listening-speaking textbook 3 - nfe

Listening-Speaking Textbook 3

English for Language Skill Development Subject

Essence of English for Quality of Life Improvement

Office of the Non-Formal and Informal Education

Office of the Permanent Secretary

Ministry of Education

2

English for Language Skill Development Subject

Essence of English for Quality of Life Improvement

English Curriculum of B.E. 2540

Subject Code BF 22012

Listening- Speaking 3

3

Dr.Thongyoo Kaw Saiha Director-General, Non-Formal Education Department

Dr.Kla Somtrakool Deputy Director-General, Non-Formal Education Department

Dr. Sombat Suwanpituk Chairman

Mr.Nanthawan Triten Vice Chairman

Mrs.Srisurat Songchareon Writer

Mrs.Porntip Klarop Evaluator

Mr.Chamnong Wanvichai Technologist

Mrs.Wilaipan Somtrakool Content Experts

Mr.Soonthorn Sunanthachai Editor

Mr.Chamnong Wanvichai Secretaty

Mr.Chamnong Wanvichai


Advisory Committee

Organizing Committee

Project Responsibility

4

Introduction

This Listening-Speaking Textbook - 5 has been developed in accordance with English curriculum

of B.E.2540, the Essence of English for Quality of Life Improvement under the English for Language

Skill Development Subject. Office of the Non-Formal and Informal Education has developed the English

teaching method suitable for the current situations by focusing on development of the learner’s

capabilities to use English for communication in various circumstances. The learners who wish to seek for

knowledge and skills in reading and writing are able to study from this textbook.

The Office of the Non-Formal and Informal Education would like to thank the author and related

parties who are involved in a successful arrangement of this textbook.

The Office of the Non-Formal and Informal Education

5

Page

Guideline for the use of textbook 7

Pre-test 8

The Essence Structures 9

Chapter 1 Meeting New Neighbors 11

Topic 1: Greetings (Hello,pleased to meet you.)

Topic 2: Leave taking (Good-bye friends.)

Topic 3: Introduction (Introducing a new friend.)

Topic 4: Persuading or invitation (Thanks for inviting me.)

Chapter 2 Let’s Celebrate 23

Topic 1: Congratulation and Admiring

(Congratulation on your success.)

Topic 2: Expressing appreciation / Thankfullnes

(I certainly appreciate your help.)

เร่ืองท่ี 3 Expressing apology and forgiving

(Sorry to keep you waiting.)

Chapter 3 What’s Wrong With You? 33

Topic 1: Asking the situation (How do you feel?)

Topic 2: Offering help (What can I do for you?)

Topic 3: Asking for permission (May I come in?)

Topic 4: Interupting politely (Excuse me,Madam.)

Chapter 4 Oh, I Enjoy It Very Much 43

Topic 1: Expresing interest / uninterest, like / dislike

(It’s very interesting.)

Topic 2: Expresing sympathy and cheerful

(I’m very sorry to hear that.)

Topic 3: Reminding of prohibition

(You should be careful about that.)

Content

6

(Contents continued)

Chapter 5 Is it far from here? 49

Topic 1: Giving directions (Please go straight on)

Topic 2: Telling the time (What time is it?)

Post-test 56

Answer key to pre/post tests 63

Answer key to the activities 65

Dialogue 71

Bibliography 79

7

Guideline for using the text book

1. This textbook on English Listening-Speaking 3 is a multimedia learning materials

comprising the booklet and tape in which the learners are to use both materials together.

2. Before using this textbook, the learners should do the given pre-test before learning in

order to test themselves how much they have knowledge and understanding on the subject.

3. Learners should have English Dictionary to search for words meanings while studying

and doing activities.

4. Learners should study and do all activities completely step by step in this text book and

during listening to the tape record to assess their increased knowledge.

5. Each activity will have icons related to each activity to tell what learner should do as

follows.

Means to read or study.

Means to practice writing.

Means to practice speaking.

Means to listen to the tape record

8

Let the learners listen to the conversations I, II, III from the tape record and fill in the blanks with the

correct words being heard from the conversations.

I. Hello, my…………..Wimolwan and I’m…………..student at a secondary school.

I…………..eighteen years old.I…………..two brothers and a ………….. . I…………..in a house

near to the river. I.............. learn English because it’s an international………….. .

II. Vipa : Supot, I’d…………..you to…………..Wimolwan. Wimolwan,…………..

…………..Supot.

Supot : How…………..you …………..?

Wimolwan : …………..to meet you.

Supot : Pleased to…………..you too.

III. Wimolwan : I’m………….. I have to…………..now, Supot.

Supot : So…………..Wimolwan?…………..you have…………..for…………..drink?

Wimolwan : ………….. , I wish I………….. , but I do have to go now.

IV. Let the learners match the dialects provided in a, b, c, d, e, f with the situations in 1, 2, 3, 4, 5, 6, as

seen appropriated.

a) I’m afraid I can’t. I already have an appointment tomorrow.

b) I had a wonderful dinner tonight. Thank you very much for inviting me.

c) I haven’t seen you for a long time. What’s new?

d) We’re very sorry to have heard that your wife has got a bad accident.

e) It’s great pleasure to present to you Dr.Rose Mary Khan from Hawaii.

f) Pleased to meet you.

1. …………..…………..Worrying for the unexpected situation

2. …………..…………..Greeting among friends

3. …………..…………..Leaving after a party

4. …………..…………..Denying for the invitation

5. …………..…………..Responding to the introduction

6. …………..…………..Introduction to a speaker in a meeting

Pre-test

(1)

(2)

(3) (4) (5) (6)

(7) (8)

(1) (3) (4)

(5) (6)

(7)

(8)

(2)

(1) (2) (3) (4) (5) (6)

(7) (8)

9

The Essences Structure


Significant Essences

Skill training on English speaking for day-to-day communication is seen very important for

earning a living and actual occupation. This textbook is developed to cover the essences of Non-Formal

Education Department’s English Curriculum of B.E. 2540 – English for Quality of Life Improvement

(English for Quality of Life). The contents included herein will help promote appropriate skills in English

for communication under various circumstances in daily life and in working situations such as greetings,

introducing oneself and others, invitation, appreciation, congratulation, praising, recommendation and

offering help, etc.

Objective

1. To enable the learners to improve their skills and knowledge as well as abilities in

communicating correctly through listening and speaking English in daily life and day-to-day working

situations.

2. To provide the learners with knowledge and understanding on the problems in

communication due to individual differences in language and culture.

3. To promote the ability of the learners in developing their own learning process through the

use of English as a tool for increasing more knowledge and skills for improving the quality of life. 4. To develop the learners’ attitude in thinking world wide, and being able to see the benefit

of using English in daily life.

10

Scopes of the Content

This listening-speaking English textbook is developed to cover the contents as follow:

Chapter 1 Meeting New Neighbors

Topic 1 Greeting (Hello,pleased to meet you)

Topic 2 Leaver taking (Good-bye friends)

Topic 3 Introduction (Introducing a new friend)

Topic 4 Pursuading or Invitation (Thanks for inviting me)

Chapter 2 Let’s Celebrate

Topic 1 Congratulation and admiring (Congratulation on your success)

Topic 2 Thankfulness (I certainly appreciate your help)

Topic 3 Apology and Forgiving (Sorry to keep you waiting)

Chapter 3 What’s Wrong With You? Topic 1 Asking the Situations (How do you feel?) Topic 2 Proposing for Assistance (What can I do for you?)

Topic 3 Asking for Permission (May I come in?)

Topic 4 Interrupting politely (Excuse me,Madam.)

Chapter 4 Oh, I Enjoy It Very Much.

Topic 1 Expresing interest / uninterest, like / dislike (It’s very interesting.)

Topic 2 Expresing sympathy and cheerful (I’m very sorry to hear that.)

Topoc 3 Reminding of prohibition (You should be careful about that.)

Chapter 5 Is It far From Here?

Topic 1 Giving Direction (Please go straight on.)

Topic 2 Telling Time (What time is it?)

11

Chapter One

Meeting New Neighbors

Essences

Greeting, Leaver taking, Introduction and Persuading/Invitation are proper manners that worth

practicing in society and in the countries where people are different in terms of speaking language and

culture. In English, there are several outstanding idioms to be learned and practiced such as greetings,

leaver taking and introducing. The learners may remember what they have learned and select to use some

of their own favorites.

Objective Having taken the lesson, the learners can be able to use the following idioms

correctly.

1. Greeting and Leave taking

2. Introducing oneself and others

3. Convincing or inviting someone to do something.


Topic 1: Greetings (Hello, pleased to meet you)

Topic 2: Leave taking (Good-bye friends)

Topic 3: Introducing (Introducing a new friend)

Topic 4: Convincing or inviting (Thanks for inviting me)

12

Topic 1 Greeting (Hello,pleased to meet you.)

When the Thais are first met, we usually say “Sawasdee” for greeting in general. In

English, the English men may say “Hello”, but for American they may says “Hi”instead. Both of

the two words have the same meaning and as same as “Sawasdee”. In greeting for the people as we

first met, we usually add the name and introduce oneself such as Hello. My name’s …………… or

Hello. I’m…………..and for a good manner of the first met of any nations, we usually add the

word of “Pleased to meet you” or “very happy to know you” The learner may try to make an easy

conversation as follow;

Presentation 1

14

The word “so long” usually use for someone is leaving and saying for a chance to meet

each other in the near future. In this story, Marry is telling Tom on her expectation to meet him

again.

Presentation 2

In asking for general greeting, usually will use among closed-friends or colleague such as;

Dang : Hello, Lek, How are you today?

Lek : Much better, thanks.

Dang : I’m glad to hear that. You must take a good care of yourself.

Lek : Yes, I will. Thanks for asking.

In this case, Dang already know that Lek is not feel well then she ask for the situation and Lek is

answer that, he feel better and Dang very happy to know and say; “I’m glad to hear that.”

Presentation 3

If the greeting is in case of one person want to tell to the interrogator that, he is not so well. He

can say that;

Dang : How are you Lek. ?

Lek : Not very well today. I’ve got a headache.

Dang : Oh dear,I’m sorry to hear that.

In general manner, if the interlocutor telling that he is not so well. We should say for

understanding or sorry by saying, I’m sorry to hear that.

15

Activity 1 Let the learner practice speaking on the short greetings of 2 persons, then memorized.

Sentence

1. Greeting friends

Frank : Hi, Suree.

Suree : Hello, Frank.

Frank : How’s everything with you?

Suree : Fine, thank you.

2. Greeting others

A : Good morning Mr. Jackson.

Sir.

B : Good morning. How are you?

A : Fine, thank you.

Very well, thank you.

Activity 2 Practicing how to reply, the conversation is shown in the above conversation 1

Tom : Hello, I’m Tom. What’s your name?

You : ………………………………………………………………………..

Tom : Pleased to meet you too. Do you live here, (the learner’s name)?

You : ………………………………………………………………………..

Tom : Oh, I live here too and this is my house.

You : ………………………………………………………………………..

Tom : I’m glad also. Shall we meet again (the learner’s name)

You : ………………………………………………………………………..

Tom : Good bye, (the learner’s name).

You : ………………………………………………………………………..

16

Activity 3

Let the learner practice replying on the conversation by selecting the appropriate words

for the sentence.

The appropriate conversation is considering from the set situation.

You meet a new friend at school.

New friend : Hi, my name’s Mary. What’s yours?

You : ………………………………………………………………………..

New friend : Which class are you in?

You : ………………………………………………………………………..

New friend : Oh, we’re in the same class. Pleased to meet you

You : ………………………………………………………………………..

17

Topic 2 Good-bye friends

For leave taking in English, it may able to use in several ways such as;

* Bye now. See you later.

This is a temporally leaving; the speakers believe that they will meet regularly.

* Good-bye Mr. White, It’s been nice talking to you.

This is a formal leave taking between two peoples who are not so well known to each other.

* I’m afraid I’ll have to go now.

This is a polite leave taking while the activity still going on.

* So long, and take care of yourself

This is a leave taking which the interlocutor suppose not to see each other for a while in

which the speaker showed his worrying on the other person’s health with the word, (take care of

yourself)

Activity 4 Let the learner listen to the leave taking conversation as follows and speak along.

Dang : Thank you very much for a nice meal tonight, but I am afraid I’ll have to leave

now.

Wichai : Are you sure you don’t want another drink?

Dang : No, thank you very much. I have to get up early tomorrow morning. I have to fly

to Hong Kong with my parents.

Wichai : Well, I hope you’ll enjoy your trip. Bye takes care of you.

Dang : Bye-bye.

18

Topic 3 Introducing a new friend

To introduce a friend to know a new friend, there are many ways to say such as;

Jack : Tom, this is Mary.

Tom : Hi, how are you.

Mary : Fine, thanks.

Jack : This is my sister, Mary.

Mary : How do you do?

Linda : How do you do?

Jack : I’d like you to meet Miss Mary.

Tom : How do you do, Miss Mary? My name’s Tom.

Mary : How do you do?

Activity 5 Let the leaner practice speaking along the conversation

Peter : That’s Mary. Do you know her?

Tom : No, I don’t.

Peter : Hi, Mary.

Mary : Hi, Peter. How are you?

Peter : Fine, thanks. Mary, I want you to meet a friend of mine, Tom.

Mary : Hello, Tom.

Tom : Hello, Mary. Pleased to meet you. Mary : Pleasedto meet youtoo.

19

Activity 6 In a group, let 3 learners do a role-play as Tom, Peter and Mary. Then let them make a

conversation among the 3 of them on the activity 5

Activity 7 Let a learner introduce himself to others, starting from telling name, age, hometown,

number of brother and sister and education as the following example:

Hello, my name is…………………….

I’m………………………….years old.

I was born in………………………….

I have ………………….…brothers and sisters.

I’m studying at……………………….

Activity 8 Let the learners listen to the sample pronunciation in the conversation, then check in

front of the appropriate sentences.

1. ..................................... a) She’s from Spain.

..................................... b) He’s from Spain.

2. ..................................... a) I’m sixteen.

..................................... b) I’m sixty.

20

3. ..................................... a) His name’s Suwat.

..................................... b) His name Suwat.

4. ..................................... a) They’re from Britain.

..................................... b) They’re from Brazil.

5. ..................................... a) He’s a teacher in Bangkok.

..................................... b) His teacher in Bangkok.

Topic 4 Thanks for inviting me

Let the learners study on the following sentences, then practice on speaking and remembering

the sentence of:

inviting

4.1 Inviting

* I’d like to invite you.

* I’d like to invite you to a party.

* If you’re free. I’d like to invite you to a party.

4.2 Answering * Oh, how nice.

* Oh, how nice. I’d love to go.

4.3 Denying

* I wish I could, but I already have other plan.

* I’m afraid I won’t be free this morning.

* Sorry, I’m not free this evening.

4.4 Thanks for the invitation

* Thanks so much.

* Thanks for inviting me.

* Thank you so much. I really had a good time.

21

Activity 9 Let learners listen to the short conversation as follow, then practice speaking and

remembering the conversation.

Dialogue 1

Note: the word “sharp” in this conversation “What about two o’clock sharp” means two o’clock exactly

Dialogue 2

22

Activity 10 In group, let learner practice on conversation by imitating the activity 9, but changing

the objective of the invitation in several forms by alternates the invitatory.

23

Chapter 2

Let’s Celebrate

Essences

Compliment and Praise, Appreciate and Gratitude, Apology and Forgiveness are social manner

worth practicing in general. In English there are several idioms being used. Learners are able to use in

appropriate occasion and they should as well know how to reply properly.

Objective The learners should be able to use proper language.

1. Compliment and Praise

2. Appreciate and Gratitude

3. Apology and Forgiveness

Scope of Content

Topic 1 Congratulation on your success

Topic 2 I certainly appreciate your help

Topic 3 Sorry to keep you waiting

24

Topic 1 Congratulation on your success

To appreciate or to have praise on other person for his success, there are some

speaking sentences being used in general. The learners should practice and remember the

following sentences:

1.1 General appreciation

You’re very smart.

That’s very nice blouse.

What a fantastic dinner.

You’re a good cook.

You’re done so well.

1.2 Appreciation in special occasion such as, on

person successfulness.

Well done

Good

Congratulations

Great

Wonderful

Terrific

Excellent

1.3 Responding for the appreciation

Thanks/Thank you.

Thanks so much.

Thanks a lot.

Thanks. It’s nice of you.

25

Activity 11 Let the learner practice and memorize speaking sentences concerning

congratulation and appreciation in various occasions as follows:

1) A) : I really like your new dress. It looks nice

B) : Thanks. I’m glad you say that.

2) A) : Congratulations. Let’s celebrate your success.

B) : Thank you so much. It’s very kind of you.

3) A) : It’s very delicious. You really are a good cook.

B) : Thank you. I’m glad you like it.

4) A) : That’s excellent. You’ve done a good job.

B) : Thanks. It’s kind of you to say so.

5) A) : That’s a very pretty blouse.

B) : Oh, thanks. I’m glad you say so.

Activity 12 Let the learners make the pairs among their group and practice doing conversation by

memorizing the sentences given in the above activity 11

26

Activity 13 Let the learners listen to the sentences of appreciation in the tape

record which keep on repeating it for several times, then let them match the sentences

being heard with the related responses of appreciation sentences in a, b, c,… as

appropriated.

Appreciation sentences

1. What a………………………………………………………………………………

2. You look……………………………………………………………………………

3. That’ a very…………………………………………………………………………

4. Congratulations……………………………………………………………………..

5. That was…………………………………………………………………………….

Response of appreciations

a. .........................I’m glad you enjoyed it.

b. .........................Thanks. I never thought I’d get it.

c. .........................That’s very kind of you to say so.

d. .........................I’m glad to hear that. It’s my birthday present.

e. .........................Thanks. It must be my new dress then.

27

Topic 2 I certainly appreciate your help

In general, saying Thank you and appreciations in English manner always use the following

phrases:

Thank you Thanks Thanks a lot

Thank so much Many thanks Thank you very much

Furthermore, if anyone intends to stress his words of thanks in special occasion. The following

sentences may be selected:

* I really appreciate it. / I do appreciate it.

* I certainly appreciate your help.

* I would like to thank you for your help.

* Thanks again for everything.

* Thanks. That’s very kind of you.

* Thank you. You’ve been so kind.

* Thank you ever so much.

When someone already express their appreciation to you, the learner may also practice

responding in reply as follows:

* You’re welcome

* Not at all

* Don’t mention it.

* That’s all right.

* It’s my pleasure.

28

Activity 14 Let the learner listen to the following appreciation sentences and try to

memorize how to speak in response, then practice saying as appropriated

1) A): Thank you very much for your help.

B) : Not at all.

2) A) : Thanks for everything. I do appreciate it.

B) : Don’t mention it.

3) A) : Thanks a lot for that. It’s very kind of you.

B) : It’s my pleasure indeed.

4) A) : Thanks indeed for the present. I really like it.

B) : I’m glad you do. I’m pleasure indeed.

5) A) : Thanks for calling.

B) : You’re welcome.

29

Activity 15 In group let the learners take turn in making conversation about saying and accepting

appreciation according to the given sentences in the activity 14

Activity 16 In group let the learners match one another and practice saying thank you and respond

on the appreciation sentences by using the situation as provided.

Situation 1 * Dang says Thank you to Prapa for accompanying her to see a doctor.

* Prapa saying back on her appreciation and willing to help

Dang : ………………………………………………….

Prapa : ……………………………………………….....

30

Situation 2 * Suree says thank you to Sompong for giving him a Birthday gift

* Sompong replies and says, I think you like it

Suree : ………………………………………………….

Sompong : ……………………………………………….....

Topic 3 Sorry to keep you waiting

In English, there are several ways of saying apology or sorry for some mistaken events that

happened to make other people in trouble or difficulties.

* Sorry / I’m sorry.

* I’m very sorry. / I’m so sorry.

* I’m really sorry.

* Please forgive me.

In accepting apology, the speaker is able to select many outstanding sentences, such as;

* That’s O.K.

* That’s all right.

* It’s all right.

* Don’t worry. / Don’t worry about it.

* Forget it. / Please forget it.

31

Activity 17 Let the learners listen to the sentences of apology and accepting apology, and then

practices speaking until the sentences are memorized.

A :

B :

Sorry to keep you waiting.

That’s all right.

A :

B :

Please forgive me for coming late.

That’s O.K. Don’t worry about it.

A :

B :

I’m really sorry for not calling you yesterday.

It’s all right. Please forget it.

A :

B :

I’m very sorry. I didn’t mean it.

Oh, forget it.

Activity 18 In group let the learners match among one another and practice the conversation

between A and B according to the given sentence listened from the tape record in

activity 17

32

Activity 19 Let the learners practice saying apology to his friend by using the given

information in the block below by beginning the sentence with “I’m so sorry

that………………..”

Example

couldn’t come

earlier

You : I’m so sorry that I couldn’t come earlier.

Friend : Don’t worry about it. I know that your car broke down.

1. broke your glass You : ……………………………………………….

Friend : Don’t worry. I’ll give you a new one.

2. cannot take

you home

You : …………………………………………………

Friend : That’t all right. I can take a taxi.

3. didn’t call you

yesterday

You : …………………………………………………

Friend : It’s all right. I know you’re busy.

4. made you angry You : ……………………………………………………

Friend : That’s O.K. I know you didn’t mean it.

33

Chapter 3

What’s wrong with you?

Essences

When asking about people’s welfare or how they have been doing as well as offering helps when

they are facing problems, it is a good social manner being used generally in the society today. Besides,

asking permission and making interruption politely are as well good manner. These 4 communicative

patterns are regarded as the valuable types of communicative skill in which the learners should try to learn

and practice them properly.

Objective Upon studying up to this section, the learners should be able to make

varieties of sentences correctly.

1. Asking to know the situation

2. Offering help

3. Asking a permission

4. Making interruption politely


Topic 1: Asking to know the situation (How do you feel?) Topic 2: Offering help (What can I do for you?)

Topic 3: Asking a permission (May I come in?)

Topic 4: Making interruption politely (Excuse me, Madam.)

34

Topic 1 Asking to know the situation (How do you feel?)

In asking to know the situation on other person when we observed that he/she seemed unhappy,

the learner may ask in polite manner by using these sentences.

1.1 How to ask - in case the learner is the one who asks, he may start with:

* Are you all right? / Are you O.K.?

* What’s wrong with you?

* How do you feel?

* Are you feeling all right?

* How are you feeling now?

1.2 How to answer- in case the learner is being asked, he may reply as follows:

*I’m not so well.

* I’m very worried about it.

* I feel terrible.

* I have a headache.

* I have a sore throat.

* I have a fever.

* I feel very sick.

* I feel very weak

Activity 20 Let the learners listen to these sentences and practice speaking as well as remembering

the following sentences.

How do you feel?

How do you feelnow?

How are you feeling now?

What’s the matter with you?


35

* I feel bad.

I feel very ill.

I feel terrible.

I’m not feeling well.

I have a headache.

I have a sore throat.

I have a fever.

I’m very worried about something

* I’m sorry/ I’m so sorry.

I’msorry to hear that.

Don’t feel so bad about it.

Don’t worry about it.

Activity 21 Let the learner listen to the sample sentence and practice how to use the given word or

words instead the underline at the sentences.

1. What’s wrong with you?

/the matter/

2. I feel too ill to work today.

don’t feel well enough / am not well enough / am too sick

3. How are you feeling now?

Do you feel better / how do you feel / are you feel / are you feeling better

36

Activity 22 Let the learner listen to short conversations as follow and practice speaking and

remember the sentences.

Activity 23 Let the learners group in pair with friends and practices the dialogue as provided on

activity 22

Activity 24 (Scrambled Dialogue) The following sentences are the dialogue between A and B. Let the

learners set priority of the dialogue by fill numbers in front of a,b,c,d…in the dialogue.

__________ a) I’m very sorry to hear that.

__________ b) He’s much better, but he needs a lot of rest.

__________ c) No, I didn’t. What’s wrong with him?

__________ d) Oh! That can be very serious! How’s he?

__________ e) Did you hear that Somsak is very ill?

__________ f) He has malaria and can’t come to school for a few weeks.

37

Topic 2 Offering help (What can I do for you?)

In offering helps or services to someone, some sentences are commonly used as follows:

2.1 Offering help

Can I help you?

What can I do for you?

May I help you?

Do you need help?

Let me help you.

Please let me know if you need help.

2.2 Acceptance

That’s very kind of you.

Yes, please. If you don’t mind.

Yes, I’d love some.

That will be very nice.

2.2 Refusal

Thanks, but I’m all right.

Please don’t bother.

I’ve had enough.

No, thanks.

Not for me, thanks.

Thanks, but it’s O.K.

38

Activity 25 Let the learners listen to the provided sentences, and then practice using the given word

or words by replacing into the underlined words as follow:

1. Let me help you.

Get it for you / get you some drink

Take your photograph / take you to school

2. Would you like a cup of coffee?

Another drink / some more coffee

A glass of water / a cup of ice-cream

3. Yes, please.

I’d love some / that would be very nice

that’s very kind of you / that’s fine for me

Activity 26 Let the learner listen to short conversations as follow and practice speaking and

memorize the sentences.

39

Activity 27 In group let the learner pair with friends and practices the dialogue as provided from tape

record on the above activity 26.

Topic 3 Asking a permission (May I come in?)

Seeking for permission is a good manner in all society, when a person is not so sure whether it

would be appropriated to do in such situation or not. Most of the sentences used for asking permission

usually come in the form of interrogative sentences. Sometime it comes in the form of request as seen in

the following example.

* May I come in?

* Can I smoke? / May I smoke?

* Is it all right if I open the window?

* Am I allowed to come in?

* Are we permitted to sing a song?

In case of accepting permission, some sentences are simply used as follow:

* Yes, go ahead.

* Yes, of course.

* Certainly.

* Yes, you may. / Yes, you can.

In case of denying acceptance, the sentences may use as follow:

* I don’t think so.

* I’m afraid I can’t let you.

* No, you may not.

* I’m sorry, but it’s not possible.

40

Activity 28 Let the learner listen to the sentences concerning asking permission from the dialogue

and then practice speaking.

A :

B :

Can I borrow your pen?

Yes, of course you can.

A :

B :

Can I use your car tomorrow?

I’m afraid I shall need it myself.

A :

B :

May I borrow your bicycle?

Sorry, I’ve already lent it to my sister.

A :

B :

Are we allowed to go with you tomorrow?

I’m afraid you’ll have to get up very early.

Activity 29 In group let the learner match with friends and practice the dialogue as provided from

tape record on the activity 28

41

Activity 30 In group let the learner request from friends to borrow something as identified in the

following pictures.

Example

You : Can I borrow your English book?

Friend : Yes, of course you can. I’ll get it for you.

1. You : ……………………………………………….

Friend : I’m afraid I shall need it myself.

2. You : …………………………………………………

Friend : Unfortunately it has been broken.

3. You : …………………………………………………

Friend : Yes, of course you can, but you have to fill in

some gasoline.

4. You : ……………………………………………………

Friend : Sorry, I’ve already lent it to Dang

42

Topic 4 Interruption politely (Excuse me, Madam.)

If the learners are going to interrupt or speak while other persons are making conversation but

the learner cannot wait due to having some other urgent activity, in that case the learner may begin with

apology and ask for permission politely as follows:

* Excuse me, sir / madam. Could you tell me where the post office is?

* Excuse me, sir. Would you mind keeping the door open?

* Excuse me, madam. Can you move over a little bit?

* Excuse me, Sir. Could you speak louder?

Activity 31 In group let the learner practice doing dialogue by speaking and answering politely to

his friends using the given sentences as follow:

Example

A : Excuse me; can I borrow your book?

B : Yes, of course.

Here you are.

Yes, you may.

A : Thanks so much.

Thanks a lot.

Many thanks.

1. Tell me the time please.

2. Speak louder.

3. Say once again.

4. Move over a little bit.

5. Pass this message to my friend.

6. Give me a piece of paper

7. May I go out of the room

43

Chapter 4

Oh, I Enjoy It Very Much.

Essences

To express the feelings of interest and uninterest, like and dislike, symphaty, encoragement and

Do- Don’t, there are specific patterns which the learners may feel confusing about proper way of using the

right sentences or dialogues since the sentences to be used may cause mis-understanding. The learner

should try to understand properly on the usage.

Objective Up to this section the learners should be able to understand and use the language

properly, especially the sentences concerned the following topics:

1. Interesting and uninteresting / like and dislike

2. Sympathy and encuragement

3. Do and Don’t

Scopes of content

Topic 1: Interest - uninterest, like - dislike (It’s very interesting.)

Topic 2: To show sympathy and encuragement (I’m very sorry to hear that.)

Topic 3: Talking about Do and Don’t (You should be careful about that.)

44

Topic 1 To express interest or uninterested, like or dislike

(It’s very interesting.)

To express interest or uninterest, like or dislike about something, the learners may learn how to

use the following proper sentences.

1.1 Sentences for expressing Like

* I like it

- I like swimming.

* I enjoy it.

- I enjoy it very much.

- I enjoy shopping.

* She loves it.

- She love to go shopping.

- She love singing.

* I’m interested in it.

- I’m interested in cooking

- He’s interested in sport.

1.2 Sentences for expressing Dislike

* I’m not interested in dancing.

* He’s not interested in football.

* She doesn’t like swimming.

* He doesn’t love cooking

Note 1) The sentence showing interest (to be interested) may use in the form

of

Subject + verb to be (is, am, are) + interested + in + noun

For example: I am interested in sport.

He’s interested in singing.

2) The sentence showing uninterested is similar to that of item 1, but in

a negative form by adding the word Not after Verb to be

such as; I am not interested in sport.

45

He’s not interested in singing.

Activity 32 Let the learner practice answering questions concerning Like or Dislike by using the

following sentences.

Example

a : Do you enjoy writing letter?

Learner: Yes, I enjoy it very much.

b : Do you enjoy playing chass?

Learner: No, I do not enjoy it at all.

1) Do you enjoy playing football?

Learner: ……………………………………………………………………………….

2) Do you like to read the newpaper?

Learner: ……………………………………………………………………………….

3) Do you enjoy studying English?

Learner: ……………………………………………………………………………….

4) Are you interested in swimming?

Learner: ……………………………………………………………………………….

5) Does Nipa like that skirt?

Learner: ……………………………………………………………………………….

Activity 33 Let the learners match in couples to practice asking and answering as introduced in the

dialogue on activity 32

46

Topic 2 To show sympathy and encouragement

(I’m very sorry to hear that)

To express sympathy and encouragement to other people is a good manner in society. Using the

sentences or language for sympathy and encouragement to other people may be done not only for

common sickness but also for other serious cases such as bad luck. The general expression is I’m sorry

or I’m sorry to hear that.

Activity 34 Let the learners listen to the dialogue and practice speaking along and remember the

sentences.

Activity 35 Let learners match in pair with his friend by using the dialogue in activity 34 and take

turn in asking-answering the dialogues until they can remember the sentences.

47

Topic 3 Telling Do and Don’t

(You should be careful about that.)

Speaking about Do and Don’t or warning with good will is how to show sincere feeling among

people in daily life. This kind of warning may be used in some occasion when particular events may

supposedly be occurred such as warning about danger, warning about action or warning about health as

identified in these sentences.

* You Should be careful

Have to be

* You must go / You Should not go

* Watch out! / look out!

Activity 36 Let learners practice the dialogue by using the given sentences in place of the underlined

word.

You should be careful about crossing the street.

/driving so fast/

/carrying heavy things/

/shouting in the public-

/what you’re saying/

Activity 37 Assuming that the learner is making conversation with his friend and tell a story about

his unhappy feeling or his problem.

The learner may use the sentence “I’m sorry to hear that. Can you tell me about it? ” This

sentence has shown his sorry or sympathy and may follow with a sentence “You have to

be careful about……….” and ending with sentence in the given frames

48

Example

driving in the rain

Friend : I had a car accident yesterday.

You : I’m sorry to hear that. Can you tell me about it?

Friend : Yes, it was raining hear and I hit a car ahead of me.

You : You have to be careful about driving in the rain.

1. walking in the rain

Friend : I had a bad holiday last week.

You : ……………………………………………….

Friend : Yes, it was raining and I slipped on the pavement.

You : ……………………………………………….

2. jumping out

of the bus

Friend : I had a nasty fall yesterday.

You : ……………………………………………….

Friend : Yes, I was jumping out of the bus at the bus stop

and I fall down and hurt m leg.

You : ……………………………………………….

3. Crossing the street

in Bangkok

Friend : I was nearly hit by a car yesterday.

You : ……………………………………………….

Friend : Yes, I was crossing the street and the traffic was

very bad.

You : ……………………………………………….

49

Chapter 5

Is It far From Here?

Essences

The sentence telling direction, location and time are also necessary for dialy life which the

learners need to understand and pay attention. In English telling direction, location and time are not so

difficult but need more attention and understanding on the information being communicated when

someone is telling the direction, location or time.

Objective Up to this section, the learners are able to understand the sentences and topics as

follow and use language correctly.

1. Using sentence concerning direction and location.

2. Using sentence in telling time or time reading in English system.

Scopes of Content

Topic 1: Telling direction (Please go straight ahead.)

Topic 2: Telling time (What time is it?)

50

Topic 1 Telling Direction (Please go straight ahead)

In telling direction and location, most sentences may be in common as being used for

commanding/ ordering sentence. The most popular sentences in telling direction and location are;

turn right, turn left, go straight on or go straight ahead as follow:

* Turn left at the corner.

* Turn right at the intersection.

* Take the first street on the left.

* Walk straight ahead for two blocks.

* Go straight on this road

Activities 38 Let the learner listen to the following short dialogue, practice in speaking and

memorize the sentences.

Activity 39 Let the learner observe these sentences and practice speaking by using the

given word or words in place of the underlined sentences.

1. Take this street.

/the first street on the right/

/the second road on the right/

51

/bus number 16 and get off at the third intersection/

2. Take this street, walk straight and then take the second turn on your left.

/thesecond street / for one more block / turn right.

/the next street / to the second intersection /turn left

/the second turn ontheleft / along the street for 200 meters / cross the street.

Activity 40 Let the learner observe these sentences and practice speaking by using the given word or

words in place of the underlined sentence.

A : Excuse me, how do I get to the station, please?

B : The railway station?

A : Yes, that’s right

B : Go straight on. It’s about three blocks down this street on your left.

A : Thanks a lot.

Activity 41 Let the learner see the map which show the location of roads, and then listen to the

dialogue from tape record between the Pedestrian and the Driver and memorize the

sentences.

Conversation 1 (Dialogue 1)

Driver : Excuse me, please. I’m looking for Wain Street.

Pedestrian : Yes. Turn right into Ford Road and take the first

street on your left.

Driver : Thank you very much.

Conversation 2 ( Dialogue 2)

Driver : I’m trying to find Hill Street.

Pedestrian : Yes. Turn right on Ford Road and drive along

52

until you come to the junction. Then turn left.

Driver : Thanks a lot.

Conversation 3 (Dialogue 3)

Driver : Can you tell me how to get to North Street, please?

Pedestrian : Sure. Go along this street until you come to the

crossroad. Then turn right into North Street.

Driver : Thanks for your help.

Topic 2 Telling time (What time is it?)

There are two styles of asking and telling time, the British style and the American style. The

learner should be able to use both of them depending on learners’ interest. Please notice the following

sentences and compare between American and British styles.

Time British American

1.

It’s one o’clock.

It’s one.

2. It’s ten minutes past one. It’s one ten.

3.

It’s quarter past two.

It’s two fifteen.

4.

It’s half past three.

It’s three thirty.

53

5.

It’s twenty minutes to five.

It’s four forty.

6. It’s a quarter to eleven. It’s ten forty-five.

In case the learner need to know or want to ask about Time, there are some sentences as follow;

* What time is it?

* What time is it, please?

* What’s the time now?

* Can you tell me the time, please?

* Have you got the time?

* Please tell me the time.

According to one day period of time which comprises 24 hours, the learner need to mention

whether the time is in the morning, afternoon or evening. The learner should also know some

abbreviation of time.

Abbreviation a.m. a short word of “ante meridian” means before noon and put it after time

started from one o’clock until mid day or 12 o’clock.

Abbreviation p.m. a short word of “ post meridian” means mid day and put it after time

started from mid day until mid night or 24 o’clock.

Nevertheless using a.m. and p.m. may be written in terms of the word “in the morning” if the

time still in the morning session means from one o’clock at night until mid day. Similarly, using the

word “in the afternoon”, which start from one o’clock until about 4 o’clock and use “in the evening”

from 5-6 o’clock in evening until at night or about 10 or 11 o’clock. Some people may call “at night”

and when the time up to 12 o’clock we may call “at mid night”.

54

Activity 42 In group, the learners take turn among friends telling and answering about time according

to the pictures identified in the following.

1.

A : What time is it now?

B : It’s ……………………………………………….

2.

A : What time is it now?

B : …………………………………….…………….

3.

A : …………………………………….……………?

B : …………………………………….…………….

4.

A : …………………………………….……………?

B : …………………………………….…………….

5.

A : …………………………………….……………?

B : …………………………………….…………….

6.

A : …………………………………….……………?

B : …………………………………….…………….

7.

A : …………………………………….……………?

B : …………………………………….…………….

55

Activity 43 Assume that the learner is called upon for asking about times as given in the following

Frames.

Example

A : Dial to post-office

B : Post office

A : Hello. Could you tell me what time the post office open?

B : We open at 9.00 a.m.

A : And when do you close?

B : At 5.30 p.m.

A : Thank you.

Open/Start Close/End

Post office 9:00 a.m. - 5.30 p.m.

1. City Bank 9:00 a.m. - 5.00 p.m.

2. Medical Clinic 11:00 a.m. - 6.00 p.m.

3. National Museum 10:00 a.m. - 7.00 p.m.

4. Dang Drug Store 10:00 a.m. - 9.30 p.m.

56

Post – test

I. Let the learner match these words with appropriate situations by writing letter a, d, c….. in front of

sentences on the given space 1, 2, 3……..

1. .......... Farewell after party a. I haven’t seen you for a long time. What’s new?

2. .......... Greeting among friends b. I had a wonderful time. Thank you very much.

3. .......... Denying the invitation c. Please to meet you.

4. .......... Introduce a speaker in a meeting d. I’m afraid I can’t I already have an appointment that day.

5. .......... Reply to an introduction e. It’s a great please to present to you Dr. Prapassorn

from Chulalongkorn University

II. Let the learner mention the following sentences which are: request, invite, inform or comment by

writing on the right spaces

Example Could I please have some more rice. …………………..

1. Would it be possible to go to the cinema? …………………..

2. How about meeting in front of the hospital? …………………..

3. Could you help me with this? …………………..

4. Why don’t you call again tomorrow? …………………..

5. Would you mind if I smoke? …………………..

III. Chosen the best answers to answer the questions on the given situation

1. You need to introduce yourself to new friends in the whole classroom. What will you says?.

a. Glad to know you.

b. Nice to meet you.

c. I’m Sudarat. What’s your name?

d. Let me introduce myself. I’m Pichai.

request

57

2. Your best friend asks - how are you? What will you reply?

a. How are you today?

b. Very well, and you sir?

c. I’m fine. Thank you, sir.

d. Not so bad, and you?

3. When there is someone ask for apology to you. What will you reply?.

a. Of course.

b. Go ahead.

c. Sure.

d. It doesn’t matter.

4. When one of your friends has got promotion on his job. What would you say for congratulation to

him?

a. I’m glad to hear that.

b. Congratulations on your promotion.

c. Congratulation on your job.

d. All corrects

5. When you want to ask a permission to go out from classroom. What would you say?

a. May I go outside, please?

b. I want to go out.

c. I would like to go out.

d. Let me go outside, please.

IV. Let the learner listen to the conversation and fill words on the given brackets

A:………….me, could you…………..…………..me how to operate this washing machine?

B : Yes, …………..you put in the clothes. ………….. you…………..soap. And..............you

…………..the “start” botton.

(1) (3)

(4) (5) (6) (7)

(8)

(2)

58

V. Let the learner choose appropriate answers for the following questions;

1. A learner wants to see his teacher at the teacher’s office. The teacher asks his student, What can I

do for you? The learner reply that;

a. Please help me.

b. There’s nothing much

c. That’s very kind of you.

d. I was wondering if you could spare me a few minutes.

2. A learner enters to a store, the owner as him Can I help you, sir? The learner will say;

a. I want many things.

b. I don’t know what I want.

c. Well, I’m looking for a shirt.

d. I don’t want anything.

3. A conversation among friends in a company dining room. The waiter asks him; would you like a

drink. The learner will say;

a. No, never mind.

b. Yes, please. I’d love a coke.

c. That’s very kind of you. But I can manage.

d. Please don’t go through such trouble.

4. A conversation among academic participants in a meeting room, someone ask the learner,

Shall I get you a chair? The learner will reply;

a. Never mind.

b. Yes, I want a chair.

c. Oh, that’s very kind of you.

d. Well, if you insist.

5. Conversation between two friends, won’t you have another piece of cake? Another friend reply

that

a. No, I really shouldn’t

b. You shouldn’t ask me.

c. If you don’t mind.

59

d. It’s all right.

VI. Let the learner consider in what situation these sentences are happen? Write a, b, c, d in front of the

given sentences.

_________ 1. I have a reservation for four days.

_________ 2. I’d like mine well-done please.

_________ 3. A business class, non-smoking, please.

_________ 4. Do you have room service after midnight?

_________ 5. What kind of dressing would you like?

_________ 6. Could you cancel my reservation on Friday flight TG 601?

_________ 7. Does the tour include a meal?

_________ 8. The room is US$ 120 including breakfast.

VII. Let the learner see these dialogues and summarize in speaking, who are those in the sentences a, b, c

and d.

1.

a. Father and son

b. Two friends

c. Boss and secretary

d. Two strangers

a. Contact to a traveling company

b. Contact to an airline

c. Accommodate in a hotel

d. Ordering food in a restaurant

A : Excuse me, could you tell me how to use this public telephone?

B : Yes, certainly. First you insert the coin, then you listen to the dial tone, and then you dial

the number you want.

A : Thank you very much.

60

2.

a. Two teachers

b. Husband and wife

c. Boss and secretary

d. Two friend

3.

a. Two employees

b. Two student

c. Two strangers

d. Two teachers

VIII. Let the learner tell time in English

1. 8 : 30 pm. ..................................................................................

2. 4 : 20 pm. ..................................................................................

3. 1 : 00 am. ..................................................................................

4. 9 : 15 am. ..................................................................................

5. 5 : 45 pm. ..................................................................................

6. 8 : 30 pm. ..................................................................................

7. ..................................................................................

8. ..................................................................................

9. ..................................................................................

A : Excuse me, Mr. John could you possibly ring Johnson and Johnson now. They said it’s

urgent

B : That’s all right. I’ve just seen them at lunch time.

A : I hate to tell you this, Bob, but you shouldn’t shout at your students when they can’t

answer your questions.

B : Well, they’re so stupid. They really are.

A : But you should try to be more encouraging.

B : All right. I’ll try not to lose temper with them

61

10. ..................................................................................

IX. These sentences are dialogues of a customer and a waiter in a restaurant. Let the learner prioritize the

right sentences in forms of dialogue by fill in the right numbers on the given spaces.

_________ 1. Roast beef. It comes with soup, salad, dessert, and coffee.

_________ 2. Would you like to try our special today?

_________ 3. What is it?

_________ 4. No, I don’t think I’II have those. Just bring me an order of friend chicken and a glass

of iced tea.

_________ 5. You’ll get it in ten minutes, Madam.

X. Let the learner choose the most appropriate sentences.

1. The person that the learner just know him said that, “English is useless subject” If the learner do

not agree he may reply that.

a. I’m afraid I don’t agree with you.

b. You are wrong

c. No, it isn’t

d. That’s a stupid thing to say

2. If someone says that; I think it’s important to know English well. If the learner agreed he should

reply that;

a. Yes.

b. That’s my idea.

c. I think so too.

d. I agree, I think

3. The learner talking about a book, if the learner forget the name of that book, the learner should

say that;

a. I don’t know what the name is.

b. I can’t remember the name.

c. I didn’t get the name.

d. I wonder what the name is.

62

4. If the learner and his friend are renting a house and the learner want to ask his friend to pay for

cooking gas, but the learner is not sure that his friend already paid or not. What the learner should

ask his friend?

a. Did you pay the gas bill?

b. I think you didn’t forget to pay the gas bill.

c. You forget to pay the gas bill, didn’t you?

d. Where is the bill that you paid?

5. There is a person which the learner has just known him and asks the learner do something for

him. The learner wants to tell him that he cannot do it. What the learner should say to him?

a. No way!

b. I’m afraid I won’t be able to.

c. No, I can’t

d. I’m sorry to tell you that I can’t do.

6. The learner wants to ask the authority in a conference room that; could he able to sit and listen to

the lecture? What would the learner says;

a. I want to sit in on the meeting.

b. Please let me sit in on the meeting.

c. Is it possible for me to sit in on the meeting?

d. Where can I sit?

63

Keys to the Pre-test and Post-test

Pre-test

I. 1. Name’s 2. a 3. am 4. have

5. sister 6. Live 7. like 8. Language

II. 1. Like 2. meet 3. this 4. is

5. Do 6. do 7. pleased 8. Meet

III. 1. afraid 2. leave 3. soon 4. Won’t

5. time 6. another 7. Oh 8. Could

IV. 1. d 2. c 3. b 4. a

5. f 6. e

Post-test

I. 1. b 2. a 3. d 4. E 5. c

II. 1. Convincing 2. Suggestion 3.Request

4. Suggestion 5. Request

III. 1. d 2. d 3. d 4. d 5. a

IV. 1. Excuse 2.please 3. tell 4. first

5. Then 6. put 7. finally 8. Press

V. 1. d 2. c 3. b 4. c 5. A

64

VI. 1. a 2. d 3. b 4. c

5. d 6. b 7. a 8. C

VII. 1. d 2. c 3. d

VIII. 1. It’s half past eight in the evening.

2. It’s twenty minutes past four in the afternoon.

3. It’s one o’clock in the morning.

4. It’s a quarter past nine in the morning.

5. It’s a quarter to six in the evening.

6. It’s eight o’clock.

7. It’s a quarter past ten.

8. Its five minutes to twelve or its five minutes to mid-night.

9. Its twenty five minutes past three.

10. Its five minutes past (or after) six

IX. 1. (3) 2. (1) 3. (2) 4. (4) 5. (5)

X. 1. a 2. b 3. b 4. b 5. b 6.c

65

Keys to the Activities

Activity 3

New friend: Hi, my name’s Mary. What’s yours?

You : Hello, my name’s (name). Please to meet you.

New friend: Which class are you in?

You : I’m in Mathayom three.

New friend: Oh, we’re in the same class. Pleased to meet you.

You : Please to meet you too.

Activity 8

1. a 2. a 3. a 4. b 5. a

Activity 13

1. 5 2. 4 3. 1 4.3 5.2

Activity 16

Situation 1

Dang : Thanks for taking me to the doctor.

Prapa : It’s my Pleasure.

Situation 2

Suree : Thank you for the birthday present.

Sompong : I think you’ll really like it.

Activity 19

1. I’m so sorry that I broke your glass.

2. I’m so sorry that I cannot take you home.

3. I’m so sorry that I didn’t call you yesterday.

4. I’m so sorry that I made you angry.

66

Activity 21


- What’s the matter with you?


- I don’t feel well enough to work today.

- I’m not well enough to work today.

- I’m too sick to work today.


- Do you feel better now?

- How do you feel now?

- Are you feeling better now?

Activity 24

a. 6 b. 5 c. 2 d. 4 e. 1 f. 3

Activity 25

1. Let me help you.

- Let me get it for you.

- Let me get you some drink.

- Let me take your photograph.

- Let me take you to school.


- Would you like another drink?

- Would you like some more coffee?

- Would you like a glass of water?

- Would you like a cup of ice-cream?

67

3. Yes, please.

- Yes, I’d love some.

- Yes, that would be very nice.

- Yes, that’s very kind of you.

- Yes, that’s fine for me.

Activity 30

1. Can I borrowyourcamera?

2. Can I borrowyourradio?

3. Can I borrowyourcar?

4. Can I borrowyourbicycle?

Activity 31

1. A : Excuse me, can you tell me the time please?

B : Yes, it’s (telling time) or Yes, of course. It’s (telling time)

A : Thanks so much.

2. A : Excuse me, you speak louder?

B : Yes, of course.

A : Thanks a lot.

3. A : Excuse me, can you say once again?

B : Yes, of course.

A : Many thanks.

4. A : Excuse me, can you move over a little bit?

B : Yes, of course.

A : Thanks you.

5. A : Excuse me; can pass this message to my friend?

B : Yes, of course.

A : Thanks so much.

68

6. A : Excuse me; can you give me a piece of paper?

B : Here you are.

A : Thanks a lot.

7. A : Excuse me; may I go out of the room?

B : Yes, you may.

A : Thanks you very much.

Activity 32

1. Yes, I enjoy it very much, or No, I do not enjoy it at all.

2. Yes, I like to read newspaper, or No, I don’t like to read newspaper at all.

3. Yes, I enjoy studying English, or No, I don’t enjoy studying English at all.

4. Yes, I am interested in swimming, or No, I’m not interested in swimming at all.

5. Yes, Nipa likes that skirt. หรือ No, she doesn’t like that skirt at all.

Activity 36

- You should be careful about crossing the street.

- You should be careful about driving so fast.

- You should be careful about carrying heavy things.

- You should be careful about shouting in the public.

- You should be careful about what you’re saying.

Activity 37

1. - I’m sorry to hear that.

- You have to be careful about walking in the rain.


- You have to be careful about jumping out of the bus.


- You have to be careful about crossing the street in Bangkok.

69

Activity 39

1. Take this street.

- Take the first streeton the right.

- Take the second road on the right.

- Take bus number 16 and get off at the third intersection.

2. Take this street, walk straight and then take the second turn on your left.

- Take thesecond street, Walk for one more block, and then turn right.

- Take the next street, walk to the second intersection, and then turn left.

- Take the second turn on the left, walk along the street for 200 meters and then cross the

street.

Activity 42

1. It’s eight o’clock.

2. It’s half past one.

3. It’s a quarter to eight.

4. It’s a quarter past five.

5. It’s twelve o’clock or its twelve noon, or It’s twelve mid-night.

6. It’s twenty minutes past two

7. It’s a quarter past six

Activity 43

1. A : Hello, could you tell me what time the City Bangkok open?



B : At 5.00 p.m.

A : Thank you.

2. A : Hello, could you tell me what time the Clinic open?



B : At 6.00 p.m.

A : Thank you.

70

3. A : Hello, could you tell me what time the Museum open?



B : At 7.00 p.m.

A : Thank you.

4. A : Hello, could you tell me what time the Dang Drug Store open?



B : At 9.30 p.m.

A : Thank you.

71

Dilogue

Dialogue IV Let the learner listen to the dialogue and fill in the blank with the words that have

listened from tape.

A : Excuse me, could you please tell me how to operate this washing machine?

B : Yes, first you put in the clothes. Then you put soap. And finally you press the “start”

botton.

Section 1 Meeting New Neighbors.

Topic 1 Greeting

Dialogue 1 Let the learner listen and speak in simple dialogue.

Tom : Hello, I’m Tom. What’s your name?

Mary : Hi, my name’s Mary. Pleased to meet you.

Tom : Pleased to meet you too. Do you live here, Mary?

Mary : Yes, I’ve just moved in this house only a few days. Where do you live.Tom?

Tom : Oh, I live here too and this is my home.

Mary : So, we’re neighbors. I’m glad we are.

Tom : I’m glad also. Shall we meet again, Mary?

Mary : Of course, I will, Tom.

Tom : Good bye, Mary.

Mary : So long, Tom.

Activity 1 Let the learner listen to the record about greetings between 2 persons and practice speaking.

1. Greeting friend

Frank : Hi, Suree.

Suree : Hello, Frank.

Frank : How’s everything with you?

Suree : Fine, Thank you.

72

2. Greeting others

A : Good morning Mr. Jackson

Sir

B : Good morning. How are you?

A : Fine, thank you.

Very well, thank you.

Activity 3 Let the learner practice making his conversation with tape.

Use the situation about yourself; you meet a new friend at school.

New friend (records) : Hi, my name’s Mary. What’s yours?

You (answer to the record) : ..........................................................

Newfriend : Which class are you in?

You : ..........................................................

Newfriend : Oh, we’re in the same class. Pleased to meet you.

You : ..........................................................

Activity 4 Let the learner listen to the dialogue about leave taking as follows;

Dang : Thank you very much for a nice meal tonight, but I am afraid I’ll have to leave now.

Wichai : Are you sure you don’t want another drink?

Dang : No, thank you very much. I have to get up early tomorrow morning. I have to fly to

Hong Kong with my parents.

Wichai : Well, I hope you’ll enjoy your trip. Bye takes care of you.

Dang : By-bye.

Activity 5 Let the learner listen to the following dialogue from the record for one time and practice

speaking.

Peter : That’s Mary. Do you know her?

Tom : No, I don’t

Peter : Hi, Mary.

Mary : Hi, Peter. How are you?

Peter : Fine, Thanks. Mary, I want you to meet a friend of mine, Tom.

Mary : Hello, Tom.

73

Tom : Hello, Mary. Pleased to meet you.

Tom : Pleased to meet you too.

Activity 8 Let the learner listen to pronunciation in the given dialogue in the record, and then check….. in

front of the sentences, then repeat twice.

1. a) She’s from Spain.

2. a) I’m sixteen.

3. a) His name’s Suwat.

4. b) They’re from Brazil.

5. a) He’s a teacher in Bangkok.

Activity 9 Let the learner listen to the following short dialogue, then practice speaking.

Dialogue 1

Somsak : Would you like to go shopping tomorrow?

Vipa : Yes, I’d love to. What time shall we leave?

Somsak : What about two o’clock sharp?

Vipa : Okay. That would be fine.

Dialogue 2

Venus : If you’re free this Friday, I’d like to invite you to the cinema.

Vipa : Oh, well thanks very much. I’d love to go.

Venus : I’ll pick you up at five thirty. Will that be all right?

Vipa : Okay. That will be fine.

Section 2 Let’s Celebrate

Activity11 Let the learner practice and remember sentences concerning congratulations in various

occasions.

1) A : I really like your new dress. It looks nice.

B : Thanks. I’m glad you say that.

2) A : Congratulation. Let’s celebrate your success.

B : Thank you so much. It’s very kind of you.

3) A : It’s very delicious. You really are a good cook.

B : Thank you. I’m glad you like it.

74

4) A : That’s excellent. You’ve done a good job.

B : Thanks. It’s kind of you to say so.

5) A : That’s a very pretty blouse.

B : Oh, thanks. I’m glad you say so.

Activity 13 Let the learners listen to sentences of congratulation from records for many times, then let

them match in pair practicing congratulations and thanks or reply as stated in the lesson.

1. What a fantastic job you’ve done.

2. You look very nice today.

3. That’s a very pretty blouse you’re wearing.

4. Congratulation on winning the prize.

5. That was a fantastic dinner.

Activity 14 Let the learner listen to Thank you sentences and reply in acceptances.

1) A : Thank you very much for your help.

B : Not at all.

2) A : Thanks for everything. I do appreciate it.

B : Don’t mention it.

3) A : Thanks a lot for that. It’s very kind of you.

B : It’s my pleasure indeed.

4) A : Thanks indeed for the present. I really like it.

B : I’m glad you do. It’s my pleasure indeed.

5) A : Thanks for calling.

B : You’re welcome.

Activity 17 Let the learner listen to Apology sentences and reply in acceptances.

A : Sorry to keep you waiting.

B : That’s all right.

A : Please forgive me for coming late.

B : That’s O.K. Don’t worry about it.

A : I’m really sorry for not calling you yesterday.

B : It’s all right. Please forget it.

75

A : I’m very sorry. I didn’t mean it.

B : Oh, forget it.

Section 3 What’s Wrong With You?

Activity 20 Let the learner listen to the following sentences and practice speaking.

* How are you feeling?



What’s the matter with you?


* I feel bad.

I feel very ill.

I felt terrible.

I’m not feeling well.

I have a headache.

I have a sore throat.

I have a fever.

I’m very worried about something.

* I’m sorry / I’m so sorry.

I’m sorry to hear that.

Don’t feel so bad about it.

Don’t worry about it.

Activity 21 Let the learner listen to sample sentences in the record and practice using them from the

given word or words in place of the underline words.


(pause)


(pause)


(pause)

76

Activity 21 Let the learner listen to the following short dialogue and practice speaking until remember

the sentences.

Wimol : Dang, I didn’t see you in class yesterday. Had you been sick?

Dang : Yes, I did. I was home in bed with a bad cold, headache and fever.

Wimol : Oh, I’m sorry to hear that. Are you O.K. now?

Dang : I feel much better, but I still need a little rest.

Activity 25 Let the learner listen to the sample sentences. Then practice how to use the given word or

words in place of the underlined word in the lesson.

1. Let me help you.

(pause)


(pause)

3. Yes, please.

(pause)

Activity 26 Let the learner listen to the following short conversation;

Lek : Can I get you some drink?

(pause)

Bob : Yes, please. I’d like a cup of coffee.

(pause)

A : Here you are.

(pause)

B : Thank you very much.

(pause)

Activity 28 Let the learner listen to the sentences asking for permission from the following conversation,

then practice speaking.

A : Can I borrow your pen?

B : Yes, of course you can.

(pause)

77

A : Can I use your car tomorrow?

B : I’m afraid I shall need it myself.

(pause)

A : May I borrow your bicycle?

B : Sorry, I’ve already lent it to my sister.

(pause)

A : Are we allowed to go with you tomorrow?

B : I’m afraid you’ll have to get up very early.

(pause)

Section 4 Oh, I Enjoy It Very Much.

Activity 34 Let the learner listen to the conversation about Sorry, Sympathy and Encouragement ,then

practice speaking and memorize them.

Supot : My father called me yesterday. He said that my mother was ill.

Vipa : I’m sorry to hear that. Are you going to see her?

Supot : Yes, I’m leaving tomorrow.

Vipa : Hope she’ll get well soon.

Section 5 Is It Far From Here?

Activity 38 Let the learner listen to the following conversation concerning Telling direction and

Location, then practice in speaking and remember.

Lek : Could you tell me where the nearest gas station is?

Dang : Yes, just two blocks down on the right of this street.

Lek : Thank you very much

Dang : You’re welcome.

Activity 40 Let the learner listen to the following sentences, then practice speaking along the record.

A : Excuse me, how do I get to the station, please?

(pause)

B : The railway station?

(pause)

78

A : Yes, that’s right

(pause)

B : Go straight on. It’s about three blocks down this street on your left.

(pause)

A : Thanks a lot.

(pause)

Activity 41 Let the learner listen to the dialogue between a Pedestrian and a Driver by using a map of

location of roads. The conversation comes from 3 sentences: asking for direction, roads in

different ways. The learner should learn and understand how to ask and answer.

Conversation 1

Driver : Excuse me, please. I’m looking for Wain Street.

Pedestrian : Yes. Turn right into Ford Road and take the first

street on your left.

Driver : Thank you very much.

(pause)

Conversation 2

Driver : I’m trying to find Hill Street.

Pedestrian : Yes. Turn right on Ford Road and drive along

until you come to the junction. Then turn left.

Driver : Thank a lot.

(pause)

Conversation 3

Driver : Can you tell me how to get to North Street, please?

Pedestrian : Sure. Go along this street until you come to the

crossroad. Then turn right into North Street.

Driver : Thanks for your help.

(pause)

79

M.N.Long, J.C.Richards. Breakthrough: A Course in English Communication Practice (New

Edition). Oxford University Press. 1984.

Soars, Liz & John. Headway: Student’s Book, Elementary. Oxford: Oxford University Press.

Richards, Jack C.Bycina DavidAldcom, Sue Brioux. New Person to Person: Communicative

Speaking and Listening Skills.(Student book 1 & 2) Oxford : Oxford University Press. 1995.

Sukhothai Dharmmathirat University Art Education. English Comprehension Interaction. Teaching

documentary, Unit 1-7, University Pres. B.E. 2536.

Sukhothai Dharmmathirat University Art Education. English Comprehension Interaction. Teaching

documentary, Unit 8-15, University Pres. B.E. 2536.

Bibliography

listening-speaking textbook 3 - nfe

Documents