Using differentiated instructions to increse learners particippations to multi level speaking lessons an action research submitted in partial fulfilment of requirements of master in tesol

D O A N T H I C K N H i USING DIFFER ENTiATFO INSTRUCTIONS TO INCREASE LEARNERS’ PARTICIPATION IN MULTI-LEVEL SPEAKING LESSONS: AN ACTION RESEARCH SUBM ITTED ^ i-.rur: O FRH 0U 7RH M nTO O F M ASTER 000038698 M INISTRY OF EDUCATION A N D TRAINING HANOI U N IV ER SITY DOAN THI LE NHUNG USING DIFFERENTIATED INSTRUCTIONS TO INCREASE LEARNERS’ PARTICIPATION IN MULTI-LEVEL SPEAKING LESSONS: AN ACTION RESEARCH S U B M I T T E D IN P A R T I A L F U L F I L M E N T O F R E Q U IR E M E N T S O F T H E D E G R E E O F M A S T E R DM T E S O L SUPERVISOR: NGUYEN N G UYET M INH, M.A (r I ” = TRUNfi I AM ĨHỐN6 TIN THƯVIỆN jU J ffl B ẢẴ< ?-Ũ JL k Hanoi, January 2008 ^ TABLE OF CONTENTS T A B L E O F C O N T E N T S A C K N O W L E D G E M E N T S I A B ST R A C T II L IS T O F A B B R E V IA T IO N S HI L IS T O F T A B L E S IV L IS T O F G R A P H S V C H A P T E R 1.1 1.1.1 1.1.2 1.2 1.3 1.4 1.5 IN T R O D U C T IO N B ackground to the st u d y Theoretical background I Practical background .2 AIM OF THE STUDY R esearch q u e st io n s S cope and significance of the study O rganization of the thesis C H A P T E R L IT E R A T U R E R E V IE W 2.1 M ulti - level c l a s s e s 2.1.1 D efining M L C 2.1.2 M LC advantages .8 2.1.3 M LC p ro b le m s 2.1.4 Learner participation 11 2.1.4.1 W hat is learner participation? .11 2.1.4.2 Factors affecting learners’ participation 13 Sum m ary 15 2.2 D if f e r e n tia te d in s tr u c tio n in M L C 15 2.2.1 What is D I? 15 2.2.2 Why should D l be applied in M L C ? 17 2.2.3 D l strategies 19 C H A PTE R M E T H O D O L O G Y 23 3.1 R esearch m e t h o d 23 3.1.1 Action research (AR) 23 3.1.2 AR p roced u re 24 3.1.2.1 Identifying the problem (weeks and ) 25 3.1.2.2 Collecting initial data (week to week ) .25 3.1.2.3 Analysing initial data and generating hypothesis (week ) 25 3.1.2.4 Planning action (weeks and ) 25 3.1.2.5 Implementing action (weeks 10 and 11) 26 3.1.2.6 Collecting data to monitor ch ange 26 3.1.2.7 Analyzing and evaluating learners’ participation 26 Data 3.2 / c o l l e c t io n i n s t r u m e n t s 27 Classroom observai io n 27 3.2.1.1 R a tio n a le b e h in d the use o f c la s s ro o m o b s e rv a tio n 27 2 D e s c rip tio n o f O b s e rv a tio n s h e e t 28 3.2.2 Survey questionnaire 28 3.2.2.1 R a tio n a le b e h in d the use o f s u rv e y q u e s tio n n a ire 29 2 D e s c rip tio n o f Q u e s tio n n a ire 29 Q u e s tio n n a ire (A p p e n d ix e s and ) 29 »»J 3.2.2.2.1 4) 30 Teaching d ia ry 31 2 2 Q u e s tio n n a ire (A p p e n d ix e s and 3.2.3 3.2 R a tio n a le b e h in d th e use o f te a c h in g d ia r y 31 3 D e s c rip tio n o f th e te a c h in g d ia r y 32 3 T he 3.3.1 3.3.2 3.3.3 p a r t ic ip a n t s 33 The researcher - the teacher .33 The observers 33 The subjects - the students 33 C H A P T E R T H E R E S U L T S 35 4.1 In it ia l data 35 4.1.1 Learners ’participation 35 4.1.2 Learning experience and opinions o f classmates *English level 39 4.1.3 Learners ' attitude to speaking 40 4.1.4 Learners ' attitude to speaking topics and speaking activities 41 4.1.5 Learners ' attitudes to instructions, and classroom atm osphere 43 1.6 Learners ’ readiness fo r speaking activities 41 4.1.7 Learners ' preference fo r group w o rk 44 4.1.8 Learners9recommendations fo r better speaking le sso n s 45 4.1.9 C onclusion 46 T he h y p o t h e s is Pl a n n i n g a c t io n .4 Independent P rojects 46 Tiered Assignm ents 47 Flexible Grouping 48 Varying Questions 49 4.3 Data 4.3.1 4.3.2 4.4 c o l l e c t e d in t h e a c t io n s t a g e 51 Learners ’ on-task behaviours 51 Learners’perceptions o f their behaviours .52 4.3 L e a rn e rs ’ b e h a v io u rs in sp e a kin g le sso n s 52 2 L e a rn e rs ’ s e lf-e v a lu a tio n o f p a r tic ip a tio n le v e l 53 A c t io n r e s ear c h e v a l u a t io n 55 4.4.1 Learners ' participation 55 4.4.2 Learners ' behaviours in initial and action sta g es 57 4.4.3 Learners ' evaluation o f fo u r strategies ' effectiveness 60 Sum m ary 61 C H A P T E R 5.1 C O N C L U S I O N A N D R E C O M M E N D A T I O N S 62 Su m m a r y of the A R 62 R e c o m m e n d a t io n s 63 5.3 Lim itations and suggestions for further resea r c h 65 REFERENCES 67 A PPEN D IX ES 72 A ppendix 1: QUESTIONNAIRE (E nglish version ) 72 A ppendix 2: QUESTIONNAIRE (V ietnamese version ) 76 A ppendix 3: QUESTIONNAIRE (E nglish version ) 80 A ppendix 4: QUESTIONNAIRE (V ietnamese version ) 83 A ppendix 5: OBSERVATION SH E ET 86 A ppendix 6: SPEAKING LESSON PLAN ( Initial data ) 88 A ppendix 7: SPEAKING LESSON PLAN (A ction stage ) .91 A ppendix 8: TEACHING DIARY - ENTRY ( initial data ) 95 A ppendix 9: TEA CH ING DIARY - ENTRY (A ction stage data ) 99 A ppendix 10: TEACHING DIARY- ENTRY (A ction stage data ) .103 A ppendix 11: FIVE SPEAKING LESSONS (fro m L ife lin e E le m e n ta ry a n d L ife lin e P r e -In te r m e d ia te ) 107 A C K N O W LE D G E M E N TS I am deeply indebted to m y supervisor, Mrs Nguyen Nguyet Minh, M.A for the wholehearted guidance she gave me while I was doing this research am truly grateful to her for her precious, valuable ideas, knowledge, valuable com m ents and instructions, assistance, consideratioa encouragement and constant support W ithout these, the thesis could not have been completed My special thanks go to Mrs Nguyen Thai Ha, M.A - Vice D ean o f the Department o f Post Graduate Studies, Hanoi University for her valuable ideas, suggestions and comments on the research approaches I would also acknowledge m y great gratitude to all the lecturers and to the organizers for this Master course at Hanoi University M y special thanks are also expressed to m y friends, m y colleagues and thirty four students taking part in m y research for their great help with data collectionand analysis Last but not least, I am deeply grateful to my parents, my husband and m y son for their support, encouragement and love, which were extremely important for th e completion o f this thesis i A BSTRA CT In an attempt to improve mixed-ability non-English m ajors’ participation in speaking lessoas at, Phuong Dong University (PDU), the research aims to find out: (1) What the causes o f learners’ low participation in speaking lessons are, (2) To what extent learners ’ participation in speaking lessons increases once the action p lan has been implemented''! To find the answers to these questions, an action research w as carried out The subject o f the study was 34 second year students o f class 644 - Tourism section, Vocational Training Center, PDU They were observed in speaking classes and invited to complete survey questionnaires The initial stage revealed that the level o f difficulty o f the speaking activities, the topics available in the course book, and the teacher’s instructions were not appropriate for different groups o f learners with different language levels The findings initiated the hypothesis that applying differentiated instruction strategies f o r mixed-ability speaking classes w ould increase learners’ participation An action plan, with four strategies (Independent Projects, Tiered Assignments, Flexible Grouping, and Varying Questions) adopted from Tom linson’s (1995) was implemented The post stage found a positive answ er to the hypothesis The evaluation o f the action research showed that learners’ participation increased when the action plan was implemented C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF ABBREVIATIONS PDU Phuong Dong University VTC Vocational Training Center AR A ction Research LI The first language L2 The second language MLC Multi-level class DI D ifferentiated Instructions Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF TABLES T abic Page Table Time allocation Table Numbers of times learners on task (initial stage) 35 Table Learners’ behaviours in speaking lessons (initial stage) 37 Table 38 Table Learners’ self-evaluation o f participation behavioirs (initial stage) Students’ previous English learning experience Table Learners’ attitude to speaking 40 Table Learners’ readiness for their speaking activities 44 Table Learners’ preference for group work 45 Table Numbers o f times learners on task (action stage) 51 Table 10 Learners’ behaviours in action stage 52 Table 11 Learners’ self-evaluation o f participation level 54 Table 12 N umber o f tim es students on-task 56 Table 13 Learners’ behaviours in initial and action stages 58 Table 14 Learners’ self-evaluation o f participation level h initial and action stages Learners’ evaluation o f four strategies’ effectiveness so Table 15 39 60 IV Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF GRAPHS G rap h Graph Page 36 Graph Learners’ self-evaluation o f their participation (initial stage) Learners' self-evaluation o f participation (action stage) Graph Learners’ on-task behaviours 55 Graph Learners’ self-evaluation o f participation in initial and action stages 57 53 V Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Flexible G rouping and Varying Questions during class also made students interested in th e lesson Could the teacher have done any parts o f the lesson differently? Firstly, the lyric o f one o f three songs could have been used as a material to warm students up before they started the speaking section Then I should have let m y students talk about life events o f someone they admired, so that they could use m ore verbs in past sim ple form as suggested in page 28 only asked them to talk about their ow n life events, so they did not have chance to talk about other events that usually happen after university graduation Students W ere all the students on-task? It was obvious that m uch m ore learners w ere on-task M ost o f them participated in the lesson enthusiastically W hat m ade the teacher glad w as that learners o f all groups found th e tasks interesting W hy did this happen? T h e tasks o r activities wore challenging enough for m ost o f them T he topic was also Of their interest Som e changes I m ade had relatively good effect on classroom atmosphere and learners’ participation W hich parts o f the lesson did the students seem to enjoy most? And least? Students seemed to enjoy discussing their special childhood experiences, some o f which were so funny that m ade th e speakers and th e listeners laugh a lot Students also enjoyed sharing childhood photos H ow ever some o f the students tried to talk as little as possible and they did not enthisiastically answ er their classm ates’ questions Classroom managem ent Did activities last the right length o f time? I tried to focus on tim e allocation for each activity by telling students that how much time they had for it I started the instruction with “ Y ou have minutes to Anyway, som e activities took a bit longer tim e than expected Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 105 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Did th e stu d e n ts u n d e rstan d w h at to in the lesson? W as my in stru ctio n clear? Instruction giving w as improved on the basis o f the experiences from the last lesson Paraphrasing further explanation and translation were still necessary Varying questions technique w as utilized when I m onitored group discussion Did I provide opportunities for all the students to participate? With the application o f independent project strategy right from the previous section o f reading, which helped students m ake careful preparation for this speaking lesson, most o f the stu d aits had opportunities to participate in the lesson Overall Broadly speaking, learners’ participation can b e shown in their preparation for the lesson before it actually carried out in th e classroom Independent Project strategy in this case encouraged m y students to participate in the lesson In addition, modified tasks with different level o f difficulty m ade most students satisfy Teacher’s clear and simple instruction and varied questions also facilitated learners’ participation However, i f I taught the lesson again, some things would b e changed I should provide them with chances to use all language elem ents available ill conversation pieces by replacing speaker’s life events w ith those o f any others In this lesson, ju st ignored the events that have not happened to them without modifying the task in a w ay that helped include all o f them There is room for im provem ent in m y applying differentiated instruction strategies in this class Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 106 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an A ppendix 11: FIV E SPEA K IN G LESSONS (from L ife lin e E le m e n ta r y a n d L ife lin e P r e -In te r m e d ia te ) Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 107 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an L iste n in g G o in g ou-' L o o k ' l* ■ f f i 13 I h i; W h ich of ih i i d e c id c lo >:•- i S H i i i i m th e q u e stio n W h en J W h a i ii } W h a i H int W h a ia ic ifn Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an W inners C o n v e rs a tio n p ie c e s: M aking s u g g e s tio n s Pronunciation a /J7, /tf/; how many words? C o m p le te th e e x p r e s s i o n s with th ese w o rds Why Shall Would ’s Let g o out The so u n d s a HI /3.3 we n 't w e a n d /tf/ L is t e n a n d r e p e a t the s o u n d s a n d the wort /t|7 Ill brush g o o ut? y o u like to b l\l watch Which o f t h e s e w a y s o f agr e e in g and d i s a g r e e in g a r e b e t t e r ? agreein g disagreeing That would be nice Good idea OK It's nice, I'm afraid can't No Sorry can't fine €reat Fine idea I'm busy don't want to I'm afraid I'm a bit busy ► Check your ideas in F unctional Language: Making s u g g e stio n s p 14 C Look at tapescript 3.2 Read the conversations with a partner b Write these words in the correct column c Suggest somewhere Agree an d ask about te ach e r sugar ch e e s sp ecial fa sh io n ch an g e finish ch oco late catch com petition optician m oustache w ash m ushroom station 13.4 Listen, check, and repeat, d Look at the table Which spelling usually produces eac sound? Match the letters and the sounds 'V ! -tio-siociach sh e Are there any words in the table that don't fit the rules' f How we pronounce these words? headache Agree |Ask for a suggestion ch eap p ro fession al ■ Work w ith a partner M ake n e w v ersa tio n s U se th e o th er fou r pictures Suggest going out or away versation chemist stomach H ow m any w o rd s? a ■ / Listen to the sentences How many words an there in each sentence? (Remember Short forms count as one word.) a ti m e |Sugges;; a time Exam ple D e c id e o n th e n e x t action W h a t 's h e g o i n g to d o ? nswer Num ber of words W ork in g ro u p s o f th re e a M a k e plans fo r o n e o f th e fo llo w in g b • a weekend aw ay • j night o u t • ) f r e e a f t e r n o o n Toil t h e c l a s s w h a t y o u ' r e g o i n g t o d o fri] □ □ □ ^□ 8D I J I ] ’ w t d m m l in NcYcmbci C Change roles and make a new ;how b Look at the underlined words I Mark (•» the stressed syllable in eacli wor the syllable ' ỵm i 'u v e '.h e /ai sounc H i 14 : »ten Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn ¡ i n k in rrpe.ii C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an /eryday life tening and sp e a k in g ling the time d o we tell the tim e? o 'c l o c k tm plete the diagram e ca n a lso tell the tim e in digital ni KAMPI.ES -/.) I 25 seven fo rty -th re e thirteen tw enty-five 1:00 04 eighteen hundred eight oh fo u r >ok a t these clocks a n d watches iy the tim es ( H 'c n fy '/ it v 1.4 L iste n and m atch the n tences and tim es hat’ s the tim e? hat tim e is o u r m eetin g m orrow ? hen d o e s the p rogram m e irt? ;cu se me W hat tim e d o e s i next train le a v e ? Ju ’ re listen in g to R a d io est >od m orning T h is is y o u r ake-u p call mid I reserve a table fo r is ev en in g , p lease? >nId I make an appointm ent ill D r C lark , p lease? >uld I book a taxi to the port, please? Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Everyday life Pronunciation l ook at l u p e s c r i p l 1.4 P r a c t i s e Ih i ' c o n v e r s a t i o n s w i t h M ake m ore c o n v e r s a t i o n s to • reserve re sta u n t table ¡1 t p a r i ne t • book a t a x i The IPA T h e International Phonetic A lph abet • g iv e s o m e o n e a w a k e -u p ca ll ( IP A ) co n sists o f sy m b o ls that show sounds T h ese can h elp you with • find out t h e d epartu re and a rriv a l t i m e s o f a I1.1111 pronunciation O ften E n g lish sp e llin g and • m ake an a p p o in tm e n t at the d e n tist's E n g lish pron u n ciation are not the sam e • ask w h e n a T V p rogram m e starts and fin ish es T h is is w h y learn in g the sound sym b o ls can be v e ry u sefu l for students o f E n glish T h ere is a chart of the in sid e b ack co ve r IPA symbols on the Vowels a Say these words and look at the spelling What you notice bed Id head Id any Id These words have different vowel spellings but the same vowel sound b Now say these words and look at the spelling head Id tea /i:/ hear /ia/ These words have the tamr vowel spelling but different vowel sounds > Look at the IPA chart and study the vowel s>mbols Consonants a Most of the phonetic symbols for consonants are the same as the letters b ig /big/ red b /red/ B u t so m e co n so n a n t soun d s h ave sp e c ia l sy m b o ls /// /If/ /0 / /i]/ C > shoe chair th in g song /3 / /k a t th is p h o to o f G l o r ia a n d h e r fa m ih cu ss th ese q u estio n s b l2 e l _ v I isicn to (ilo r ia talk in g about the photo aiul ci > k Nuur ideas I le ie a rc the n am es she mem imis Vhat is h ap p e n in g in the photo? Vho y o u think the p e o p le a r e ° Vhat re la tio n y o u think th ey are to G loria'.' Oliver D a n ie l A aron M a r io n father Ben Alison Rebecca mother Jo sh c W hat can you rem em ber about each p e rson ? d O ne person m entioned isn 't in the ph oto W ho is it Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an A p p earan ces 12 W or k w ith a p a r t n e r T e ll y o u r ' p a r t n e r a b o u t y o u r fa n iily , u sin g fa m ily p h o to s i f p o ssib le r ,it 111 (_■s ' w o u l s in t i i - x p r e s s i o n s l o r ( a i k m y a b o u t ,i i !v C h e k th at y o u u n d e r s t a n d the m e a n i n g s W r ite a sh o rt d e s c rip tio n o f y o u r f a m ily » iiipli.'t*' 11’.*- num t.it ‘it,ilu s list , m a i n t e tin list 't f a m i l y i< :lalio n s h ip s an you i