Time Steps Work
arrangement
Trung street
If I were to describe how she looks, I would say she
is very pretty She has short black hair, brown almond-shaped eyes, a small nose and a small pointed chin She is not very tall but not short either and she is quite slim She doesn't like to dress up sol usually see her wearing jeans and a T-shirt or sweater She has a very nice personality and a wonderful sense of humor, but she can also get a little depressed from time to time I can always count on her to be honest and to give me the best advice
What I like about Mai is that she has the same hobbies with me We both enjoy music, playing the guitar and singing We like going to the cinema but sometimes can't agree on which movie to see
Whatever we're doing, it's always fun to be with her In addition, since I am better in math and science and she is better in English and languages, we can always help each other if we get confused about a difficult homework assignment We are lucky that we complement each other so well and that we get along so well I hope that our friendship will continue and be just as strong after we graduate from high school
We would like to study at the same university
FEEDBACK ON SS' WRITINGS
— T asks Ss to exchange their writing with another student for peer correction
— T goes around and collects mistakes and errors — T collects some writings for quick feedback
— T writes Ss' typical errors on the board and elicits self and peer correction T provides correction only when Ss
are not able to correct the errors Pair work & whole class
Trang 2
Work
Time Steps arrangement — Finally, T provides general comments on the writings
WRAPPING UP
2 — T summarises the main points of the lesson Whole class — For homework, T asks Ss to improve their writing,
taking into consideration their friends’ and _ T's suggestions and correction and do the extra exercise EXTRA EXERCISE Read the text and answer the questions that follow My Roommate
It was my first day at the university Armed with bags of luggage, I walked slowly into the dormitory I looked at door after door for my name At last I found it In the room, there was already a girl making her bed
Smiling shyly, she said "how do you do" to me After that, she continued her work, paying no more attention to me "What a stuck-up fellow" I thought Then I began to examine the room There was no difference in the fitting from any other room I had seen But it had been thoroughly cleaned by my new roommate, no doubt
Minutes later, I started to examine her She was thin, short and dark Her hair was in a completely disastrous mess like a bunch of straw Her dirty clothes and tired look were clearly signs of a long journey Well, her T-shirt was too big for her and her trousers were a bit short, which made her look funny What's more, she wore a pair of rubber scandals, which were indeed out of fashion In a word, she did not look like a smart freshman at all "A yokel", I concluded
The second time she spoke, her accent told me that she was from the south "Shall I help you to get your luggage from the ground floor?" I did not refuse since I really needed help Wow She was quick in action Before I said "Thanks", she had already walked out of the room and was soon far ahead of me
"A good guy," I said to myself, "I will make friends with her." I hurried and caught up with her
1 What was the girl's roommate doing when she first saw her?
Trang 32 Why did the girl think that her roommate had had a long journey? 3 What made the girl's roommate look funny”?
4 Where did the girl's roommate come from?
5 How did the girl's feeling about her roommate change? Answers:
1 She was making her bed
Because her roommate wore dirty clothes and had a tired look Her too big T-shirt and short trousers made her look funny She came from the south
aR
ws
Her roommate offered to help her to get the luggage from the ground floor and she was quick in action The girl thought that she would make friends with her roommate
Period 5: LANGUAGE FOCUS I Objectives
By the end of the lesson, Ss will be able to:
— Distinguish the sounds / d3 / and / tl /
Trang 4Work Time Steps arrangement
and explains the differences in producing them work + The phonetic sound / a3/ is a voiced palatal
voiced = vocal cords vibrate while making this sound palatal = put your tongue behind your top teeth, push air as you drop your tongue away from the roof of your mouth + The phonetic sound / t\ / is an unvoiced fricative palatal unvoiced = vocal cords do not vibrate while making this
sound
fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as you push air out of your mouth
— T plays the tape (or reads) once for Ss to hear the words containing these two sounds Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T)
Pronouncing words containing the sounds — T reads the words in each column all at once
— T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words
— T reads the words and asks Ss to repeat them — T asks Ss to practice pronouncing the words in pairs — T goes around providing help
— T asks some Ss to pronounce the words and gives correction if necessary
Practising sentences containing the target sounds
— T reads the sentences and asks Ss underline the words
with the sounds and write / d3 / and / t/ / under them — T asks Ss providing the sentences 1n pairs
— T goes around to providing help
— T asks some Ss to read the sentences and gives feedback
Trang 5
Work Time Steps arrangement GRAMMAR 10 |1 To-infinitive Whole a) Presentation class, individual — T writes some sentences on the board and underline the eg work & pair to + infinitive: work
+ I have letters to write + Does he get anything to eat? + There is plenty to do
— T asks Ss to comment on the use of fo + infinitives in these examples T reviews the form and use of to-infinitives in the examples T may give Ss the following handout
In the examples above the infinitives are used to replace
relative clauses
1 The infinitive can be placed after nouns / pronouns to show how they can be used or what is to be done with them
+ I have letters to write = I have letters that I must write
+ Does he get anything to eat? = Does he get anything that he can eat?
Similarly with to-infinitives + preposition:
someone to talk to cushions to sit on a table to write on a tool to open it with a case to keep my records in
2 Use of passive to-infinitive
+ There is plenty to do =
1 plenty of things we can do 2 plenty of work we must do
In the there + be+ noun / pronoun + _ to-infinitive
construction, when there is an idea of duty, as in (b) above,
a passive to-infinitive is possible: There is a lot to be done But the active to-infinitive is more usual
Trang 6
Work Time Steps arrangement
— T continues writing some other sentences on the board: + I'm sorry to trouble you
+ It is easy to please that customer + The pie is too hot to eat
— T asks some Ss to comment on the examples T might explain to Ss that we can put to-infinitives after adjectives The form 1s: adj + to-infinitive; adj + too / enough+ to- infinitive (too before an adjective means excessively, enough after an adjective means to the necessary degree) — T asks some Ss to give some similar examples
b) Practice Exercise 1
— T asks Ss to do Exercise 1 individually and then compare their answers with another student
— T calls on some Ss to read out their answers — T gives correct answers:
1 Who wants something to eat? 2 I have some letters to write
3 lam/was delighted to hest the news 4 My mother has some shopping to do 5 You always have too much to talk about 6 It's lovely to see you again
7 It's / was too cold to go out
8 I'm happy to know that you have passed the exams 2 Infinitive without to (bare infinitive)
10 | a) Presentation Group work
— T calls on some Ss to give out some verbs that are & whole
followed by bare infinitives class
— T may make clear that:
+ We can use a noun or pronoun object + bare infinitive after verbs of perceptions such as feel, hear, watch, see,
Trang 7
Time Steps Work
arrangement
notice, observe, perceive, smell The bare infinitive generally refers to the complete action
+ We use the bare infinitive after Jet and make: let sb do
sth = allow sb to do sth; make sb do sth = force sb to do sth
b) Practice
Exercise 2
— T asks Ss to do exercise 2 1n pairs Ss have to rewrite the sentences by using the words given
— T asks them to compare answers with another pair — T calls on some Ss to go to the board to write their answers
— T asks other Ss to feedback and gives correct Answers: - The police watched them get out of the car
- They let him write a letter to his wife
- I heard them talk in the next room
- The customs officer made him open the briefcase - The boy saw the cat jump through the window
- Do you think the company will make him pay some extra money?
- I felt the animal move towards me
- Do you think her parents will let her go on a picnic?
Production: Story telling
— T prepares a handout with six pictures in the right order T asks Ss to work 1n groups of 5 to tell the story about the crow in the pictures T gets across to Ss that they should use aS many sentences with to-infinitives and bare infinitives as possible The group which produces the most logical story with the most appropriate sentences using to- infinitives and bare infinitives will be the winner
— T calls on some groups to tell their story and elicits feedback from the class
Trang 8
Work Time Steps arrangement — T gives final comments and provides correction if necessary Suggested story: A WISE CROW
A crow had not had anything to drink for a long time One day she saw a pitcher There was a little water in the
pitcher, but it was too low for her to reach What was she to do? She tried to break the pitcher with her beak, and then to overturn it on the ground, but it was too hard and
heavy to do Then she thought of a plan She picked up a number of little stones and dropped them one by one into the pitcher In this way the water was soon raised high enough for her to easily reach
Trang 9
Time Steps arrangement WRAPPING UP
3" |—T summarises the main points of the lesson Whole class — For homework, Ss review the points that have been
covered in the lesson and do the extra exercise
EXTRA EXERCISE
Join these pairs of sentences
1 She crossed the road I saw her They sang a song I heard them
A pavement artist drew a portrait in crayons I watched him He locked the door I observed him
She drove off I saw her
He was foolish He left the firm
We can't refuse their invitation It would look rude I met you again I was happy Ð Ø m Ð tb 39 DS
The film was boring I didn't watch it 10 The woman is old She can't drive a car Answers:
Trang 10I watched a pavement artist draw a portrait in crayons I observed him lock the door
I saw her drive off
He was foolish to leave the firm
It would look rude to refuse their invitation I was happy to meet you again Щ œ m Ø mm +
The film was not interesting enough (for me) to watch / The film was
too boring (for me) to watch
10 The woman is too old to drive a car / The woman is not young enough to drive a car
Trang 11Mnil 2 PERSONAL EXPERIENCES Period 1: READING I Objectives
By the end of the lesson, Ss will be able to:
— Develop such reading micro-skills as scanning for specific ideas, identifying the sequence of events and guessing meaning in context — Use the information they have read to discuss the story Il Materials Textbook, handouts lll Anticipated problems Ss may need help with the discussion task, so T should be ready to help them IV Procedure Time Steps arrangement Work WARM - UP 5' | Vocabulary crossword puzzle Group work & whole
— T divides the class into small groups of 3 — 4 students
Then T distributes the following crossword puzzle Class
handouts for Ss to do in their own groups Which group finishes first and has all the correct answers will be the winner
Crossword
1 My dad works in a factory where he produces cars and tractors He's an
2 Án is something that protects you from rain or sun
Trang 12
Time Steps Work arrangement 3 He saved 5 people in the fire He's such a person 4 We have a big for our cars and a lovely garden at home 5 This is a beautiful song I like both the music and the
6 Tran Hung Dao 1s a national He saved the Vietnamese people from Chinese invaders 7 He won several chess championships at a young age
Actually, he was the country's youngest
8 Inher glorious singing career Celine Dion has earned Varlous music awards She 1s the most
Canadian singer
9 Only a little boy saw the car hit and run He was the only of the accident
10 Washington DC is the city of the United States
11 My flat is quite : 1t's located right in Hoan Kiem District, the city centre
Trang 13Work Time Steps arrangement Answer: e n g I n e e r ujimỊ|b e|llll1a bl|lrial|ivie gịa|rl|lalgle IJy |r | Ì |c!ls hịe|r|o cjịh|aj|imlp|Li|olIn sJ|u|c|c|e|s|s|f|ull w|i|t|in|le|s|s cịalp|Ịi tial cj|el|nl|tlrlall | e | n | Cc | Oo | u r a g e Ss
— T explains the word "embarrassing" and introduces the topic: An embarrassing situation
BEFORE YOU READ
5! — T gets Ss to work in pairs and try to make sense of the Pair work & pictures on page 22 Then T gets them to put the pictures
in the order that they think is most appropriate
— T calls on some pairs to present their ideas but should not correct them If Ss have difficulty talking about the pictures, T may elicit their answers by asking questions and giving prompts
E.g.: What can you see in Picture A? What do you think might be relationship between the girl and the man? Why? What do you see on the table? Whose money do you think it is? Why? etc
whole class
WHILE YOU READ
Set the scene: You are going to read a story in which a girl's telling about her most embarrassing situation Then you do the tasks that follow
Trang 14
Work Time Steps arrangement TASK 1 8' |—T gets Ss to read the passage silently and then do Individual work &
Task 1 T may write the given words and phrases on the board (1.e making a fuss, sneaky, glanced, embarrassing, idols) and asks Ss to go back to the passage to locate and read around these words so that they can guess their meanings For example, the words "idol" found in line 3 may refer to "someone you admire and adore" Ss can understand this meaning thanks to the words "pop star" and the idea that the girl wants to look like this person — T might want to check that Ss understand all these words correctly by calling on some Ss to tell the meaning of the words in Vietnamese
— Then T asks Ss to go back to the task and study the given sentences Ss need to guess which part of speech they might deal with in each case For example, for sentence | they might need to supply a verb in past tense, or for sentence 2 they might need to supply a verb in
present continuous, etc
— Now Ss use both their knowledge of the words in the box and their guess-work with the given sentences to match them correctly
— T checks the answers with the whole class Answers:
1 glanced 3 embarrassing — 5 sneaky
2 making a fuss 4 idols TASK 2
Trang 15Work Time Steps arrangement Answers:
1 Picture d 2 Picture b 3 Picture f 4 Picture e 5 Picture a 6 Picture c
TASK 3
10’ | — T checks if Ss can answer the comprehension questions | Individual in Task 3 without having to read the passage again If Ss | work, pair
cannot, T gets them to read the questions carefully and work &
gives them some tips to do the task:
+ First, Ss should skim the five questions to understand them As Ss do this they:
e underline the key words to decide what information they need to find in the text
e look for questions words like "why" which indicates Ss should read for specific thing like a reason
+ Then they should go back to the passage and locate the key words in the passage
+ Then they should read around the key words carefully to find the answer
— T gets Ss to check their answers with a peer
— T calls on some Ss to write their answers on the board
and ask them to explain their choices — T gives the correct answers:
Answer:
1 A floppy cotton hat (lines 2 — 3, paragraph 1) 2 To buy a floppy cotton hat (lines 1 — 2, paragraph 2) 3 A wad of dollar notes that look exactly like those her
father had given her (lines 2 — 3, paragraph 3)
4 She thought that was her own money and the boy had stolen it from her She wanted to take it back without making a fuss (lines 3 — 6, paragraph 3)
5 She bought the hat of her dream (line 1, paragraph 4)
whole class
Trang 16
Work
Time Steps arrangement
AFTER YOU READ
10’ | — T introduces the task: Ss work in small groups of 3 or 4 | Group work and discuss the questions & whole — T teaches some structures that can be used for giving class suggestions e.g “perhaps she could", "she might want
to " and some adjectives that express feelings, e.g "embarrassed", "ashamed", "confused", "sad",
no yoo
"unhappy", "uncomfortable", "uneasy", etc — T goes around to check and offer help
— T calls on the groups to tell and explain their choice — T gives corrective feedback
Suggested answers:
1 She might feel embarrassed and guilty / ashamed because that was not her money
2 Perhaps the girl could place a notice on a local newspaper to apologize the boy and contact him to give him the money back / Perhaps the girl might want to her father the truth and ask him for help / Perhaps the girl could come to the police station, tell the police the truth and ask them for help / Maybe the girl could get on the same bus the next day and look for the boy to return him the money, etc
WRAPPING UP 2" | -T summarises the main points of the lesson
— For homework T asks Ss to learn by heart the new vocabulary and make sentences with them
EXTRA ACTIVITY
Read the following article and answer the T/ F questions that follow:
Trang 17the first part of the show, the presenter came out and said: "Any child who's got a birthday today, come up onto the stage and you're going to be the magician's assistants" My mum gave me a push and said: "Go on, you go" And as I really wanted to be on stage, I rushed up, with some other children When I was up there, the magician asked my name, and then said: "So it's your birthday today then?" And I automatically said: "No, it's on July 23" As soon as I said it, the whole theatre burst into laughter My face went bright red, and some of the children called out: "He's a cheat It's not his birthday today" At that moment I wanted the earth to open up and swallow me The magician said it didn't matter and I could stay on stage, but I felt awful the whole time As I came down from the stage all the other children looked at me and laughed It was the boy's 9" birthday when his mother took him to the theatre The presenter invited all the children to go onto the stage The boy came up onto the stage because he got a birthday that day The magician got angry because the boy told a lie The boy felt ashamed because everyone knew he told a lie 1 2 3 4 The boy's mother wanted him to be on the stage so she told him to go 5 6 7 The other kids laughed at the boy because he was a bad liar Answers: 1.F 2.F 3.F 4.T 5.F 6 T 7.T Period 2: SPEAKING I Objectives
By the end of the lesson, Ss will be able to:
Trang 18lll Anticipated problems
Ss may have problem using present perfect and past simple when talking about the past IV Procedure Work Time Steps or arrangement WARM - UP 10° | "Have you ever" Game Group work
This is a game for students to practise making "Have you ever " questions, and responding to them To prepare for it, at home T cuts out and shuffles the given "Tell the Truth" or "Tell a Lie" cards
— T first divides the class into groups of 3 — 4 Then T places the cards in one pile at the centre of the table — T models "Have you ever" + past participle" for Ss as well as ways to respond to "Have you ever" questions E.g
Have you ever sung in public? Yes, I have or No, I haven't
If the answer is "Yes", one might ask a follow-up question, using the past simple, e.g When was it? Where did you sing? etc
— Now T introduces the game: Within their groups the first student starts and asks anyone else in his / her group a "Have you ever question." The student who is asked the question should draw a card from the pile of "Tell the Truth" or "Tell a Lie" cards and answer according to the card The rest of the students are allowed to ask 3 more follow-up questions to try and determine if the person answering is telling the truth or lying After 3 questions are up, the student answering will show his / her card for the group to see if it's a "Tell the truth" or "Tell a lie" card The group continues to play until everyone 1s asked
Trang 19
Work
Time Steps arrangement
Tell the truth Tell a lie Tell the truth Tell a lie Tell the truth Tell a lie Tell the truth Tell a lie Tell the truth Tell a lie Tell the truth Tell a lie Tell the truth Tell a lie
TASK 1
10' | —T introduces the task and gets Ss to do it individually, | Individual
then compare the answers with a peer work, pair
— T calls on a student to read out his / her answers work &
— T checks with the class and gives corrective feedback — T introduces or elicits the structures "Make somebody do something" or "Make somebody + Adjective"
— T writes the structures on the board and elicits their
meaning and uses
— T gets Ss to make sentences with the structures or add more options to Column B
Note: T should make it clear to Ss that when a verb is used as a subject, it should take the form of either an infinitive with "to" or-ing gerund
Trang 20Time Steps Work
arrangement
10 TASK 2 — T introduces the task: Ss are going to work individually
on the sequence of the conversation and then find a peer to compare their answers with
— T calls on a student to read out his / her answers — T checks with the class and gives corrective feedback — T draws Ss' attention to the questions asked in the conversation and helps them to review the use of present perfect and past simple when talking about a past experience and its present effects
Present perfect: used with "ever" to ask about a past experience E.g.: "Have you ever been to Egypt"
Past simple: used when one keeps asking about that experience E.g When did you go there? Who did you go with? Did you enjoy your visit to Egypt? etc
— T gets Ss ask him / her questions using present perfect with "Ever" and past simple
— T checks that Ss asks correct questions and gives corrective feedback
— Then T gets Ss to read the sample conversation in closed and open pairs Answers: 3h 4.a 3e 6 g 7.c ð.ƒ Individual work, pair work & whole class 12 TASK 3
— T introduces the task: Ss are going ask and answer questions about their past experiences, using the suggested questions on page 26
— T gets Ss to work in pairs to have a conversation In the meantime, T goes around to check and offer help
— T calls on some pairs to perform their conversations in
front of the class
—T elicits feedback from the class and gives final
comments Pair work
& whole class
Trang 21
Work Ti “ St “Ps arrangement WRAPPING UP
3’ | — T summarises the main points of the lesson Whole class — For homework, Ss write a paragraph about a past event
that has had an influence on him / her
EXTRA ACTIVITY
"Find someone who "
(To practise "present perfect and past simple in a communicative way) Students go around the class interviewing as many students as possible about their past experiences If someone answers yes to their questions they write the name of that person on the sheet They should try to get many "Yes" answers as possible Students use present perfect and past simple when conducting the interviews Find some who Yes "Have you ever " No y (Write names) see a lion (not on TV) be to Africa witness an armed robbery date someone on the internet see a football match (not on TV) eat pizza drive a truck look after a very old person do skateboarding
Trang 22sheets and if someone said "yes", they should say for example: "An has seen a
lion" If no one in the class has then the answer is "No one has ever seen a lion"
As a follow up and in order to get more dialogue going, the teacher may want to get the class to ask An follow up questions, for example; "where did you see a lion", "can you tell us how you felt?" "Were you scared?"
Period 3: LISTENING
I Objectives
By the end of the lesson, Ss will be able to:
Develop such listening micro-skills as listening for specific information and taking notes while listening
Il Materials
Textbook, cassette tapes, handouts
lll Anticipated problems
Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task IV Procedure Time Steps Work arrangement WARM - UP 5 A matching game Group work & whole (To teach vocabulary related to fires and lead Ss to the ; class topic)
— T divides the class into small groups of 3 — 4 students Then T distributes the following handouts for Ss to do the matching task in their own groups Which group finishes first and has all the correct answers will be the winner — T might want to get Ss to translate the given words into Vietnamese to check Ss' understanding of the words
Trang 23
Work Time Steps arrangement Match the words in Column A with their definitions in Column B Column A Column B
1 Fire fighter a A metal stairway outside to help people get out of a building on
fire
2 Fire alarm b A pipe that draws water for
putting out a fire
3 Fire door c A person who fights fires
4 Fire escape d What comes out of a fire
5 Fire hydrant e A fire-resistant door that can be
closed to stop the spread of a fire 6 Fire extinguisher | f A large truck that carries
firefighters and equipment to the site of a fire
7 Smoke g A tube that contains special chemicals for putting out a fire
8 Fire truck h A bell that tells you a fire has
started Answer:
lic 3.e 5 b 7 C 2.h 4.a 6 g 8 f
BEFORE YOU LISTEN
10' T 5 kị d 'be the ni Pair work
— I gets ss to work in pairs to describe the picture on page & whole
27 of the textbook class
Trang 24
Work Time Steps arrangement
— T calls on some Ss to describe the picture If Ss have difficulty doing this task, T may want to elicit answers from the whole class by asking questions like "What can you see in the picture?" "What is happening?", "Who are
these people?” etc T gives comments on their answers — T gets Ss to guess what they are going to listen about Pre-teaching vocabulary
memorable (a): dang nho terrified (a): so hdi
scream (v): shout very loudly replace (v): thay thé gas stove (n): bép ga embrace (v): 6m escape (v): trồn thoát protect (v): bao vé
— Before teaching these words, T helps Ss to pronounce them correctly T may want to play the tape or model first and then ask Ss to repeat after the tape or after him / her in chorus and individually
— T presents or elicits the meanings of these words from
the class
Trang 25
Time Steps Work
arrangement
— T gets Ss to make sentences with some important words, e.g memorable, scream, protect etc
— T gives corrective feedback 10 10 WHILE YOU LISTEN TASK 1
Instruction: You are going to listen to a girl telling about her most unforgettable experience Listen and answer True or False questions Put a tick (“) in the appropriate box
— Before Ss listen and do the task, T gets them to read through the statements to understand them and underline key words For example, the key words in the first statement are "Christina" and "businesswoman"
— T checks with the whole class and asks them to guess what the unforgettable experience the girl 1s going to tell might be (a fire)
— T plays the tape (or reads the tapescript) once for Ss to listen and do the task
— Then T gets Ss to find a partner to check their answers with
— T checks the answers with the whole class If many Ss cannot answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch Answer:
1.T 2.F (13 years ago)
3.F (inthe kitchen) 4.F (she was sleeping) 5.T
TASK 2
Instruction: You are going to listen to the story again and fill the gap with the information you hear
Trang 26Time Steps Work
arrangement
missing information they need to fill and guess the answers T might also want to remind Ss that while listening they need to focus on this information and write the answers down 1n note forms, not full sentences
— After playing the tape, T gets Ss to work in pairs and check their answers
—T calls on some Ss to give the answers T provides correct answers if necessary If many Ss cannot complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch
Answer:
I small 2 everything 3 family 4 replaced 5 took 6 appreciate Tapescript:
Interviewer: This is Radio 3 In our "Unforgettable
Experiences" programme tonight we talk
to Christina, a_ successful business woman Hello Christina, welcome to our programme
Christina: Hello and thank you! It's nice being with you tonight
Interviewer: Christina, could you tell our audience
about the most memorable experience in your life?
Christina: Well, my most unforgettable experience happened 13 years ago, when my house burned down
Interviewer: Really? How did it happen?
Christina: The fire started in the kitchen where I forgot to turn off the gas stove
Trang 27
Time Steps Work arrangement Interviewer: Christina: Interviewer: Christina: Interviewer: Christina: Interviewer: Christina:
What were you doing at that time? I was sleeping when I was suddenly woken up by terrible heat I opened my eyes to find myself surrounded by wall of
fire
That's terrible How did you escape?
I was terrified Then I heard my mother's voice calling my name I rushed to her
She carried me out Luckily, I got away
without even a minor burn
Not many people are so lucky Did the
fire affect you in any way?
Oh yes Yes, very much, in fact Although I lost many things in the fire, the experience helped me to grow up
What do you mean?
Well, before the fire I was selfish I always complained to my mother about how small my room was, or how few clothes I had Then the fire came and
destroyed everything we owned But I
slowly began to realise that I didn't really need my old things I just needed my family After all, you can get new clothes anytime, but a family can never
be replaced
7 AFTER YOU LISTEN
— Before getting Ss to discuss, T teaches them some useful
expressions of asking for and giving opinions E.g.: Group work
& whole class