(Luận văn thạc sĩ) developing supplementary materials to teach speaking skills for first year english major at phuong dong university

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONALSTUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THI ̣HỒNG VINH DEVELOPING SUPPLEMENTARY MATERIALS TO TEACH SPEAKING SKILLS FOR FIRST-YEAR ENGLISH MAJORS AT PHUONG DONG UNIVERSITY PHÁT TRIỂN TÀI LIỆU BỔ TRỢ ĐỂ DẠY KĨ NĂNG NÓI CHO SINH VIÊN NĂM THỨ NHẤT CHUYÊN ANH TẠI TRƯỜNG ĐẠI HỌC PHƯƠNG ĐÔNG M.A Minor Thesis Field : English Methodology Code : 601410 Hanoi, 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONALSTUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THI ̣HỒNG VINH DEVELOPING SUPPLEMENTARY MATERIALS TO TEACH SPEAKING SKILLS FOR FIRST-YEAR ENGLISH MAJORS AT PHUONG DONG UNIVERSITY PHÁT TRIỂN TÀI LIỆU BỔ TRỢ ĐỂ DẠY KĨ NĂNG NÓI CHO SINH VIÊN NĂM THỨ NHẤT CHUYÊN ANH TẠI TRƯỜNG ĐẠI HỌC PHƯƠNG ĐÔNG M.A Minor Thesis Field : English Methodology Code : 601410 Supervisor : PHẠM THỊ THANH THỦY, M.A Hanoi, 2011 iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF CHARTS ix PART A: INTRODUCTION 1 Rationale Scope of the study 3 Aims of the study Significance of the study Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1.1 An overview of speaking skills and teaching speaking skills 1.1.1 Definition and characteristics of speaking skills and teaching speaking skill 1.1.2 Principles for Teaching Speaking Skills 1.1.3 Structure output and communicative output speaking Activities 1.2 Materials Development in Language Teaching 1.2.1 Definition of Language Teaching and Learning Materials 1.2.2 Effective Language Teaching and Learning Materials 1.2.3 The Roles and Limitation of Textbooks 1.2.4 Textbook evaluation 10 1.2.4.1 Definition of textbook evaluation 10 1.2.4.2 Methods for textbook evaluation 11 1.2.4.3 Criteria for textbook evaluation 12 v 1.3 Supplementary materials in teaching language skills 13 1.3.1 Definition of supplementary materials 14 1.3.2 Form and process of supplementation 15 1.4 Related study on supplementary materials 16 CHAPTER TWO: METHODOLOGY 17 2.1 Background to the study 17 2.1.1 Study context 17 2.1.2 The textbook in use 18 2.1.3 The participants 18 2.2 Research method 19 2.3 Instruments of data collection 19 2.4 Data collection procedures 20 2.5 Data analysis procedures 21 CHAPTER THREE: DATA ANALYSIS, FINDINGS AND DISCUSSION 22 3.1 Presentation and analysis of data 22 3.1.1 Students’ motivation and difficulties in learning Speaking subject during their first semester 22 3.1.1.1 Students’ motivation in learning English 22 3.1.1.2 Students’ difficulties in learning Speaking skill 23 3.1.2 The evaluation of the textbook “Let’s Talk 1” by teachers and students 24 3.1.2.1 The teachers and the students’ general evaluation of the content of the textbook “Let’s Talk 1” 25 3.1.2.2 The teachers and students’ detailed evaluation of the textbook’s content 26 3.1.3 The attitudes and preferences of students and teachers to the use of supplementary materials in speaking lessons 30 3.1.3.1 The students’ and teachers’ attitudes to the use of supplementary materials in speaking lessons 30 3.1.3.2 The students’ and teachers’ preferences to the use of supplementary speaking materials 31 3.1.3.3 Students and teachers’ preferences of forms that the added materials for each aspect should be in 33 3.2 Discussion 34 vi 3.2.1 Students’ Difficulties in Learning Speaking Skills 34 3.2.2 Students and Teachers’ Evaluation of the Textbook “Let’s Talk 1”’s Content 37 3.2.3 Teachers and Students’ Attitudes and Preference of Supplementary Materials 39 3.3 Recommendations 40 3.3.1 Supplementary Materials for Vocabulary and Speaking activities 41 3.3.2 Supplementary Materials for Grammar 41 3.3.3 Supplementary Materials for Pronunciation 42 PART C: CONCLUSION Conclusion 43 Limitations of the study 43 Suggestion for further research 45 REFERENCES 46 APPENDICES I Appendix Principles of teaching speaking skills I Appendix Checklist to identify gaps in a coursebook II Appendix Questionnaire for teachers VI Appendix Questionnaire for students (English version) VIII Appendix Questionnaire for students (Vietnamese version) XIII Appendix Student interviews XV Appendix Translation of student interviews XXIII Appendix Samples of supplementary materials XXX vii LIST OF ABBREVIATIONS PDU : Phuong Dong University EFL :English as a Foreign Language ESL :English as a Second Language ELT : English Language Teaching B.A : Bachelor of Arts M.A :Master Degree viii LIST OF TABLES Table 1a The detailed evaluation of the students and the teachers about the speaking topics in the textbook “Let’s talk 1” 26 Table 1b The detailed evaluation of the students and the teachers about the language input in the textbook “Let’s talk 1” 27 Table 1c The detailed evaluation of the students and the teachers about the speaking activities in the textbook “Let’s talk 1” 28 ix LIST OF CHARTS Chart Students’ motivation in learning English 22 Chart Students’ difficulties in learning Speaking skill as perceived by themselves and their teachers 22 Chart 3a The general perception of the students about the textbook’s content 26 Chart 3b The general perception of the teachers about the textbook’s content 26 Chart Teachers and students’ attitudes to the use of supplementary speaking materials 31 Chart Teachers’ preference of when to use supplementary speaking materials 31 Chart The students’ and teachers’ preferences to which aspects should be supplemented 33 Chart Students’ and teachers’ preferences to the forms of supplementary vocabulary materials 36 Chart Students’ and teachers’ preferences to the forms of supplementary grammar materials 37 Chart Students’ and teachers’ preferences to the forms of supplementary pronunciation materials 38 Chart 10a Students’ and teachers’ preferences to structure output speaking activities 39 Chart 10b Students’ and teachers’ preferences to communicative speaking activities 39 PART A: INTRODUCTION This part of the thesis will be dedicated to introducing the basic principles of a thesis including the rationale, the aims, the scopes and the significance of the study as well as the research questions It will also present the research method and the design of the study Rationale English has attained greater importance throughout the world in general and in Vietnamese in particular This worldwide expansion has increased the demand to acquire good communication skills in English That is the reason why the teaching and learning English has been paid more attention recently in Vietnam Of four major language skills, the mastery of speaking skills in English is put on the first priority by many Vietnamese learners This is because the success of learners in language learning is often evaluated on the improvement in their spoken language proficiency (Richards, 2006) In order to aid teachers and learners in their teaching and learning speaking skills, there is a variety of speaking course books available in the market At English Division of PDU, the course book ―Let‘s Talk 1‖ (by Leo Jones, 2002) has been used as a core textbook to teach speaking skills for first year English Majors However, this textbook has not been undergone any official evaluation to test its relevance to the students‘ needs and interests After being used for a while, the ineffectiveness of this textbook has posed some considerable problems Some teachers in English Division who have to directly work with the book complain about spending a lot of time compiling and adapting materials so as to meet their students‘ needs and make the speaking lessons more interesting and motivating A potential remedy for this situation, in the opinion of the researcher, is applying supplementary materials to go with the textbook in speaking lessons It seems to be a better solution than choosing another new textbook since there is no textbook that perfectly fits in a particular teaching and learning environment (Ansary & Babaii, 2002); and it is hard to use a commercial textbook without some form of adaptation to make it more suitable for the particular context in which it is used (Richards, 2005) Furthermore, in the process of learning speaking skills, the first year English Majors at PDU often express a feeling of stress, nervousness or anxiety In addition, their results in the final speaking examinations are usually low and under syllabus requirement This fact can be triggered to many difficulties the students have to face in their learning process It seems that the textbook ―Let‘s Talk 1‖ which is designed for a wide international audience, cannot cater for every specific need of individual learner in such a particular local learning and teaching environment as Phuong Dong University Several students claim that the textbook gives them little help to overcome their difficulties in learning speaking skills According to Williams (1983, p.81), ―the textbook can present examples of common difficulties, but there are problems specific to different language groups which are left for teacher to deal with‖ In order to help the first year English Majors at PDU overcome their specific difficulties in learning speaking skills, the option of selecting or designing supplementary materials comes to the research‘s mind as a first and foremost choice With the supplementary materials, the gap between the textbook and students‘ needs can be narrowed down Choosing the most suitable and relevant supplementary material, however, necessitates careful research In addition, in Phuong Dong University, research to date of this topic is inadequate There exist some researches about developing supplementary reading and writing materials for first year English Majors, but there is no research concerning speaking skills This has inspired the author to conduct a research entitled ―Developing supplementary materials to teach speaking skills for first year English Majors at Phuong Dong University‖ Scope of the Study As this is only a small-sized scale study, it is only concerned with providing necessary information to help teachers at PDU choose suitable supplementary materials for first year English Majors in their speaking lessons of the second semester The matter of applying such materials in real teaching and examining their effectiveness is beyond the scope of this small study Furthermore, in this study, the course book ―Let‘s talk 1‖ is evaluated in order to identify the gap between it and the students‘ needs However, this evaluation is only concerned with the content of the textbook By the words ―contents‖, the author means the language input, the speaking topics and the speaking activities XXVI Second student: Both of them, I think so That might be more appropriate and flexible If the materials are difficult, the teacher can assign for us to at home in advance, and then in class, we will surely have more time to speak based on what we have prepared at home Doing this is similar to our practice in writing subject We have supplementary materials for writing lessons, and for some materials, the teacher ask us to prepare in advance at home so that we have more time to write in class Interviewer: Thank you so much 5.2 The interview with the third student Interviewer: Do you get any problems with speaking skills? Third student: Yes, I There are some difficulties Interviewer: Can you give more detail? Third student: In general, my main problems are new words, grammar and pronunciation I am not good at grammar I understand words‟ meaning but I am not sure how they are pronounced About pronunciation, I speak English without intonation, so I always feel unconfident to express what I think Interviewer: How you think about the content of the textbook “Let‟s Talk 1”? To be more detailed, how you think about the speaking topics, speaking activities, vocabulary, grammar and pronunciation input provided by this textbook? Third student: The speaking topics are ok but they are as not good as the last semester‟s ones We‟re bored with speaking activities which not inspire us to speak The grammar at the end of the book is too simple and not support me a lot in reviewing some grammar points In addition, in wide topics of speaking, the number of vocabulary items is not enough to help us in our speaking Interviewer: What about the pronunciation practice in this textbook? Third student: I don‟t see anything related to pronunciation work in this textbook I wish this book provided it Our pronunciation is not good at all, so we want to practice more Interviewer: Do you think it is necessary to have supplementary speaking materials in your speaking lessons? XXVII Third student: Yes, of course I really expect that there are more and more supplementary materials for us to improve our English because it is difficult for us to find good materials outside the class Interviewer: So which kind of supplementary materials you want to have? Third student: I need supplementary materials for vocabulary, then pronunciation, intonation and grammar I also hope that we students will be provided much more speaking activities for each of topic Interviewer: So, when you want the materials to be used, in class, at home or both at home and in class? Third student: I have no ideas about this I think it is the decision of the teacher Interviewer: Thanks you so much 5.3 The interview with the fourth student Interviewer: Do you have any difficulties in learning speaking skills? Fourth student: I have difficulties with vocabulary and pronunciation I make a lot of mistakes when pronouncing words For each interesting speaking topic in each speaking lesson, I have many ideas to say; however the number of new words I know is too small to help me express my thoughts Sometimes when I don‟t know an English word, I look into the Vietnamese-English dictionary, but the thing is that when I use such words, my teacher says they are not correct or suitable This makes me very nervous and worried Furthermore, this semester has so many difficult subjects while many of us students lack basic English knowledge This leads to the fact that many students cannot keep pace with the syllabus Our grammar is not too weak to worry, but the knowledge about vocabulary and pronunciation is very bad Interviewer: How you think about the content of the textbook “Let‟s Talk 1”? To be more detailed, how you think about the speaking topics, speaking activities, vocabulary, grammar and pronunciation input provided by this textbook? Fourth student: The speaking topics are familiar and interesting And I think the speaking activities are ok However there is a small negative point that one speaking activity repeated many times in many lessons is that students are asked to work in pairs to answer a XXVIII particular questions This makes me feel bored I like to have more diverse speaking activities in speaking lessons Interviewer: What about the vocabulary, grammar and pronunciation input? Fourth student: I don‟t really need the grammar input, but if you ask, I think the grammar reference at the end of this textbook is quite simple and inadequate Regarding to vocabulary input in this book, I don‟t have any special comments For each topic, I learn more new words from this book Regarding to pronunciation work, I think it is clear that this book doesn‟t address any pronunciation work This makes me unpleasant and dissatisfied since my bad pronunciation needs more practice Interviewer: Do you think it is necessary to have supplementary speaking materials in your speaking lessons? Fourth student: Yes, I think so Interviewer: Which aspect you want to have supplementary materials? Fourth student: I hope to have supplementary materials about pronunciation and speaking activities It is also good to have more interesting materials about vocabulary I prefer such materials providing vocabulary items in a way that is easy to learn and remember Interviewer: So, when you want the materials to be used, in class, at home or both at home and in class? Fourth student: Both at home and in class Interviewer: Thanks for your answers! 5.4 Interview with fifth student Interviewer: Do you have any difficulties in learning speaking skills? Fifth student: I have serious problem about pronunciation I believe that my intonation is very boring, it does not sound natural like the way people say on some channels such as HBO or StarMovie I also cannot pronounce exactly some difficult English sounds, for instances,  I keep making mistakes when saying these sound although my teacher correct my mistakes several times Interviewer: Any other difficulties? Fifth student: My grammar knowledge is not good but not too bad to worry much The thing that worries me the most is my pronunciation, intonation and vocabulary XXIX Interviewer: How you think about the content of the textbook “Let‟s Talk 1”? To be more detailed, how you think about the speaking topics, speaking activities, vocabulary, grammar and pronunciation input provided by this textbook? Fifth student: I really like the speaking topics Also, the speaking activities are quite interesting Apart from some difficult listening task, this textbook is quite good I learn many new words in each topic However, up to now, I only know a small range of vocabulary items; therefore, I would like to have more new words and more vocabulary exercises in each lessons There is no vocabulary exercise in this textbook Furthermore, this textbook supplies few explanation or illustration of the vocabulary items I think it is better to have such explanation or illustration so that I can learn by myself at home Regarding to grammar part, to be honest, I don‟t really care Interviewer: What about pronunciation work? Fifth student: Apart from listening tasks, there are no other parts in this book dealing with pronunciation work I think this book should address pronunciation work to help us improve our bad pronunciation I used to take a short English course in an English centre before and in this course, they used a textbook whose name I can‟t remember now, in each lesson of this textbook, there is an interesting part focusing on pronunciation work In this part, learners are asked to practice pronouncing separate sounds, and then practice intonation by reading words having such sounds in meaningful sentences It‟s interesting Interviewer: Do you think it is necessary to have supplementary speaking materials in your speaking lessons? Fifth student: Yes, I think it is necessary Interviewer: Which aspect you want to have supplementary materials? Fifth student: I need to have supplementary materials about vocabulary It is better if the vocabulary items in such materials are clearly explained and included Vietnamese meanings In addition, I want to have supplementary materials about pronunciation Interviewer: So, when you want the materials to be used, in class, at home or both at home and in class? Fifth student: Both at home and in class For interesting materials, I like to use them in class replacing some boring tasks in the textbook For some easier or quite long materials, I prefer to be assigned to at home Interviewer: Thanks for your answers! XXX Appendix Sample of Supplementary materials SAMPLE Following are some supplementary materials about vocabulary and speaking activities for lesson 8A- “Let’s see a movie” FILM TYPES Match the types of films to their definitions: - MYSTERY 13- CRIME/DETECTIVE - DRAMA 14- BIOGRAPHY - ACTION 15- ROMANTIC/ROMANCE - CARTOON/ANIMATION 16- SCIENCE FICTION - MUSICAL 17- SUSPENSE - HISTORICAL 18- COMEDY - INFANTILE 19- HORROR - ADVENTURE 20- DOCUMENTARY - WESTERN 21- SILENT 10- THRILLER 22- HOME 11- DISASTER 12- WAR A- It is amusing and has a happy ending B- It is a story about a love affair C- It is full of exciting events, danger and adventure D- It is full of frightening scenes and makes people afraid XXXI E - It is based on imagined scientific discoveries of the future, space travel and life on other planets F - It has moving drawings G - It is about the story of a person‟s life written by somebody else H - It is about crimes and strange events that are only explained at the end I - It is an exciting story, especially one about crime or spying J - It has topics for children K- It is about cowboys in the west of the USA L - It is about an unexpected event which causes a lot of damage M- It is about people and events in the past N- It is about illegal acts or activities that involve breaking the law O- It gives facts and information about something P - It includes singing and dancing Q- It is about a situation in which two or more groups of people or countries fight against each other R- It is full of exciting situations, risks and dangerous experiences S- It is about a state or feeling of excited or anxious uncertainty about what may happen T- It is about an exciting or emotional series of events U- It has no spoken words V- It is made by people for fun XXXII SAMPLE Following are some supplementary materials about vocabulary and speaking activities for lesson 9A- “Healthy lifestyle” Handout 1- Keeping fit Do exercises, take exercise, go to a gym, go to keep-fit class, run, jog, yoga, swim, play sports, go on a diet, eat a balanced diet, eat less sweet food, eat more fruit/vegetables, have less stress in your life, learn to relax more, put on weight, lose weight A Complete these ways of keeping fit Going on a………………… Playing………… Taking……………………… Learning to…………… Going to……………….classes Eating a……… diet Eating more………… and ……… Having less……… in your life B Complete this text by putting a word from the study box in each space Ben: Luke, I‟ve got a problem I‟m getting fat Luke: You certainly need to (1)…………….weight Why don‟t you go to a………….(2) Ben: It‟s too expensive Luke: Well, how about (3)……….some exercises at home? Ben: I haven‟t got time Luke: Why don‟t you ……… (4) round the part everyday? Ben: People will laugh at me Luke: You should…………… (5) diet, and eat (6)…………….food Ben: But I love cakes Luke (keep silent for a few moments): I know, then, buy a bigger pair of trousers C Are these sentences true or false? What you think? Jogging is faster than running Going on a diet means eating less meat and fish You should have no stress at all in your life Everybody should take an hour‟s exercise every day XXXIII Handout 216 ways to avoid stress Imagine today is “No-stress Day” Read the list and answer the questions: a Which suggestion is the easiest for you to do? b Which suggestion is the most difficult for you to do? Take off your watch Switch off your mobile phone Don‟t eat your breakfast on your feet- sit down and enjoy it Put on your most comfortable clothes Don‟t run after the bus- let it go Smell the roses Give up the gym Fall in love Only switch on your television if there‟s something you really want to watch 10 Throw away or give away any clothes you haven‟t worn for the past two years 11 Have a laugh 12 Hang up your clothes when you take them off 13 Spend ten minutes doing absolutely nothing 14 Walk 15 Only the ironing if you love it 16 Put on your favorite music and turn up the volume Discuss your answer with a partner Then, work with your partner and add three of your own suggestions to the list Vocabulary Complete the sentences using these phrasal verbs from the list above Give up, hang up, put on, switch off, switch on, take off, throw away a b c d e f g I always ………….my shoes when I go into my house If I want to relax, I…………… all the light and sit in silence When I want to look my best, I……………a suit I could never…………coffee- it‟s the only thing that keeps me awake The first thing I when I get to the office is…………my computer I never…………….plastic bags because they are so useful I never any ironing I just………….my clothes very carefully when they are wet XXXIV Handout 3HEALTHY LIFE Rest and relaxation are just as important to our body as exercise and healthy eating If you don‟t get enough of them you can make yourself ill Your body is a bit like a battery If it is not allowed to recharge itself through sleep and relaxation it may stop working properly Lack of sleep affects our ability to concentrate When you dream, your brain may be clearing itself out and preparing itself for the next day's thinking During your teens, you need at least eight hours' sleep a night If you stay out late, try to go to bed early the next night The effects of lack of sleep can build up over several days When you are awake you make many demands on your mind and body Your body needs a period of rest to repair itself and prevent it from getting worn out During sleep, substances called hormones stimulate body tissues to grow and repair themselves If you have troubles getting to sleep, try reading a book to calm your mind or take some exercise and avoid tea, coffee or food before bedtime A hot, milky drink may help you relax Comprehension answer question 1-2 according to the information given in the text using your own words What should you to keep healthy? How does sleep affect your body? Are these statements true or false? Justify your answer with words or phrases from the text To be healthy, you just need physical exercise and good food To sleep eight hours every night is enough for a teenager While sleeping, the human organism has no activity If you drink a cup of tea before going to bed, you will relax better Discuss in your groups two following questions a Describe one habit you don't consider healthy b How important is sleeping for you? Why? XXXV Handout 4- Speaking activity (Pair work) Each student has a sheet of paper in which there are questions about health Students are required to ask their partner all the questions in their list Student A’s sheet: Ask your partner the questions following about health, and then decide if he/she has a healthy lifestyle or not?  Are you a member of a health spa or gym?  Do think that you need to lose weight?  Do you always eat healthy food?  Do you catch a cold more than once a year?  Do you go for regular medical check-ups?  Do you have a lot of stress?  Do you often eat fast food?  Do you smoke? If so, you smoke more than two cigarettes a day? Do you think smoking is not bad for your health? Student B’s sheet: Ask your partner the questions following about health, and then decide if he/she has a healthy lifestyle or not?  Have you ever broken a bone?  Have you ever donated blood?  How many hours of sleep you get a night?  What foods to you think are healthy? What foods you think are unhealthy?  Do you sleep well?  Do you eat a lot of vegetables?  Do you eat lots of fruit?  Do you exercise? What kind of exercise you do? How often you exercise? XXXVI SAMPLE 3- Supplementary materials for grammar Handout 1- Present simple USAGE Express permanent or long- - lasting situation - Express regular or habitual action - She is beautiful She works for a foreign company I go to school by bus every weekday She usually goes to the cinema at the weekend Express the scientific facts or - Water doesn't boil at 20 degrees things that usually true - It is very cold in the winters Express feeling or ideas - She hates flying! - I think he is a wonderful student - The plane leaves at p.m - When courses begin this semester? Express timetable, schedule FORM TOBE VERB Affir S + be + adj/noun S1 + V (inf) + (O) / S2 + V(s/es) -mative I Am + (O) He, she, it, singular nouns Is S1 I, we, you, they, plural nouns We, you, they, plural nouns Negative S + be+ not+ adj/noun Interro Are S2 He , she, it, singular nouns S1 + not/don't + V (inf) + I am not = I‟m not (O) Is not = isn‟t S2 + does not/doen't + V (inf) + Are not = aren‟t (O) Be (not) + S+ adj/ noun? Do/does (not)+ S + V (inf) + -gative (O)? Wh + be + S + … Wh + do/ does + S + V (inf)…? XXXVII Some phrases that usually go with present simmple  Time abverbial - today, nowadays, at the present…; every + morning, afternnoon, evening, night, day, weekend, week, month, year…; In the morning(s), in the afternoon(s), in the evening(s), - On + day in a week (On Mondays, On Sundays…), Once a week/ twice a week/ three times a week…  Adverbs of frequency: express the frequency of an action Always 100 % 50 % Position: always before main verband after “tobe” Usually - We rarely go shopping on Saturdays Frequently - She doesn‟t always get good marks at school Often - Do you usually play sports after work? Sometimes - She is never late Occasionally Rarely Seldom Hardly ever 0% Never Rules of adding s/es into verbs  Verbs ending in y and before “y” is a consonant: y ies study > studies  fly > flies carry > carries Verbs ending in y and before “y” is a vowel: y ys say > says enjoy > enjoys buy > buys Verbs ending in o - động từ kết thúc với nguyên âm "o"  Verbs ending in o: o  oes > does echo > echoes go > goes Verbs ending in ch, s, sh, x or z  Verbs ending in ch, s, sh, x or z - add “e” before “s” pass > passes push > pushes watch > watches fix > fixes XXXVIII Handout 2- Present simple practice I Complete the sentences with appropriate form of the verbs in brackets Jake ………… (catch) the bus to school at half past eight in the morning I ……… (not take) the bus to go to work I ………… (drive) …………………… (this problem/happen) very often? …………… (you/fly) to New York very often? Sandra ……………… (not listen) to the radio in the morning My parents ………… (love) art, they …………… (go) to museums very often What time ………… (your sister/have) lunch? ……… thirsty? (you, be) Jerry (live) ………in Boston but he ………… (not like) that city 10 She………… beautiful but she……………intelligent (be not, be) II Ask for the bold part of the sentence Julia likes pop-music We go to Mallorca because it is warm there Maria comes from Spain Joe repairs his bike They play in the garden Robin drives his car carefully Rick rides his bike Peter runs with his dog every day I go to the cinema on Saturdays Eric goes to Italy for a holiday – III Fill in the gaps using the correct form of the verb in brackets Add "S", "ES" OR "IES" if necessary Amit …… (get up) at 7.00 and ……… (go) into the bathroom to wash He …….(wash) his face and …………(brush) his teeth Then he ………(put on) his clothes Amit's mother and father ……….(have) coffee in the morning, but Amit ……….(drink) orange juice to drink At 7.45, Amit …………(leave) his house and …………(walk) to the bus-stop He ……… (try) not to be late for school Amit ………….(come) home from school at 2.00 in the afternoon He ………….(eat) lunch and …………(do) his homework Then he ……….(watch) television, ……… (read) a book or …………….(play) with his friends IV Put the verbs in the correct form: What ……… you usually ……… (have) for breakfast? My mum often ………(read) a book before she ……… (go) to bed XXXIX Where ………the new student ……… (come) from? Oh, I ………(think) he ……….(come) from Australia They ……….(not come) to school by bus, they ………(come) on foot My parents sometimes ……… (go) to the cinema on Saturday My father ……… (like) action films, but my mother ………(prefer) comedies As soon as she ……… (arrive) home, she always ……… (have) a cup of tea Mark never ……… (watch) TV in the evening, his parents ………….(not let) him Mary …………(have) computer classes twice a week Oral activity Describe Peter’s routine based on the picture XL ... of supplementary speaking materials, especially in the context of Vietnam This study fills this gap by developing supplementary speaking materials for first year English Majors at Phuong Dong University. .. necessary information to help teachers at PDU choose suitable supplementary materials for first year English Majors in their speaking lessons of the second semester The matter of applying such materials. .. preferences to the forms of supplementary grammar materials  Supplementary materials for pronunciation and intonation When being asked about the form of pronunciation supplementary materials,