Adapting listening tasks in the new english texbook tieng anh 10 for effective use at tan hung high school, tan chau district, tay ninh province m a

VIETNAM NATIONAL UNIVERSITY — HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES DEPARTMENT OF ENGLISH LINGUISTICS & LITERATURE ADAPTING LISTENING TASKS IN THE NEW ENGLISH TEXTBOOK ‘TIENG ANH 10’ FOR EFFECTIVE USE AT TAN HUNG HIGH SCHOOL, TAN CHAU DISTRICT, TAY NINH PROVINCE Submitted to the Department of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGUYỄN ANH THƯ Supervised by TÔ MINH THANH, PHD HO CHI MINH CITY, AUGUST 2011 i STATEMENT OF AUTHORSHIP I certify my authorship of the thesis submitted today entitled: ADAPTING LISTENING TASKS IN THE NEW ENGLISH TEXTBOOK ‘TIENG ANH 10’ FOR EFFECTIVE USE AT TAN HUNG HIGH SCHOOL, TAN CHAU DISTRICT, TAY NINH PROVINCE in terms of the statement of the Requirements for Theses in Master’s Programs issued by the Higher Degree Committee Ho Chi Minh City, 2011 Nguyễn Anh Thư ii RETENTION AND USE OF THE THESIS I hereby state that I, NGUYỄN ANH THƯ, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses Ho Chi Minh, 2011 Nguyễn Anh Thư iii ACKNOWLEDGEMENTS First and foremost I am extremely grateful to my thesis supervisor, Doctor Tô Minh Thanh, for her constant enthusiastic guidance, enormously helpful advice, careful proof-reading on my writing and valuable criticism without which this thesis could not have been completed I would also like to thank all of my professors and lecturers for their dedication and helpful instruction during the course Special thanks are due to the teaching staff of Tan Hung High School in Tan Chau District, Tay Ninh Province for providing me with valuable help and support during the time my research is carried out I also owe sincere thanks to my students, who are an inspiration to me, for their enquiries into listening learning problems and participation in the study; without which my thesis would never have been accomplished Finally, I am greatly indebted to my beloved family and close friends for their encouragement and unending support iv ABSTRACT The study done for this M.A thesis examines the reactions of tenth grade students at Tan Hung High School on the adapted listening tasks which replace those in the tenth grade English textbook that are too difficult for them It then investigates whether such adaptation can help the student subjects improve their listening proficiency In order to achieve the study’s investigation purposes, approximately 16 observations were done in two different tenth classes In addition, two sets of questionnaires were delivered to 135 tenth graders at Tan Hung High School to elicit data on students’ background information and their evaluation of the adapted listening tasks respectively The final set of instruments employed in the experimentation was pre-test and post-test to determine whether there was a difference in student performance as a result of listening task adaptation versus traditional modes of teaching The outcomes of the study indicate that the student subjects expressed their positive attitudes towards the listening task adaptation and showed their high appreciation for its effects in terms of motivation, stimulation and facilitation of listening learning In addition, the experimental group gained the significant improvement in the post-test results due to the treatment of such adaptation, but not due to chance In regard to the research questions in light of the findings, this thesis suggests that the utility of task adaptation is vital to be employed at Tan Hung High School v TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT iv TABLE OF CONTENTS v LIST OF TABLES ix LIST OF FIGURES x ABBREVIATIONS xi CHAPTER 1: INTRODUCTION 1.1 BACKGROUND OF THE STUDY 1.1.1 Teaching and learning listening at Tan Hung High School in Tay Ninh Province 1.1.2 Description of the syllabus of listening at Tan Hung High School in Tay Ninh Province 1.2 RATIONALE FOR ADAPTING LISTENING TASKS IN THE NEW ENGLISH TEXTBOOK ‘TIENG ANH 10’ 1.3 PURPOSE OF THE STUDY 1.4 SIGNIFICANCE OF THE STUDY 1.5 LIMITATION AND DELIMITATION OF THE STUDY 1.6 ORGANIZATION OF THE THESIS CHAPTER 2: LITERATURE REVIEW 2.1 SYLLABUS DESIGN AND TYPES OF SYLLABUSES 2.2 NEEDS ANALYSIS IN TEXTBOOK DESIGN 11 2.3 COMMUNICATIVE LANGUAGE TEACHING (CLT) 12 2.4 THEME-BASED INSTRUCTION 14 2.5 TASK-BASED TEACHING 15 2.6 TEXTBOOK EVALUATION 16 2.6.1 Definition of evaluation 16 2.6.2 Purposes of material evaluation 17 2.6.3 Process of evaluation 18 vi 2.7 TEXTBOOK ADAPTATION 20 2.8 LISTENING AND LISTENING TASKS 21 2.8.1 Importance of listening 21 2.8.2 Listening skills 21 2.8.3 Listening process 24 2.8.4 Listening tasks 25 2.8.4.1 Definitions of listening tasks 25 2.8.4.2 Task validity 25 2.8.4.3 Kinds of listening tasks 26 2.8.4.4 Task simplifying 31 2.9 SUMMARY 33 CHAPTER 3: METHODOLOGY 34 3.1 RESEARCH QUESTIONS 34 3.2 RESEARCH DESIGN 34 3.2.1 Subjects 35 3.2.1.1 Teacher subjects 35 3.2.1.2 Student subjects 35 3.2.2 Treatment 41 3.2.3 Instruments 42 3.2.3.1 Tests 42 3.2.3.2 Questionnaires 43 3.2.3.3 Class observations 45 3.2.3.4 Interviews 46 3.2.4 Data analysis procedures 47 3.3 SUMMARY 48 CHAPTER 4: DATA ANALYSIS AND DISCUSSIONS OF FINDINGS 49 4.1 DATA ANALYSIS 49 4.1.1 Data collected from the post-questionnaire 49 4.1.1.1 Responses to the open-ended questions 49 4.1.1.2 Responses to the closed questions 53 4.1.1.2.1 Students’ evaluation of the adapted listening tasks used vii in the first semester 53 4.1.1.2.2 Students’ self-evaluation of their own listening study 58 4.1.2 Data collected from post-test listening scores 62 4.1.2.1 Post-test listening scores 62 4.1.2.2 Classification of the pre-test and post-tests listening scores 63 4.1.3 Data collected from class observations 65 4.1.3.1 Weaknesses of the adapted listening tasks 66 4.1.3.2 Strengths of the adapted listening tasks 67 4.1.4 Data collected from semi-structured interviews on teachers 69 4.2 DISCUSSIONS OF THE FINDINGS 72 4.3 SUMMARY 74 CHAPTER 5: RECOMMENDATIONS AND CONCLUSION 75 5.1 RECOMMENDATIONS 75 5.1.1 Recommendations for teachers 75 5.1.2 Recommendations for ten graders 76 5.1.3 Recommendations for the adaptation mode of teaching 77 5.1.3.1 Students’ needs analysis 77 5.1.3.2 The standards the adapting process needs to be based on 78 5.1.3.3 Some recommendations on using the listening additional materials 80 5.2 CONCLUSION 81 BIBLIOGRAPHY 83 Appendix Pre-questionnaire (English version) 87 Appendix Pre-questionnaire (Vietnamese version) 89 Appendix Post-questionnaire (English version) 91 Appendix Post-questionnaire (Vietnamese version) 95 Appendix Pre-test 99 Appendix Post-test 101 Appendix Semi-structured interview to the teachers (English version) 103 Appendix Semi-structured interview to the teachers (Vietnamese version) 104 Appendix Classroom observation checklist 105 Appendix 10 Adapted listening tasks 123 viii Appendix 11 The second term syllabus of the English course for tenth graders 135 ix LIST OF TABLES Table 1.1: The first term syllabus of the English course for tenth graders at Tan Hung High School Table 3.1: Year of birth 36 Table 3.2: Gender distribution 37 Table 3.3: Ethnic group distribution 37 Table 3.4: Students’ time to start learning English 38 Table 3.5: Students’ time to start learning English listening 38 Table 3.6: Students’ perception of their listening proficiency 39 Table 3.7: Students’ opinions of the importance of listening skills 39 Table 3.8: Students’ levels of interest in studying listening 40 Table 3.9: Descriptive statistics for the pre-test listening scores 40 Table 3.10: Schedule for the in-class application of adapted listening tasks 41 Table 4.1: What the students liked about the way of teaching and learning 50 Table 4.2: Students’ assessment of the interestingness of the adapted listening tasks 53 Table 4.3: Students’ opinions of their involvement in the adapted listening tasks 55 Table 4.4: Students’ evaluation of their contribution to the listening classes 59 Table 4.5: Students’ assessment of their increased interest in listening learning 61 Table 4.6: Descriptive statistics for the post-test listening scores 62 Table 4.7: Comparison of the two groups’ post-test listening scores 63 Table 4.8: Classification of the two groups’ pre-test and post-test scores 64 Table 4.9: Weaknesses and suggestions for the eight observations 67 150 (*) Task 2: Listen again and fill in the blanks with the exact words you hear The weekend picnic I enjoyed most was just weeks ago My class decided to pay to the Botanical Garden It was a to our destination The Botanical Garden was a very place We made a short round the garden Some of us slept very soundly because it was so and there In the afternoon, we went on some more games Then we packed up the and returned home After you listen (*) Work in groups If you could go for a picnic next Sunday, what would your plan be? The plan includes: Destination: Means of transport: How many people: How long: Activities: REVISED LESSON PLAN FOR ADAPTED LISTENING Date: Thursday, November 11 th, 2010 Unit 6: AN EXCURSION Period: 33 Lesson: Listening I Aim: Ss know some language in picnic II Language contents: - Grammar: The Past Simple - Vocabulary: Words related to going on a picnic III Techniques: - Listening for gist and details - Gap-filling - Guessing - Communicative approach IV Teaching aids: Tape, cassette, pictures, computer V Procedure: 151 T’s and Ss’ activities Content Warm up: Questions and Answers - Ss work in pairs to Brainstorming: In pairs, list some activities you usually the task then tell when going on a picnic the answers to the - play games class - - - T introduces some Pre-listening: Pre-teach some new vocabulary new words on the - glorious (adj) board - destination (n) - Ss repeat after T - delicious (adj) twice in chorus - spacious piece of grassland (adj) - left-overs - Botanical Garden (n) - delicious meal - sleep soundly (v) While-listening: Set the scene: You are going to listen to a short talk by a student about his picnic with classmates - Ss study the pictures Task 1: Put the words or phrases given in the box into carefully the appropriate pictures - Ss listen to the tape Key: a a glorious day twice or more and b sang on the bus the task c took pictures - Ss tell the answers to d had meals the class e met at the school gate f played the guitar, sang and danced Task 2: Listen to the talk and number the above pictures in the order you hear Key: a c e f b d Task 3: Listen again and fill in the blanks with the exact - Ss listen to the tape words you hear again once or twice Key: and the task then a few tour compare their a visit peaceful and quiet answers with their long way playing partners’ beautiful left-overs Post-listening (in groups): If you could go for a - Ss work in groups of picnic next Sunday, what would your plan be? or and map out The plan includes: the plan for a picnic Destination: this weekend Means of transport: How many people: 152 - Ss the tasks at home How long: Activities: Homework: - Revise today’s lesson - Prepare for Writing ORIGINAL LESSON PLAN OF NON-ADAPTED LISTENING Date: Thursday, November 11th, 2010 Unit 6: AN EXCURSION Period: 33 Lesson: Listening I Aim: Ss know some language in picnic II Language contents: - Grammar: The Past Simple - Vocabulary: Words related to going on a picnic III Techniques: - Listening for gist and details - Gap-filling - Guessing - Communicative approach IV Teaching aids: Tape, cassette, pictures, computer V Procedure: T’s and Ss’ activities Content Warm up: In pairs ask and answer - Ss work in pairs to Suggested answers: the task then tell Yes, I the answers to the I think the best time for a picnic is at weekends class Because they want to relax after a week of working hard Pre-listening: Pre-teach some new vocabulary - T introduces some - glorious (adj) new words on the - destination (n) board - delicious (adj) - Ss repeat after T - spacious piece of grassland (adj) twice in chorus - left-overs - Botanical Garden (n) - delicious meal - sleep soundly (v) While-listening: Set the scene: You are going to listen to a short talk by a student about his picnic with classmates - Ss study the pictures Task 1: Listen to the talk and number the pictures in the carefully order you hear - Ss listen to the tape Key: twice or more and a c the task e f 153 - Ss tell the answers to the class - Ss listen to the tape again once or twice and the task then compare their answers with their partners’ - Ss discuss with a partner to answer the questions - Ss work in groups of or and map out the plan for a picnic this weekend - Ss the tasks at home b d Task 2: Listen again and fill in the blanks with the exact words you hear Key: was just a few a short tour to pay a visit playing some more at the school gate Task 3: Answer the questions Suggested answers: It was very nice Yes, it was It was beautiful They slept soundly because it was so peaceful and quiet in the garden They took pictures, played games, talked together, sang and danced… Post-listening (in groups): If you could go for a picnic next Sunday, what would your plan be? Homework: - Revise today’s lesson - Prepare for Writing Tape script: The weekend picnic I enjoyed most was just a few weeks ago My class decided to pay a visit to the Botanical Garden It was a glorious Sunday We met at the school gate on time and travelled to the Botanical Garden by bus It was a long way to our destination and we sang merrily all the way The Botanical Garden was a very beautiful place We made a short tour round the garden and took some pictures of the whole class Then we played a lot of games on a spacious piece of grassland One of the boys brought along his guitar and we sang our favourite songs We laughed, talked and danced, too After a delicious meal with various kinds of food that we brought, we all took a rest Some of us slept very soundly because it was so peaceful and quiet there In the afternoon, we went on playing some more games Then we packed up the leftovers and returned home We all felt happy 154 Unit 7: The Mass Media C LISTENING Before you listen (*) Brainstorming Give single words to describe each of the following pictures Picture Picture 2 Listen and repeat - healthy (adj) → health (n) - strong (adj) → strong wind - high (adj) → height (n) - flood (n) - rise –rose – risen (v) - cloudy (adj) - heavy rain (n) - north-west (n) - climb (n) - view (n) While you listen (*) Task 1: Listen to the two radio news stories and tick () the words you hear in the right column under News story and News story News story News story highest cloudy wonderful young strong healthy 155 (*) Task 2: Listen to the radio news stories again and fill in the missing words Heavy rain causes floods all over the country Heavy rain during the night has caused (1) all over the country today Many people have left their (2) because rivers have (3) Some roads in the north-west are under (4) metres of water The rain has (5) at the moment, but it’s still (6) and there’s a (7) wind Because of the bad weather people can’t go out to work 90-year-old American woman climbs Mount Whitney A ninety-year-old woman has climbed Mount Whitney in California for the (1) time At (2) meters, Mount Whitney is the highest mountain in (3) The woman says the view from the top is (4) , so she tries to climb it often She also says that the mountain has kept her (5) and (6) In spite of her old age, the woman tries to climb the mountain very often After you listen (*) Work in pairs Ask and answer the following questions What has happened during the night? Why have people left their homes? How many times has the old woman climbed Mount Whitney? Why does she climb it so often? REVISED LESSON PLAN FOR ADAPTED LISTENING Date: Wednesday, December 1st, 2010 Unit 7: THE MASS MEDIA Period: 41 Lesson: Listening -I Aim: Ss can get information as they are listening to the radio II Language contents: - Grammar: The Present Simple, the Present Perfect - Vocabulary: Words related to floods, climbing mountains III Techniques: - Listening for gist and details - Gap-filling - Guessing - Communicative approach 156 IV Teaching aids: Tape, cassette V Procedure: T’s and Ss’ activities Content Warm up (by brainstorming): Put words or phrases - Ss work in pairs to given in the box into their appropriate picture the task then tell the Key: flood, rain, wind answers to the class climb, mountain, beautiful view Pre-listening: Pre-teach some new vocabulary - T introduces some new - healthy (adj) → health (n) words on the board - strong (adj) → strong wind: - Ss repeat after T twice - high (adj) → height (n) in chorus - flood (n) - rise –rose – risen (v) - cloudy (adj) - heavy rain (n) - north-west (n) - climb (n) - view (n) While-listening: - Ss listen to the tape Task 1: Listen to the two radio news stories and tick once and the task () the words you hear in the right column - Ss tell the answers to under News story and News story the class News story News story highest  cloudy  wonderful  young  strong  healthy  - Ss listen to the tape Task 2: Listen to the radio news stories again and fill in again once or twice the missing words and the task then Key: compare their answers A flood homes risen two with their partners’ stopped cloudy Strong - Ss work in groups of or and retell each other the stories B twenty-third 4418 California wonderful young healthy Post-listening: Task 3: In pairs ask and answer the following questions What has happened during the night? Why have people left their homes? How many times has the old woman climbed Mount Whitney? Why does she climb it so often? Key: Heavy rain during the night has caused floods all 157 - Ss the tasks at home over the country today Because rivers have risen She has climbed twenty three times The mountain has kept her young and healthy Homework: - Revise today’s lesson - Prepare for Writing ORIGINAL LESSON PLAN OF NON-ADAPTED LISTENING Date: Wednesday, December 1st, 2010 Unit 7: THE MASS MEDIA Period: 41 Lesson: Listening -I Aim: Ss can get information as they are listening to the radio II Language contents: - Grammar: The Present Simple, the Present Perfect - Vocabulary: Words related to floods, climbing mountains III Techniques: - Listening for gist and detail - Gap-filling - Guessing - Communicative approach IV Teaching aids: Tape, cassette V Procedure: T’s and Ss’ activities Content - Ss work in pairs to Warm up: Ask and answer the questions the task then tell the How often you listen to the radio? answers to the class How many hours per week you listen to it? (The answers may vary.) What programme you like listening to and why? Pre-listening: Pre-teach some new vocabulary - T introduces some new - healthy (adj) → health (n) words on the board - strong (adj) → strong wind: - Ss repeat after T twice - high (adj) → height (n) in chorus - flood (n) - rise –rose – risen (v) - cloudy (adj) - heavy rain (n) - north-west (n) - climb (n) - view (n) While-listening: - Ss listen to the tape Task 1: Listen to the two radio news stories and tick once and the task () the words you hear in the right column - Ss tell the answers to under News story and News story the class 158 News story News story healthy  strong  young  cloudy  - Ss listen to the tape highest  again once or twice wonderful  and the task then Task 2: Listen to the radio news stories again and fill in compare their answers the missing words with their partners’ Suggested answers: News story New story has cause floods twenty-third have left their homes 4,418 have risen California two meters wonderful has stopped young and healthy cloudy - Ss give the answers in strong wind pairs then read them to Task 3: Listen again and answer the following questions the class Key: - T gives comments Heavy rain has caused floods all over the country during the night Because rivers have risen The old lady has climbed Mount Whitney twentythree times Because it has kept her young and healthy - Ss work in groups of Post-listening: Choose one of the news stories and or and retell each tell your classmates about it other the stories Homework: - Ss the tasks at - Revise today’s lesson home - Prepare for Writing Tape script: The time is o’clock and here is the news summary Heavy rain during the night has caused floods all over the country today Many people have left their homes because rivers have risen Some roads in the north-west are under two metres of water The rain has stopped at the moment, but it’s still cloudy and there’s a strong wind Because of the bad weather people can’t go out to work A ninety-year-old woman has climbed Mount Whitney in California for the twenty-third time At 4418 meters, Mount Whitney is the highest mountain in California The woman says the view from the top is wonderful, so she tries to climb it often She also says that the mountain has kept her young and healthy In spite of her old age, the woman tries to climb the mountain very often 159 Unit 8: The Story of My Village C LISTENING Before you listen (*) Work in pairs Look at the two pictures of the same town Discuss the differences between them by filling in the blanks, using the words in the box (1) be no cars (2) walk on the roads (3) be a lot of trees along the roads (4) be small (5) have small houses a- In the past, the town used to , but now there are tall buildings b- In the past, there used to , but now there is a big car park with a lot of cars inside c- In the past, the roads used to , but now they are bigger and wider d- In the past, the buffalos used to , but now there aren’t any buffalos on the roads e- In the past, there used to , but now there aren’t Listen and repeat - destroy (v) - atmosphere (n) - replace (v) - coast (n) → east coast, west coast, south coast, north coast - tourist resort (n) - pull down (v) - widen (v) - resurface (v) - department store (n) - peaceful (adj) - change (n) → changes (pl.) 160 While you listen You will hear someone talking about the changes in his hometown Listen to the talk and the tasks that follow (*) Task 1: Correct one mistake in each of the following sentences according to the talk Popffero used to be a small busy town Popffero is on the north coast of England It has become a quiet and busy tourist resort now They haven’t completely destroyed its old atmosphere Many people in Popffero are not happy with the changes Task 2: Listen to the talk again and write in the missing words The small old (1) have been pulled down, and tall buildings have been put there instead They’ve also built a big (2) in the middle of the town The narrow streets have been (3) and resurfaced, so the big trees on the two sides of the streets have been (4) down The large area of grass land in the suburbs of the town has been turned into an ugly (5) park Even the old corner (6) isn’t there any more It has been replaced by a big department store And there is an (7) restaurant where there used to be an old tea shop After you listen (*) Work in pairs List the changes in Popffero by completing the missing information e.g.: small quiet town → crowded and busy tourist resort small old houses → (1) (2) → widened streets big trees along the roads → (3) (4) → car park old corner shop → (5) (6) → expensive restaurant 161 REVISED LESSON PLAN FOR ADAPTED LISTENING Date: Thursday, December 23rd, 2010 Unit 8: THE STORY OF MY VILLAGE Period: 46 Lesson: Listening I Aim: Ss can get information about the changes of a small town in England II Language contents: - Grammar: Used to, the Present Perfect - Vocabulary: Words related to the changes in a hometown III Techniques: - Comparing the past and present of a town - Listening for gist and details - Gap-filling - Guessing - Communicative approach IV Teaching aids: Tape, cassette V Procedure: T’s and Ss’ activities Content - Ss the task then Warm up: Work in pairs Look at the two pictures of tell the answers to the same town Discuss the differences the class between them by filling in the blanks, using the words in the box Key: a b c d e Pre-listening: Pre-teach some new vocabulary - Ss the task in - destroy (v) pairs then tell the - atmosphere (n) answers to the class - replace (v) - coast (n) → east coast, west coast, south coast, north coast - tourist resort (n) - pull down (v) - widen (v) - resurface (v) - department store (n) - peaceful (adj) - change (n) → changes (pl.) While-listening: Set the scene: You will hear someone talking about the changes in his hometown Listen to the talk and the tasks that follow - Ss listen to the tape Task 1: Correct one mistake in each of the following once and the task sentences according to the talk - Ss tell the answers to Popffero used to be a small busy town (quiet) the class Popffero is on the north coast of England (south) It has become a quiet and busy tourist resort now (crowded) They haven’t completely destroyed its old atmosphere (have) 162 - Ss listen to the tape again once or twice and the task then compare their answers with their partners’ - Ss work in groups of or then tell them to the class - Ss the tasks at home Many people in Popffero are not happy with the changes (happy) Task 2: Listen to the talk again and write in the missing words Key: houses hotel widened cut car shop expensive Post-listening: Work in pairs List the changes in Popffero Key: tall buildings narrow streets no trees grass land big department store old tea shop Homework: - Revise today’s lesson - Prepare for Writing ORIGINAL LESSON PLAN OF NON-ADAPTED LISTENING Date: Thursday, December 23 rd, 2010 Unit 8: THE STORY OF MY VILLAGE Period: 46 Lesson: Listening I Aim: Ss can get information about the changes of a small town in England II Language contents: - Grammar: Used to, the Present Perfect - Vocabulary: Words related to the changes in a hometown III Techniques: - Comparing the past and present of a town - Listening for gist and details - Gap-filling - Guessing - Communicative approach IV Teaching aids: Tape, cassette V Procedure: T’s and Ss’ activities Content Warm up: Work in pairs Look at the two pictures of - Ss the task then the same town Discuss the differences between them tell the answers to Suggested answers: the class + In the past, there weren’t any hotels, but now there is a hotel in the town + In the past, the town used to have only small houses, but now they are bigger + In the past, the animals used to walk on the roads, but now, there aren’t any animals on the roads + In the past, there were a lot of trees, but now there aren’t 163 Pre-listening: Pre-teach some new vocabulary - destroy (v) - atmosphere (n) - replace (v) - Ss the task in - coast (n) → east coast, west coast, south coast, pairs then tell the north coast answers to the class - tourist resort (n) - pull down (v) - widen (v) - resurface (v) - department store (n) - peaceful (adj) - change (n) → changes (pl.) While-listening: - Ss listen to the tape Set the scene: You will hear someone talking about the once and the task changes in his hometown Listen to the talk - Ss tell the answers to and the tasks that follow the class Task 1: Decide if the following statements are true (T) or false (F) according to the talk - Ss listen to the tape Key: F F T F F again once or twice and the task then Task 2: Listen to the talk again and write in the missing words compare their Key: houses hotel widened answers with their cut car shop expensive partners’ Post-listening: - Ss work in groups of Work in pairs Discuss the changes in your own or then tell them hometown or home village to the class Homework: - Ss the tasks at - Revise today’s lesson home - Prepare for Writing Tape script: Popffero used to be a small quiet town on the south coast of England But it has become a crowded and busy tourist resort now They’ve completely destroyed its old atmosphere The small old houses have been pulled down, and tall buildings have been put there instead They’ve also built a big hotel in the middle of the town The narrow streets have been widened and resurfaced, so the big trees on the two sides of the streets have been cut down The large area of grass land in the suburbs of the town has been turned into an ugly car park Even the old corner shop isn’t there anymore It has been replaced by a big department store And there is an expensive restaurant where there used to be an old tea shop Many people in Popffero are happy with the changes as there are more jobs for them But some people don’t like the changes: they miss the quiet and peaceful life of the old town 164 Appendix 11 THE SECOND TERM SYLLABUS OF THE ENGLISH COURSE FOR TENTH GRADERS Unit Unit UNDERSEA WORLD Reading Speaking  Vocabulary  Talking about causes comprehension: gap-fill and consequences  Passage comprehension  Offering solutions  Cloze reading: gap-fill  Reporting on discussion results Listening Writing  Monologue:  Describing - Deciding on True or information False statements from a table - Comprehension questions Language Focus  Pronunciation: / ɪə / - / eə / - / ʊə /  Grammar: - Should Page 94 - Conditional sentence type Unit 10  Vocabulary  Talking about the new  Monologue:  Writing a letter  Pronunciation: CONSERVATION comprehension: kind of zoos - Sequencing events of invitation / b /- / p / matching - Deciding on True or  Reporting on  Grammar: False statements  Deciding on True or discussion results - The passive voice Page 104 - Identifying specific False statements information  Identifying the main idea Unit 11  Finding words from  Making plans  Monologue:  Writing a letter  Pronunciation: NATIONAL context - Gap-filling of /d/-/t/  Expressing regrets PARKS - Comprehension acceptance  Grammar:  Passage comprehension  Talking about an Page 112 questions or refusal - Conditional sentence excursion type Unit 12  Vocabulary  Asking and answering  Dialogue:  Writing a  Pronunciation: MUSIC comprehension: gap-fill questions about - Deciding on True profile /s/-/z/ music or False  Passage comprehension  Grammar: statements  Talking about favorite - To + infinitive to talk Page 124 - Comprehension kinds of music about purposes questions - Wh- questions Unit 13  Finding words from  Expressing attitudes  Dialogue:  Describing a  Pronunciation: FILMS AND context - Listening for the film  Expressing / f / - / v/ CINEMA main idea  Passage comprehension preferences  Grammar and vocabulary: - Filling in the table  Identifying the main idea  Talking about a film - Attitudinal adjectives - It is / was not until Page 132 that - A / an and the Unit 14  Vocabulary  Asking and answering  Monologue:  Writing an  Pronunciation: THE WORLD comprehension: questions about the - Filling in the table announcer /g/ -/k / CUP matching World Cups - Comprehension  Grammar: questions  Scanning for specific  Talking about the - Will vs going to information: gap-fill World Cup winners - Will: making predictions Page 142  Deciding on True or - Will: making offers False statements Unit 15  Understanding new  Comparing two cities  Monologue:  Describing a  Pronunciation: CITIES words / expressions in  Stating preferences - Listen for specific city /θ /-/ ð/ context information and giving reasons  Grammar and vocabulary: - Filling in a table  Deciding on True or - Non-defining vs Page 156 False statements defining relative  Passage clauses comprehension - Although as a contrasting connector Unit 16  Understanding new  Asking and answering  Monologue:  Describing a  Pronunciation: HISTORICAL words / expressions in questions about a - Listening for chart / ʒ/-/ ʃ/ PLACES context historical place specific  Grammar and vocabulary: information;  Deciding on True or  Talking about - Comparatives and Page 166 multiple choice False statements historical places from superlatives questions given information - Making comparisons - Comprehension questions 164