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TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ……………………………………… i ACKNOWLEDGEMENTS ……………………………………………… iii TABLE OF CONTENTS …………………………………………………… 01 LIST OF ABBREVIATIONS ……………………………………………… 04 LIST OF TABLES …………………………………………………………… 05 LIST OF CHARTS …………………………………………………………… 06 ABSTRACT …………………………………………………………………… 07 CHAPTER : INTRODUCTION ……………………………………… 08 1.1 Background of the research ……………………………………………… 08 1.2 Rationale ………………………………………………………………… 10 1.3 Research aims …………………………………………………………… 11 1.4 Research scope …………………………………………………………… 12 1.5 Research questions …………………………………………………………13 1.6 Significance of the research ……………………………………………… 13 1.7 Structure of the research ………………………………………………… 13 CHAPTER : LITERATURE REVIEW ………………………………….15 2.1 Introduction ……………………………………………………………… 15 2.2 English language teaching in high schools in Vietnam ……………………15 2.2.1 The English Language …………………………………………………… 15 2.2.2 The Students ……………………………………………………………… 16 2.2.3 The Teachers ……………………………………………………………….16 2.2.4 The Classes ……………………………………………………………… 17 2.3 Approaches to analysing classroom discourse in EFL classes …………….17 2.4 The discourse units of a classroom lesson …………………………………18 2.4.1 A classroom lesson …………………………………………………………18 2.4.2 The hierarchy of discourse units of a classroom lesson …………………….19 2.5 The definitions, classes, functions, and structures of moves ………………22 2.5.1 The definitions …………………………………………………………… 22 2.5.1.1 The definitions of moves ……………………………………………….22 2.5.1.2 The definitions of teacher moves …………………………………… 23 2.5.2 The classes of moves ……………………………………………………….24 2.5.3 The functions and structures of moves …………………………………….26 2.6 The review of some main research into classroom discourse …………… 27 2.7 Chapter summary ………………………………………………………… 28 CHAPTER : METHODOLOGY ……………………………………… 29 3.1 Research method ………………………………………………………… 29 3.2 Subjects …………………………………………………………………….30 3.3 Data collection …………………………………………………………….31 3.4 Data analysis ……………………………………………………………….32 3.5 Summary ………………………………………………………………… 34 CHAPTER : FINDINGS AND DISCUSSION …………………………35 4.1 Introduction ……………………………………………………………… 35 4.2 The classes of teacher moves occurring most frequently in the high school EFL classes ……………………………………………….35 4.3 The dominant structures of the teacher moves ………….………………….37 4.3.1 Teacher framing move …………………………………………………… 38 4.3.2 Teacher focusing move …………………………………………………….39 4.3.3 Teacher opening move …………………………………………………… 41 4.3.4 Teacher answering move ………………………………………………… 44 4.3.5 Teacher follow-up move ………………………………………………… 46 4.3.6 Dominant teacher move structures …………………………………………48 4.4 Speech acts performed in each kind of the teacher moves ……………… 49 4.4.1 Teacher framing move …………………………………………………… 49 4.4.2 Teacher focusing move …………………………………………………….50 4.4.3 Teacher opening move …………………………………………………… 52 4.4.4 Teacher answering move ………………………………………………… 56 4.4.5 Teacher follow-up move ………………………………………………… 58 4.4.6 Speech acts appearing in high frequencies in the teacher moves ………….59 4.5 Chapter summary ………………………………………………………… 61 CHAPTER : CONCLUSION ………………………………………………62 5.1 Summary of the findings ………………………………………………… 62 5.2 Implications ……………………………………………………………… 64 5.3 Limitations of the study ……………………………………………………67 5.4 Further research …………………………………………………………….68 REFERENCES ………………………………………………………………….69 APPENDICES Appendix : The classes of speech acts Appendix : Classroom Observation Sheet Appendix : Transcripts LIST OF ABBREVIATIONS DA : Discourse Analysis EFL : English as a Foreign Language IRF : Initiation – Response – Feedback PTP : Pupil-Teacher-Pupil TPT : Teacher- Pupil- Teacher T : teacher S : Ss : students q : qualifier student pre-h : pre-head h : head post-h : post-head s : signal sel : select LIST OF TABLES Table : The hierarchy of discourse units of a classroom lesson Table : The structure of a transaction Table : The structure of a boundary exchange Table : The structure of a teaching exchange Table : The move classification, the move structures, and the speech acts that make up moves Table : The structures of teacher focusing moves Table : The structures of teacher opening moves Table : The structures of teacher follow-up moves Table : The percentage of the dominant structures of teacher moves Table 10 : The speech acts in teacher focusing moves Table 11 : The speech acts in teacher opening moves Table 12 : The speech acts in teacher answering moves Table 13 : The speech acts appearing in high frequencies in the teacher moves LIST OF CHARTS Chart : Frequency distribution of teacher move classes Chart : The structures of teacher framing moves Chart : The structures of teacher answering moves Chart : The speech acts in teacher framing moves Chart : The speech acts in teacher follow-up moves ABSTRACT This study looks at the teacher move in EFL classroom discourse in Nguyen Sinh Cung High School, Thua Thien Hue Province It focuses on teacher move classes, teacher move structures and speech acts performed in the teacher move The subjects of this study are ten lessons of EFL classes performed by the teachers of English in Nguyen Sinh Cung High School The analysis of the data collected by a recorder and classroom observations are based on the analysis system of classroom discourse set out by Coulthard (1992) The results of this study indicate that : - There exist five teacher move classes in the ten EFL lessons, and most of the teacher moves are opening and follow-up ones - Most of the teacher moves contain simple structures that are created by one or two elements only, and the element, head (h), occurs most frequently in the teacher move structures - There are nineteen types of speech acts appearing in the teacher moves, and some of them are very dominant Through the research findings, some implications for teachers to improve their EFL teaching in high schools are drawn CHAPTER INTRODUCTION In this chapter, firstly the background and the rationale of the research are mentioned Secondly, the research aims and the research scope are presented Thirdly, this chapter also tells you the research questions that will be answered in Chapter of the research Finally, it provides us with some useful information about the significance and the structure of the research 1.1 BACKGROUND OF THE RESEARCH Interaction is regarded as being central to language acquisition, especially the interaction which occurs between teachers and learners ( Ellis, 1998) The quality of the interaction is largely determined by teachers in their face to face communication with learners (Walsh, 2006, p 20) According to Walsh (2006), maximizing interaction is not as important as optimizing it, and it is therefore the teacher‟s ability to manage learner contributions which will determine the success of a lesson rather than simply „handing over‟ to a group of learners by emphasizing pair- and group-work Therefore, successful teaching stems from successful management of the interaction (Allwright, 1984a, p.159) and the teacher, with his/her special role, understands, establishes and maintains patterns of communication that will foster classroom language learning ( Johnson, 1995 ) There is clearly considerable emphasis here on the role of the teacher, the more „competent interlocutor‟, who is crucial to ensuring that input is comprehensible and that learner output is shaped in some way so that it is productive (Walsh, 2006, p.23) Thus, there is a need to consider the interaction that occurs between teachers and learners For this purpose, it is essential for EFL teachers to get an understanding of the features of classroom discourse, which help them to establish and maintain good language interaction with their students in EFL classes The features of EFL classroom discourse may be easy to identify, and they present a very clear structure where the teachers control both the topic of conversation and turn-taking and the students receive their cues from the teachers through whom they direct most of their responses (Walsh, 2006) Furthermore, in response to the communication tendency in language teaching, there has been an increasing interest in studying the language interaction inside the classroom since the late 1940‟s As said above, the classroom language is one of the very important factors helping teachers to be successful in their lectures, especially foreign language teachers Therefore, there has been a lot of research into classroom language evaluating the output of the teachers and the students, the procedures in classrooms, and types of teacher-student relationship in order to raise the quality of teaching Classroom discourse analysis is a beneficial tool to evaluate approaches to language classrooms and explore new application in language teaching ( Jaworski & Coupland, 1999; Schiffrin, 1999) According to Sinclair and Coulthard ( 1975, 1992 ), there is a model for the analysis of spoken interaction which is very useful for describing talk in the classroom It consists of five units arranged from the largest to the smallest : Lesson Transaction Exchange Move Act This model is a hierarchical structure where smaller units combine to form larger ones Sinclair and Coulthard ( 1975, 1992 ) and Mehan (1979) identified a basic structure of classroom discourse, the Initiation-Response-Feedback (IRF) exchange structure which often consists of three moves The teacher begins with an initiation (opening move), the learner responds (answering move), the teacher gives feedback to the learner‟s response (follow-up move) This model (IRF), sometimes known as Initiation/Response/Evaluation, has been developed in the work of Ventola (1987), Martin (1992), Wells (1993), and Cazden (2001) However, in English as a foreign language (EFL) classes today students may often ask teachers questions (opening move) and teachers give them answers (answering move) It means that an answering move may be produced by teachers The fourth unit MOVE, a functional unit in classroom discourse, may be produced by teachers or students This research focuses mainly on the moves produced by teachers, the teacher moves 1.2 RATIONALE According to Brown (1994), the current communication tendency in teaching and learning languages requires that the teachers only take roles as guides and learners have to try their best to deal with the problems in a lesson, not that learners only listen to their teachers and little interaction appears in the class As a result, the interaction between teachers and learners in classes is increasing In addition, teachers control most of the patterns of communication primarily through the ways in which they restrict or allow learners‟ interaction, take control of the topic, and facilitate or hinder learning opportunities (Walsh, 2006, p.5) For example, in the extract below, the teacher selects who may talk (turn 1), controls the topic of conversation (turn 1), evaluates the learner‟s performance (turns 3,5,7), manages both the language form and the message (turn 5), and selects another speaker (turn 7) Teacher (T), Student (S) T ok Erica could you explain something about law and order in Japan what happens if you commit a crime ? S1 almost same as Britain policeman come to take somebody to police station T yes S1 and prisoner questioned and if he is ( seconds unintelligible) T yes what‟s the verb Eric Erica … if she or he yes [ commits a crime ] they go to S1 they go to court yes but if they he they didn‟t that they can go home T they can go home (…) very good indeed right what happens in Brazil (Walsh, 2006, p.7) As a result, there is really a challenge for EFL teachers in how they take part in the classroom discourse, establish and maintain the patterns of communication in order to gain positive influences on their teaching For instance, the communicative approach of teaching shows that teachers should help students to take long turns and take part in conversations in classroom, especially students who need interactive 10 13 Flanders, N.A (1965) Teacher Influence, Pupil Attitudes and Achievement : Studies in Interaction Analysis Co-operative research Monographs No 12, U.S Government Printing Office 14 Jaworski, A &Coupland, N (Eds.) (1999) The Discourse Reader London : Routledge 15 Johnson, K E (1995) Understanding Communication in Second Language Classrooms Cambridge : Cambridge University Press 16 Kumaravadivelu, B (1999) „Critical Classroom Discourse Analysis‟, TESOL Quarterly, 33 : 453-84 17 Halliday, M.A.K (1989) Spoken and Written Language Oxford: Oxford University Press 18 Harmer, J (1991) The Practice of English Language Teaching Longman 19 Hatch, E (1992) Discourse and Language Education Cambridge University Press 20 Hoey, M.P (1983) On the Surface of Discourse London: Allen and Unwin 21 Lamberg, T & Wiest, L.R (Eds.) (2007) Proceedings of The 29th Annual Meeting of the North Amarican Chapter of the International Group for the Psychology of Mathematics Education Stateline (Lake Tahoe), NV : University of Nevada, Reno 22 McCarthy, M (1991) Discourse Analysis for Language Teachers Cambridge University Press 23 Martin, J.R (1992) English Text System and Structure Amsterdam : John Benjamins 24 McMillan, J.H and Schumacher, S (1993) Research in Education, A Conceptual Introduction New York : Harper Collins College Publishers 25 Mehan, H (1979) Learning Lesson : Social Organisation in the Classroom Cambridge, MA: Harvard University Press 70 26 Musumeci, D (1996) „Teacher-Learner Negotiation in Content-Based Instruction : Communication at a Cross-Purposes ?‟ , Applied Linguistics 17 : 286325 27 Nguyen, Q.H (2006) Video-Assisted Language Teaching & Learning Vietnam : Ho Chi Minh General Publisher 28 Nunan, D (1993) Introducing Discourse Analysis Senes Editor : Ronald Carter and David Nunan Penguin English 29 Prabhu, N.S (1992) The Dynamics of the Language Lesson Cambridge University Press 30 Richards, J.C., et al (1985) Longman Dictionary of Applied Linguistics Longman 31 Rymes, B (2008) Classroom Discourse Analysis : A Tool for Critical Reflection Cresskill, NJ : Hampton Press 32 Schiffrin, D (1999) Oh as a Marker of Information Management In A Jaworski & N Coupland (Eds.), the Discourse Reader London : Routledge 33 Seedhouse, P (1997) „The Case of the Missing “no” : the Relationship between Pedagogy and Interaction’ , Language Learning, 47:547-83 34 Sinclair, J and Coulthard, M (1992) Toward an Analysis of Discourse In Coulthard, M (Ed.) 1992 Advances in Spoken Discourse Analysis 1-34 Routledge 35 Sinclair, J and Coulthard, R.M (1975) Towards an Analysis of Discourse- The English Used by Teachers and Pupils Oxford University Press 36 Stenstrom, A.B (1984) Questions and Responses in English Conversation Liber Forlag Malmo, Sweden 37 Stubbs, M (1983) Discourse Analysis Oxford : Basil Blackwell 38 Tannen, D (Ed.) (1984) Coherence in Spoken and Written Discourse Norwood, New Jersey : Ablex Publishing Corporation 39 Ventola, E (1987) The Structure of Social Interaction London : Pinter 71 40 Wallace, M.(1998) Action Research for Language Teachers Cambridge : Cambridge University Press 41 Walsh, S (2006) Investigating Classroom Discourse New York : Routledge 42 Wells, G (1993) „Reevaluating the IRF Sequence : A Proposal for the Articulation of Theories of Activity and Discourse for the Analysis of Teaching and Learning in the Classroom‟ , Linguistics and Education, 5, 1-37 43 White, A (2003) The Application of Sinclair and Coulthard’s IRF Structure to a Classroom Lesson : Analysis and Discussion A module for Assignment : Classroom and Spoken Discourse/ Written Discourse, MA TEFL Program Birmingham University 44 Yoshida, H (2008) An Analysis of Discourse in the EFL Classroom Osaka Keidai Ronshu, 59 : – 10 72 APPENDICES APPENDIX : THE CLASSES OF SPEECH ACTS marker (m) Realized by a closed class of items –„well‟, „OK‟, „now‟, „good‟, „right‟, „alright‟ When a marker is acting as the head of a framing move it has a falling intonation, [1] or [1+], as well as a silent stress Its function is to mark boundaries in the discourse starter (s) Realized by a statement, question or command Its function is to provide information about or direct attention to or thought towards an area in order to make a correct response to the initiation more likely elicitation (el) Realized by a question Its function is to request a linguistic response check (ch) Realized by a closed class of popular questions concerned with being „finished‟ or „ready‟, having „problems‟ or „difficulties‟, being able to „see‟ or „hear‟ They are „real‟ questions, in that for once the teacher doesn‟t know the answer If he does know the answer to, for example, „have you finished‟, it is a directive, not a check The functions of checks is to enable the teacher to ascertain whether there are any problems preventing the successful progress of the lesson directive (d) Realized by a command Its function is to request a non-linguistic response informative (i) Realized by a statement It differs from other uses of statement in that it sole function is to provide information The only response is an acknowledgement of attention and understanding prompt (p) 73 Realized by a closed class of items –„go on‟, „come on‟, „hurry up‟, „quickly‟, „have a guess‟ Its function is to reinforce a directive or elicitation by suggesting that the teacher is no longer requesting a response but expecting or even demanding one clue (cl) Realized by a statement, question or command, or moodless item It is subordinate to the head of the initiation and functions by providing additional information which helps the pupil to answer the elicitation or comply with the directive cue (cu) Realized by a closed class of which we so far have only three exponents, „hands up‟, „don‟t call out‟, „is John the only one ?‟ Its sole function is to evoke an (appropriate) bid 10 bid (b) Realized by a closed class of verbal and non-verbal items- „Sir‟, „Miss‟, teacher‟s name, raised hand, heavy breathing, finger clicking Its function is to signal a desire to contribute to the discourse 11 nomination (n) Realized by a closed class consisting of the names of all the pupils, „you‟ with contrastive stress, „anyone‟, „yes‟, and one or two idiosyncratic items such as „who hasn‟t said anything yet‟ The function of nomination is to call on or give permission to a pupil to contribute to the discourse 12 acknowledge (ack) Realized by „yes‟, „OK‟, „cor‟, „mm‟, „wow‟, and certain non-verbal gestures and expressions Its functions is simply to show that the initiation has been understood, and , if the head was a directive, that the pupil intends to react 13 reply (rep) Realized by a statement, question or moodless item and non-verbal surrogates such as nods Its function is to provide a linguistic response which is appropriate to the elicitation 74 14 react (rea) Realized by a non-linguistic action Its function is to provide the appropriate non-linguistic response defined by the preceding directive 15 comment (com) Realized by a statement or tag question It is subordinate to the head of the move and its function is to exemplify, expand, justify, provide additional information On the written page it is difficult to distinguish from an informative because the outsider‟s ideas of relevance are not always the same However, teachers signal paralinguistically, by a pause, when they are beginning a new initiation with an informative as a head; otherwise they see themselves as commenting 16 accept (acc) Realized by a closed class of items – „yes‟, „no‟, „good‟, „fine‟, and repetition of pupil‟s reply, all with neutral low fall intonation Its function is to indicate that the teacher has heard or seen and that the informative, reply or react was appropriate 17 evaluate (e) Realized by statements and tag questions, including words and phrases such as „good‟, „interesting‟, „team point‟, commenting on the quality of the reply, react or initiation, also by „yes‟, „no‟, „good‟, „fine‟, with a high – fall intonation, and repetition of the pupil‟s reply with either high-fall (positive ), or a rise of any kind (negative evaluation) 18 silent stress ( ^ ) Realized by a pause, of the duration of one or more beats, following a marker It functions to highlight the marker when it is serving as the head of a boundary exchange indicating a transaction boundary 19 metastatement (ms) Realized by a statement which refers to some future time when what is described will occur Its function is to help the pupils to see the structure of the 75 lesson, to help them understand the purpose of the subsequent exchange, and see where they are going 20 conclusion (con) Realized by an anaphoric statement, sometimes marked by slowing of speech rate and usually the lexical items „so‟ or „then‟ In a way it is the converse of metastatement Its function is again to help the pupils understand the structure of the lesson but this time by summarizing what the preceding chunk of discourse was about 21 loop (l) Realized by a closed class of items – „pardon‟, „you what‟, „eh‟, „again‟, with rising intonation and a few questions like „did you say‟, „do you mean‟ Its function is to return the discourse to the stage it was at before the pupil spoke, from where it can proceed normally 22 aside (z) Realized by statement, question, command, moodless, usually marked by lowering the tone of the voice, and not really addressed to the class As we noted above, this category covers items we have difficulty in dealing with It is really instances of the teacher talking to himself : „ It‟s freezing in here‟, „Where did I put my chalk ?‟ ( Coulthard, 1992, p.18-21) 76 APPENDIX : CLASSROOM OBSERVATION SHEET The following is the model of observation sheets that I have used to collect the data for this study Observation Sheet (Only for MA research) Lesson : …………………………………………………… Class : …………… Teacher in charge : ………………………………………… Date : ……………… Classroom Language Interaction ………… Classes Structures Classes of of move of move act ………… ………… 77 ……… APPENDIX : TRANSCRIPTS A CD that contains the recordings of the ten EFL lessons is enclosed with this thesis The following are some extracts of the ten EFL lessons transcribed from the recordings T : Teacher Student : S Students : Ss Transcript : Lesson : Tieng Anh 11- Unit – Reading T What is the synonym of “make noise” ? (T asks students ) Ss “make a fuss” (Ss give the answer) T Good ( T evaluates the answer) Look at me What am I doing ? ( T asks ss) Ss Liếc ( Ss give the answer) T What does it mean in English ? (T asks ss) Ss Glance ( Ss give the answer) T OK Glance (T accepts the answer) And how can we say “lén lút” in English ? S [Raise his hand] T Cuong, please S Sneaky T What ? S Sneaky Sneaky T Sneaky Excellent [Write the word on the board] Now, repeat after me Transcript : Lesson : Tieng Anh 11- Unit – Speaking T We‟ve just discussed some new words Now move to Task at page 25 Ss [Look at task 1] T Match the things you might have done or experienced in Box A with how the experience might have affected you in Box B 78 For example, Number goes with d OK Work in pairs Match A with B Ss [Work in pairs and the task] T You‟ve finished ? Ss Yes T Nam Number ? You know ? S I …I don‟t know Ah Number …c T Good Number goes with c What about number ? Long S Number … a T Right Number ? Who knows ? S [Raise her hand] T Hong S Number …b T Excellent The last one ? Hoa S Uh Thưa cô câu lại, e T Thank you OK, we‟ve just finished task Now, move to task Transcript : Lesson : Tieng Anh 10 - Unit – Listening T OK, we‟ve matched the four conversations with the four pictures Now, work in groups of ten Two desks make a group Ss [Make groups of ten] T You have three minutes to read the questions in task Ss [Read the questions] T Now, listen to the tape and answer the questions S Teacher How many times ? T You‟ll listen to the tape three times Ok, let‟s begin Ss [Listen to the tape] T Now the second time Ss [Listen to the tape] T OK You‟ve got your answers ? Ss [Be silent] 79 T I‟d like to invite some representatives to write our your answers on the board Group – Cuc, Group – Phuc, Group – Ha, Group – Quang, Group – Hai Ss [Write out their answers on the board] T Good Listen to the tape the third time to check the answers Ss [Listen to the tape] Transcript : Lesson : Tieng Anh 10 - Unit – Writing T Forms ask you to certain things Look at task at page 28 Ss [Look at task 3] T Work in pairs and you have five minutes to this task Ss [Do the task in pairs] T Well Have you finished ? Ss Yes S Thưa cơ, „married‟ có nghĩa ? T „Đã kết hôn‟ and the opposite of „married‟ is „single‟ OK I‟ll check some of you Nam, have you got all your answers ? S Umh I don‟t know … „employee‟ and „employer‟ … ? T I see, „employee‟ – nhân viên, „employer‟ – ông chủ You only delete Student, Employee or Employer S Yes Yes T Suong Let me see what you have done S [Smile and give the teacher her notebook] T Good Good OK We‟ve just done some things that a form often requires us to Now , move to task Transcript : Lesson : Tieng Anh 10 - Unit – Language Focus T Well We‟ve just distinguished the two sounds above Now we should learn how to use some adjectives after „the‟ to make nouns Please give me some 80 examples, the plus adjective Ss [Some students raise their hands] T Tuan Give an example S „the poor‟ T Excellent [Write „the poor‟ on the board] What else ? Giang S „the… the young‟ T Very good, the young [Write „the young‟ on the board] S Teacher Teacher This word ( pointing at a word in the textbook ) What does it mean ? T Unemployed It means “thất nghiệp” in Vietnamese S Yes Yes ( giving nods of understanding) T So we have „the unemployed‟ [Write „the unemployed‟ on the board] In short, we have got … Transcript : Lesson : Tieng Anh 12 - Unit – Reading S Teacher Native speaker It means …? T Người xứ OK Read the passage and decide which of the three options below is the best title for the passage Ss [Read the passage] T All right You‟ve got your answers ? Ss Yes … yes T Quy, the title for the passage ? S C- The Best Ways of Attracting Attention T Do you agree ? Hang S Um…No The title for the passage is A-Attracting Attention : Non-Verbal Cues T Right ? The whole class ? Attracting Attention : Non-Verbal Cues, right ? Ss Yes, right T Good Right Well Please read this passage and find out the answers to these questions 81 Transcript : Lesson : Tieng Anh 12 - Unit – Speaking T Well We have just done certain things that a form asks us to Now we are filling in the following form [Show a form on the screen] Work in pairs and fill in the form Ss [Fill in the form] T You have minutes to this task S Teacher Can you say this word again ? [Point at „nationality‟ in the form] T [Nod the head] Nationality [Say the word] OK Come on Only minutes for you Ss [Fill in the form] T Finished ? Time‟s off Ss Yes T I‟d like to invite some of you to go to the board and fill in the form Anyone ? S [Raise his hand] T Lam, please Raise your hands, raise your hands S [Raise her hand] T Phuong, please Anyone else ? Long ? OK Look at the board Ss [Go to the board and write out their forms] Transcript : Lesson : Tieng Anh 12 - Unit – Listening T Look at this What are there in this picture ? Ss Two students and a school T Good What you think they are talking about ? Nhung S They…they are talking about their school T Maybe, they are talking about their school and their study Now, work in pairs Make a pair with the person behind you Ss [Make pairs] T [Show six yes-no questions on the board] You‟ll listen to the conversation between Jenny and Gavin Put a tick to the question to which the answer is „yes‟ OK, listen to the tape for the first time 82 Ss [Listen to the tape and tick the questions] T Now Listen to the tape the second time Ss [Listen to the tape and tick the questions] T All right You need to hear the tape one more time ? Ss [Be silent] T Well Listen to the tape the third time Ss [Listen to the tape] T Now Come on Tell me your answers Transcript : Lesson : Tieng Anh 11 - Unit – Writing T We‟ve just filled in the blanks of the paragraph OK Now I want to give you some useful words and phrases Match the nouns, verbs, adjectives or adverbs with their meanings in Vietnamese [Show a table on the board] Ss [Match the words with their meanings] T Number 1- increase, what does it mean ? Xuan, please S Um … Tăng, tăng T Good It‟s used as a noun or a verb What about number ? You [Point at a student] S Slight-nhẹ T And „slightly‟ ? S [Raise her hand] T Nhung S It also means „nhẹ‟ … trạng từ T What does „drop‟ mean ? Ha S Giảm xuống, giảm xuống T Noun or verb ? S Both noun and verb T Excellent And … 83 Transcript 10 : Lesson 10 : Tieng Anh 10 - Unit – Language Focus T Work in pairs and match the present perfect with its uses in the chart You‟ve got five minutes [Show the chart on the board] Ss [Work in pairs and match the tense with its uses] T Finished ? Duong, which use of the present perfect you have ? Number …? S Number – Diễn tả hành động kiện xảy mà không rõ thời gian T Good Giang, what about your opinion ? S [Be silent] T What questions you use to ask about someone‟s experience ? S Um … um… S We use „Have you ever + P.P + …?‟ to ask about someone‟s experience T So, number We use the present perfect to ask about someone‟s experience Well What else for present perfect ? Thu, please S … 84
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