Boost speaking 4 SB

Publishedby Pearson LongmanAsia EIT 20lF Cornwall House Taikoo Place 979 King's Road QuarryBay Hong Kong fax +85228569578 email: pearsonlongman@pearsoned.com.hk w'ww.longman.com and Associated Companies throughout the world @PearsonEducationAsia Limited 2007 All rights reserved;no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,electronic,mechanical,photocopying,recording,or otherwisewithout the prior written permissionof the Publishers First published20OT Produced by PearsonEducation Asia Limited, Hong Kong GCC/OI ISBN-13:978'962-00-5880-6 ISBN-l0: 962-00-5880I Publisher:Simon Campbell SeniorEditor: Howard Cheung Editor: GeorgeWells Designers:JunkoFunaki,IackWong Illustrators: Balic Choy,Bernd Wong Audio Production: David Pope and Sky Productions For permissionto use copyrightedimages,we would like to thank @EleanorBentall/Corbis(pp TL, 11),@Iodi Hilton/ Corbis (pp BR, 1BB), @JoseFusteRaga/Corbis(p 15 B), @ StuartWestmorland/Corbis(p 16 B), @Anna Peisllzefal Corbis (p 31), @Tom Stewart/Corbis(pp 32, 66 B), @PeterMountain/Warner Bros/BureauL.A Collection/Corbis1p.35), @Emely/zefalCorbis(p 41), @LWA-DannTardif/Corbis(p 48 T), @Chris lones/Corbis (p 52 B), @Simon Marcus/Corbis (p 61 B), @ReedKaestner/Corbis(p 62) and @GabePalmer/Corbis(p 67) Acknowledgements The Boost!Speakingcomponent is dedicatedto some key peoplewho have been instrumental in helping me grow as an EFL professional, namely Gordon Lewis, JakeKimball and AndrewWright I d also like to thank the many colleaguesI've enjoyeddiscussingYLand Teenagereducationalissueswith through KoTeaTESOL and the IAIEFLYoungLearnersand TeenagersSpecialInterestGroup fason Renshaw The Publisherswould also like to thank the following teachersfor their suggestionsand comments on this course: TaraCameron,RosanneCerello,Nancy Chan,ChangLi Ping,foy Chao,IessieChen,JosephineChen,ChiangYing-hsueh, Claire Cho, Cindy Chuang, Linda Chuang, Chueh Shiu-wen, Mark de Boer, Mieko Hayashida, Diana Ho, Lulu Hsu, Eunice Jung, Hye Ri Kim, Iake Kimball, JosieLai, Carol Lee,Elaine Lee,Melody Lee, PeggyLi, Esther Lim, Moon JeongLim, Jasmin Lin, Martin Lin, Catherine Littlehale Oki, Linda Liu, Tammy Liu, Goldie Luk, Ma Li-ling, Chizuko Matsushita, Geordie McGarty,YasuyoMito, Eunice Izumi Miyashita, Mari Nakamura,Yannick O'Neill, Coco Pan, Hannah Park, Karen Peng,Zanne Schultz, Kaj Schwermer,MiYeon Shin, Giant Shu, Dean Stafford, Hyunju Suh,TanYung-hui, Devon Thagard,John and Charlievan Goch,AnnieWang,Wang Shu-ling,Wu Lien-chun, SabrinaWu,Yeh Shihfen, Tom Yeh,Laura Yoshida and Yunli Yun The publishe/s policyis to use papermanufactured fromsustainable forests rtp alni*g The Boost! SkillsSeriesis the definitive ond comprehensive four-levelseriesof skills books for junior EFLlearners.The series hos been developedoround oge-oppropriote,cross-curriculor topics thot developstudents'criticol thinking ond exominotion techniques.It follows on integroted skills opprooch with eoch of the skills brought together ot the end of eoch unit The twelve core units in Boost! Speaking follow o cleor ond tronsporent structureto moke teoching ond leorning eosyond fun The speokingskills build ond progressocrossthe four levels of Boost! Speaking ond ore correlotedto the next generotion of testsof English You will find the following in Boost! Speaking 4: @ Age-opproprioteondcross-curriculortopics € Realisticond relevont contextsfrom students'lives @ A voriety of diologuesond speechesfor formol ond informol speoking € Pronunciotion proctice on word ond sentencestresspotterns ili' Eachunithasan age-appropriate and cross-curricular topic A verysimpleintroduction of thetargeted unitskillis orovided Studentswill findthetopicdirectlyrelatesto their own livesandstudy be engagedand motivated to learn Studentswill = be introduced to the speaking skillin a clearand understandable way ';lll :=: # *'a * : rrl :::e,:2_ i:l+i rld:'a !:i r aiorn! on lhe Belttr toke lhouqhl fdlng b€'duse it couLd il wds $rptosed to b'r vour i-:== -= ^ r^' ' Do vou ' 'hi' r' th$K '" I ' r\uol Ho$ on \'d rplll or lormo\'on\"''o'r" loilorro$ i{'lh }ou' i a c ke t r': I " soys il'll b! cold ond rornv whof w€ \dw on fic trip w.'11 hove d tc$ oboril Thc wcolher rctoil a.Yway To helpstudentsspeakmoreaccurately andconfidently, wordandsentence stress patternsarepracticed Studentswill + learnhowto stresskevwordsand sentences, A modeldialogueor speechis presented with a noticing task Studentswill ,i,, be exposedto a varietyof dialogues and speeches for formaland informalspeaking = discoverthe speakingskillfor themselves withoutthe needfor longexplanations TheCD at the back of the Student Bookprovides audiosupportfor alldialogues and speechesplus theaudioforthe Integration listening tasks Thespeakingskillis combinedwith listening, readingor writingtasks, Keysentences thathighlight the unitskillarepracticed, togetherwithsubstitutable wordsor phrases Studentswill @ preparefor an oraltask basedon reading andwriting/listening inputs iF developlanguage skillsneededfor the next generation of integrated testsof English Studentswill tF developthe skillsneededfor accurateand effective speaking * be ableto followguidanceto prepareand presenttheirown dialogues or speeches Listen to lhe dialogue Doni Tom D€(ide if ea{h $tatehent is tr/ee or Fatse lock ond Cosey are talking obout o fi€ld trip Tru€ / Folse Ihe field tip b tomor.ow True / Fobe lock tells Cdsey to take o comero on the field trip True / Folse There will be some interesing onimah the field hjp True / Folse to see on They orc golng skiing in the mountoins Tru€ / Fobe Cosey hos b€en to the wildlife pork before True / Fobe _' Work with a (lassmdte Ask about ths field rrip your classmate Activiiy F on page 11 and write thc answers :;f planned in Whai You need to tok€ I :i 12 I Use the informatton licld triF When ore you going on the hiP? Whot will the weothel from Activity I to tell the class about your rlassmate"s Review Aftereverytwo coreunits thereis a reviewwhich consolidates the speaking skillsalreadystudied '.t s ea(h r;; stes'.d ihe write lhei number and svllabtes undernne 'Yllahle !!pposeo ro!ndafonr lil Studentswill be ableto seetheir progressin using speaking skills buildon previously taughtskillsto produceinteresting and naturaldialogues or speeches word [...]... nouns,venbs,adjectivesand sentencestylesbut keepthe same meaning Listenand repeat.Thenwork wath a classmateand take turns sayingeach sentenceusing the words given 1 Who'd like to tell me quickly whot it wos qbout? porophrose,summorize 2 Someplocesin the world get terrible weother countries extreme 3 Thereore somewoys to survive in plocesthot get tropicol storms typhoons, tornodoes, snowstorms 4 Strongfoundotions protect... up con sovepeoplefrom floods 3 trop.i.cal 3 Leveescon protect citiesfrom big wovesin storms 4 foun.da.tions 5 pro.tect 6 cit.ies Whenwordsend in -fion,the syllable beforethisisusually stressed(forexamplefoundation, infornstion,celebration) Readthe paragraphand completethe paraphraseusing words from the box ,_r4i j :f!:E:::jro exomple o?r:iri{ Js woys speciol sofer inside using , Peoplein very cold plocessurvive... fother is OK soon mother, ount, grondmother 4 With oll the confusion this morning, I forgot to put my books ond foldersin my bog homework,proiect,notes Listen and repeat Then underline the stressedsyllable for each word and the stresseduuordsf*r the sentences 20 1 near.ly 2 home.work 2 Where hove you been? 3 hap.pened 3 Do you hove your homework for me? 4 c o n f u si o n 5 for.got 6 fold.ers Good... stressedwords for the sentences, 1 space 2 soc.cer 3 re.cess 4 aq.ci'den.tal.ly 5 du.ty 6 bul.ly.ing I think my schoolwill be soferif there ore more teocherson duty 2 Bullying is o problem ot my school 3 It usuolly hoppensduring recessin the schoolyord an whenwe communicate Sometimes o p i n i o nw, e s t r e stsh e p r o n o u n U t h i n k ) 24 Mark the placeswhere there should be short pauses(/) or... speciol 4 It's o little too briqht ot the moment complicoted, simple, dull 5 Moybe you could use somelighter colors? moke it simpler,use fewercolors Listenand repaat.Thenunderlinethe stressedsyllablefor each and the strersedvuordsfor the sentences 30 1 c o m p e ti ti o n 1 Whot do you think? 2 un.kind 2 Did you soy you've olmost finished it? 3 cre.a.tive 3 I still hove o little more to odd to it 4 u.nique... exciting dull 4 There ore six importont choroctersin the book two, mony, severol 5 The story follows the odventuresof Artemis' o boy nomed Chorlie ond enioyoble exciting,interesting,scory slow ond boring 1 p e r s o n al yl 1 The outhor, Eoin Colfer,hos o good senseof humor 2 char.ac.ters 2 3 ge.nius 3 There ore mony funny iokesond o lot of oction I think o lot of other peoplewill enioy the book, 4 in.cred.i.ble... Chorlie Bucket,Grondpo |oe ond Willy Wonko (ployed by my fovorite octor, fohnny Depp) 3 4 5 The storyfollowsthe odventures ofi _r 5 I think olmosteverybodyi knows how to moke o movie thot kids of oll ogeswill enjoy f exciting ond entertoining movie , Preparea movie review I Nome of movie 2 Director 3 My generol opinion 4 Moin chorocters Fovorite chorocter (ond why) Overview of storyline Why othersmoy or... ('thethingis"),but in normal stressed useit is usually unstressed Completeeach phraseby matching the two parts Then listen and practicewith a classmate 1 Wellthe thing is,iJ l i 2 3 I'm sorry to i ^ -, \ )ee,li I 4 Thot's becousemy 5 I'm sorry I i '\j j a heor thot b wonted to go but I couldn't c didn't coll you yesterdoy d I'm going to be very busy tomorrow e brother wos using the phone oll doy Usethe table below... Yoo.You look o little (t) Whot's up? Yoo: Did I tell you we hove on (2) student in our closs?His nome is Tom Kiki: Yeoh,sure.Whot's the (3) Yoo: Well, during closshe keepsinterrupting the teocher to osk (4) _ the teocher (5)_ ? I think it's moking _-_, but Tom doesn't seem to notice Kiki: See,the thing is, in some countries it's OK to osk o lot of questions in closs Yoo: You ond I know thot it's o bit... to interoct in closs r Work with a classmate.Taketurns asking and answeringthe questions 1 Whot is Yoo'sproblem? 2 Whot two suggestionsdoesKiki moke? 3 Which suggestiondo you think Yoo should follow? 4 Why do you think Yoo should follow thot suggestion? A SaferSchool Listenand read What could be done to moke your school safer? In my opinion, my schoolwill be soferif o new spqceis found for studentsto