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VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES DEPARTMENT OF ENGLISH LINGUISTICS & LITERATURE - - USING PROSODY TO IMPROVE FIRST-YEAR STUDENTS’ LISTENING SKILL AT THE COLLEGE OF FINANCE AND CUSTOMS A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By DƯƠNG THỊ THU HIỀN Supervised by NGUYỄN HOÀNG TUẤN, Ph.D HO CHI MINH CITY, FEBRUARY 2012 VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES DEPARTMENT OF ENGLISH LINGUISTICS & LITERATURE - - USING PROSODY TO IMPROVE FIRST-YEAR STUDENTS’ LISTENING SKILL AT THE COLLEGE OF FINANCE AND CUSTOMS A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By DƯƠNG THỊ THU HIỀN Supervised by NGUYỄN HOÀNG TUẤN, Ph.D HO CHI MINH CITY, FEBRUARY 2012 CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis entitled “USING PROSODY TO IMPROVE FIRST-YEAR STUDENTS’ LISTENING SKILL AT THE COLLEGE OF FINANCE AND CUSTOMS” submitted today in terms of the statements of requirements for thesis in Master program issued by the Higher Degree Committee, is my own work This thesis has not been submitted for an award of any degree or diploma in any other institution Ho Chi Minh City, February 2012 DƯƠNG THỊ THU HIỀN i RETENTION AND USE OF THE THESIS I hereby state that I, DƯƠNG THỊ THU HIỀN, being the candidate for the degree of Master of Arts of TESOL, accept the requirements of the university relating to the retention and use of master’s thesis deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the library should be available for any purposes of study and research, accompanying with the normal regulations established by the library for the care, loan or reproduction of theses Ho Chi Minh City, February 2012 DƯƠNG THỊ THU HIỀN ii ACKNOWLEDGEMENTS First and foremost, I would like to express my heartfelt thanks to my supervisor, Dr Nguyễn Hoàng Tuấn His continual encouragement, careful reading, critical comments made my work much easier and more enjoyable Without his expert guidance and support, this research has never been possible My thanks also go to the teaching board of TESOL course at the University of Social Sciences and Humanities They are all great lecturers who devote their energy to teaching and giving valuable ideas and support for our theses I also take this opportunity to express my thanks to the college managing board, my colleagues, my friends and my family who have given me emotional support, helpful advice and ongoing encouragement Finally, I would like to extend my special thanks to the students who willingly participated in the experimental teaching and spent their time on completing my questionnaires and interviews so that I can accomplish this research iii ABSTRACT Among four skills which are speaking, listening, reading and writing being taught at the College of Finance and Customs for first year students, listening seems to be a problematic subject when students find it difficult to figure out the meaning of the text in real speech even though these students have a long time learning the language With the aims at easing this problem for first year students, the researcher carried out this study in order to explore and examine the use of prosody to improve students’ listening comprehension In the study, students were taught about stress, rhythm, and intonation with the hope of spotting the impact of prosody on helping students recognize and understand chunks of words Data were collected from 110 students of two different classes through a 12week quasi-experimental teaching procedure and used to make comparisons between pre-test and post-test scores The teacher-in-charge and students’ opinions were also collected to have a full understanding from different perspectives towards the issue Students’ responses to questionnaire and interviews, teacher’s comments and test results revealed that prosody had a positive impact on students’ listening comprehension Based on the findings of the study, some recommendations on the use of prosody in the teaching and learning at the College of Finance and Customs were also iv presented Finally, the results of the study can be used for further consideration to enhance students’ listening skill in other teaching and learning context v LIST OF TABLES AND CHARTS Table 4.1 Students’ gender 56 Table 4.2 Students’ age 57 Table 4.3 Students’ length of English learning 58 Table 4.4 Students’ listening ability self-evaluation 62 Table 4.5 Score distribution of the pre-test on general English 62 Table 4.6 Means of General English test scores collected from two groups 63 Table 4.7 Independent Samples Test 63 Table 4.8 Class statistics 65 Table 4.9 Independent Samples Test 65 Table 4.10 Students’ scores in listening comprehension pre-test 66 Table 4.11 Means of two classes in the listening comprehension pre-test 67 Table 4.12 Independent samples test 67 Table 4.13 Comparisons between pre-tests and post-tests on each prosodic feature 69 Table 4.14 Score distribution of the post-test on listening 70 Table 4.15 Means of two groups in listening post-test 70 Table 4.16 T-test for equality of means of two groups in post-test on listening skill 71 Table 4.17 Means of pre-test and post-test on listening in each group 72 Chart 4.1 Students’ length of English learning 58 Chart 4.2 Students’ certificate 59 Chart 4.3 Experience in some aspects of pronunciation from students in Class A 60 Chart 4.4 Experience in some aspects of pronunciation from students in Class C 60 Chart 4.5 Students’ listening ability self-evaluation 62 Chart 4.6 Students’ scores in pre-test on prosody knowledge 64 Chart 4.7 Students’ scores in pre test in listening comprehension 66 Chart 4.8 Students’ attitudes about learning prosody in the quasi-experimental teaching 73 vi Chart 4.9 Students’ opinions about the usefulness of teaching prosody 74 Chart 4.10 Students’ opinions about the time allotted for teaching prosody 75 Chart 4.11 Students’ opinions about the improvement of their listening skill after the quasi-experimental teaching 76 vii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT iv LIST OF TABLES AND CHARTS vi TABLE OF CONTENTS viii CHAPTER INTRODUCTION 1.1 THEORETICAL CONSIDERATIONS 1.2 PRACTICAL CONCERNS 1.2.1 The teaching and learning materials 1.2.2 The teaching and learning situation 1.3 STATEMENT OF PURPOSE 1.4 RESEARCH QUESTION 1.5 SIGNIFICANCE OF THE STUDY 1.5.1 Significance of the study in learning 1.5.2 Significance of the study in teaching 1.6 LIMITATION AND DELIMITATION 1.7 DEFINITIONS OF THE TERM PROSODY 1.8 ORGANIZATION OF THE STUDY CHAPTER LITERATURE REVIEW 2.1 PROSODY 2.1.1 Definition 2.1.2 Functions of prosody 2.2 PROSODIC FEATURES 13 viii 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 Oh, you’re having a housewarming? Yeah Do me a favor, will you? Sure No problem I’d be glad to Please get some apples, oranges, bananas, and a dessert Would you like apple pie or chocolate cake? You’d like apple pie, wouldn’t you? 10 Well, not really I like chocolate cake 168 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 Further practice: mins Teacher asked students to practice students pay conversation the following telephone attention to and with a partner conversation Then, check use the rules to answers with a partner mark intonation Manual: Hello, Maria? correctly To make Practiced the Maria: Yes, Manuel? Is that you? We have a terrible connection Manuel: Yeah I can hardly hear you Maria: Where are you? Manuel: Home Maria: Are you calling from a cordless phone? Manuel: Yeah I’m out in the back I don’t want my sister to listen in Maria: Oh Well, try changing the channel, will you? Manuel: Is this OK This is better, isn’t it? Maria: Not much Listen, I can’t stand this static Next time call me when your sister isn’t home Key: Manual: Hello, Maria? Maria: Yes, Manuel? Is that you? 169 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 We have a terrible connection Manuel: Yeah I can hardly hear you Maria: Where are you? Manuel: Home Maria: Are you calling from a cordless phone? Manuel: Yeah I’m out in the back I don’t want my sister to listen in Maria: Oh Well, try changing the channel, will you? Manuel: Is this OK This is better, isn’t it? 170 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 Maria: Not much Listen, I can’t stand this static Next time call me when your sister isn’t home 171 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 CLASSROOM OBSERVATION 10 Teacher’s name: Nguyen Thi Chau Ngan Observer: Duong Thi Thu Hien Teaching point: Changing meaning with Class: C intonation Room: 002 Date: 18 /11/2010 Time allocated: 20 minutes Objectives: Knowledge: Using intonation to change meaning Skills: help students recognize the importance of intonation in changing meaning Methods: Communicative approach Teaching aids: Handouts, laptop, projector, etc Time Teacher’s activities Purposes Students’ Notes activities Wrote the Mm on the board and To warm - Students Some mins asked students to guess what it students up guessed what students Mm meant made was guesses To make - Students and they - Wrote Mm on the board and students pay brainstormed were very marked as follows: attention to the and made curious difference guesses about the Mm among the word pronunciation of these Mm 172 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 Mm Mm and pronounced them and asked To make students in which situations these students pay Mm could be used attention to the - Teacher explained the meaning functions of of the changes in these words intonation Mm means “What did you say?” Mm means “Yes.” Mm means “I’m thinking.” Mm means “This is good! or “This is delicious!” Teacher explained the changes in intonation led to the changes in To help students meaning recognize that Students mins Listening: the changes in listened and 173 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 Teacher asked students to listen intonation can did the task as to a dialogue and decide which lead to the required meaning Mm has in B’s answers changes in meanings A: Would you like some homemade muffins? B: Mm? A: Would you like some muffins? B: Mm A: Here you go B: (eating)Mm! A: I’m glad you like them I made them myself Would you like jam with them? B: Mm? A: Jam B: Mm… A: They’re yummy with jam Want some? B: Mm A: Here you are B: (eating) Mm! Teacher played the recording again and checked answers with students Further practice: SAY IT TO mins MEAN IT! game Teacher gave a rain picture with a 174 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 sentence “It’s raining!” and some emotional icons: surprised sad happy and then, teacher asked students to work in pairs to pronounce the sentence with appropriate emotions 175 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 CLASSROOM OBSERVATION 11 Teacher’s name: Nguyen Thi Chau Ngan Observer: Duong Thi Thu Hien Teaching point: Intonation in asking and Class: C checking + Tones in new and old information Room: 002 Date: 25/11/2010 Time allocated: 20 minutes Objectives: Knowledge: asking and checking tones, tones in new and old information Skills: give chances for students to listen to and practice more conversation Methods: Communicative approach Teaching aids: Handouts, laptop, projector, etc Time Teacher’s activities Purposes Students’ Notes activities Teacher gave the following To present Listened and mins conversation and explained: - students with took notes “Questions can be pronounced with intonation in the voice going up at the end or going ‘open’ and down at the end You can hear the ‘check’ difference in this conversation Two questions people are fixing a place to meet Listen to the way A pronounces his three questions A: Where? (A’s voice goes down at the end.) B: Here 176 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: Where? (A’s voice goes up at the end.) B: Here A: Here? (A’s voice hoes up at the end.) B: Yes, here A’s first question is an open question The answer could be any place; he has no idea A’s questions and are check questions He thinks he knows the answer and he just wants to check ‘open’ questions => the voice goes down ‘check’questions => the voice goes up Practice 1: To give Listened and mins Teacher played tape and asked conversations marked students to mark intonation for the for students to intonation following conversations practice A: When? B: Tomorrow A: When? B: Tomorrow A: Tomorrow? B: Yes, tomorrow 177 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: Which way? B: Left A: What? B: Left A: In front of the shop? B: Yes 10 Practice 2: To have Students mins Speaking: GIVING DIRECTIONS students thought of practice phrases to speaking and give listening in directions and giving listened to the directions conversation For this activity, teacher reminded to mark the students of some phrases to give route directions (turn left, turn right, go straight on, continue …) and asked students to listen to a conversation on a mobile phone and then mark the route on the map After that, teacher asked students to give directions to get to school from their house so that a partner could Worked with draw the route on a map a partner to practice making their own conversation 178 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 For this next activity, teacher let To remind Tried to students the matching Students had students of the match to match the questions and answers intonation in questions and together simple answer Practice questions quickly A: And how long B: Yes, that’s Then, they have you lived right had to rearrange the here? conversation A: What’s your in the right B: No, I’m not order name? A: I see Are you B: Five years married? A: And where B: I’m a boxer were you born? A: And what B: Sonia you do? A: You’re a B: Yes, I am boxer? A: Is that in B: Surinam South America? Practice 4: To give Performed 179 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 54.2 Listen and draw a line in the box students the task as to show if the voice goes up or down: further they were Example: practice instructed To help Listened and a Let’s go away for the weekend Where? b Let’s go the Llantisiliogogogoch Where? a I know who stole your glasses Who? b It was Mickey Mumpkin - Who? a I’ve got some bad news for you What? b I’m afraid your house has burnt down What! a Excuse me, can you help us? - Yes? b Can you take a photo of us with this camera? - Yes a We’re going for a picnic if you want to come - When? b At midnight tonight - When? Practice 5: 180 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 Teacher introduced the task and asked students see paid attention students to pay attention to the words the difference to the voice in bold The voice went up on these between new on bold since they had been mentioned before and old words => old information information A: Let’s get the Viewmaster It’s really nice B: But the Megavision is nicer A: But the Viewmaster has a guarantee B: They both have a guarantee A: Anyway, the Megavision is too expensive B: I know it’s expensive, but it’s better quality A: They’re both good quality B: The Megavision has access to the internet A: We have access to the internet on the computer 181 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 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
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