Rationale
English serves as a vital international language, essential across various fields including science, technology, medicine, and education The rise of globalization and advancements in information technology have significantly increased the demand for English, prompting greater focus on its teaching and learning in Vietnam A growing number of individuals are eager to learn and master English for various reasons, with a significant emphasis on developing speaking proficiency According to Richards (2008), speaking is prioritized among the four major language skills—listening, speaking, reading, and writing—making it a key indicator of success in language learning.
Many speaking course books are available to support teachers and learners in developing speaking skills At the Foreign Language Faculty of Tuyen Quang College, the course book "Lifelines" (Pre-intermediate) by Tom Hutchinson (2006) is recommended as a primary resource for teaching speaking skills to first-year non-English major students, as it is considered a reliable tool for enhancing their speaking abilities.
This course book is unsuitable for first-year students, leading to significant challenges in the teaching process Many teachers at FLF express frustration over the extensive time required to compile and adapt materials to effectively address their students' needs, particularly in enhancing speaking skills.
Speaking lessons often cover familiar topics, yet certain activities can render them dull Additionally, these lessons frequently lack sufficient vocabulary and grammatical structures, which can lead to a lack of confidence among students in developing their speaking skills.
To enhance English speaking skills among first-year non-English major students at Tuyen Quang, it is essential to create supplementary speaking materials These resources aim to bridge the gap between the existing course content and the specific needs of the students The motivation behind this initiative is to provide adequate speaking activities that will improve their proficiency in English.
Aims and objectives of the study
The study aimed to enhance the speaking sections of the "Lifelines" (Pre-intermediate) course book by introducing supplementary materials, addressing students' needs and promoting their speaking skill development.
In order to achieve the above mentioned aims, the main objectives in carrying out this study are as follows:
+ To describe characteristics of non-English major students at Tuyen Quang College in terms of English speaking competence in order to investigate their difficulties, demand and preferences
+ To find out the inadequacies in terms of speaking activities in the course book
“Lifelines” (Pre- intermediate) compared to the students’ needs
+ To propose a sample of supplementary speaking material that may help improve students’ speaking skills.
Research questions
The study includes two major research questions:
1, What are the gaps between the speaking tasks offered in the course book
“Lifelines” (Pre-intermediate) and the non-English major students’ demand at Tuyen Quang College?
2, What are the contents of the supplementary speaking material?
Scope of the study
The study at Tuyen Quang College aimed to identify shortcomings in the speaking activities of the "Lifelines" (Pre-intermediate) course book, focusing on students' needs The ultimate goal was to design supplementary speaking materials tailored to the students' proficiency levels.
The study involved 100 first-year students from the Nursery and Primary Faculty, along with five teachers, emphasizing the development of speaking skills The aim is to enhance the students' ability to understand and communicate effectively in English at the A2 level, in accordance with the established language skills framework.
Methods of the study
The study employed both quantitative and qualitative methods to meet its objectives, gathering data from 100 first-year students at TQC who recently completed a 45-period English 1 course, taught by five experienced instructors with a minimum of five years of teaching English 1.
The study utilized survey questionnaires to gather information and evidence, complemented by qualitative methods through personal interviews The researcher aims for these combined approaches to enhance data reliability and provide a comprehensive understanding of the subject.
Design of the study
The study consists of three main parts, a list of reference and appendices
Part A: provides an overview of the study including rationale, aims, research questions, scope, method and design of the study
+ Chapter 1: provides an overview theoretical background to speaking skills, materials evaluation and supplementary material development
+ Chapter 2: briefly presents the methodology framework of the study It covers the setting, the subjects, the instruments and procedure of data collection and data analysis
+ Chapter 3: pressents detailed data analysis and findings discussion
+ Chapter 4: Proposes a sample of supplementary speaking material for the first year non-English major students at TQC
Part C: comes up with the recapitulation of the study, limitations and suggestions for further study.
THEORETICAL BACKGROUND
An overview of speaking
Speaking skills are defined by various researchers as essential communicative activities that involve building and sharing meaning through verbal and non-verbal symbols in diverse contexts Chaney and Burk (1998) describe speaking as a process of meaning construction, while Brown (1994) emphasizes its interactive nature, which depends on context, participants, and purpose Nunan (2003) highlights speaking as a productive oral skill that involves systematic verbal utterances to convey meaning Collectively, these definitions suggest that effective speaking skills are crucial for exchanging and processing information among participants.
1.1.2 Principles for teaching speaking skills
To ensure effective speaking lessons, teachers should adhere to key principles In his 1991 book "Language Teaching Methodology," Nunan outlines five essential principles for teaching speaking skills.
Be aware of the difference between second language and foreign language learning contexts
Give students practice with both fluency and accuracy
Provide opportunities for students to talk by using group works or pair works and limiting teacher talk
Plan speaking tasks that involve negotiation for meaning
Design engaging classroom activities that focus on both transactional and interactional speaking skills Transactional speech is essential for effective communication aimed at accomplishing tasks, while interactional speech fosters social connections and relationships By incorporating both types of speaking into lessons, educators can enhance students' communication abilities in various contexts.
Therefore, in the process of teaching speaking skill, teachers should follow principles in order to help students to improve their speaking ability effectively
1.1.3 The techniques in teaching speaking skills
Effective techniques for teaching speaking skills in English include various methods, but pair and group work activities stand out as the most prevalent in language classrooms These collaborative activities enable students to interact with one another, fostering their ability to communicate effectively in the target language.
Pair work is an instructional strategy where the teacher organizes the class into pairs, allowing students to collaborate with their partners simultaneously This method differs from public or whole-class activities, as it fosters individualized interaction and engagement among students.
Pair work involves students engaging in turn-taking conversations in front of the class, providing them with a valuable opportunity to communicate and practice language skills collaboratively.
Adrian Doff (1988:137) describes group work as a collaborative process where the teacher organizes the class into small groups of four or five students, allowing all groups to work simultaneously, similar to pair work activities.
Group work fosters cooperation among students, allowing them to share ideas and responsibilities in a supportive environment This collaborative setting reduces the pressure of speaking in front of the entire class, enabling students to express themselves more freely and practice their language skills effectively.
1.1.4 Some common activities to promote speaking skills
Many famous researchers such as Klippel (1984), Doff (1988) and Harmer
(1998) discuss classroom activities and a lot of activities are designed in order to promote students’ speaking ability Here are some common activities to promote speaking skills
In this engaging activity, learners collaborate in pairs to complete a task that requires them to communicate and share essential information Each partner plays a crucial role, as the task cannot be accomplished without mutual exchange of knowledge This interactive approach is highly effective, as it encourages extensive conversation in the target language, enhancing language skills through practical use.
This classroom activity encourages students to pair up and interview each other, fostering personal connections Teachers should provide guidelines on the interview content to help students formulate relevant questions By preparing their own questions, students enhance their speaking skills, benefiting both classroom interactions and everyday conversations.
Role play is an engaging educational activity that simulates real-life situations with specific goals and rules, making it particularly beneficial for students This immersive approach creates a unique learning environment outside the traditional classroom, enhancing language acquisition and motivating students to express themselves more openly (Dinamika Bahasa & Budaya, Vol.3, No2, 2009) According to Ladousse (1987), role play fosters classroom interaction and boosts student motivation, ultimately improving speaking skills and facilitating communication Additionally, it offers a supportive platform for shy students, allowing them to participate more freely in conversations Overall, the enjoyment derived from role play significantly contributes to more effective learning outcomes.
In classroom discussions, teachers assign a topic and provide instructions, allowing students to engage comfortably with their peers This collaborative environment encourages students to express their ideas and utilize the target language effectively As noted by Schwa (1954), discussion fosters thought and communication, while Larson (1999) emphasizes its role in enhancing higher-order thinking skills Rather than simply recalling memorized facts, students actively participate in discussions, becoming engaged contributors rather than passive recipients of information.
In conclusion, while the activities outlined in this section do not encompass every teaching method utilized in the classroom, they are highly effective and should be implemented to enhance language skills development.
Materials evaluation
1.2.1 Definition of materials evaluation and its criteria
Materials evaluation is a systematic process that involves the collection and analysis of relevant information to enhance curriculum effectiveness and efficiency, as well as to understand participants' attitudes, according to Brown (1995) Similarly, Tomlinson (1998) describes materials evaluation as an appraisal of the materials' value in relation to their objectives and the goals of the learners utilizing them.
Materials evaluation relies on various criteria, and according to Cunningsworth (1984:5-6), there are four key principles that many educators and learners utilize across diverse teaching and learning environments These principles serve as a foundational framework for assessing educational materials effectively.
* Relate the teaching materials to your aims and objectives
* Be aware of what language is for and select teaching materials, which help equip your students to use language effectively for their own purposes
* Keep your students’ learning needs in mind
* Consider the relationship between language, the learning process and the learner
Materials evaluation plays a vital role in language teaching, as it allows educators to identify both the strengths and weaknesses of instructional resources By carefully assessing these materials, teachers can select the most appropriate options for their students, ultimately enhancing their language learning experience and skill development.
Materials adaptation is closely linked to materials evaluation and plays a crucial role in the development process According to Tomlinson (1998), it involves making changes to educational materials to enhance their suitability for specific learners This process can include reducing, adding, omitting, modifying, and supplementing content The primary goal for teachers in adapting materials is to maximize their effectiveness and relevance for their students.
Mc Grath (2002: 64) mentioned two main reasons:
* To make the material more suitable for the circumstances in which is being used
* To compensate for any intrinsic deficiencies in the material, such as linguistic inaccuracies, out of datedness, lack of authenticity (Madsen and Bowen(1978) or lack of variety (Tice 1991))
It can be said that materials adaptation is an important task in the teaching process with the hope of maximizing the appropriateness of the materials.
Supplementary materials for teaching speaking skills
In "Materials Development in Language Teaching" (1998), Tomlinson emphasizes that supplementary materials should enhance core course content, focusing on skill development in reading, writing, listening, and speaking rather than solely on language item acquisition.
Most language teaching course books require supplementary materials to better meet the specific needs of learners and enhance their mastery of a foreign language According to Ur (1991), various types of supplementary resources, including computers, simplified readers, overhead projectors, posters, pictures, and games, can significantly contribute to language instruction Each resource offers unique advantages and disadvantages, depending on how teachers and learners utilize them in the language learning process.
Teachers should utilize supplementary materials alongside textbooks to address various educational goals McGrath (2002) highlights two primary reasons for this approach: to bridge the gap between textbooks and official syllabi based on students' needs, and to accommodate diverse language competence levels within a classroom Brown (1994) emphasizes that supplementary materials can enhance learner motivation, a crucial factor in the learning process Additionally, Richards (2005) notes that textbooks often have limitations and should be modified or supplemented for more effective teaching According to Spratt, Pulverness, and Williams (2011), this practice ensures that educational materials are better aligned with the specific requirements of students.
161) there are five main goals of using supplementary materials as follows:
to replace unsuitable material in the course book
to provide material missing from the course book
to provide suitable material for learners' particular needs and interests
to give learners extra language or skills practice
to add variety to our teaching
Most language teaching textbooks require supplementary materials to enhance learner motivation The primary goal of these additional resources is to connect the textbook content with the specific needs of students, ensuring that their learning requirements are effectively met.
1.3.3 Forms and process of supplementary materials
According to McGrath (2000), there are two primary methods for incorporating supplementary materials in teaching The first method involves utilizing exercises, texts, or activities from published sources, which is the most common approach This allows teachers to either use professionally prepared materials directly or make minimal adaptations to better fit their teaching context Such adaptations can enhance the relevance of these materials for foreign language instruction The second method involves teachers creating their own materials, as suggested by Block (1991), who argues that teacher-prepared resources are often more current and tailored to meet students' specific needs and interests compared to standard course book materials.
In terms of the process of choosing supplementary materials, Mc Grath (2002:
89) classifies two types namely “syllabus driven process” and “concept driven process” In “syllabus driven process”, he states that basing on an analysis of learner needs; teachers can choose or design suitable supplementary materials In addition, teachers should choose materials that are appropriate for a particular class or particular groups of learners in mind In “concept driven process”, he states that teachers choose some interesting materials accidentally in the hope that they can use such materials as supplementation in their future teaching Furthermore, in this process, teachers have no class or no learn groups in mind
Numerous international researchers have explored the impact of supplementary materials on foreign language learning, particularly in English as a Foreign Language (EFL) A notable study by Andrew Jonas and Cho-Ming Chuang (2009) focused on Taiwanese college EFL learners, revealing that the integration of supplementary materials significantly improved students' listening and speaking strategies The findings highlight that these materials not only enhance language skills but also elevate students' overall learning outcomes.
Dickinson (2010) studied evaluating and adapting materials for young learners
Adapting activities from course books into engaging tasks with clear learning objectives allows teachers to offer young learners valuable experiences that significantly enhance their language learning opportunities.
Reddy (2013) conducted research on supplementary materials aimed at improving learners' language skills, highlighting their importance for language teachers facing challenges with inadequate teaching techniques and methods in the English classroom.
Orista Vella Anggraningtyas and Suharmanto Ruslan (2013) conducted a study focused on developing supplementary speaking materials for seventh-grade students Their research highlights the importance of creating materials that align with the curriculum and promote student-centered learning activities.
This research investigates the effectiveness of supplementary materials in real teaching contexts, specifically addressing the lack of documentation on the development of supplementary speaking materials By focusing on first-year non-English major students at TQC using the "Lifelines" (Pre-intermediate) course book, this study aims to fill the existing gap in resources for enhancing speaking lessons.
Summary
This chapter provides a comprehensive overview of the relevant literature related to the study, focusing on essential aspects of designing supplementary speaking materials It covers key topics such as speaking skills, materials evaluation, and the role of supplementary materials Additionally, this chapter enhances teachers' understanding of the significance of speaking skills and the necessity of material adaptation in teaching these skills effectively.
METHODOLOGY
The research context
2.1.1 Description of the English teaching and learning situation at TQC
The study was carried out at Tuyen Quang College, situated in the heart of Yen Son district, Tuyen Quang province, where English is a mandatory subject The official course book utilized is "Lifelines" (Pre-intermediate) by Tom Hutchinson (2006) Students at TQC undergo three years of training, with English instruction spanning three semesters and a total of 150 periods; however, this research specifically concentrates on the first semester.
In the first semester, students engage in 45 English lessons, covering five units aimed at enhancing their understanding of grammar, vocabulary, and the development of four key language skills The program's goal is to equip students with the necessary communication skills for real-life situations, ultimately achieving an A2 level of proficiency However, both students and teachers encounter significant challenges in improving speaking skills, as English is predominantly taught in the classroom without opportunities for practical use or interaction with native speakers Consequently, assessments focus mainly on written grammar and reading comprehension, leading to a neglect of listening and speaking skills, which hampers students' overall speaking competence.
First-year students at TQC predominantly hail from provinces and mountainous regions, with ages ranging from 18 to over 20 Their English language proficiency varies significantly; while most have studied English for seven years, some have only three years of experience, and a few have never learned the language A common sentiment among these students is a lack of enjoyment and confidence in learning and communicating in English, leading to a primary focus on grammar to pass tests rather than genuine engagement with the language Consequently, motivation to learn English in class is generally low.
At TQC, the teaching process is significantly influenced by its seven English teachers, who range in age from 26 to 52 Despite lacking training in English-speaking countries, these educators bring a wealth of experience to the classroom, with most holding a Bachelor's degree and two possessing a Master's degree in English Their extensive teaching backgrounds contribute to a robust learning environment for students.
At this college, many teachers continue to utilize traditional teaching methods for English instruction, placing themselves at the center of the learning process Their emphasis is primarily on language knowledge, particularly vocabulary and grammar, often through conventional approaches where teachers lecture and students take notes Although there is also a focus on developing listening and speaking skills, students' speaking abilities have not consistently achieved the A2 level outlined in the framework for language skills This ongoing issue is frequently addressed in professional meetings.
Methodology
A research study was conducted at TQC involving two respondent groups: 100 first-year students and five English teachers from the Foreign Faculty, all aged between 26 and 35, each with a minimum of five years of teaching experience.
This survey research was carried out with two main data collection instruments, namely questionnaires and interviews, and the procedures were as follows:
A researcher conducted a survey with 100 randomly selected students from the Nursery and Primary Faculty classes (MNAK7, MNBK7, THAK10, THBK10) after their first semester The survey aimed to explore the students' backgrounds and attitudes towards learning English, assess the strengths and weaknesses of the course book, and identify their specific needs in developing speaking skills.
Five teachers aged 26 to 35, each with a minimum of five years of teaching experience, were selected to participate in a survey questionnaire and personal interviews.
- Surveying their evaluation on speaking activities in the course book towards students’ level
- Studying their evaluation on the contents of speaking activities in the course book
- Exploring their own suggestions to adapt speaking activities to suit student’s level
After the data were collected, sorted and analyzed quantitatively and qualitatively, realistic results were obtained
Finally, a sample of supplementary speaking material for enhancing students’ ability to learning speaking skills will be proposed based on the results found from all data collection instruments
The instruments used to collect data in this study were survey questionnaires and interviews First of all, two survey questionnaires were designed for both students and teachers
The student survey consists of three sections: the first section features five questions designed to assess students' backgrounds and attitudes towards English learning; the second section includes five questions focused on evaluating speaking activities within the course book; and the final section contains five questions aimed at identifying students' needs for improving their speaking skills.
The teacher questionnaires include eight distinct questions designed to assess educators' evaluations of the speaking activities in the course book and to identify their needs for creating and utilizing supplementary speaking materials for this curriculum.
The structured interview for teachers includes four key questions that evaluate their perspectives on speaking activities and how these activities are adapted in teaching speaking skills Additionally, the interview aims to identify the types of speaking activities teachers prefer to incorporate into lessons, with the goal of enhancing students' speaking skill development.
The data are collected and analyzed by following steps:
The researcher conducted a survey using questionnaires in Vietnamese, targeting both students and teachers A total of 100 students from the Nursery and Primary Faculty classes (MNAK7, MNBK7, THAK10, THBK10) completed the questionnaires after finishing their first semester.
- Secondly, personal interviews for teachers were conducted to explore more reliable information for the study
- Subsequently, from the survey questionnaires for both students and teachers; personal interviews with teachers, data collected were then synthesized and sorted
- After that, the results were analyzed and transcribed into tables and charts.
DATA ANALYSIS AND FINDINGS
The evaluation of the speaking activities offered in the course book
Lifelines (Pre-intermediate) features 14 units and 7 Extension parts, each organized into sections that focus on specific topics Every unit includes essential language input covering grammar, vocabulary, and pronunciation, alongside skills development in reading, writing, listening, and speaking The course emphasizes speaking tasks, with five primary activities: conversations, role-plays, interviews, story-telling, and discussions Notably, conversations make up 70% of the speaking activities, while role-plays, interviews, story-telling, and discussions account for 42%, 28%, 14%, and 21% respectively.
In teaching speaking skills, conversations and role-plays are effective activities that enhance student participation and encourage them to express their ideas freely However, many students struggle with speaking due to limited English proficiency, making activities like storytelling and interviews challenging and unengaging As a result, students often remain silent or lack ideas during these lessons To address this, the researcher replaces these difficult activities with more accessible options, such as role-plays, information gaps, and surveys, allowing students more opportunities to practice and improve their speaking skills.
From the reality of teaching speaking skills, the researcher finds it important to introduce supplementary speaking activities, especially for speaking section of this course book.
Data analysis on survey questionnaires
3.2.1 The students’ background and attitudes of English learning
In this section, five questions are designed to help the researcher understand the students’ background and attitudes of English learning
Question 1 1 Where do you come from?
Question 2 How long have you learned English before studying this course?
Question 3 How many times do you have a chance to communicate English with native speakers?
Question 4 How much do you feel interested in learning speaking in class?
Question 5 Are you satisfied with speaking lessons in the class?
Table 1: The students’ background and attitudes towards English speaking skills
Question 1 and question 2 in table 1 shows that 74% students come from the countryside and mountainous areas A small proportion of students (26%) come from cities and towns Meanwhile, 82% students have learned English for 7 years, 14% students have learned it for 3 years and 4% students never study English From these figures, it can be said that most of students have several years of learning English
Question 3 in table 1 dedicates that 97% students do not have chances of communicating with native speakers Only 3% students have opportunity to speak English with foreigners about 2 or 3 times It can be inferred that students’ English learning is quite restrictive They do not have enough chances to learn and practice English They only learn English in the classroom It is likely that students’ ability of speaking English is not good enough
Questions 4 and 5 are designed to find out the attitudes of students towards the speaking skills For question 4, it can be easily realized that only 12% of the respondents feel interested in speaking skills in the classroom whereas 70% of respondents do not feel keen on speaking skills at all 18% of the respondents feel little interested For question 5, more than half of the students (66%) said that they were dissatisfied with the speaking lessons in the class However, 34% of the students have shown positive attitudes towards the speaking lessons
Many students have years of experience learning English, yet they lack opportunities to communicate with native speakers As a result, most students are not enthusiastic about developing their speaking skills and express dissatisfaction with the speaking lessons offered in class.
3.2.2 The evaluation of the speaking activities in the course book by teachers and students
The researcher developed five key questions aimed at teachers and students to explore various aspects of speaking activities, including their types, frequency, and content This inquiry seeks to identify both the strengths and weaknesses of the course book.
Question 1 is designed to evaluate the topics of speaking activities offered in the course book The figures shown in chart 1 indicate that both teachers and students have the rather similar opinions about the topics of speaking activities in the course book 74% students and 80% teachers agree that the speaking topics are rather suitable However, the lower proportion of students (53%) and teachers (60%) find that they are interested in the topics 27% students and 20% teachers say that they are rather difficult
Rather suitable Interesting Rather difficult
Chart 1: Evaluation about the topics of speaking activities
It can be inferred from the results, the speaking topics in the course book are rather suitable with their students’ level Students may feel easy to talk about the
Question 2 is to evaluate the types of speaking activities offered in the course book From chart 2, it can be seen that the opinions of teachers and students are the same 81% students and 80% teachers say that they are not interested in speaking activities Moreover, most of students and teachers say that there are a few different types (78% and 80% respectively) Although the types of speaking activities are not interesting because the main speaking activities are conversations, 90% students and 100% teachers feel familiar with those activities However, only 12% students realize it interesting
Chart 2: Evaluation about the types of speaking activities
Both teachers and students perceive the speaking activities in the course book as unappealing, leading to a lack of enthusiasm for similar tasks across units To enhance student engagement in speaking lessons, it is essential for educators to create more dynamic and interesting speaking activities.
Question 3 is designed to evaluate the number of speaking activities offered in the course book In terms of teachers and students’ opinion, the number of speaking activities are not various
Too many Enough Few Too few
Chart 3: Evaluation about the number of speaking activities
According to Chart 3, 50% of students and 60% of teachers feel that the course book lacks sufficient speaking activities, while only 28% of students believe there are too many This indicates that the speaking sections in each unit do not offer enough opportunities for engagement Therefore, it is essential to design more engaging speaking activities in lessons to enhance student participation and improve their speaking skills.
Question 4 is to evaluate the contents of speaking activities in the course book From the chart 4, 60% teachers reveal that the contents of speaking activities are rather difficult to students’ level while 68% students think so and 11% students say that they are too difficult It is likely that the students’ ability is not good and they find this subject very complicated However, 40% teachers and 21% students feel the contents of speaking activities are suitable It may be estimated that the contents of speaking activities in the course book are mostly little difficult to all students
Easy Suitable Rather difficult Too difficult
Easy Suitable Rather difficult Too difficult
Students Teachers Chart 4: Evaluation about the contents of speaking activities
According to the data presented in Chart 4, teachers can preserve the core elements of speaking activities while adapting the tasks or simplifying the difficulty level This approach enables students to articulate their thoughts using simpler structures and vocabulary during oral activities.
Question 5 is to evaluate the shortcomings of speaking activities in the course book From the chart 5, it can be seen that teachers and students have the same ideas about the shortcomings of speaking activities 85% students and 80% teachers reveal that the course book does not supply enough vocabulary items and grammar structures Moreover, there are a few conversation models in each speaking lessons, 60% teachers and 71% students agree about this shortcoming In addition, 80% teachers and 92% students share the same ideas that the most prominent shortcomings of speaking activities are too many contents to practice in each speaking lesson These figures mean that the contents in speaking section in each unit are too long Therefore, teacher can cut the unnecessary sections or too difficult sections to help students practice speaking skills more effectively However, from chart 5, it can be said that the course book supplies enough practice of pronunciation and intonation and students do not need to supply more knowledge of this aspect
A Not supply enough vocabulary items and grammatical structures
B Not supply enough practice of pronunciation and intonation
D Too many contents to practice in each speaking lesson
Chart 5: Evaluation about the shortcomings of speaking activities
In conclusion, while the course book has notable strengths, it also has significant shortcomings The speaking activities are generally appropriate for the students' level, but the variety is limited Additionally, the course book lacks sufficient vocabulary, grammatical structures, and conversation models in each unit The speaking lesson content is often lengthy and challenging for students Consequently, creating supplementary speaking materials is essential to enhance students' speaking skills effectively.
3.2.3 Students’ needs when learning speaking skills
This section presents five questions aimed at helping teachers identify their students' needs in developing speaking skills All students (100%) agree on the necessity of additional supplementary materials for learning to speak effectively Many express that such resources would alleviate their fear of speaking in front of the class, while others believe it would boost their motivation to study English Additionally, students feel that these materials would help them overcome challenges in mastering speaking skills, enabling them to communicate in English at a basic level.
Data analysis on interviews
After gathering information from the survey questionnaires, the researcher conducts instructional interviews with five teachers to ask their ideas about the speaking skills in the currently used course book
In interviews with teachers, it was revealed that the course book fails to meet students' needs, particularly in speaking lessons, which are perceived as too challenging due to the extensive knowledge required While the speaking topics are familiar, the limited variety of activities fails to engage students effectively Additionally, the course book lacks sufficient vocabulary and grammar structures necessary for enhancing students' speaking skills Consequently, teachers find themselves investing extra time in adapting lessons by creating more engaging speaking activities and providing additional vocabulary and grammar support.
Teachers recommend various speaking activities to enhance student participation, with a focus on role-play, information gaps, surveys, and discussions These activities provide students with ample opportunities to practice speaking English while sharing and expressing their ideas with peers, fostering a supportive environment that encourages risk-taking without the fear of making mistakes.
Many teachers believe it is essential to adapt speaking materials and incorporate a variety of speaking activities, such as role-plays, information gaps, and discussions This approach aims to enhance students' confidence and interest in developing their speaking skills, ultimately leading to greater enjoyment in participating in these activities.
Summary
This chapter has shown some major findings from the survey questionnaires and interviews which should be taken into consideration by the teachers
Many TQC students have been learning English for an extended period but lack opportunities to engage with native speakers Despite English being a crucial subject in their curriculum, students show little interest in developing their speaking skills and express dissatisfaction with the speaking lessons provided in class.
The course book "Lifelines" (Pre-intermediate) falls short in addressing students' speaking needs, as it lacks sufficient vocabulary, grammatical structures, and conversation models in each unit Furthermore, the limited variety of speaking activities, with only five types primarily focused on conversations, does not adequately support learners in developing their speaking skills.
Students have high expectations for their teachers, particularly in learning vocabulary and grammatical structures relevant to speaking topics, which aids them in speaking tasks They desire additional speaking activities like role-plays, information gaps, discussions, and surveys, as these methods enhance classroom interaction and boost motivation Such activities not only improve speaking skills across various contexts but also facilitate better interaction among classmates.
The data analysis findings highlight the need for supplementary speaking materials tailored to students' needs Consequently, the researcher has developed a sample of these materials, which will be detailed in the following chapter.
A PROPOSED SAMPLE OF SUPPLEMENTARY SPEAKING MATERIAL
Supplementary speaking material for unit 1
* Supplementary vocabulary items and grammatical structures
The vocabulary items in this unit are appropriate for students; however, the textbook offers limited vocabulary collocations To enhance learning, it is recommended to provide additional vocabulary items, particularly those related to the topic at hand.
Aims: Students understand deeply vocabulary collocations and simple grammatical structures of daily activities and use them to talk about their routines
Teaching aid: Handout (see Appendix 4)
- T delivers handout to the students
- T explains these vocabulary collocations and grammatical structures for students
- T asks students to use these vocabulary collocations and these grammatical structures to talk about their routines
In Unit 1, the speaking lesson focuses on "Daily Life," aiming to help students engage in conversations about their daily activities The course book includes two activities: a role play interview with a partner using guided questions and asking questions about a typical morning at home However, these activities provide limited insight into daily life To enhance learning, the researcher proposes an additional activity called "Information Gap," which encourages deeper interaction and exploration of daily routines.
Aims: - help students remember the use of the present simple tense
- activate students to participate in the speaking activities
Teaching aid: Role cards (see Appendix 5)
- Teacher (T) copies and cuts out the two cards (card A and card B)
- T asks students to work in pairs T gives each pair the two cards
- T tells students to ask and answer their partners’ questions in order to complete the missing information in each card
- The activity is finished when students have completed all the missing information in the cards
Aims: Talk about daily activities
Teaching aids: Projector and computer
- T shows the requirements on the screen
- T asks Ss to work in groups of 3 or 4 Asks Ss to discuss their daily activities with their partners.
Supplementary speaking material for unit 2
This unit introduces key vocabulary and phrases for making arrangements, but the course book primarily offers a single common example of the relevant structures Therefore, the researcher recommends incorporating a wider variety of grammatical structures associated with this topic to enhance understanding and application.
Teaching aid: Handout (see Appendix 6)
- T explains these grammatical structures to students
Unit 2 aims to enable students to engage in conversations about scheduling meetings However, the textbook offers only a single activity for this purpose To enhance learning, the researcher recommends incorporating role-play activities.
Aims: Making conversations about making arrangements
Teaching aid: Role cards (see Appendix 7)
- T shows the role cards on the screen
The teacher instructs students to examine the role cards thoroughly and outlines the requirements for the activity Prior to allowing students to practice, the teacher provides guidance on how to formulate questions and respond, using a model conversation as a reference.
- T asks students to make as many as possible conversations
- T goes around to facilitate and controls students’ speaking
- T asks students to stop speaking at the end of the time limit (3 minutes) whether they have finished or not
- T calls two or three pairs to make the full conversations
- T corrects the mistakes and pronunciation if necessary.
Supplementary speaking material for unit 3
Unit 3 focuses on the theme of "meeting people," where individuals can share various personal details, including age, education, marital status, family, and occupation While the course book offers a basic activity for gathering personal information, the researcher recommends enhancing the learning experience by incorporating information gap exercises and role-play activities.
Teaching aids: Role cards (see Appendix 8)
- T copies and cuts out the two cards (card A, card B)
- T asks Ss to work in pairs T gives each pair the two cards
- T tells students to ask and answer their partner’s questions so as to complete the missing information in each card
- T goes around to facilitate and controls students’ speaking
- The activity is finished when students have completed all the missing information Tells some pairs to stand up and report full information about the characters in the cards
Teaching aids: Role cards (see Appendix 9)
- T delivers role cards to students; asks Ss to work in groups of 3 or 4
- T explains that each member as one of people in the role cards; asks Ss to ask and answer about personal information.
Supplementary speaking material for unit 4
* Supplementary vocabulary items and grammatical structures
This unit presents a brief example of taking and leaving messages, but the length and complexity of these structures may hinder students from effectively engaging in similar conversations To enhance comprehension and communication skills, the researcher recommends providing vocabulary and structures that are appropriate for the students' proficiency levels.
Teaching aids: handout (see Appendix 10)
- T gives students handout and explains vocabulary and structures
- T asks Ss to do gap-filling exercise to help them remember these structures
This unit aims to enable students to engage in conversations about taking and leaving messages, primarily through pair work as the main speaking activity However, the course book provides insufficient and somewhat challenging information for students, and the model dialogues are rather lengthy Therefore, the researcher recommends incorporating role-play activities that cover similar content to enhance student engagement and comprehension.
Aims: Making conversations about taking and leaving a message
Teaching aid: Role cards (see Appendix 11)
- T lets students work in pairs
- T delivers one handout to each pair
- T asks them to make a role- play of a secretary and a business client
- T goes around to facilitate and controls students’ speaking
- T asks students to stop speaking at the end of the time limit (3 minutes) whether they have finished or not
- T calls some pairs to make the full conversation
- T corrects the mistakes and pronunciation if necessary.
Supplementary speaking material for unit 5
This unit focuses on the theme of "Shopping," where students will engage in conversations based on provided clothing items and their prices To enhance practice opportunities, the teacher will encourage role-playing and interviews that revolve around similar content, allowing students to develop their communication skills effectively.
Aims: Buying clothes in a shop
Teaching aid: Handout (see Appendix 12)
- T asks students to work in groups of 4 students
- T delivers handout to the students
- T asks them to make a role-play of a clerk and some customers based on the pictures of clothes
- T goes around to facilitate and controls students’ speaking
- T asks students to stop speaking at the end of the time limit (3 minutes) whether they have finished or not
- T calls some groups to make the full conversation
- T corrects the mistakes and pronunciation if necessary
Aims: Making a survey about the clothes they are wearing
Teaching aid: Handout (see Appendix 13)
- T copies the handout, then delivers them to all students
- T asks them to go round class and make conversations about the clothes which they are wearing based on the questions in the handout.
Summary
This chapter presents a range of supplementary speaking activities, along with relevant vocabulary and grammatical structures Incorporating these materials into speaking lessons enhances students' language knowledge, increases opportunities for English practice, encourages active participation in speaking activities, and ultimately improves their speaking skills.
Conclusions
Enhancing English speaking skills among Vietnamese students poses challenges, particularly when instruction is confined to the classroom However, effective organization of speaking lessons can alleviate these difficulties A key strategy involves designing supplementary materials that include relevant vocabulary and grammatical structures tailored to students' levels and interests This study evaluates the current course book to identify gaps in speaking activities relative to students' needs and explores additional speaking exercises to improve their skills Utilizing survey questionnaires and personal interviews for data collection, the research findings lead to the proposal of supplementary speaking materials for first-year non-English major students at TQC, aimed at enriching their knowledge and providing more opportunities for speaking practice, ultimately enhancing their speaking abilities.
The speaking activities in the course book are ineffective due to a lack of variety and engagement, with each unit offering only a few limited activities Additionally, these lessons fail to provide sufficient vocabulary and grammatical structures, while the number of speaking tasks is excessive compared to the limited conversation models available Consequently, it is essential for teachers to develop supplementary speaking materials to enhance the interest and effectiveness of speaking lessons in the classroom.
The researcher proposes additional speaking activities, vocabulary items, and grammatical structures for each unit in the course book, based on research findings To enhance student learning, activities are designed for pair work, incorporating engaging formats such as information gaps and role-plays These supplementary speaking activities are straightforward to prepare and implement in the classroom.
Supplementary speaking materials are valuable resources for students, enhancing their speaking skills while boosting confidence and interest in learning English.
Limitations and suggestions for further study
Despite achieving the initial objectives, the study faces several limitations due to time constraints, limited knowledge, and a small sample size of only 100 students, which may hinder precise evaluations The researcher relied on just two primary data collection instruments, potentially affecting the accuracy and reliability of perceptions Additionally, the study only incorporated a limited number of vocabulary items and grammatical structures, along with one or two speaking activities per unit, resulting in an incomplete representation of essential knowledge and skills Acknowledging the limitations of knowledge and ability, the researcher welcomes feedback on the study and hopes future research will address supplementary materials for other language skills, such as listening, writing, and reading, to better support English teachers and students.
1 Brian Tomlison and Hitomi Masubara (2004), Developing Language Course Materials, SEAMEO Regional Language Center
2 Brown, H.D (1994b), Teaching by Principles: An Interactive Approach to Language pedagogy, New Jersey: Prentice Hall Regents
3 Burn, A., & Joyce, H (1997), Focus on Speaking, National Centre for English Language Teaching and Research, Sydney
4 Bygate, M (1987), Speaking, Oxford University Press
5 Chaney, A.L and Burk, T.L (1998) Teaching Oral Communication in Grades K-8, Boston: Allyn&Bacon
6 Cunningsworth (1984) Evaluating and Selecting EFL Teaching Materials, London, Heinemann
7 Doff, A (1988) Teach English: Teacher's Handbook Cambridge: Cambridge University Press
8 Donn Byrne (1982), Teaching Oral English, Longman
9 Dra.Wienny Ardriyati (2009), Role- play: One Alternative and Effective Teaching Method to Improve Students’ Communicative Skill, Dinamika Bahasa& Budaya Vol.3, No2
10 Fraida Dubin and Elite Olshtain (1986), Course design: developing programs and materials for language teaching, Cambridge University Press
11 Friederike Klippel (1984), Keep talking: Communicative fluency activities for language teaching, Cambridge University Press
12 Harmer, Jeremy (1998), How to teach language: An introduction to the practice of English Language Teaching, Addison Wesley Longman Limited (www.slideshare.net/ Maria-Fernanda/ how - teach – English –by-jeremy - harmer)
13 Kayi, Hayriye (2006), Teaching Speaking: Activities to promote speaking in a second Language, University of Nevada (http://iteslj.org/Techniques/Kayi-
14 Keith Johnson (2003), Designing language teaching tasks, Palgrave Macmillan
15 Ladousse, Gillian Porte (1987), Role- play, Oxford
16 Mart (2012), Developing Speaking skills through Reading, International Journal of English Linguistics, Vol.2, No.6, 2012.(http://ccsenet.org/journal/index.php)
17 Mary Spartt (1994), English for teacher: A language Development course, Cambridge University Press
18 Mary Spratt, Alan Pulverness, Melanie Williams (2011), The TKT Course Modules 1, 2 and 3, Cambridge University Press.(http://ebooks.combridge.org/)
19 McGrath, I (2002), Materials evaluation and design for language teaching, Edinburgh University Press
20 Nunan D (1991), Language Teaching Methodology: A textbook for teachers, New York: Prentice Hall
21 Nunan, David (1985), Language teaching course design: trends and issues, National Curriculum Resource Centre
22 Pauline Rea Dickins & Kevin Germaine (1992), Evaluation, Oxford University Press
23 Richard, Jack C (2001), Curriculum development in language teaching,
24 Richard, Jack C (2009), Teaching listening and speaking: From theory to practice, SEAMEO Regional Language Centre
25 Robert Mc Gregor (1983), Evaluating English curriculum some approaches to the evaluation of English programs: a working party paper, Secondary English Committee, Education Department of Victoria
26 Ronald Carter (1997), Exploring spoken English, Cambridge University Press
27 Tom Hutchinson (2006), Lifelines (Pre- immediate), Oxford University Press
28 Tomlinson, B (1998), Materials development in language teaching, Cambridge: Cambridge University Press
28 Andrew Jonas & Cho-Ming Chuang (2009), Adopting supplementary materials to enhance listening and speaking strategy use by Taiwanese college EFL learners, Hungkuang University, China
29 Nguyen Quynh Trang (2010), Designing a supplementary English speaking syllabus for the 10 th form students at Thai Nguyen high school, M.A Thesis, University of Language and International Studies, Vietnam
30 Orista Vella Anggraningtyas and Suharmanto Ruslan (2013), A study developing supplementary speaking materials for the seven grades, University of Malang
31 Paul Dickinson (2010), Evaluating and adapting materials for young learners, University of Birmingham, UK
32 Pham, Thi Thuy (2007), Development of supplementary materials to improve reading skills for the first year English majors at military science academy, M.A Thesis, University of Language and International Studies, Vietnam
33 R Sucharan Reddy (2013), Supplementary materials to enhance language skills of learners, International Journal of Social Science & Interdisciplinary Research, IJSSIR, Vol 2 (9), September (2013) (http://indianresearchjournals.com)
Websites: http://www.bogglesworldesl.com/businessESL.htm http://www.englishwsheets.com http://www.eslprintables.com http://www.esl-library.com
Appendix 1: Questionnaire for students (English version)
SURVEY QUESTIONNAIRE FOR THE FIRST - YEAR STUDENTS
This survey aims to gather insights for creating supplementary speaking materials for the "Lifelines" (Pre-intermediate) course book, specifically tailored for first-year students Your participation and support in completing the questionnaire are greatly valued.
Please circle the appropriate choice for each question or write down the answer in the provided space
Part 1: The students’ background and attitudes of English learning
1 Where do you come from?
A cities/towns B countryside C mountainous areas
2 How long have you learned English before studying this course?
3 How many times do you have a chance to communicate English with native speakers?
A Never B 2- 3 times C 4-5 times D More than 4- 5 times
4 How much do you feel interested in learning speaking in class?
A Very B Rather C Little D Not at all
5 Are you satisfied with speaking lessons in the class?
A Not very dissatisfied B Not satisfied
Part 2: The evaluation of the speaking activities in the course book
1 What do you think about the speaking topics introduced in the course book? (More than one option is possible)
A Very interesting and suitable B Rather suitable and familiar
C Interesting and familiar D Rather difficult
2 What do you think about the types of speaking activities in the course book? (More than one option is possible)
3 What do you think about the number of speaking activities in the course book?
A Too many B Enough C Few D Too few
4 What do you think about the content of speaking activities in the course book?
A Easy B Suitable C Rather difficult D Too difficult
5 What do you think about the shortcomings of speaking activities in the course book? (More than one option is possible)
A Not supply enough vocabulary items and grammatical structures
B Not supply enough practice of pronunciation and intonation
D Too many contents to practice in each speaking lesson
E Others……… Part 3: The students’ needs when learning speaking skills
1 Do you think more supplementary material for speaking skills is necessary?
2 Which aspects do you like to supplement for speaking skills? (More than one option is possible)
C Pronunciation and intonation D Speaking activities
3 Which patterns of speaking activities do you want your teacher to organize?
C Group work D Work with the whole class
4 Which types of speaking activities do you want your teacher to organize in learning speaking lessons?
D Role play E Interviews F Story telling
Write down your reasons why you choose these speaking activities:………
5 What do you expect from your teacher to help you study English speaking better? (More than one option is possible)
A Design suitable speaking lessons with students’ level
B Spend much time practicing speaking than teaching the theory
C Supply more speaking material for pronunciation and intonation
D Supply more vocabulary items and grammatical structures related to speaking topics
Thank you very much for your cooperation!
PHỤ LỤC 1: Phiếu điều tra cho sinh viên (Phiên bản tiếng Việt)
PHIẾU ĐIỀU TRA CHO SINH VIÊN
Phiếu điều tra này được thiết kế nhằm tạo tài liệu hỗ trợ kỹ năng nói cho giáo trình “Lifelines” (trình độ Pre-Intermediate) dành cho sinh viên năm nhất Chúng tôi rất trân trọng sự hợp tác của các em trong nghiên cứu này Vui lòng khoanh tròn đáp án phù hợp nhất và điền câu trả lời vào chỗ trống thích hợp.
Phần 1: Kiến thức nền và thái độ của sinh viên về việc học tiếng Anh
A Thành phố/thành thị B Miền quê C Khu vực miền núi
2 Em học tiếng Anh được bao lâu trước khi tham gia học học kỳ tiếng Anh này?
A Chưa bao giờ B 3 năm C 7 năm D Hơn 7 năm
3 Bao nhiêu lần em có cơ hội giao tiếp với người bản ngữ?
4 Em có cảm thấy hứng thú học nói trên lớp không?
A Rất hứng thú B Khá hứng thú
C Hơi hứng thú D Không hứng thú
5 Em có hài lòng với các bài nói trên lớp không?
A Rất không hài lòng B Không hài lòng
C Hơi hài lòng D Hài lòng
Phần 2: Đánh giá các hoạt động nói trong giáo trình
1 Em nghĩ gì về các chủ đề nói được đưa ra trong giáo trình? (Em có thể lựa chọn nhiều hơn một phương án)
A Rất thú vị và phù hợp B Khá thú vị và quen thuộc
C Thú vị và quen thuộc D Khá khó
2 Em nghĩ gì về các loại hoạt động nói trong giáo trình? (Em có thể lựa chọn nhiều hơn một phương án)
A Đa dạng B Ít C Thú vị
D Không thú vị E Quen thuộc F Không quen thuộc
3 Em nghĩ gì về số lượng của các hoạt động nói trong giáo trình?
A Quá nhiều B Đủ C Ít D Quá ít
4 Em nghĩ gì về nội dung của các hoạt động nói trong giáo trình?
A Dễ B Phù hợp C Khá khó D Quá khó
5 Em nghĩ gì về những điểm hạn chế của các hoạt động nói trong giáo trình? (Em có thể lựa chọn nhiều hơn một phương án)
A Chưa cung cấp đủ từ vựng và cấu trúc ngữ pháp
B Chưa cung cấp đủ phần luyện âm và ngữ điệu
C Có ít các bài hội thoại mẫu
D Có quá nhiều nội dung phải luyện tập trong mỗi bài nói
E Những hạn chế khác (Xin viết cụ thể ra đây)………
……… Phần 3: Nhu cầu của sinh viên khi học kỹ năng nói
1 Em có nghĩ là có thêm tài liệu bổ trợ kỹ năng nói là cần thiết không?
2 Những khía cạnh nào em muốn bổ trợ cho kĩ năng nói? (Em có thể lựa chọn nhiều hơn một phương án)
A Từ vựng B Cấu trúc ngữ pháp
C Phát âm và ngữ điệu D Các hoạt động nói
3 Em muốn thầy cô tổ chức những mô hình hoạt động nói nào trong giờ học nói?
A Làm việc một mình B Làm việc theo cặp
C Làm việc theo nhóm D làm việc với cả lớp
4 Em muốn thầy cô tổ chức những loại hình hoạt động nói nào trong giờ học nói?
A Khảo sát B Điền thông tin C Thảo luận
D Đóng vai E Phỏng vấn F Kể chuyện
Lý do tại sao em lại chọn các loại hình hoạt động đó (Xin viết cụ thể ra đây)………
5 Em mong muốn điều gì từ phía các thầy cô để giúp em học nói tốt hơn? (Em có thể lựa chọn nhiều hơn một phương án)
A Thiết kế bài nói phù hợp với trình độ của các em
B Dành nhiều thời gian luyện nói hơn là thời gian dạy lý thuyết
C Cung cấp thêm tài liệu nói về phần phát âm và ngữ điệu
D Cung cấp thêm lượng từ vựng và cấu trúc ngữ pháp liên quan tới chủ đề nói
E Những điều khác: (Xin viết cụ thể ra đây)……….………
This survey aims to gather insights for creating supplementary speaking materials for the "Lifelines" (Pre-intermediate) course book tailored for first-year students Your cooperation in completing the following items is greatly appreciated.
Please circle the appropriate choice for each question or write down the answer in the provided space
Age: Years of teaching experience:
1 What do you think about the speaking topics introduced in the course book? (More than one option is possible)
A Very interesting and suitable B Rather suitable
C Interesting and familiar D Rather difficult
2 What do you think about the types of speaking activities in the course book? (More than one option is possible)
3 What do you think about the number of speaking activities in the course book?
A Too many B Enough C Few D Too few
4 What do you think about the contents of speaking activities in the course book?
A Easy B Suitable C Little difficult D Too difficult
5 What do you think about the shortcomings of speaking activities in the course book? (More than one option is possible)
A Not supply enough vocabulary items and grammatical structures
B Not supply enough practice of pronunciation and intonation
D Too many contents to practice in each speaking lesson
6 Do you think that designing supplementary speaking material for the students is necessary?
7 In your opinion, which aspects of speaking activities would you like to supplement for students when teaching speaking skills? (More than one option is possible)
C Pronunciation and intonation D Speaking activities
8 In your opinion, which supplementary speaking activities would you suggest teaching speaking skills to your students? (More than one option is possible)
D Role play E Interviews F Story telling
Write down your reasons why you choose these speaking activities to teach speaking skills
Thank you very much for your cooperation!
Appendix 3: QUESTIONS FOR TEACHERS’ INTERVIEW
1 Theo anh (chị) nội dung và các hoạt động nói trong giáo trình Lifelines (Pre- intermediate) có phù hợp với trình độ và nhu cầu của sinh viên năm thứ nhất không? Xin anh (chị) cho biết lý do
2 Anh (chị) đánh giá thế nào về lượng kiến thức của các bài học nói trong giáo trình?
3 Anh (chị) đánh giá thế nào việc điều chỉnh lượng kiến thức của các bài học nói trong giáo trình để phù hợp với trình độ của sinh viên?
4 Anh (chị) cho biết những loại hình hoạt động nói nào sẽ giúp sinh viên học kỹ năng nói tốt hơn? Vì sao anh (chị) chọn lựa những loại hình hoạt động đó trong giảng dạy kĩ năng nói?
Every morning at 7 am, I wake up and hit the snooze button five times before finally getting out of bed After turning off my alarm, I enjoy a cup of coffee and prepare breakfast while reading the newspaper My children prefer to shower after breakfast, whereas I like to shower before getting dressed.
After I have finished work, I go home to cook dinner In my house I usually make dinner The family eat dinner together at 7:30 pm After dinner I make sure that my children do their homework, and then I chill out on the sofa and watch television On television I usually watch the News My wife usually comes to tell me to take the rubbish out, or wash the dishes
- I go to work at 8.45am every morning
- I always check my emails when I get to work, but I don't always reply to them immediately
- I take a taxi or a train if I have a lunch meeting I never take the bus because it is too slow
- When I am at my desk I usually work on the computer, even during morning tea
At 1pm most days I have lunch At 3pm we have afternoon tea, and that is when we usually talk and eat cake
In an office environment, managing a large volume of paperwork is essential To ensure easy retrieval of documents, it is crucial to systematically organize and file your papers.
- When I work I have to make telephone calls If an important issue happens I ask my secretary to organise a meeting
Appendix 5 Information gap activity Card A
Adapted from http://www.englishteachingmaterial.com
A Useful expressions in making arrangements
1 Can you make it after lunch?
2 What about tomorrow after lunch?
5 I’d like to make an appointment to see Mr Bentley
6 I’d like to make an arrangement to meet with Ms Linton
7 How about Friday morning at 9:15?
8 Would Monday morning at 11:00 fit into your schedule?
9 I have an appointment with Mr Herman
10 I’m here to see Mr Taylor My name is John
1 Yes, I am sure I can make it
2 I am sorry I am not available tomorrow
3 Sorry, I have much to do this evening
5 That’s not a good time for me
6 I’m sorry, but I have other business at that time
7 Could you please wait a moment?
8 Would you mind waiting a moment?
9 Could you have a seat please?
10 Would you mind having a seat?
Adapted from http://www.myenglishteachingblog.com
APPENDIX 7 Role - play: MAKING ARRANGMENTS
A Put the sentences below in the correct order to make a complete conversation
a I’m fine I’m going to a pop concert at the City Concert Center tonight
Would you like to come?
c It’s “The Kids” in town You like it, don’t you?
e Yes What time can we meet?
f Hello Can I speak to Eric, please? This is Adam
g That’s fine See you at 7.15 Thank you, Adam
j Hello, Adam How are you?
k Is 7.15 Ok? The concert starts at 7.45 Let’s meet inside the center at the café corner
B Tom and John are making arrangements to play chess Practice the dialogue with a partner Role play to make similar arrangements
John: May I speak to Tom, please? This is John
Tom: Hello, John How are you?
John: I’m fine, thanks And you?
John: Can you play chess tonight?
Tom: I’m sorry I can’t play chess tonight I’m going to do my homework John: What about tomorrow afternoon?
Tom: Yes, tomorrow afternoon is fine
John: I’ll meet you at the Central Chess Club
Tom: At the Central Chess Club? Ok Let’s meet at the front door
Tom: Great See you tomorrow afternoon at 2.00 o’clock
Adapted from http://www.esl-library.com
APPENDIX 8: INFORMATION GAP ACTIVITY Card A
Name Bob Wilsons John Smiths Your partner
Edinburgh, Scotland Occupation Works in a bank
Adapted from http://www.esl-library.com
APPENDIX 9 ROLE-PLAY: MEETING NEW PEOPLE AT A PARTY
You’re Pharrell You’re an
41 and you live in Virginia
You’re single You like music and fashion
You’re Michelle You’re an American lawyer
You’re from Chicago but now you live in Washington, D.C You’re married and you have 2 kids You like cooking
You’re Miley You’re an American actress and singer You’re 21 and you’re from Nashville, Tennessee You’re single You like smoking and partying
You’re Jamie You’re an
English chef You’re 39 and you live in London
You like cooking and reading
You’re Angela You’re a German politician You’re
60 and you live in Berlin
You’re married You like films and swimming
You’re Manuel You’re French and Spanish You’re 52 and you’re married You work in logistics and you live in Paris You love cars and football
You’re Daniel You’re an
You’re 35 and you live in
You love music and art
You’re a Belgian actor and philosopher You’re 54 and you live in Canada You’re divorced and you have 3 children You like sports and reading
You’re Cristiano You’re a Portuguese football player You’re 29 and you have a girlfriend You like football and fashion
Adapted from http://www.busyteacher.org
I Useful phrases for taking/ leaving a message
Does (s)he have your number?
I’ll tell him/her you called
Shall I ask him/her to call you back?
I’ll make sure he/she gets your message
Can I leave a message for him/her?
Could you tell him/her that I called, please?
Could you ask him/her to call me back, please?
Okay, thanks I’ll call back later
II Complete the expressions with these verbs ring put drop return give get call be phone have
3 I’ll _ them in the post
7 I’ll you a line before I go
9 I’m just to say, will it be all right if I take the car?
10 I’ll give you the number of my mobile in case you want to _ me back
APPENDIX 11 ROLE-PLAY: LEAVING A MESSAGE
You are a secretary for the Stellar Corporation Your boss Mary Jenkins is out so when business clients call, take their message
B: Hello Can you put me through to Mary Jenkins, please?
A: I’m sorry She’s at a meeting with a client
B: Do you know when she’ll be back?
A: She should be back by 2:00
Would you like to leave a message for her?
B: Yes Could you tell her the new ads are finished?
A: Certainly Can I have your name please?
B: My name is Jack Felspar That’s F-E-L-S-P-A-R I’m with Spectrum Printers
And could you have her call me when she has a spare moment I need to discuss the billing details
A: Does she have your number?
B: I think so, but I better give it to you just to be sure It’s 314-274-5464
A: Alright, Mr Felspar I’ll have her call you when she’s back in the office
B: Thanks I appreciate it Have a nice day
Adapted from www.bogglesworldesl.com/businessESL.htm
Appendix 12 Role-play: SHOPPING FOR CLOTHES
B: Yes, I'm looking for a pair of trousers
A: What colour would you like?
A: And what size are you?
B: I'm not sure Can you measure me?
A: [measures customer] You're a 34 inch waist How about these?
B: Do you have anything in cotton?
A: Of course The fitting room's over there
B: They're a little long Do you have anything shorter?
B: I'll take them How much are they?
Adapted from http://www.eslprintables.com