he proposes!

If a decision is difficult, we can say:
 “It’s a difficult/hard decision.”

 “It’s a tough call.” (informal)
 “I’m in a quandary.”
 “I’m on the horns of a dilemma.”
This idiomatic phrase is often used for a situation in which both options are bad, and
there really is no good choice.
One idiom for an easy decision is “a no-brainer” – this means a decision that is so easy, you
don’t even have to think about it. For example, “There was an 80% discount on that
computer – so buying it was a no-brainer!”
Here are a few phrases to use when you’re undecided – you can’t decide what to do:
 “I can't make up my mind.”

 “I'm in two minds about...”
 “I'm torn between… (option A and option B).”
This phrase is often used for especially emotionally intense decisions.
 “I'm undecided.”
 “I'm on the fence.”
 “I’m at a crossroads.”
This phrase is used for decisions that will have a major effect on your future – when
you have to choose between two different directions in life.
A vocabulary tip: be careful not to confuse the words “undecided” and “indecisive.” A
person who is undecided is someone who has not yet made a decision about a specific
choice. For example, “I’m don’t know who I’m going to vote for yet – I’m undecided.” The
word “undecided” refers to a temporary situation.
The word “indecisive” refers to a general/permanent part of someone’s personality. A

person who is indecisive is someone who, in general, has lots of difficulty making
decisions. The person takes a long time to decide, and/or frequently changes their
decisions. For example, “My sister is so indecisive – every morning, she spends two hours
trying to choose what clothes to wear.”
With important decisions, you often need to take some time to think so that you don’t make
a rash/hasty decision (that’s a decision made quickly and without sufficient
consideration). Here are some phrases for delaying a decision:
 “I don't want to rush into anything.”

Use this phrase when you are considering making a commitment.
 “I'd like to keep my options open.”
Use this phrase when you think that a better option may appear later
 “Let me think about it / sleep on it.”
“sleep on it” means you will make or finalize the decision tomorrow
 “I'll take that into consideration.”
 “We need to look at the big picture.”
This means you need to consider the entire situation, not just one aspect
 “I'm weighing up the pros and cons.”
This means you are considering the advantages and disadvantages of each option
Sometimes people give you advice for making decisions. Some common suggestions are:
 “Follow your heart.”

This means you should do what your emotions want
 “Trust your instincts / gut.”
This means you should listen to your deep, natural impulse
 “Consider the trade-offs.”
The term “trade-offs” means that if you get one thing, you will lose other things. For
example, if you want to live in a tropical country, you will not be able to go skiing
frequently – that is a “trade-off” because you are losing the possibility of going skiing
regularly, but gaining the advantages of living in a warm climate.
Finally, we have two informal phrases for actions that you are thinking about doing, but
you are not yet 100% decided:
 “I have half a mind to... [+ verb]”

I have half a mind to quit my job and travel around the world.
 “I'm toying with the idea of... [+ verb-ing]”
I’m toying with the idea of quitting my job and traveling around the world.
Conversation #2 – Evaluating a Decision

Susan and Camilla lose touch for a couple of years, and then they reconnect. Listen to them
talk about the results of their past decisions.
Susan: Hi Camilla! It's been a while!
Camilla: Yeah, it's great to hear from you! How have you been?
Susan: Great - I'm traveling through Thailand right now.
Camilla: So I take it you're no longer with Alex?

(“I take it” = I assume, I imagine)
Susan: No, I’m not... upon reflection, I realized that if I stayed with him, I'd always resent
having to give up my dreams.
Camilla: Was it difficult?
Susan: Yes... seeing how heartbroken he was almost made me have second thoughts. But I
stuck with my decision and I think it was better for both of us.
Camilla: That's good.
Susan: How about you? Did you go through with your plans to get your Master’s degree?
Camilla: Actually, no, I changed my mind about that. After further consideration, I came to
the conclusion that it wouldn't really help advance my career.
Susan: Oh, really?
Camilla: Yeah. It wasn't a hasty decision – far from it. I did a lot of research and talked to a
few people who had been through the program, and they said it wasn't really worth the
investment of time and money.
Susan: I guess hindsight is 20-20.

When you make a decision after lots of thought or time, you can say:
 “I’ve reached a decision.”

 “I’ve come to a decision.”
If you continue with your decision, then we say you stick with your decision or stand by
your decision. But if you begin to think that your decision wasn’t good, then you can say:
 “I’m having second thoughts.”

This expression is usually used to talk about doubting a decision when there is still time to
change it. For example, “My son’s studying chemistry in college – but now he’s having
second thoughts. He might change his major to biology instead.”
Use these phrases to talk about changing a decision:
 “I changed my mind.”
This is the most basic and common way to talk about changing a thought/decision
 “Upon reflection… / After further consideration...”
Use these phrases to show that you thought carefully about the issue before changing
your decision. “Upon reflection…” is typically used for individual decisions, and “After
further consideration…” is often used in more formal/business situations.
 “He convinced/persuaded me to...”
Say this when someone else influenced your decision, or influenced you to change your
mind.
At the end of the conversation, Susan uses an expression to reflect on a past decision:
“Hindsight is 20-20.” This phrase means, “You can only evaluate whether a decision was
right or wrong after some time has passed and you can see the results.” This expression is
usually used when someone made a decision which they later realized was “wrong” or not
the best choice.
Another phrase used for evaluating a bad decision in the past is: “I'm not sure what I was
thinking.” For example, “I’m not sure what I was thinking when I decided to move so far
away from home. Now I really miss my family.”
What about some phrases for saying a decision was good? You can say:
 “Looking back, I know it was the right decision.”

“looking back” means you are remembering the past
 “Ultimately, it was the right choice.”
“ultimately” means “in the end” or “after considering everything”
 “Everything worked out for the best.”
Use this phrase when there were some problems/challenges after the decision, but in
the end they were all resolved and the final result was good.
You’ve finished Lesson 37! Today’s speaking task is to describe an important decision
you’ve had to make in your life. Use some of the vocabulary from this lesson to talk about
the process of making the decision and its results. Click here to leave your message -
http://www.speakpipe.com/espressoenglish - and I’ll send you tips and corrections on
your speaking.
Lesson 38 – Opinions & Advice
Conversation #1 – Asking for and Giving Opinions
Laura is a teacher who has some creative ideas about education. She is being interviewed
about her opinions on TV. Listen to the interview to learn expressions for talking about
opinions.
Interviewer: So tell me, what are your thoughts on the new standardized tests?
Laura: To be honest, I believe standardized tests are one of the worst aspects of our
educational system.
Interviewer: What do you mean?
Laura: In my opinion, these types of exams make students focus on just memorizing a
bunch of facts in order to get a good grade – and then the kids don’t enjoy school.
Interviewer: But it seems to me that if we didn’t have tests, students wouldn’t be

motivated to study.
Laura: Well, from my point of view, children should be encouraged to develop a love of
learning for its own sake – not just to take a test.
Interviewer: Could you elaborate on that – or give us an example of how it works in your
own classroom?
Laura: Some people may disagree, but I think that children are capable of directing their
own learning process. So instead of taking a final exam, for example, each of my students
does a final project on a topic of their choice.
Interviewer: If you ask me, that sounds a lot more interesting – and less stressful!
Laura: Exactly – and it also eliminates that competitive aspect of who got the “best grade”
or the “worst grade.”
Interviewer: So you’re saying that you don’t evaluate the students?
Laura: No, that’s not what I meant. I do evaluate their projects and give them feedback and
suggestions for improvement.
Interviewer: Have you ever had students who didn’t like your method?
Laura: I’ve had a few who have found it a little hard to adjust… but in my experience, once
the students get used to my teaching style, they really enjoy it!

There are a number of ways to ask for someone’s opinion. Most of them involve the words
think/thoughts, feel, opinion, or views:
 “What do you think of/about…?”

 “How do you feel about…?”
 “What are your thoughts/views on…?”
 “Where do you stand on…?”
This phrase is usually used for controversial issues
 “What’s your opinion about…?”
Here are some basic ways to express your opinion:
 “I think...” / “I believe...” / “I’d say…” (that)

In spoken English, the word “that” is optional, and most people don’t use it:
Ex) I think that we should invest more in education.
I think we should invest more in education.
 “It seems to me that...”
This is a gentle way to express an impression. You can use it to say something that you
are not 100% confident about, and which could be open for debate:
Ex) “It seems to me that more and more people are unhappy with their jobs these
days.”
 “In my opinion...” / “In my experience...”
“Opinion” means you are expressing your thoughts/beliefs; “experience” means that
you have real present or past experience with the topic or situation
 “To be honest...”
This expression is often followed by a criticism or negative opinion:
Ex) “To be honest, this article isn’t very good.”
 “If you ask me...”
This phrase is often used to express your opinion when NO ONE has specifically asked
you about it!
Sometimes, you want to put special emphasis on the fact that this opinion is YOURS, and
that you recognize that other people might not share your opinion – or might disagree. To
do this, you can begin your statement with one of these phrases:
 “Personally, I think...
 “Some people may disagree, but I think...”
 “From my point of view...”
 “The way I see it…”
 “As far as I'm concerned...”
 “Speaking for myself…”
In the conversation, the interviewer asks Laura for some additional details about her
opinions. She uses some of these phrases:
 “What do you mean?”

 “Could you clarify?”
 “Could you elaborate on that?”
 “Could you give an example?”
Another conversational technique to clarify information is repeating or re-stating what the
other person has said. Here are some expressions for confirming the other person’s ideas:
 “You mean...”
 “So what you're saying is that...”
 “If I understand you correctly, you're saying that...”
All of these can be said as either questions or statements. For example:
 “So what you’re saying is that we should get rid of standardized tests?”
 “So what you’re saying is that we should get rid of standardized tests.”
Notice the difference in the way they are pronounced. We typically use the statement form
when we are confident that our re-statement is correct, and use the question form when we
have a little bit of doubt that we have understood the other person’s thoughts correctly – or
when we are somewhat surprised by their idea.
To respond to this re-statement, if the person has accurately repeated your idea, you can
simply say “Yes,” “Right,” or “Exactly.” But if you want to make a correction, you can say:
 “No, that’s not what I meant. / No, that’s not what I’m saying.”
 “No, not exactly. What I mean is… / What I’m trying to say is…”
Conversation #2 – Asking for and Giving Advice

Diane is a professional financial adviser. She has a radio show where people can call in and
ask for help with their financial problems.
Diane: Hi Helen, you’re on the air! What can I help you with?
Helen: Hi Diane, thanks for taking my call. My problem is that I just can’t manage to save
money. I’d like to buy a house someday, but I always seem to spend my entire paycheck by
the end of the month. What should I do?
Diane: First of all, have you tried keeping track of your spending? I suggest writing down
all your expenses for the next month, so that you can find out exactly where your money is
going.
Helen: I’m not sure I’m organized enough to track every dollar. I mean, I have a general
idea of how much I pay for rent, food, and gas… oh, yeah, and there’s also my student loan
payments.
Diane: How much debt do you currently have?
Helen: About $50,000 in student loans, plus like $8,000 on my credit card.
Diane: Well, you’d better pay that credit card debt down as soon as possible – otherwise
it’ll keep accumulating interest, and you’ll end up paying twice as much in the end!
Helen: One problem is that I work as a waitress, and I don’t earn much. That makes it hard
to get ahead.
Diane: If I were you, I would either look for another job or an additional source of income.
Have you considered starting a business on the side? If not, you should look into it.
Helen: Should I also start investing in the stock market? Some people make a lot of money
that way, right?
Diane: Yes, but I’d recommend investing carefully in diversified funds that will increase in
value over time – whatever you do, don’t put all your money into a single company, because
if that company fails, you could lose everything!
Helen: My dad tells me I should also have a savings account just for emergencies. About
how much money should I set aside for that?
Diane: I suggest having about 6 months of living expenses saved up – that should be
enough for most emergencies. And of course, make sure you have health insurance and car
insurance – just in case!
Helen: Okay – I’ll try to do everything you’ve suggested. Thanks for your help!

Here are a few phrases for asking someone for advice:
 “What should I do?”
 “What would you do if you were me?”
 “What do you suggest/recommend?”
To reply, there are three different ways to give advice – by using questions, by making
statements, and by giving commands. Using questions is the most indirect way; it is good
for giving advice on sensitive topics, when advising a person who you don’t know very well,
or when suggesting possibilities to someone who has not directly asked for your advice.
How to give advice using questions:
 “Have you tried…?”

I can’t find time to exercise. What should I do?
Have you tried going to the gym before work?
 “Have you considered…? / Have you thought about…?”
I always get nervous when giving presentations.
Have you considered taking a class in public speaking?
 “How about…?”
I live by myself, and it sometimes gets very lonely.
How about getting a dog?
 “Why don’t you…?”
I’m exhausted. I’ve been working way too much.
Why don’t you take a vacation?
If you want to be a little more direct, you can give advice using statements:
 “I suggest…” / “I recommend…”
“I’m going to visit Boston. What should I do there?”
“I suggest taking a tour of the historical center of the city.”
“Thanks. Do you know of any good hotels?”
“I recommend the Hilton on Cambridge Street – it’s nice, but very affordable.”
 “If I were you, I’d…” / “If I were in your shoes/position, I’d…”
Use these phrases to describe what you would do if you were in that situation:
“Oh no! My final exam is on the same day as a job interview! What should I do?”
“If I were you, I’d ask the teacher if I could take the exam a day earlier.”
 “You should…” / “I think you should…”
Ex) “My sister’s been mad at me for weeks. She won’t answer my phone calls.”
“I think you should write her a letter.”
 “You’d better…”
This phrase is the most forceful and direct in this category.
Ex) “I have a terrible toothache.”
“You’d better see the dentist before it gets any worse.”
You can also give advice using imperatives/commands. These are “stronger” and they are
typically only used with people who you know well, or when you want to be extremely
direct – like if the person doesn’t want to listen to the more indirect forms of advice. Here
are some examples:
 “Try to save more money.”

 “Stop eating fast food.”
 “Start going to bed earlier.”
 “Make sure you…”
Ex) Make sure you bring money for a taxi, because there are no buses after midnight.
 “Whatever you do, don’t…”
Use this phrase when ONE piece of advice is especially essential:
Ex) Whatever you do, don’t eat the seeds of this fruit – they’re poisonous.
You’ve finished Lesson 38! Today’s speaking task is to talk about a few pieces of good
advice you’ve received, and a few pieces of good advice you’ve given to someone else. Click
here to record your message: http://www.speakpipe.com/espressoenglish
Lesson 39 – Complaining & Criticizing
When we want to make a complaint or criticism in English, we often use specific words or
phrases to make it politer and less direct. This helps the other person to listen and
understand the complaint/criticism without getting defensive.
Erin had a bad experience at her bank, and now she’s complaining to a manager. Listen to
two very different ways to make complaints:
Conversation #1a - Complaining Rudely

Erin: This bank sucks!
Manager: I'm sorry you feel that way. Could you be a little more specific about the
problem?
Erin: I'm sick and tired of waiting days for the problems with my account to be fixed. It's
ridiculous.
Manager: I do apologize for the inconvenience. Please keep in mind that sometimes it's
necessary to -
Erin: And your customer service by phone stinks, too. I will not put up with having to wait
more than 20 minutes only to talk with an incompetent employee who can't do anything to
help me.
Manager: I'm sorry you've had a bad experience. I will look into these issues immediately.
Erin: Oh and one more thing - the fees you charge are completely unfair. I have to pay a $5
fee every time I take money out of another bank's ATM? That's outrageous!
Manager: Ma'am, please calm down. There's no need to raise your voice.
Conversation #1b - Complaining Politely

Erin: I'd like to make a complaint. I'm very disappointed with the customer service I've
received at this bank.
Manager: Oh no, I'm sorry to hear that. Could you tell me what happened?
Erin: Every time I have a problem with my account, it takes several days to resolve it - and
that's unacceptable, because I do need access to my money on a daily basis.
Manager: I apologize for the delays, ma'am. I promise you that we will take steps to
improve in this area.
Erin: Also, I'm sorry to say this, but your customer service by phone leaves a lot to be
desired. Not only do I have to wait a long time to talk to someone, but the representatives
are generally not very helpful.
Manager: I can understand why you're frustrated – I will look into it.
Erin: I'm also not happy about the fees that are charged for using another bank's ATM. I
was expecting something like $1, but it's actually $5, and I find that rather high.
Manager: I'm afraid there's not much we can do about the fees - they're an industry
standard. But I assure you that I will do everything in my power to fix the other problems
you've mentioned.

Notice the difference between the first conversation and the second conversation? In the
first one, Erin used strong words like “outrageous” and “ridiculous,” as well as very
negative expressions like "stinks," "sucks," "incompetent" and "I'm sick and tired..."
In the second one, Erin expressed her complaints in a more diplomatic way. Here are some
good phrases for complaining in English. They often include the words "sorry," "excuse
me," or "I'm afraid" to make them more polite:
 “I'm sorry, but I have a few complaints about…”

I’m sorry, but I have a few complaints about the cleanliness of this fitness center.
 “I'm sorry to say that…” / “I hate to say this, but…”
I’m sorry to say that the food at this restaurant is not very good.
 “I'm sorry to bother you, but…”
I’m sorry to bother you, but could you turn down the music?
 “Excuse me, there is a problem with…”
Excuse me, there is a problem with my bill. I was charged an extra $50.
 “There seems to be a problem with…”
There seems to be a problem with my password. I can’t log in.
 “I was expecting ________, but…”
I was expecting this hair dryer to last for several years, but it broke after a week.
 “I'm afraid this is unacceptable.”
 “I’m not satisfied with…”
I’m not satisfied with this hotel room – it is not what was advertised on your website.
 “I'm rather upset about…”
I’m rather upset about my subscription being canceled without warning.
 “I'm very disappointed with…”
I’m very disappointed with the lack of organization in this program.
The manager of the bank uses a variety of phrases to respond to Erin's complaints. If you
work in customer service - or if you hear some complaints from a boss or coworker - you
can reply with these phrases:
 “I'm sorry to hear that.”

 “I'm so sorry; this will never happen again.”
 “I can assure you that we’ll do everything we can to resolve the problem.”
 “I apologize for the delay/inconvenience/bad experience.”
Conversation #2 – Criticism
When you need to criticize someone – say something negative about their work or behavior
– it can be difficult to know what to say. Try to avoid direct statements like these:
 "You're so lazy!"
 "You never arrive on time."
 "You talk too much."
 "This design is terrible."
Instead, one good technique is to use the "sandwich technique" – say one good thing, then
give the criticism in a polite way, then finish by saying another good thing.
Start with a positive comment, like these:
 "Thanks for..."
 "I appreciate..."
 "I can see that you put a lot of effort into this."
Then give your criticism:
 "Unfortunately..."
 "The problem is that..."
 "It's a bit / It's rather... (negative adjective)"
It’s a bit dirty. / It’s rather disorganized.
 "I'm afraid..."
You can also include a suggestion or reason for the criticism:
 "Next time, you might want to..."

 "It's really necessary/important to..."
…and then finish with another positive phrase.
Let’s take a look at some mini-conversations to see this technique in action:
Mini-Conversation #2a
Nancy: Sandra, what did you think of the new website I designed for our organization?
Sandra: Well, I can see that you put a lot of effort into it! I appreciate the fact that it’s
simple and easy to navigate. The only problem is that we really need a site that’s a little
more complex, with some advanced features like scheduling appointments and receiving
donations.
Nancy: Oh… I’m not sure I know how to do that.
Sandra: That’s OK – we can use some of your great ideas to give guidelines to a
professional designer.
Mini-Conversation #2b
Beth: Hi Anna – could I talk to you for a minute?
Anna: Sure.
Beth: Thanks for writing the article for our company newsletter – I appreciate all the work
you did; it was very well-researched.
Anna: I’m glad you liked it!
Beth: The content was great – but unfortunately, I found a few grammatical errors in the
text. It’s really important to revise these articles carefully before they’re published;
otherwise, it makes the newsletter look a bit unprofessional.
Anna: Ah… I’m sorry about that. I’ll be more careful in the future.
Beth: Next time, feel free to send it to me and I’m happy to check it over. You really are a
good writer, so I’d love to help you out!
Notice how each conversation begins with a compliment, then gives the criticism, then ends
on a positive note.
You’ve finished Lesson 39! Now take the quiz to help you remember the polite phrases for
complaining and criticizing.
Quiz – Complaining & Criticizing
Question 1
There _______ to be a problem with my credit card.
A. looks
B. seems
C. sounds
Question 2
Thanks for designing the poster. It's a good start, but it's a _______ plain. Could you add some
more color?
A. bit
B. lot
C. slight
Question 3
Next time, you _______ want to check with your colleagues before rescheduling an important
meeting - it'll help avoid misunderstandings.
A. could
B. maybe
C. might
Question 4
I'm very _________ with the treatment I've received.
A. desperate
B. disappointed
C. disturbed
Question 5
I'm sorry to ________ that the shipment was delivered several weeks late.
A. say
B. speak
C. tell
Question 6
I'm afraid this is ___________.
A. unacceptable
B. unbearable
C. undesirable
Question 7
I was ________ to be informed of any changes, but I haven't received any information.
A. expecting
B. requiring
C. wishing
Question 8
I can see that you put a lot of ______ into this.
A. effort
B. power
C. try
Question 9
I can ________ you that we will look into this matter immediately.
A. apologize
B. assure
C. confirm
Question 10
I appreciate all the work you put into preparing this proposal, but I'm ______ it's not what
we're looking for at this time.
A. afraid
B. scared
C. sorry
Quiz Answers
1.B 2.A 3.C 4.B 5.A 6.A 7.A 8.A 9.B 10.A
Lesson 40 – Essential Discourse Markers
Conversation: Buying a car
Peter and Tara are a married couple who are discussing the possibility of buying a new car.
Listen to their conversation and pay special attention to the words in blue.
Tara: You wanna buy a new car? Are you nuts?!
Peter: Here's the thing: our car is 15 years old... it's REALLY time to upgrade.
Tara: I don't know. Just because the car is old doesn't mean we should get rid of it. Plus,
new cars are expensive, and we're trying to save up for our vacation, remember?
Peter: Granted - we couldn't afford a brand new car. That's why I've been looking at used
cars. I found a 2008 Toyota in great condition that's selling for a pretty good price.
Tara: Still, shouldn't we try to keep the car we have for as long as possible? We could
probably use it for at least another couple years. You have to admit that it would save us
money.
Peter: On the contrary: we'd probably end up spending more on maintenance and fixing
the old car than it would cost to just buy a new one - well, a used one - now. So it would
actually cost us more in the long run.
Tara: If you say so. I'm still not convinced. By the way, did you pay that speeding ticket
you got last month?
Peter: Umm... not yet. I did talk to a lawyer though. Basically, he said that there's a chance
I could get the fine reduced. I'll try to take care of it this week.

The expressions in blue are discourse markers.
What are discourse markers? They’re words or small phrases that express the connections
between ideas when writing or speaking. You’ve already learned some of these in this
course: for example, starting a sentence with “as I was saying,” to get back to the topic
after an interruption.
This lesson is going to focus on discourse markers that are typically used at the beginning
of a sentence or phrase. They help indicate what you’re going to say before you say it.
“Linking words” like although, meanwhile, such as, and likewise also fall into the
category of discourse markers. Many of these can be used either at the beginning or in the
middle of a phrase – and some can be used at the end. If you want to learn more specific
details about linking words, check out these three lessons:
 Linking Words: Adding, Organizing, and Summarizing

 Linking Words: Contrasting Ideas
 Linking Words: Reasons and Results
Now let’s look at some typical functions of discourse markers – with plenty of examples to
help illustrate how they are used in spoken English.
Function #1 – Adding Information

Moreover, furthermore, and what’s more are typically used in more formal English.
What’s more is more frequently used in spoken English rather than written English.
For example:
 “I’m sorry to say that Tom has not been putting in much effort at work recently. His
projects are typically full of mistakes. What’s more, he has arrived to the office late
almost every day this week.”
 “Our company is rapidly expanding throughout the world. In the past year, we’ve
opened five new branches in Europe and North America. Furthermore, we have
established a number of strategic partnerships in Asia.”
In addition and additionally are also used in more formal English, especially when
writing or presenting:
 “We have taken a number of steps to make our factories safer. All employees are
required to wear protective equipment, and we offer regular trainings in the area of
workplace safety. In addition, our machinery is inspected every year to check for
defects that could cause accidents.”
In more informal English, we usually use also, plus, besides, and not only that (but) to
add information:
 “I don’t want to go out tonight; it’s really late and I’m super tired. Besides, I have a
class early tomorrow morning.”
 “I love yoga – it helps me relax after a long and stressful week. Plus, it’s a great
workout.”
 “Henry broke his arm and got a concussion in the accident. Not only that, but his
car was completely destroyed.”
Function #2 – Comparing / Contrasting
Sometimes you want to not only add information, but also show how it relates to the
information you mentioned previously – by comparing it (showing how it is similar) or
contrasting it (showing how it is different).
Use similarly and in the same way to show how two things are similar. There’s also an
idiomatic expression: “by the same token.”
 “If you think positive thoughts, you’ll increase your chance of succeeding. By the
same token, if you think negative thoughts, you’ll probably end up failing.”
When you want to show how two things are different, use in contrast, conversely, or the
more informal expression on the other hand. There’s also the expression on the
contrary, which is usually used to say that the previous statement was wrong, or to
introduce the opposite idea.
 “President Bush lowered taxes. In contrast, President Obama has raised them.”
 “I don’t think that painting is ugly. On the contrary. I think it’s beautiful.”
Function #3 – Emphasizing & Persuading

When trying to persuade someone (convince them that your perspective is correct), you
can use these phrases to add special emphasis to your main point.
Use here’s the thing and the thing is to draw extra attention to what you are going to say.
 “I know you’re concerned about keeping costs down, but here’s the thing: if we
don’t repair this machine now, we’ll eventually end up spending more to buy a new
one.”
Use above all to introduce the most important point:
 “To become fluent in English, you must take every opportunity to practice the
language. It’s important to read, write, listen to, or speak English as frequently as
possible. Above all, you must not give up!”
Use after all and you have to admit to introduce an especially persuasive point – one that
you think the other person probably won’t disagree with.
 “We should definitely create an online store for our company. After all, we do want
to make more sales, don’t we?”
 “I know it’s a radical idea, and it’s understandable that you’re nervous about trying
new things. But you have to admit that what we’re doing right now isn’t working.”
Use like I said or as I mentioned earlier (more formal) to repeat a point you talked about
before.
 “Come on, let’s have a party at my place! Like I said, my parents are out of town so
they’ll never know.”
 “I’m sorry, ma’am, but I cannot give you a refund. As I mentioned earlier, refunds
can only be requested within the first 30 days after your purchase.”
Function #4 – Conceding (+ Counter-Argument)

“Conceding” means to recognize that the other person has a good point, or is correct about
some idea. When having a discussion, debate, or argument, it’s common to concede and
then introduce your counter-argument or counter-point.
Use the phrases granted, admittedly, and of course to concede. Here are some examples
that follow directly from some of the situations in the previous section:
 “I know you’re concerned about keeping costs down, but here’s the thing: if we
don’t repair this machine now, we’ll eventually end up spending more to buy a new
one.”
“Admittedly, a new machine would cost more in the future. But right now we
simply don’t have enough money to make the necessary repairs.”
 “We should definitely create an online store for our company. After all, we do want
to make more sales, don’t we?”
“Of course an online store would increase our profits. But I’d rather focus on
getting more customers in the local area.”
 “I know it’s a radical idea, and it’s understandable that you’re nervous about trying
new things. But you have to admit that what we’re doing right now isn’t working.”
“Granted – the current strategy isn’t producing great results. But I don’t think the
idea you’ve proposed is a perfect solution.”
In each of these examples, the person introduced the counter-argument with “but.”
However, there are a number of other phrases that can be used:
 Having said that, / That said,

 All the same, / Just the same,
 Even so / Still / Nevertheless
Check out how to use them in the examples:
 “Admittedly, a new machine would cost more in the future. Having said that, right
now we simply don’t have enough money to make the necessary repairs.”
 “Of course an online store would increase our profits. All the same, I’d rather focus
on getting more customers in the local area.”
 “Granted – the current strategy isn’t producing great results. Still, I don’t think the
idea you’ve proposed is a perfect solution.”
Function #5 – Changing the topic

Remember in the lesson about greetings and goodbyes, when we used the word anyway as
a transition into saying we needed to leave?
“Anyway, it was great talking to you, but I’ve gotta run.” – This is an example of changing
the topic with a discourse marker. Anyway is frequently used to either bring the
conversation to a close or come back to the main topic.
Here are more ways to change the topic. The expressions speaking of… and that reminds
me are often used to introduce a related topic:
 [in a conversation about travel in general] “Speaking of traveling, don’t you have a
trip to China coming up?”
 [in a conversation about websites in general] “That reminds me – I saw a funny
video on YouTube the other day; I’ve got to send it to you!”
The expressions by the way and incidentally can be used to introduce a related topic OR
add a side comment:
 [in a conversation about a project at work] “Incidentally, I need to leave the office
early today – so I can only work on this for another half hour.”
 [in a conversation at a restaurant] “By the way, the soup here is delicious.”
Function #6 – Paraphrasing / Summarizing

“Paraphrasing” or “summarizing” means expressing a lot of information in a short time,
giving just a general summary of the main point. To do this, we have the expressions
basically, essentially, in short, and to sum (it) up.
 “I asked the doctor about this rash. Basically, he said it’s nothing to worry about.”
 “We discussed a lot of things at the meeting – but to sum it up, the director decided
to cancel the program.”
There’s also an idiomatic expression: in a nutshell.
 “How was your trip?”

“I don’t have time to tell you all about it right now, but in a nutshell – it was
wonderful!”
You’ve finished Lesson 40! Now take the quiz and try to select the best discourse marker
for every sentence. I also recommend trying to write your own examples with each one –
this will help you remember them better, so that they’ll come to mind more easily when
you’re speaking. If you’d like to e-mail me your writing, you can send it to
shayna@espressoenglish.net
Quiz – Essential Discourse Markers

Question 1
You have a point - that country is a bit dangerous. _________, it's worth visiting to experience
the culture.
A. Above all
B. Besides
C. Still
Question 2
...and that's how my wallet was stolen. _________, can I borrow $15 to take a taxi?
A. By the way
B. On the contrary
C. The thing is
Question 3
I know you think she's a little bit crazy, but _________ she's very smart.
A. in short
B. similarly
C. you have to admit
Question 4
He's stupid, annoying, and lazy. _______, he's dishonest.
A. Even so
B. In contrast
C. What's more
Question 5
I hope you'll join us for the Christmas party. _________, everyone else is coming!
A. After all
B. All the same
C. By the same token
Question 6
Those other problems are not important right now. _________: if we don't get new donors
within the next month, we'll have to shut down the organization
A. Admittedly
B. By the way
C. Here's the thing
Question 7
I just got back from the library. Oh, __________ - could you give me back that book I lent you?
A. in addition
B. that reminds me
C. to sum it up
Question 8
You didn't miss much in yesterday's class. ________, the teacher just told us to read chapter 5.
A. In short
B. Not only that
C. That said
Question 9
This new computer program will help us run our database more efficiently. It integrates
with all our current systems. ________, it's very easy to use.
A. Conversely
B. In addition
C. In a nutshell
Question 10
The crime rate in the city center has gone down. _________, it has gone up in the suburbs.
A. After all
B. In contrast
C. Similarly
Question 11
I understand why you made the mistakes. _________, I do expect better performance from
you in the future.
A. Granted
B. Having said that
C. That reminds me
Question 12
Children learn language primarily by listening. __________, listening practice is essential for
adults.
A. In the same way

B. Nevertheless
C. On the other hand
Quiz Answers
1.C 2.A 3.C 4.C 5.A 6.C 7.B 8.A 9.B 10.B 11.B 12.A
Lesson 41 – Idioms for Feelings
Angela and Nancy are coworkers. Angela has three teenage daughters, and Nancy has a 12-
year-old daughter and 5-year-old twin sons. Listen to them chat about their weekends and
pay special attention to the phrases in blue.
Angela: Hey Nancy! How was your weekend?
Nancy: Could’ve been better. I took the twins to the museum, and they were bored to
tears. Then I took them to get ice cream afterwards, and my son had a fit when he got
chocolate sauce on his shirt. By the time we got home, I was at my wits’ end.
Angela: Yeah, kids definitely make you want to tear your hair out sometimes. One time
my youngest son got all bent out of shape because he wanted soda and I wouldn’t let him
have any. He threw a temper tantrum right there in the restaurant.
Nancy: The problem is that on days like that, even when I manage to avoid flying off the
handle and screaming at my kids… if my husband does something the slightest bit
annoying, I lose my cool and nearly bite his head off!
Angela: Everyone has bad days – it’s normal when your kids are little. Now that mine are
older, they don’t try my patience nearly as much.
Nancy: You guys went to the amusement park on Saturday, didn’t you? How was that?
Angela: Oh, it was fantastic! My girls were awake at 6 AM, raring to go. They had the time
of their lives – by the end of the day, they were smiling ear to ear.
Nancy: That’s great! We’re going to go to the circus next month – we went last year and
loved every minute of it. Actually I think my kids are most looking forward to eating all
the sweets – give them some cotton candy and they’re on cloud nine.
Angela: How’s your daughter doing in school? You had mentioned she was having a few
problems making friends.
Nancy: Yes, she was, but now that she’s joined the gymnastics club she’s starting to come
out of her shell. They have practice three times a week after school, and she always comes
home in high spirits. Actually, she just qualified for the state competition – when she
found out, she was jumping for joy!
Angela: Wonderful! Well, I wish her luck.
What do all the expressions in blue have in common? They’re idiomatic expressions. Idioms
are small phrases that often have a different meaning than their individual words. Although
idioms are not usually used in more formal written English, they are extremely common in
spoken English – and we have a number of idioms to describe feelings and emotions – these
can be more interesting and descriptive than simply saying “happy,” “sad,” “excited” or
“angry.”
Take a moment to read over the conversation again and try to identify the emotion in each
expression. Then continue reading the lesson to learn these phrases and many others.
Idioms for Positive Emotions
Happiness & Cheerfulness

 “She’s in seventh heaven.” / “She’s on cloud nine.” / “She’s walking on air.”
 “He’s on top of the world.” / “He’s over the moon.” / “He’s jumping for joy.”
All of these idioms mean that someone is VERY happy! These typically describe a
temporary state of extreme happiness because something wonderful has happened (not
someone who has a happy personality in general).
 “I’m tickled pink.” / “I’m thrilled to bits.”

These idioms mean that you are pleased; some event has given you a feeling of pleasure.
These are not as strong or as continuous as the previous idioms.
 “He was smiling ear to ear.” / “He was all smiles.”

These expressions describe the happy expression on someone’s face.
 “She’s in high spirits.”

This expression describes someone who is in a good mood.
Excitement & Enjoyment

 “My kids were raring to go.”
The expression “raring to go” means very excited to do something. It does not necessarily
mean going somewhere – you can arrive at a dance lesson “raring to go” – meaning you are
very excited and eager to start.
 “I’m pumped!” / “I’m psyched!” / “I can’t wait!”
All of these expressions mean you are excited about something in the future.
With pumped/psyched, you can use the prepositions for/to to continue the sentence: “I’m
pumped for the concert! / I’m pumped to go to the concert!” With “I can’t wait,” you can use
for, to, or until: “I can’t wait until Christmas!” “I can’t wait to tell you about my trip!”
 “We’re having a ball/blast.” / “We’re having the time of our lives.”

These idioms are used for enjoying an experience or activity.
 “I loved every minute of it.”

This expression is also used for an experience that was so good, every minute was
enjoyable; there were no bad moments.
Other Good Feelings

 “That’s a huge load/weight off my mind.”
This idiom is used for relief – when something that was worrying you is resolved.
 “I feel like a million dollars.”
This means you feel great, physically – you feel healthy and full of energy.
 “This means the world to me.”
This expression means something was very meaningful – important emotionally – for
you.
 “She’s starting to come out of her shell.”
This means that a shy or timid person is starting to become more sociable.
 “It’s okay. No hard feelings.”
This phrase is used to forgive someone and tell them you aren’t angry or annoyed.
Idioms for Negative Emotions

Annoyance and Anger
 “He flew off the handle.” / “He lost his cool.”
These expressions describe the moment when someone “explodes” with anger and loses
control.
 “He jumped down my throat.” / “He bit my head off.”
These idioms describe when someone yells or speaks strong, angry words to you.
 “She had a fit.” / “My daughter threw a temper tantrum.”
Use these phrases when someone becomes very upset. The second one is usually used
for children… or an adult who is acting like a child!
 “He got bent out of shape.”
This expression means the person got irritated or annoyed.
 “It rubbed me the wrong way.”
This means something irritated or annoyed you; it gave you a bad impression.
 “She has a chip on her shoulder.”
This idiom describes someone who, in general, is easily annoyed or offended.
 “Working with him really tries my patience.”
If something “tries your patience,” it means it annoys you and makes it difficult for you
to stay calm and patient.
Boredom, Frustration & Desperation

 “I was bored to death/tears.”
These are expressions to exaggerate the fact that you were VERY bored.
 “I was climbing the walls.”
This idiom also means you were so bored, that you were desperate to escape the
situation.
 “I was tearing my hair out.”
Use this phrase to describe intense frustration.
 “I was at my wits’ end.” / “I was at the end of my rope.”
These expressions mean that you were SO frustrated, that you were desperate – you
were at the end of your patience and felt like you had no good options.
Fear, Embarrassment, Worry

 “It scared the living daylights out of me.”
This is a way to exaggerate how much something scared/frightened you.
 “That old house gives me the creeps/willies.”
This means it makes you feel uncomfortable and a little bit scared.
 “I felt like a fish out of water.”
This idiom means you felt uncomfortable in a particular social situation
 “I couldn’t look him in the eye.”
This expression means you are so embarrassed or ashamed, you couldn’t look into the
other person’s eyes.
 “I had butterflies in my stomach.” / “My legs turned to jelly.”
Both of these idioms are creative ways to describe nervousness. “My legs turned to
jelly” can also be used for fear.
Sadness
 “He’s really down in the dumps.”
This means somebody is very sad, very depressed.
 “He’s feeling a little blue.”
This means someone is a little bit sad.
 “She’s crying her eyes out.”
This is a way to say someone is crying a lot, or crying very intensely.
 “My heart sank.”
This expression describes the moment when you start to become sad – like when you
receive a piece of bad news.
 “I got a lump in my throat.”
This describes the heavy feeling you get in your throat when you might start to cry.
Those were a lot of idioms! Now you know many different ways to talk about feelings in
English. Instead of a quiz, today’s exercise is to practice the expressions with the worksheet
below – use it to write your own sentences with the phrases. You can then send it to me for
comments and corrections.
Lesson 41 Worksheet
Complete the sentences with your own experiences! For example: “The last time I was walking
on air was… when I got a raise in my salary because of my excellent work.”
Want corrections? E-mail me your answers at shayna@espressoenglish.net
The last time I was walking on air was...
The last time I was tickled pink was...
Right now, I'm pumped for/to...
The last time I was having a blast was...
Something that meant the world to me was...
The last thing that took a huge weight off my mind was...
The last time I flew off the handle was...
The last time someone else bit my head off was...
The last time one of my kids (or friends' kids) threw a temper tantrum was...
Something that rubs me the wrong way is...
One thing that really tries my patience is...
The last time I was bored to death was...
The last time I was at my wits' end was...
One thing that gives me the creeps is...
One time I felt like a fish out of water is...
The last time I had butterflies in my stomach was...
One time I was down in the dumps was...
The last time I cried my eyes out was...
One time when my heart sank was...
One time when I got a lump in my throat was...
Lesson 42 – Using Vague Language
Martha is waiting for her teenage daughter, Rachel, to get home from a rock concert. Rachel
finally walks in the door at 12:30 AM. Listen to their conversation and pay special attention to
the phrases in blue.
Martha: Hi honey! How was the show?
Rachel: Pretty good. A bunch of my friends from school went. It was kinda crowded
though.
Martha: About how many people were there?
Rachel: I don't know... I'd say 500 or so.
Martha: That's a good turnout. What time did it end?
Rachel: 9:30-ish
Martha: That early?! But it's half past midnight - where have you been all this time?
Rachel: Well, by the time we got out of the traffic jam in the parking lot, it was around 10.
Martha: OK, and then what? Did you go to a friend’s house or something like that?
Rachel: We went to the diner to grab a bite to eat, but then Laura's car got a flat tire and no
one had that thingamajig you use to lift up the car to change the tire.
Martha: Oh, a... whatchamacallit - a tire jack.
Rachel: Yeah, that thingy. So we had to call Kim's cousin who’s good with cars and that
kind of thing. Then we all went to Laura's house.
Martha: What'd you do there?
Rachel: Just hung out, you know, talking about school and boys and stuff.
Martha: Were there any boys AT Laura's house?!?
Rachel: Yes - tons of them!
Martha: WHAT?!
Rachel: Chill out, Mom, I'm kidding. It was just me, Laura, Kim, and a couple of girls from
Kim's class.
Martha: Oh. That's good. What are your plans for tomorrow?
Rachel: Um, I have loads of homework, but it's supposed to be nice out, so I don't want to
stay inside the whole day. If I finish early I'll probably go for a jog in the park or whatever.
Martha: All right. Well, I'll be going out sometime around 11 tomorrow, so you're on your
own for lunch. If you want, there's a bit of casserole left over from dinner.
Rachel: OK. G'night, Mom.

In spoken English, it’s very common to use vague (not precise or exact) expressions.
Quantities & Qualities

When estimating time, distance, number, or some other measurement, we often make a
guess if we don't know or can't remember the exact number.
You can use around or about to show it's a guess. The more formal way is approximately:
 “It costs about $1000.”

 “It costs approximately $1000.”
 It costs more or less $1000.
Don’t say this – it doesn’t sound natural
 “We drove around 10 miles.”
 “She’s about 40 years old.”
Another way to estimate quantity is to use -odd and or so after the number:
 “There were 20-odd people in the meeting.”

-odd is usually used directly after a number.
 “He weighs 200 pounds or so.”
To express a small quantity, you can say a couple of (for countable nouns, 2-4 objects) or a
bit of (for uncountable nouns):
 “I bought a couple of T-shirts at the store.” (T-shirts = countable)

 “You need to add a bit of salt to this soup.” (salt = uncountable)
For food, you can use a dash of (for spices and liquids) or a dollop of (for solid and semi-
solid substances):
 “There's a dash of paprika in this recipe.”

 “To make this cocktail, take fruit juice and add a dash of tequila.”
 “I like to put a dollop of whipped cream on my hot chocolate.”
On the opposite end of the spectrum, here are some vague expressions for large quantities:
 loads of / tons of (countable and uncountable nouns)

o I ate tons of cookies at the party.
o I drank tons of juice at the party.
 a bunch of / quite a few (countable nouns only)

o There are a bunch of bookstores on that street.
o I bought quite a few books yesterday.
Finally, to describe qualities (and sometimes time) we can add the suffix -ish:
 I leave the house at six-ish, maybe 6:30 if I'm running late.

 She has reddish brown hair.
(brown with a little bit of red)
Two VERY common ways to say "a little" + quality are sort of and kind of, which most
people pronounce as sorta and kinda in informal spoken English:
 I'm sorta tired.

 These shoes are kinda ugly.
Note: The formal equivalents of these words are somewhat or rather.
Placeholders
Vague words are also used as placeholders - taking the place of the more specific word.
We can use the vague word thing for objects – both physical and non-physical:
 General situation:
o How are things at work?
o Things have been going really well for me lately!
 Objects:
o What are those things on the table?
o Oh - those are computer parts; I was fixing my laptop. I'll put them away.
 Facts, Ideas, Actions:
o Here's the thing (=fact): not everybody on the team is doing their part.
o I'm not sure what we're going to do on our vacation, but I have a few things
(=actions/ideas) in mind.
o We considered a lot of things (=ideas/factors) before deciding to buy a
house.
We can also use the vague word stuff for plural and uncountable nouns. Differently from
the word thing/things, the word stuff is uncountable (don’t say “stuffs”).
 You like tomato juice? I think that stuff (=liquid, substance) is disgusting!
 When we moved to another city, I had to rent a truck to take all our stuff
(=possessions)
 Sorry I'm so preoccupied. There's a lot of stressful stuff (=situations) going on at my
job right now.
The informal words whatchamacallit / thingamajig / thingy are used for items for which
you can't remember the name of the object - as you can see in the dialogue.
If you are trying to remember someone else's name, you can use whatsisname /
whatsername until you remember it.
 I talked to that guy who works at the bank... whatsisname... Randy Smith - on
Friday.
Sentence Beginners & Enders

Finally, we have some sentence beginners and enders that help indicate that we are making
a guess or being vague.
To make a guess, you can start your sentence with these phrases:
 “It's difficult to say, but I think...”

 “I’d say…”
 “I'm not really sure, but I'd say...”
 “Off the top of my head, I'd say...”
 “If I had to take a guess, I'd say...”
 “It's somewhere in the region/ballpark of...”
(only for numbers: “It’s somewhere in the ballpark of 100 miles.”)
In the dialogue, we also saw some examples of ending sentences in a way that leaves them
vague or implies similar things:
 …or whatever / …or something

I'll probably go for a jog in the park or whatever.
(= or a similar activity)
 …and that kind of thing
We had to call Kim's cousin, who’s good with cars and that kind of thing.
(= and that type of topic/activity)
 …or something like that / …or something along those lines
Did you go to a friend’s house or something like that?
(= or a similar activity; of a similar type)
You’ve finished Lesson 42!
Today’s speaking task is simple: Record a message with your answers to the six questions
below, using the phrases from this lesson in your sentences. I’ve shown you my sample
answers.
You can record your message here: http://www.speakpipe.com/espressoenglish
Lesson 42 – Speaking Task

1. Around what time do you go to bed?
Example: I go to bed around 11:30.
Your answer: ______________________________________________.
2. About how many cups of tea/coffee do you drink per week?

Example: I drink about 15 cups of coffee per week.
Your answer: ______________________________________________.
3. What's one thing you have loads of / tons of in your house?

Example: I have tons of computer cables on my desk.
Your answer: ______________________________________________.
4. When was the last time you ate a bit of / a couple of something?
Example: Today, I ate a bit of yogurt. Yesterday, I ate a couple of grapes.
Your answer: ______________________________________________.
5. How much time per week do you spend studying English? Start your answer
with one of the sentence beginners.
Example: I’d say I spend about 25 hours a week preparing English lessons. 
Your answer: ______________________________________________.
6. What's one thing you're planning to do - or do something similar? (end your
answer with one of the sentence enders)
Example: Next year, I’d like to take guitar lessons or something like that.
Your answer: ______________________________________________.
Lesson 43 – Talking about Hypothetical /
Imaginary Situations
Talking about hypothetical (imaginary) situations is often one of the most difficult
grammar challenges for English learners. We use the second conditional and third
conditional to do this.
Although you may have already studied these structures, hopefully seeing them in
conversation and practicing with your own examples will help you remember them better,
so that you can use them more easily in your own speaking.
Conversation #1 – Imagining that the Present was Different

Carrie is a famous actress who is being interviewed on a radio show. At the end of the show,
the interviewer asks her some questions that were sent in by fans – all the questions are about
imaginary situations.
Interviewer: Before we wrap up the show, I have a few interesting questions from our
listeners. Would you mind answering a couple of them?
Carrie: Not at all – let’s hear ‘em!
Interviewer: The first one is: “If you had to pick a different career, which one would you
choose?”
Carrie: If I weren’t an actress, I’d be a veterinarian.
Interviewer: That’s quite a departure from acting! You wouldn’t stay in show business – as
a director or something like that?
Carrie: No, I’ve always loved acting, but I’ve never liked the entertainment industry in
general – it’s too competitive and stressful. But I love animals – so, yes, I’d be a vet.
Interviewer: Very interesting! The next question comes from a listener in Oakland. She
writes, “If you could change one thing about your life, what would it be?”
Carrie: That one’s easy – I’d like to have more free time!
Interviewer: So, let’s say you had the next four weeks off, with NO commitments
whatsoever. What would you do?
Carrie: Well, I could do a lot of things… travel, re-decorate my house, spend time with my
family… it would be hard to choose! But right now, I’d say…. I’d probably take a trip to a
country where no one knows me, so I could just relax and enjoy.
Interviewer: Our final question is a very creative one: “If you had a time machine, and you
could live in any century you wanted – which one would it be?”
Carrie: I’d live in the future. That time machine goes forward, too, right?
Interviewer: I assume it does!
Carrie: I wouldn’t go back to the past… although there have been some fascinating periods
in history, I wouldn’t be able to live without modern creature comforts. So I’d travel to the
future instead.
Interviewer: That works! Okay, that’s all we have time for today. Thanks so much for
coming on the show, Carrie.
Conversation Phrases
Let’s look at the situations from this dialogue, which Carrie is imagining to be different:
Real situation in the present: I am an actress.

Imaginary situation: If I weren't an actress, I'd be a vet.
Real situation in the present: I have little free time.

Imaginary situation: If I had more free time, I'd travel.
Real situation in the present: I don't have a time machine.

Imaginary situation: If I had a time machine, I'd live in the future.
In all three cases, Carrie is imagining what would happen if something in the present was
different. This difference can be impossible (as in the example of the time machine) or
simply unreal/unlikely (as in the example of changing careers or getting more free time).
This type of structure is called the second conditional. You can form the sentences with
this formula: If + verb in the simple past, + subject + would/wouldn’t…
Remember that we are imagining that the present was different – even though the verb
is in the simple past!
You can also switch the two parts of the sentence/question:
 If you won the lottery, what would you do?

 = What would you do if you won the lottery?
 If I won the lottery, I’d buy a boat.
 = I’d buy a boat if I won the lottery.
Three other ways to phrase the imaginary situation are: “Let’s say…” “Imagine…” and
“What if…”
 Let’s say you had a time machine. What century would you live in?
 Imagine you lost all your money. What would you do to survive?
 What if your kids were caught stealing? What would you say to them?
To answer a hypothetical question, we use:
 “I’d…” / “I wouldn’t…”
for saying what you would definitely do
 “I could…”
for saying what is possible to do, but not your definite action
For example: “If I found someone’s wallet on the street, I could keep the money… but I
wouldn’t do that. I’d give it to the police.”
As you can see, “could” expresses the possibilities, but “would” and “wouldn’t” express the
definite actions in that imaginary situation.
Conversation #2 – Imagining that the Past was Different

Now the interviewer is talking to Olivia, a successful businesswoman who founded a
multimillion dollar company. They are talking about how Olivia’s life would have been
different if certain things had happened in the past.
Interviewer: So tell me, Olivia – what has been one of the big turning points in your life?
Olivia: Right after graduating from college, I applied for my “dream job” at a big
corporation – and I didn’t get it. And that was when I decided to go into business for myself.
Interviewer: If you had gotten that job, you probably wouldn’t have started your company.
Olivia: That’s right. My company started very small; it took about ten years to reach a point
where it was really profitable. If I’d had a lot of money to invest in it, then it might’ve grown
faster.
Interviewer: Do you ever regret not taking the more “traditional” route and just finding
another job?
Olivia: No, not really. I like working for myself. And on a personal note, I actually got to
know my husband at an entrepreneurship conference – if I hadn’t gone to the conference, I
wouldn’t have met him!
Interviewer: I guess not! Could you tell us about one of the problems you’ve had in your
business?
Olivia: One mistake we made in the early days was buying the absolute cheapest material
for our products. If we’d invested a little more in higher-quality material, we could’ve sold
our products at higher prices, and we would’ve made more profit in the beginning.
Interviewer: Right. Who would you say has been the biggest inspiration to you, in your life
as an entrepreneur?
Olivia: I would say my grandmother. She’s not an entrepreneur herself, but she’s always
believed in me. If not for her encouragement, I probably wouldn’t have had the courage to
pursue my goals.
Conversation Phrases
Again, let’s take the real situations in the past and compare them with the situations that
Olivia is imagining:
Real situation in the past: I didn't get the job.

Imaginary situation: If I had gotten that job, I probably wouldn't have started the
company.
Real situation in the past: I didn't have money to invest in my company.

Imaginary situation: If I'd had a lot of money to invest in it, then it might've grown
faster.
Real situation in the past: I went to a conference and met my husband.

Imaginary situation: If I hadn't gone to the conference, I wouldn't have met my
husband.
Real situation in the past: We didn't invest in high-quality material.

Imaginary situation: If we’d invested in higher-quality material, we could’ve sold
our products at higher prices, and we would’ve made more profit in the beginning.
Real situation in the past: My grandmother encouraged me.

Imaginary situation: If not for her encouragement, I probably wouldn’t have had
the courage to pursue my goals.
This structure is called the third conditional and it is used for talking about how other
things in the past would have been different, if one thing had been different.
The basic structure is:
 If + past perfect, + subject + would/could/might have + past participle.

would = more certain; could/might = less certain
Again, we can switch the two parts of the sentence, with no change in meaning:
 If I hadn’t gone to the conference, I wouldn’t have met my husband.

 I wouldn’t have met my husband if I hadn’t gone to the conference.
In the last question, about Olivia’s grandmother, she uses a shortened form: “If not for…” –
you can use this expression followed by a noun:
 If we hadn’t had the map, we would’ve gotten lost.

 = If not for the map, we would’ve gotten lost.
 If you hadn’t helped me, I wouldn’t have succeeded.
 = If not for your help, I wouldn’t have succeeded.
These structures can be confusing, so it’s essential to practice creating your own sentences!
Today’s homework is to answer these questions using sentences in the second and third
conditional:
Imagining the Present was Different (Second Conditional)
1. If you were the president of your country, what would you change?
2. If you had only one year left to live, how would you spend it?
3. If you could only take three things with you to a deserted island, what would you take?
4. If you won the lottery, what would you do with the money?
5. If you were an animal, which animal would you be?
Imagining the Past was Different (Third Conditional)
Think of five important decisions/moments in your life – then write/say 5 sentences
imagining how your life would have been different if the opposite was true.
Ex) If I hadn’t studied chemistry in college, I wouldn’t have received a science scholarship.
If I had married my ex-boyfriend, I’d probably still be living in the U.S.
You can record your answers here: http://www.speakpipe.com/espressoenglish
Or e-mail them to me: shayna@espressoenglish.net
Lesson 44 – Common Slang
Slang is not usually taught in textbooks, and you won't hear it in academic or professional
situations - but in movies, TV shows, and informal conversations, these words are used
frequently. In today's lesson, you're going to learn 15 common slang words used in
American English.
#1 - Awesome = great, wonderful, impressive

You can use the word "awesome" as an adjective to describe almost anything:
 An object: "Did you see his new motorcycle? It's awesome!"

 An experience: "I just got back from an awesome trip to Europe."
 An accomplishment: "Congratulations on your promotion! That's awesome!"
 An action: "That organization is doing some awesome work in the poor
neighborhoods of the city."
#2 - Big deal = an important event... OR not an important event

This expression changes meaning depending on how you say it. Compare these two
conversations:
"I'm going to be interviewed on local TV!"

"Congratulations! That's a big deal!"
"I'm going to be interviewed on local TV!"

"Big deal - I'm going to be interviewed on national TV."
In the first case, "big deal" describes an important event/accomplishment - and in the
second case, "big deal" is used sarcastically to mean the opposite thing - to say that
something is NOT important or impressive.
#3a - bombed = failed

#3b - the bomb = great
If you say, "That movie bombed" - it means the movie was a failure; it was not popular or
successful. If you say, "That movie was the bomb!" - it means the movie was fantastic!
#4 - bogus = fake, not valid
Sometimes, teenagers try to buy alcohol using a "bogus ID" - a fake document that shows
that they are over 21 years old, although they're not.
#5 - buddies/pals/the crew = friends

You can say, "I went surfing with a bunch of my buddies," or "Bob and I became pals after
we did some volunteer work together."
"The crew" is often used to refer to friends that are part of a specific group: for example, if
you are part of a basketball team, you can say, "I went out with the basketball crew."
Some people also use "the crew" to refer to their general group of friends who spend time
together frequently.
#6 - bummer = something unfortunate

This word is used to say "that's too bad" or "that's unlucky/unfortunate," for example:
"I won't be able to meet you guys at the bar. My boss has asked me to work until 8."
"Bummer."
Other variations of the phrase are "That's a real bummer" or "That's such a bummer." We
usually use this for small or common things, not major tragedies:
"I was just diagnosed with cancer."

Don’t say: "Bummer" (it sounds insensitive)
#7 - dude = man
“Dude” is a generic word for "man" (it can't be used for a woman) - often when we don't
know who the person is, or when talking about men in general. For example:
 "Some dude at the party drank too much and got taken to the hospital."
(I don’t know the man)
 "My sister always dates athletic dudes."
(athletic men in general)
#8 - busted = discovered doing something wrong/illegal

If a man is in bed with a woman who is not his wife, and then the wife comes home and
discovers them, we say he was "busted!"
"Busted" can also be used for illegal activities: "The pastor was busted stealing money from
his church."
Or any activity that you're not supposed to be doing: "My boss walked into my office while I
was on Facebook. I was busted!"
#9 - trashed/hammered/wasted = drunk with alcohol

There are a number of ways to say someone is drunk, but these are three of the most
common. The word "wasted" can also be used to describe someone under the influence of
illegal drugs.
In the case of drugs, we also have two other words - a person is "high" if they have taken a
drug that makes them feel happy or excited, and they are "stoned" if they have taken a
drug that makes them feel relaxed.
#10 - a hang-up = an excessive preoccupation or obsession about some

detail
If your roommate is obsessive about keeping all his DVDs in alphabetical order, you could
say he "has a real hang-up about it."
Another situation is if your boss insists that all attachments e-mailed to him be in PDF
format, not Word format, then he definitely "has a hang-up about file formats."
Although a hang-up can be a small and relatively unimportant detail, as in these examples,
the word can also refer to a genuine psychological obstacle that makes life difficult in some
way: "People have a lot of hang-ups about failure - a lot of us are so afraid to fail that we
won't even try."
#11 - mooch/freeload = take advantage of the generosity of other people

to get something for free
Imagine you have a friend who always eats some of your food in the restaurant, but never
helps pay the bill; he always asks for rides because he doesn't have a car, and he lives with
his parents but doesn't contribute to the household expenses.
We call this person "a mooch" or "a freeloader," or we say he's "mooching off his parents
and friends." It's not a compliment!
#12 - hassle (n.) = an annoying difficulty
hassle (v.) = to bother or annoy someone
You can describe any complicated or bureaucratic procedure by saying "it's such a hassle"
- because not only is it difficult, but it's also annoying.
This word is also used as a verb - for example, men sometimes "hassle" women on the
street by making comments about their bodies; children often "hassle" their parents when
the parents are trying to concentrate on something else.
#13 – yeah right = I don’t believe you

This expression, like the second meaning of “big deal,” is a sarcastic one. It’s used to say you
don’t believe what the other person said; you don’t think it is true or probable. For
example:
“I’m in way better shape than you!”

“Yeah, right! You can barely walk up the stairs without getting tired!”
“Maybe we’ll get a raise this year.”

“Yeah, right! The owners of the company want to keep all the profits for
themselves.”
#14 - cool = great, popular, fashionable

"Cool" is similar to "awesome," although not quite as strong. You can use it to describe
objects, experiences, and also people. If you describe someone as "cool," it generally means
the person is relaxed and popular.
#15 - cheesy/corny = something that is ridiculous, unpopular, or stupid

Cheesy and corny are the opposite of cool. They describe something that is ridiculous and
terribly unfashionable; people would be embarrassed about it.
You can say a movie was "cheesy" if it had a typical and predictable story, that didn't seem
realistic, interesting, or imaginative.
-------------------------------------------------------------
There are hundreds of slang words in English - and they're changing all the time. Every
year, new slang words become popular and old expressions stop being used.
If you're watching a movie or TV show and you're having trouble with the slang, try to
understand the word or expression from its context. For example, if a man is looking at a
beautiful woman, and says, "She's so hot!" then you can guess that "hot" in this case is a
slang word for beautiful/sexy.
You’ve finished Lesson 44! There's no quiz or speaking task for today, but here are some
resources for further study of slang:
 http://onlineslangdictionary.com/
 http://www.urbandictionary.com/
 http://www.idiomquest.com/idioms/
Lesson 45 – Differences between
Speaking and Writing in English
A lot of English learners can read and write well - but have a lot of difficulty with listening
and especially speaking. Of course, some of this difficulty comes from the fact that when
listening and speaking, you have less time to think about and analyze what the other
person is saying or what you will say.
However, there are also some real differences between written and spoken English in
terms of vocabulary and grammar. In this lesson, you'll learn three major ways that spoken
English is different from written English. This will help you speak better, understand
better, and hopefully relax more!
1) In spoken English, we almost ALWAYS use contractions

If you're speaking, and it's possible to use a contraction (short form) - use it! Native English
speakers almost never use the "long form" in casual everyday conversations.
Don't say: I do not like it.

Say: I don't like it.
Don't say: He is really smart.

Say: He's really smart.
Don't say: I will call you.

Say: I'll call you.
Don't say: What time is the party?

Say: What time's the party?
Don't say: You would love this book.

Say: You'd love this book.
Don't say: We have already seen that movie.

Say: We've already seen that movie.
Don't say: They are not happy.

Say: They're not happy (or: They aren't happy.)
Don't say: I could not access the website.

Say: I couldn't access the website.
When speaking, not only do we use these typical contractions – which you probably studied
in your first year of English – but we also contract words like is, are, has, have, had, did,
will, and would whenever possible. Here are some contractions that you might not have
studied, but which you'll hear in spoken English.
Instead of: How did you do that?

Say: How'd you do that?
Instead of: They might have gone out.

Say: They might've gone out.
Instead of: You should have called me.

Say: You should've called me
Instead of: That would be great!

Say: That'd be great!
Instead of: The road was closed because there had been an accident.
Say: The road was closed because there'd been an accident.
Instead of: What are you thinking about?

Say: What're you thinking about?
Instead of: Where did she go?

Say: Where'd she go?
Instead of: Why is he angry?

Say: Why's he angry?
Instead of: The food is delicious!

Say: The food's delicious!
Instead of: My husband has been traveling a lot lately.

Say: My husband's been traveling a lot lately.
You can download the “English Contraction List” to review all the commonly used
contractions in spoken English.
2) Spoken English uses a LOT of phrasal verbs

Phrasal verbs, like "get up," "put on," or "take out," are combinations of a verb and
preposition with a specific meaning. When speaking English, we use phrasal verbs very
frequently!
Instead of: "The price increased."
Say: "The price went up."
Instead of: "I won't tolerate this!"

Say: "I won't put up with this!"
Instead of: "He contracted pneumonia."

Say: "He came down with pneumonia."
Instead of: "Can you discover the hotel's phone number?"

Say: "Can you find out the hotel's phone number?"
Instead of: "He removed his jacket."

Say: "He took off his jacket."
Instead of: "She understood quickly."

Say: "She caught on quickly."
These are just a few examples. There are hundreds and hundreds of phrasal verbs in
English - and if you'd like to learn more of them, check out the Phrasal Verbs in
Conversation course!
3) The grammar of spoken English is "more relaxed"

A lot of students are especially nervous about speaking English because they're afraid
they'll make a mistake - but the truth is that spoken English grammar is MUCH more
relaxed than written English grammar. This means that you do not need to be perfect...
because not even native speakers talk with “perfect" grammar!
Here are a few of the specific things that are OK in spoken English:
Starting a sentence with "but" or "and"; ending a sentence with a preposition

For example:
"Who did you talk to?"

(not "To whom did you talk?”)
"I don't know what that machine's used for."

(not "I don't know what purpose that machine serves" or something like that!)
Ending a sentence with a preposition is especially common when there’s a phrasal verb:
 "Time to get up!"

 "I don't need that receipt; you can throw it out."
 "I have a ton of stuff to deal with."
Sentence structure is not so rigid. It's OK to use fragments and run-ons
In written English, every sentence must have a subject and a verb; a sentence without this
is called a "sentence fragment." These are unacceptable in writing, but they are perfectly
OK when speaking:
"Nice job on your presentation!"

(instead of "You did a nice job on your presentation!")
"I'm gonna buy a new dress. And maybe a new pair of shoes, too."
(instead of "And maybe I'll buy a new pair of shoes, too.")
In written English, a run-on sentence is one that is too long, containing various phrases that
are not properly separated by punctuation. On the other hand, in spoken English, we don't
have punctuation! This means it's common for sentences to be long, with various
interruptions:
"The first time I took an art class was in college, and I decided to try it because I felt
like I was more of a... I dunno, I'd always been more interested in science, like, the
more "practical" and analytical stuff, and I never had any interest in art - so I wanted
to develop my creative side, because I think it's important to be a well-rounded
person, you know what I mean?"
That’s a rather exaggerated example, but the point is that sentence structure in spoken
English is much more flexible!
In casual spoken English (among friends) questions are often shortened

This is an informal way of speaking, but it’s very common:
“You hungry?” (or, “Hungry?”)

instead of "Are you hungry?"
“Sleep well?”
instead of "Did you sleep well?"
“Finished your work?”

instead of "Have you finished your work?"
“Been waiting long?”

instead of "Have you been waiting long?"
“OK if I make a quick phone call?”

instead of "Is it OK if I make a quick phone call?"
There are a number of other grammatical details that are different – but what's important
is not to let the fear of grammar mistakes stop you from speaking English!
It's completely normal to have "imperfect" sentences and grammar that is not "technically"
correct. So… relax and go speak English!
English Speaking Practice

Although it’s certainly useful and important to study spoken English, it’s also essential to
practice it! I know that it can be uncomfortable or difficult at times, but practicing speaking
is the only way to improve your fluency and increase your confidence.
So how can you get more opportunities to practice your English speaking?
There are two things I recommend:
1) Practice speaking ALONE. Go to one of these websites, which have hundreds of

discussion questions organized by topic:
http://www.esldiscussions.com
http://www.eslconversationquestions.com/english-conversation-questions/topics
http://iteslj.org/questions
Imagine that someone is asking you the question, and respond by speaking out loud.
This helps you train the ability to put your ideas into spoken English - without the
pressure of a real conversation, so it’s OK if you make mistakes because no one will
hear you! Also, if you don’t know a word, you can take a moment to look it up in the
dictionary. It’s essential to get comfortable with expressing yourself in English, and
speaking spontaneously (but alone) is a good way to practice this.
2) Practice speaking WITH ANOTHER PERSON. On a “conversation exchange”

website like www.italki.com or www.verbling.com you can find a partner who
speaks English, but wants to learn your native language. Then, you can schedule a
conversation session and speak half in English, half in your native language so that
both of you can practice (and help each other correct any errors). If you don’t know
what to talk about, you can use some of the discussion questions from the websites
listed in step 1. This is a great way to practice speaking in a low-pressure situation
(not in a job interview, presentation, meeting, or other “high-pressure” event!)
This brings us to the end of the Everyday English Speaking
Course! I’ve enjoyed preparing these lessons; I hope you’ve
enjoyed taking them 
If you have a few minutes to send me your feedback on this

course, please fill out this short survey:
https://www.surveymonkey.com/s/ZFF7BZG
As always, I’m happy to answer any questions you have about

any of the lessons – or about the English language in general.
You can always reach me at shayna@espressoenglish.net

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Lesson 1 – Telephone English Phrases

There are different types of phones:

 cell phones or mobile phones

 pay phones or public phones

#1 – Formal Telephone Conversation

Helen: One moment please - I'll put you through.

Helen: Of course. Does she have your number?

Helen: Let me read that back to you - 472-555-8901.

Ryan: That's right.

Ryan: B as in Boston - A - R - D as in dog - O - S as in September

Helen: Okay, Mr. Bardos. I'll give her the message.

Ryan: Thanks a lot. Bye.

Natalie: Hi, Ryan, this is Natalie returning your call.

Ryan: Thanks, Natalie, I appreciate it.

Ryan: Sounds good – talk to you soon.

Telephone English Phrases – Formal Conversation

 "Hello, this is Ryan Bardos."

Then, ask to speak to somebody by using the phrases

 "May I speak with...?"

 "I'm calling about the job opening I saw in the newspaper."

TAKING / LEAVING MESSAGES

 “I'm sorry, she's on another call.”

 “Would you like to leave a message?”

If you don’t want to leave a message, you can say:

 “No thanks, I’ll call back later.”

 “Could you ask her to call me back?”

 “Let me read that back to you.”

 “B as in Boston - A - R - D as in dog - O - S as in September.”

 “Well, it was nice talking with you.”

 “I'll get in touch in a couple of days.”

#2 – Informal Telephone Conversation

Ryan: Hi Linda, it's Ryan. How's it going?

Linda: Pretty good, thanks. How about you?

Peter: Hey Ryan, what’s up?

Peter: Okay, she’s given me the green light!

Ryan: Sweet! We’ll pick you up at 6 tomorrow morning, is that OK?

Peter: Yup. Do you need directions to my place?

Peter: Yeah, that’s right. The yellow house, number 30.

Ryan: Gotcha. I know how to get there.

Peter: All right – see you tomorrow, then.

Ryan: Take care.

Telephone English Phrases – Informal Conversation

 Formal: "Hello, this is _______."

And the typical answers to "What's up?" are:

 "Is Peter there?"

If the person is not available, some informal responses are:

 "Sorry - he's not home right now."

 "There's a lot of background noise - I can barely hear you."

 “Hi, it’s Ryan again. Apparently we got cut off.”

Quiz - Telephone English Phrases

A. connect B. direct C. hold

A. give B. have C. leave

A. hang B. hold C. pause

A. left B. out C. went

A. Although B. Anyway C. However

A. back B. care C. touch

A. Great! B. Nothing much. C. Take care!

A. here B. present C. there

A. job B. occupation C. work

A. breaking B. catching C. speaking