1.

The Role of English in Myanmar

In Myanmar, the role of English can be safely addressed as a foreign language, as

almost everyone does not speak and write in English in their daily life and the official mother tongue is Burmese (Myanmar). Generally speaking, English is taught specially for academic purposes: to be able to write and comprehend long and complex texts in English, but not to be able to communicate orally. Therefore, it is very true to say that their oral communication in English is not as competent as their reading and writing skills. In effect, the lacking in competence of oral communication within Myanmar students is one of the reasons to develop this course in this paper.

2.

The Background of Target students

The course, which I have developed in this paper, is intended for High School students,

who are 15-16 years old. Moreover, these students have learned English through a structural syllabus and habit-formation teaching strategies for over ten years. Furthermore, the current syllabus, textbooks and assessment stress only reading and writing competency and there is a lack of attention on oral communication. Therefore, these students can build grammatically correct basic sentences and write simple 100 word essays in English and comprehend short texts which include familiar words. However, they can only produce sentences, which they have learnt and/or memorized through substitution drills. Additionally, if they had to speak in English, their utterances would be resemblance to parrot speech and they cannot use their own expressions beyond recited ones. That is to say, they lack the ability of basic oral communication in English as they are not deprived from the opportunities to expose spoken English and practice speaking skills in class. According to the Common European Framework, I assume that the students reading and writing proficiency level could be B1 as it is mentioned in A Teachers Guide to the

Common European Framework that students can understand texts which include mainly high frequency everyday or job-related language, the description of events, feelings and wishes in personal letters, Students can write simple connected text on topics which are familiar or of personal interest and personal letters describing experiences and impression. However, their speaking and listening proficiency level could be A1 as it is mentioned that Students can recognize familiar words and very basic phrases concerning themselves, their family and immediate concrete surroundings when people speak slowly and clearly and Students can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help them formulate what they are trying to say and they can ask and answer simple questions in areas of immediate need or very familiar topics ( A Teachers Guide to the Common European Framework). All and all, it can be said that the course developed in this paper is for high school students, whose level of proficiency in oral communication in English is A1 (according to the CEF). Therefore, in next part of the paper, the reasons for developing this set of lessons will be explained in detail.

3. The Reason for Developing Course

Nowadays, it is found that the demand of oral communication is greater in the Myanmar society. One of the obvious reasons is that many foreign companies are interested to invest their business and industries in Myanmar as they want to exploit the labor-force of Myanmar. Another reason for the demand for oral communication is the growth of tourism industry. Currently, in Myanmar tourism and other businesses related to tourism are soaring and is becoming the main business for the national economy. As a consequence, in society, people come to realize the need for oral competency in English as there is a need to communicate with the tourists and employers from foreign countries. Additionally, even the local companies prefer to hire employees who are competent in oral communication in English. During these days, moreover, the interest of doing further studies in abroad is increasing among high school and university graduated students. Thereby, the purposes of learning

and teaching English are not merely to be able to read and write in English, but also to be able to communicate orally and cope with oral presentation in English. However, I found that teaching speaking and listening skills is neglected in the current syllabus and textbooks, even in assessments. We can safely say that these syllabus and textbook do not cater for the need of the students as they find difficulties when they apply for jobs, take proficiency tests, such as IELTS and TOFEL, do further studies in abroad and visit to overseas. Moreover, in accordance with my understanding, speaking and listening skills are the most basic skills as many researchers point out that people spend 45-50% of their daily life on listening and speaking. Many Linguists also point out a fact that listening and speaking skills are doubtless the most fundamental basement to acquire a language and to develop remaining two literacy skills: reading and writing. According to the behaviorists, it is claimed that, in order for every child to acquire their first language, they hear the language first, then notice certain features and imitate that features by trying to say them. Thus, what is my point here is that teaching and learning of a language, no matter whether it is EFL or ESL, should not neglect these very basic and fundamental skills. Hence, to summarize all I have discussed, there are two main reasons for developing this course: to fulfill the current need of oral communicative competency for students and to support the need to teach listening and speaking skills in the current syllabus and textbook.

4.

The Nature of the Course

When I decided to develop this course, I first considered the level of students and

topic or context which would be interesting and useful for the target students. First, a topic came to my mind is Vacation and then I considered all the language functions (speech acts) which are concerned with the chosen context. When I brainstormed about this context,

three language functions came along in my mind: sharing about the plans of vacation, asking and giving information about the vacation, and booking flight and train ticket. Based on this context, I inserted vocabulary and pronunciation exercises so as to cater the target students with the lexical enrichment and standard pronunciation (according to International Phonetic Alphabets IPA). As well, this course will focus mainly on basic speaking skills, but I have inserted listening skills, as micro skills of this course. In this course the listening exercises will be paid less attention than the speaking exercises; however, the listening exercises and activities will be exploited to develop three main sub skills: listening for main ideas, listening for specific information, and listening for sequence of events. Moreover, in this paper, I applied some activities and exercises, which can sustain meaningful and enjoyable contexts for students to practice speaking skills. Therefore, in next part, the principles and theories that are applied in developing this course will be discussed.

5.

Principles and Theories Applied in This Course

First of all, it can say that this course is based on communicative approach, which is

also known as Communicative Language Teaching (CLT). In fact, this approach can cater communicative competence, which must be the goal of language teaching and develop a way of teaching focused on the whole language skills: listening, speaking, reading and writing (Richards, 2001). Additionally, Littlewood (1981) claimed that one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language. Thereupon, in my opinion, I feel that the communicative approach would be effective inasmuch as the target students are familiar with structural approach, in which the forms are presented in isolation, and they have linguistic competence. Therefore, what happens to the students is that, even though they know the language, they do not know where and how to use it, and even sometimes they may use

language inappropriately. So much so that, in my view, I think that the communicative approach would be a remedy for target students. In this course, thereby, it can also be safely said that the activities and exercises will cater fluency, accuracy and appropriacy, since there is a focus on both forms and functions. Additionally, according to Brown in Teaching by Principles, teaching speaking skills should be focus on both fluency and accuracy, which is one of the principles of teaching speaking skills that I applied in developing this course. (Brown, 2007, pg 331). Furthermore, in this course, I integrate listening and speaking skills, which is the second principle of teaching speaking and listening skills, because, according to Brown, it is true to say that the two skills are inseparable as they reinforce each other. Additionally, Richards (2009) also claims that we can teach listening skill not merely for comprehension but also for language acquisition, which means that students must be provided opportunities to try out what they have learnt through the input they got from exercises to become incorporated into their linguistic repertoire ( Richards, 2009, pg 17). Therefore, each lesson starts with exercises for listening skills and then I exploit the scripts of the conversations in these exercises as samples to practice speaking skills. No matter how listening skill is micro skill in this course, I focus on both bottom-up (i.e. the process of comprehending what speaker says by decoding sounds, words, clauses, sentences and finally texts) and top-down ( i.e. the process of comprehending what speaker says by using students schemata). Thus every lesson begins with warm up exercises, in which activities elicit students prior knowledge about the topic and arouse their interest in the topic. However, this exercise actually provides a chance for students not only to show what they have already known but also to build knowledge about particular field by discussing in pairs and groups. Besides these listening exercises, as the proficiency level of the target students are very low, I assume that they need a whole lot of scaffolding, such as grammar, vocabulary and pronunciation, in order to be able to produce target language orally. Therefore, in this

course, the session of teaching grammar, vocabulary and pronunciation is involved. Nonetheless, I believe that teacher should also teach listening not just for comprehending what speakers say, but also train students to exploit what they have heard so as to enrich their linguistic knowledge. I do believe that students will acquire target language by helping them notice and imitate the utterance and produce them orally. Therefore, in grammar, vocabulary and pronunciation session, students will be asked to look at the script of the model conversation and underline the target language while they are listening to that conversation. The underlying intention of these activities is that I want to train students to notice and grasp how certain target language is constructed and said by a native speaker. Moreover, in my opinion, I believe that one advantage of these activities is that students will be able to use target language accurately and fluently, as well as appropriately (i.e. it means that students will get communicative competence). Apart from the factors mentioned earlier, it is true to say that the speaking exercises focus on two functions, interaction and transaction. It can be safely said that the first lesson is about speaking for interaction because students will practice in engaging in small talks about plans for coming vacation. However, the following two lessons is about speaking for transaction as the focus is on asking and giving information about tour and booking tickets and giving suggestions. Nonetheless, in this set of lessons I neglect the third speaking function, speaking for performance, as I think that as the proficiency level of target student is low, they might not handle long formal presentation and discussion, but, I have inserted some informal group and pair discussion activities in these lessons. Additionally, in these lessons, Presentation-Practice-Production approach has been applied to speaking exercises. First, students have to listen to the model conversation and observe how certain target language are said and constructed. After that, they will be asked to practice the script of model dialogue by using Read, look up and say approach. Then, students will have to carry out role play activities, which can be addressed as guided practice as students are urged to use a list of useful language expressions. Finally,

students will have to do free practice, in which activities are completely free as no language expressions are provided and students have to come out with their own knowledge and creativity to achieve the goal of the activities. In guided and free practice stages, role play, information-gap and problem-solving activities are applied as I do believe that these activities can motivate students intrinsically and provides meaningful interaction to practice the target language. Moreover, according to Brown (2007), when we teach speaking skills, we do have to provide activities which can motivate our students intrinsically and urge students to use language in meaningful contexts and interaction (Brown, 2007, pg 331). Furthermore, based on the interactionism, which is one of the theories of second language acquisition, researchers claim that interaction can give rise to comprehensible input. This comprehensible input enhances language acquisition. Therefore, interaction can provide language acquisition.(Light Brown and Spada 1999).Through the interaction, in my opinion, students will negotiate the meaning, absorb the target language and produce the language while carrying out certain tasks cooperatively. Hence, in developing these lessons, I have included some role-play, group discussions, information gaps and problem-solving activities, which can provide the opportunity for students to interact, communicate and acquire the target language. Therefore, all things considered, it can be concluded that in this course, This course is developed based on the Communicative Language Teaching (CLT) The speaking skills are the main focus whereas listening skill is a kind of micro skill, which is exploited as a support for speaking skill. That is to say, in this course, both listening and speaking skills are integrated. Teaching listening skill in this course focus on both top-down and bottom-up process of listening.

In teaching speaking skill, two functions of speaking, interaction and transaction are being focused.

In teaching speaking skills, activities and exercises, which can cater students with confidence, security, motivation, and meaningful context to practice, are involved,

6. The Outline of the Course

The course is sequenced in the following way: Lesson 1: Sharing Plans about vacation 1. Warm up 2. Listen to a model conversation 3. Pronunciation 4. Grammar 5. Speaking Activity 1 (role-play) 6. Speaking Activity 2 ( Questionnaire- mingling activity) Lesson 2: Asking about a Tour 1. Warm up 2. Listen to a model conversation 3. 4. 5. Pronunciation Grammar Speaking Activity 1 (role-play: information gap)

6. Speaking Activity 2 ( Making Broachers for Summer Tour and Presenting to Class) Lesson 3: Booking a Flight Ticket 1. Warm up 2. Listen to a model conversation

3. Pronunciation 4. Grammar 5. Vocabulary 6. Speaking Activity 1 ( role-play: information gap) 7. Speaking Activities 2 (Group Work: Making own train schedule and role play)

7.

Lesson Plans

(A)

Lesson 1: Sharing Plans About Vacation

Time 60 min Aims1. To practice listening for main idea and specific information 2. To be able to use will and going to to express the definite plans and tentative plans in future. 3. To be able to talk about plans for vacation 4. To practice the difference between strong form /tu:/ and weak form /t/ Stages and time allocation Pre- listening Get students to close the book and ask students to discuss the following questions in pairs: Where do you usually go for your vacation? What are the popular places in your country and in the world? Make a list of places that you want to visit. Then, get students to write the list of the places on the board and compare with other groups lists. Get students to open the books and look at the pictures (Worksheet 1 in Appendix). Ask Description of stages Running Commentary

Warm-up 5-10 min

To elicit their schemata and arouse students interest about the topic of the lesson

them whether they know these places, where are they and name them.

While-listening 1st listening 5-min Get the students to close the books and listen to the tape just for what they are talking about. Ask them to discuss about the answers in pairs and then teacher asks the whole class the answers. Possible answer keys:, vacation, holiday, travelling Ask the students read the exercise A before teacher plays the conversation for second time. Then, teacher asks students to listen for the answers of the exercise A (Worksheet 2 in Appendix). Ask them to compare the answers with the neighbours. Then teacher checks the answers. Answer keys are provided in Appendix. To practice listening for main idea by using both bottom-up and top-down process

2nd listening 5-min

To practice listening for specific information by using bottom-up process

Post-listening Pronunciation 5-min Teacher first plays the recording and lets students to listen to how to do, love to, going to, prefer to pronounced. Then, teacher explains explicitly. Then, teacher gives the script of the conversation between Janet and Hanna ( see in Appendix) Ask students to look at the script of dialogue between Janet and Hanna and get them to underline the words which pronounce /tu:/ and /t/ in different colour while they are listening the tape again. Then teacher checks the answer. To practice the difference between strong form /tu:/ and weak form /t /

 Get students to listen the recording again. This time ask students to repeat the conversation after the recording. Get students to practice To equip students with the the model conversation. Here, teacher introduces the look-up language to share the plans of vacation to their friends and say approach, which means that the teacher gets them not to read the dialogue, but to look at the dialogue at a glance and talk to the partner, without referring the dialogue. Here, teacher does need to encourage students to focus on the concept of the dialogue, rather than memorizing. While students are practicing the dialogue, teacher walks around and checks their pronunciation and intonation. Here, if students make mistakes in pronunciation and grammar, teacher must not interrupt, but she jots down the mistakes and correct after the practice. Teacher writes down two sentences with will and going to on the board. Then explains the difference between will and going to. For instance, Will is used to express future events which are not sure, whereas going to is used to tell certain plans in future. Teacher gets students to look at the script of the conversation. Then, ask students to underline the sentences with will and going to, while they are listening to the conversation. Get students to close their books. Put them into pairs and distribute the role cards (Worksheet 3: see in Appendix). Give some time to read the instruction and make

Practice (controlled practice : lookup and say) 5-min

Grammar 10-min

To provide students opportunities /practise in distinguishing between will and going to

Guided practice for speaking (role play) 5-10min

To practice how to express the plan of holiday by using the cues in the role cards

sure they understand them. Teacher and a student model the activity first, in order to make sure all students understand what they have to do. Then, get the students to carry out the activity. Get students to open the book again and read the instruction of survey activity. Give some time to read the instruction and make sure all of them understand (Worksheet 4: see in Appendix). Teacher set time on the board and ask students to carry out the task.

Production (Mingling activity) 5-10min

To cater provide opportunities for students to express their plans to go vacation in coming summer holiday. To practise the language forms and functions such as asking and sharing the plan for vacation,

Teacher asks some students to present the result of the survey. Closure of the lesson 5-min Teacher can conclude the lesson by revising the grammar and pronunciation points which students have learned in this lesson. To revise the learning points of the lesson

(B)

Lesson 2 Asking about A Tour

Time- 60 min Aims: 1. To practice listening for main idea, specific information and reorganizing information 2. To be able to ask and give information and suggestions 3. To be able to use modals and interrogative to give suggestions 4. To be able to notice linked sounds in sentence Stages and time allocation Pre- listening Warm-up Description of stages Running Commentary

Get students to close the book

To elicit their schemata and

5-10 min

and discuss the following questions in groups: What are the most attractive places in your country/town? Where is a good place to take photos? How much it will cost if a tourist wants to visit all these places? How long it will take if a tourist wants to visit all these places? Teacher asks each group about the answers and writes down on the board. She can continue the discussion with whole class.

introduce the topic To arouse students interest related to the topic of the lesson

While-listening 1st listening 5-min Get the students to close the books and listen to the tape for just what they are talking about. Ask them to discuss about the answer in pairs and then teacher asks the whole class the answers. Here, teacher can give some challenges by asking some questions about specific facts, such as the name of the travel agency and the customers name. Ask the students read the exercise A (Worksheet1 in appendix) before teacher plays the conversation for second time. Ask them to compare the answers with the neighbours. Then teacher checks the answers. When teacher check the answers, she can ask why they think certain facts are the answers. Get students to read Exercise B (Worksheet 2 in Appendix) before teacher plays the conversation. Tell them to compare the answers with neighbours before teacher checks the answers. Teacher first plays the recording and lets students to listen how the sentences are pronounced (i.e. how sounds are linked).Then, teacher To practice listening for main idea by using both bottom up and top down processes

2nd listening 5-min

To practice listening for specific Information and reorganizing information by using bottom up process

3rd listening 5min

Listening for specific information by using bottom up process

Post-listening Pronunciation 5-min

To practice the linked sounds in sentence

explains explicitly. Then, teacher asks students to look at the script of dialogue between Amy and Travel Agent. Get them to underline the linked sounds while listening to the dialogue. Get students to listen the recording again. This time ask students repeat the conversation after the recording. Get students to practice the model conversation about Amy and Travel Agent. Here, get the students to practice the model conversation via look-up and say approach. While students are practicing the dialogue; teacher walks around and checks their pronunciation and intonation. Here, if students make mistakes in pronunciation and grammar, teacher must not interrupt, but she jots down the mistakes and correct after the practice.

Practice (controlled practice : look-up and say) 5-min

To practice linked sounds and intonation To prepare students with the language to ask and give information and suggestion

Grammar 10-min

Teacher writes down three sentences with modal, why dont and what about. Then explain modals and why dont are always followed by infinitives and what about is followed by gerunds. After that, teacher asks students to look at the chart (Appendix) and explains others forms used when giving suggestions. Gets students to look at the script of the conversation between Amy and Travel agent. Then, ask students to underline the sentences which give suggestions

To make students to be able to use modal verbs and interrogatives to make suggestion

Guided practice for speaking (role play) 10-min

Get student to close the books. To practice how to ask and Put the students into pairs and distribute the role cards (Worksheet give information and give suggestion 3: see in Appendix). Give some times for students to read the instruction and make sure to understand them. Teacher and a student model the activity first, in order to make sure all students

understand what they have to do. Then, get the students to carry out the activity. While students are carrying out the activity teacher walks around and check their pronunciation and grammar. After the activity, ask one or two good pairs to present the role play to the whole class.

Production ( Making a tour Brochures and presentation) 10-15 min

Get students to open the book again and read the instruction of Advice for Travellers activity. Give some time to read the instruction (Worksheet 4: see in Appendix) and make sure all of them understand. Teacher can show the sample brochures first. Teacher sets time on the board and asks students to carry out the task. Teacher asks each group to present and give her suggestions to choose particular program. Teacher can conclude the lesson by revising the grammar and pronunciation points and vocabulary, which students have learned in this lesson.

To cater students the opportunity to express their own creation and use certain forms to give suggestion

Closure of the lesson 5-min

To revise target learning points of the lesson

(C)

Lesson 3: Booking a Flight Ticket

Time: 60-65min Aim: 1. To practice listening for the main idea and reorganizing information 2. To be able to ask and give information and book the tickets 3. To practice /s/ and /z/ ending sounds 4. To practise the use of the present simple to talk about timetabled future events 5. To be able to notice the difference between will and present simple 6. To enrich students vocabulary related to booking of tickets

Stages and time allocation Pre- listening Warm-up 5-10 min

Description of stages

Running Commentary

Get students to close their book and brainstorm as many words related to transportation as possible in groups. Then teacher asks each group to say the words that they have got from brainstorming. Then teacher and class choose words which show modes of transportation, such as train, car, ship, etc. Get students to open the books and look at the pictures (Worksheet1 in Appendix). Ask them to name each picture. Get the students to close the books and listen to the tape just for where this conversation takes place, and what the conversation is about. Ask them to discuss about the answer in pairs and then teacher asks the whole class the answers. Possible answers: in travel agency office, a customer and a travel agent, asking about tours

To elicit their schemata and introduce the topic To arouse students interest related to the topic of the lesson

While-listening 1st listening 5-min

To practice listening for main idea by using top down process

2nd listening 5-min

Ask the students to read the exercise A (Worksheet 2: see in Appendix) before teacher plays the conversation for second time. Then, teacher asks students to listen for the answers of the exercise A. Ask them to compare their answers with neighbours. Then teacher checks the answers.

To practice listening for specific information by using bottom up and top down process

3rd listening 5min

Get students to read Exercise B (Worksheet 3: see in Appendix) before teacher plays the conversation. Tell them to compare the

To practice listening for reorganizing information by using bottom up process

answers with neighbours before teacher checks the answers.

Post-listening Pronunciation 5-min

Teacher first plays the recording and lets students to listen how leaves, departs, takes and costs are pronounced. Then, teacher explains explicitly, for instance /s/ after unvoiced sounds and /z/ after voiced sounds. Then, teacher asks students to look at the script of dialogue between the man and the staff and get them to underline the words which are pronounced /s/ and /z/ in different colours while they are listening to the tape. Then teacher checks the answer and asks why they think certain words pronounce with /s/ and others are not. Get students to listen to the recording again. This time ask students repeat the conversation after the recording.

To practice /s/ and /z/ ending sounds

Practice (controlled practice : lookup and say) 5-min

Give the script of the conversation (See in Appendix) between Marcus and the travel agent. Get students to practice the model conversation between the man and the staff, by using look up and say approach. While students are practicing the dialogue, teacher walks around and checks their pronunciation and intonation. Here, if students make mistakes in pronunciation and grammar, teacher must not interrupt, but she jots down the mistakes and correct after the practice.

To practice model dialogue and intonation To prepare students with the language to ask and give information, and book tickets

Grammar 10-min

Teacher writes down two sentences. The first sentence shows future tense by using will and the second shows the future tense by using present

To make students to be able to use present simple to use to talk about timetabled future events To be able to notice the

simple. Then explain the difference between will and present simple. For instance, Will is used for future events which are not sure, whereas present simple is used for timetabled future events. Teacher gets students to look at the script of the conversation again. Then, ask students to underline the sentences which show the use of present simple for timetabled future events.

difference between will and present simple

Vocabulary 10-min

Divide the class into groups. Get them to look at the list of the words first (Worksheet 4: see in Appendix). Then, ask them to discuss and create their own definition for each word, without using dictionary. Tell them that the group who finish first is the winner. Here, teacher goes around the class and help when students have no idea to create the definition by giving hints, such as Rich people often book first class. After this activity, teacher explains the meaning of the words.

To enrich students vocabulary related to booking the tickets

Guided practice for speaking (role play) 5-min

Get student to close books. Put the students into pairs and distribute the role cards (Worksheet 5: see in Appendix). Give some times to read the instructions and make sure to understand them. Teacher and a student model the activity first, in order to make sure all students understand what they have to do. Then, get the students to carry out the activity. Urge students to use language expressions provided. Teacher walks around and checks students pronunciation

To practice how to book flight ticket by using role cards

and grammar.

Production 5-10min

Divide the class into two groups and name them as Group A and Group B. Ask the Group A to read the instructions (Worksheet 6: Appendix) and make sure to understand them. Then, ask them to create a train schedule from Yangon to Mandalay. Get them to have enough copies of schedule for all the members of their group. Ask the Group to read the instructions (in Appendix). While Group A is creating schedule, get them to brainstorm the questions that they are going to ask. When they are ready, ask them to act as customers and ticket sellers. Teacher walks around and checks students pronunciation and grammar. She jots down students mistakes and corrects after the activity. After this activity, ask students what kind of tickets they booked and how much they are. Teacher can conclude the lesson by asking students to write down what they have learnt during these three lessons, what else they want to know and what they still dont understand, on a piece of paper. Teacher collects all the pieces of paper. And tell them to do revision in next lesson based on information from these papers.

To cater students with the opportunity to practice asking and giving information when buying train tickets

Closure of the lesson 5-min

To revise the learning points of the course

Part 3: Conclusion
Without a doubt, teaching speaking skills should not be neglected in teaching foreign language in Basic Education (such as Primary, Secondary and High Schools) and Higher Education (such as Colleges, Institutes and Universities), as there is an urgent need of competency in basic oral communication within Myanmar society. I also would like to suggest that the material designers and the Ministry of Education of Myanmar should develop syllabi and textbooks, which not merely focus on competency of reading and writing skills but also on that of oral communication. Moreover, I think that language teachers from Basic and Higher Education should be supported by teacher training concerned with teaching oral communication. Therefore, to conclude this paper, I do believe that it is definitely time for MOE of Myanmar to consider the lack and weakness of current syllabus and materials for teaching English and to upgrade them in order to bridge the gaps and fulfill the need of the society.

Appendix

Lesson 1: Sharing Plans about Vacation

Worksheet 1
Warm up Answer the following questions: Where do you usually visit during your vacation? What are some popular places to visit in your country/ in the world? Make a list of the places that you want to visit during your vacation.

Look at the pictures. Guess with your friend the following questions: What are these sites? Where are they located?

Worksheet 2
Conversation: Talking about plans to go for a trip Look at the following diary about the trip that Jannet and Hanna are planning. But, there are some gaps. Listen to the conversation and fill the gaps.

February 2011

~ March 2011 ~ Mon Tue Wed Thu Fri

April 2011

Sun

Sat

10

11

12

13
Arrive at Beijing

14
Visit Summer Palace & 1 ________

15

16

17
6___________ ___________

18

19

Visit 2 _________& 4________ 3_________ & watch 5________

Take rest at Going back home & home enjoy Night Market

20

21

22

23

24

25

26

27

28

29

30

31

Notes:

Answers
February 2011

~ March 2011 ~ Mon Tue Wed Thu Fri

April 2011

Sun

Sat

10

11

12

13
Arrive at Beijing

14
Visit Summer Palace & 1. the Forbidden City

15

16

17
6. Visit the Great Wall

18

19

2. Take Visit 4. rest at Olympic site hotel & & watch 3. having roast 5. Beijing duck Opera

Take rest at Going back home & home enjoy Night Market

20

21

22

23

24

25

26

27

28

29

30

31

Notes:

Materials for Teaching Pronunciation and Grammar

Pronunciation Listen to how going to, love to, to do are said in these sentences. Do you have any plans to go anywhere? Im going to visit some places in Southeast Asia. Id love to join w you. Practice the conversation with your partner again.

Grammar: Will and Going to Going to + infinitive is used when we talk about plans, and intention that we have decided on. Will is used to talk about the plans before you make the decisions.

Going to +infinitive

Will

What are you going to do?

Im going to do surfing this Maybe, I guess I will stay at weekend. home and study. Im going to visit my uncles house. Im not sure. Ill probably visit my aunts house.

What are you going to go?

Worksheet 3
Role Play
Student A: You will have 6 days-off. You are planning to visit your cousin Amy. Shes living in Taunggyi. Tell Student B about your plan and ask his/her plan for her holiday. You can use the language expressions provided.

Useful Language Expressions

We got Do you have any plan? Im going to . I will go, visit, etc. First Then Next Finally.. How about you? / What about you? Why dont you join with me? Have a nice vacation/trip.

Student B: You will have 6days-off. You are planning to go surfing in Ngwe Saung Beach. Tell student A about your plans and ask his/her plans for her holiday. You can use the language expressions provided.

Useful Language Expressions

We got Do you have any plan? Im going to . I will go, visit, etc. First Then Next Finally.. How about you? / What about you? Why dont you join with me, too? Have a nice vacation/trip.

Worksheet 4
Survey time! Imagine that the school will be closed for two weeks and you have to report to your teacher about how you and your other five friends will spend their vacation. First, fill your plan for coming vacation in the table. Then, go around the class, tell your plans to your classmates and ask about their plans. You have to ask at least five classmates. Dont forget to use the language expressions in previous role play.

Name Me: Your friends:

What are you going to do?

Where are you going to go?

Lesson 2: Asking about a tour

Worksheet 1
Conversation: asking and giving information and suggestions about tours You will hear a conversation between a customer and a travel agent. Listen and guess what they are talking about. Look at the following Dream Line Travel Agencys advertisement about the tour programs for summer holiday. But, some information is missing. Listen to the conversation again and fill the missing information in the gaps.

________days tour Yangon Mandalay

5days tour Yangon Mandalay __________

October 13th to October 16th Price: _________

_____________ From __________to October __________ Price: __________

7 days tour Yangon ________ From October_________ to ___________ Price: ___________ ______ __________ _______ Pyin Oo Lwin

Answers

Two days tour Yangon Mandalay

5days tour Yangon Inlay From October 13th to October 18th Price: $450 Mandalay Taunggyi

October 13th to October 16th Price: $ 200

7 days tour Yangon Sho From October 19th to October 26th Price: $900 Mandalay Bagan Pyin Oo Lwin Lar

Worksheet 2
Look at the following note about Amy taken by the travel agent. But, there is some information missing. Listen to the conversation between Amy and the travel agent again and fill missing information.

Dream Line Travel Agency Name: Amy ___________

Contact No.: ____________________ Tick the tour Amy interested in: Hiking tour Sightseeing tour Boating and sailing tour The program Amy interested in: 3 days 5 days 7 days The number of passenger: __________

Answers

Dream Line Travel Agency

Name:

Amy Travolta

Contact No.: 095544431 Tick the tour Amy interested in: Hiking tour Sightseeing tour Boating and sailing tour The program Amy interested in: 3 days 5 days 7 days The number of passenger: Two

Materials for Teaching Pronunciation and Grammar

Pronunciation Linking sounds Final consonants are often linked to the vowels that follow them.

I only get a weeks holiday.

What about a 3day tour? How much is it?

Listen to the conversation between Amy and Tour Agent and underline the linked sounds.

Grammar: modals and interrogative-forms for giving suggestion

Modals for giving suggestion I think you ought to youd better you should you could choose a 5 day tour.

Interrogative forms for giving suggestion

Why dont

you choose a 5 day tour?

Why not What about How about

choosing a 5 day tour?

Worksheet 3
Role play

Student A: You have two weeks holiday. You want to go on a vacation. Youre interested in a tour around China. But you dont know where to visit in China, and you can only afford $1000 for this holiday. So you call Moonbeam Tour Agency. You can use following language expressions.

Useful Language expressions

Im interested in Do you have any program? Could you tell me more about trip? Can you give me any suggestions? How much it is? Could /Can you tell me..? Thanks for your help.

Student B: You are a travel agent. Your customer will phone you about the tour to China, but your customer cannot decide which program to choose. Your task is to give suggestions by using following information and language expressions.

Useful Language expressions

Hello. This is .. Can/ May I help you? We have It costs. How/ What about..? Why dont you.? You ought to/ should/ could. Youd better

Summer Tour
Beijing, Shanghai Only $350 (3days) Hong Kong, Beijing, Xiamen Only $ 500 (4days) Beijing, Shanghai, Xiamen, Guilin, Lasa Tibet Only $900 (8days)

Worksheet 4

Advice for Travelers Imagine you are employees from a travel agency. In your group, brainstorm attractive tourist places in your country and then create a brochure for a summer tour program. Now, your teacher is a traveler and she doesnt know where to visit. Present your brochure to her and give her suggestions.

Lesson3: Booking Tickets

Worksheet 1
Warm Up Make a list of modes of transportation in your country. Look at the pictures and mark the pictures if they are in your list.

Worksheet 2
Conversation: Booking Flight Ticket

You will hear a conversation between two men. Listen for what they are talking about. Look at the following schedule of two airways that the travel agency mentioned. But, some information is missing in that schedule. Listen to the conversation again and fill missing information in the following flight schedule.

Name of Airway _______ ______

Departure time 9 a.m ________

Layover in Duration of layover _______ ______ ____________ ____________

Departure time (return) __________ 11a.m.

Layover in

Duration of layover Two Hours _______

________ __________

Answers

Name of Airway British Airline Emirate Airway

Departure time 9 a.m. 7 a.m.

Layover in Duration of layover Seoul No Two hours No

Departure time (return) 2 p.m. 11a.m.

Layover in

Duration of layover Two Hours No

Tokyo No

Worksheet 3
Look at the following notes taken by the travel agent. But some information is missing in that note. Listen again and fill the following chart.

Airway: _____________________ Direct Flight Layover

Name: _____________________ ID No.: _____________________ Destination: From__________ to __________

Ticket:
Single Ticket Return Ticket

How many tickets to book? One Two Three

Class:
First class Business Economic The cost of ticket ____________

Answers

Airway: ____Emirate Airway ____ Direct Flight Layover

Name: __Marcus Hyde________ ID No.: __M3344678G _________ Destination: From San Francisco to Beijing__

Ticket:
Single Ticket Return Ticket

How many tickets to book? One Two Three

Class:
First class Business Economic The cost of ticket __$1550________

Materials for Teaching Pronunciation and Grammar

Pronunciation: /s/ after unvoiced sounds and /z/ after voiced sounds Listen to the following sentences. /z/ It leaves at 7:15. The plane arrives at 10:30. /s/ It costs $ 7.15. It takes nearly two hours.

Grammar: Present simple for timetabled future events

The plane leaves at 7:15. The plane departs at 2:30. The plane arrives at 10:30. The trip takes two hours.

Word power Look at the following list of vocabulary. In pairs, guess definition of each words.

Economy Return Reporting time

Open date Business Arrival time

single Departure time First class

Worksheet 4
Role play: Buying a Flight Ticket

Student A: You are a staff of Moonbeam Travel Agency. Your customer will phone you to enquire about the flight to New York. Look at the following tables and answer your customers enquires. You can use provided language expressions.

Sunshine Air New York First class Business class Economic class Departure & Arrival Time

Not Direct Flight Single Return $700 $500 $1350 $950

Asia Air New York First class Business class

Direct flight Single $900 $650 Return $1800 $1400

$300

$550

Economic class

$400

$800

5:00 am20:00pm

Departure & Arrival Time

9:00 am23:00pm

Useful Language expressions

Hello. May/Can I help you? Whats your destination? How many people is the booking for? Single or return? May I know your ..? It departs/ arrives.. It takes. (Lunch) will be provided. Thank you.

Bye.

Student B: Your aunt invited you to visit her home in New York during this vacation. You are not morning person and you cannot spend too much money for this vacation. So, you call a travel agency and ask following information and book a ticket! You can use provided language expressions. The departure and arrival time the classes, prices (return and single) the duration of time Direct flight?

Useful Language expressions

Hello. Id like to book Its (just) for Id like to know How much will it cost? Can you tell me departure time? How long will it be? Will (lunch) be provided? Thank you. Have a nice day Bye.

Worksheet 5
Excursion! Group A: You all are the ticket sellers at the Yangon Railway station. Look at the tables in above exercise and create your own train schedule from Yangon to Mandalay. Your task is to answer what your customers enquire based on the schedule that you have created. Group B: Your group will have to go an excursion to Mandalay. The school is only providing $500 for the whole trip. Your group has to buy train tickets for everyone in your group. You all go to ticket sellers at Yangon Railway Station and ask for information about the tickets. After you have asked the seller, you all have to decide which tickets you want to book.

Lesson 1: Sharing Plans about Vacation (Tape Script)

Janet: Hi, Hanna... Hanna: Hi, Janet... Janet: Its exciting, isnt it? You know, we got a week off. Do you have any plans? Hanna: Ammm Im not sure. Maybe, Ill visit my aunts house. Any plans? How about you? Janet: Oh really...well my sister is moving to China. So.. I am going to visit around China. Hanna: Wow sounds great. Janet: Yes. Why dont you join with me? Hanna: Oh reallyId love to. When will you leave to China? Janet: I will leave on 13th, so we will arrive there in the evening. Hanna: 13th is Sunday, right? Where should we visit first? Janet: Why dont we visit the Forbidden City and the Summer Palace first? Hanna: Ok... in the evening, what about watching Beijing Opera and having roast duck for dinner? Janet: But I prefer to take rest at hotel. So what about watching Opera on next day? Hanna: Ok thats ok. Janet: Then, maybe on 15th, we will visit Olympic site and Great Wall. Hanna: Immm I think we cannot visit these two places within a day. Janet: Okwell visit the Great Wall on Thursday. Hanna: Thats fine. Now that sounds like a wonderful plan. (Adapted from: New Interchange 2 by Jack C. Richards)

Lesson 2: Asking about a tour Staff: Hello, this is Dream Line Travel Agency. Can I help you?

Amy: Yes, I saw the advertisement this morning. Im interested in tour for this summer holiday. Do you have any program? Staff: Firstly, how may I address you, madam? Amy: My name is Amy. Staff: Hi, Miss Amy. Thank you for calling us. We have sightseeing tour, hiking and sailing and boating tour. Which program are you interested in? Amy: Ammm .I think boating and sailing tour sounds funuhhhBut my friend would prefer sightseeing.So can you tell me more about it? Staff: Yes, we have three programs. The first one is 7days tour. This program involves visiting 5 cities: Yangon, Mandalay, Bagan, Pyin Oo Lwin and Lar sho. This will start on October 19th. Amy: Immmm . That sounds interesting. How much will it cost? Staff: Its not too much. Ammmm It costs US $ 900 nett. Amy: Uhhhh.Actually I have tight budget. Can you give any suggestion? Ammm I only get a week holiday and I can afford not more than $500. Do you have any other similar program? Staff: We have a 3day2night package. It costs US $200 nett and it covers only two places: Mandalay and Yangon. I think you ought to choose the 5day tour because now we have discounted price of US $450 nett. Why dont you register for the 5days tour? Amy: Ok. Can you tell me more about 5 days tour? Staff: It involves four destinations. The destination will start from Yangon, then to Mandalay and Taunggyi and end at Inlay. Amy: When will this program start? Staff: It will start on October 13th. Amy: Ammm I think 5 days tour would be Ok for me, but I think I need to discuss with my friend about this tour and then I will contact you again. Staff: Ok, can you tell me your full name and contact number, please? Amy: Yes. Amy Travolta. Staff: Sorrycan you spell your last name? Amy: Travolta. T-R-V-O-L-T-A. And my number is 09double 5 double4-431. Staff: Amy Travolta. 09 double 5 double4-431? Amy: Yes. Thats it.

Lesson3: Booking Tickets

Agent: Yes, this is Moonbeam Travel Agency. May I help you? Marcus: Im Marcus. I want to book a ticket from San Francisco to Beijing. Agent: May I know your prefer date of flight, Sir? Marcus: Ill leave on 18th and return on 29th. Agent: OK Let me check first. (The agent is checking on the online.) We have three available airlines here. Qantas Airline, British Airway and Emirate Airline. We have morning flight schedule. The reporting time is 6 a.m. Which airline would you prefer? Marcus: I would like to take British Airway. Agent: Ammmmm Ill book you on British Airway. It leaves at 8 a.m and the reporting time is 6 a.m on the 18th, with a two-hour layover in Seoul. The return flight leaves at 2 p.m. on the 29th, with one-hour layover in Tokyo. Marcus: Uhhhh.IId prefer aa direct flight. Also, Id like to depart in the morning both days, if at all possible. Agent: Ok. Let me see. I could book a flight at 7 a.m. on Emirate Airline. And the return leaves from Beijing at 11 a.m. on 29th. Would that be alright? Marcus: Yes, thats alright. Agent: So.do you want me to book economic, business or first class? Marcus: Can you tell me the prices? Agent: First class will cost $2600. Business class $ 2200 and economic class $ 1550. Marcus: I think the economic class would be ok. Agent: Ok, sir. May I have your full name and ID number? Marcus: My name is Marcus Hyde. Agent: Pardon me sir. Marcus: Marcus Hyde. M-A-R-C-U-S. H-Y-D-E. My ID is M double 3 double4 679 G Agent: N double 3 double 4 678 J. Marcus: No M M is for Malaysia and G for Greenland. Agent: OK, sir, M double 3 double 4 678 G, right? Marcus: Yes, thats correct. (Adaptated from: http://www.englishtest.net/toeic/listening/customer_books_a_round_flight_at_travel_agency.html

References

A Teacher Guide to the Common European Framework: Common Reference Levels_ The Global Scale, Person Longman, Retrieved on 30th September, 2011 from http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/levels.html Brown, H. Douglas (1994) Principles of Language Learning and Teaching, San Francisco, USA, San Francisco State University, Tina Carver Brown, H.G. Douglas (2007), Teaching by Principles: An Interactive Approach to Language Pedagogy, San Francisco, USA, Person Education. Lightbrown, Pasty M., Spada, Nina (1999) How Languages are Learned: Oxford Handbook for Language Teacher, Oxford, UK, Oxford University Press Littlewood, W. (1984) Communicative Language Learning: Language Acquisition Research and Its Implications for the Classroom, Cambridge. Cambridge University Press Richards, Jack C., Rodgers, Theodore (2001), Approaches and Methods in Language Teaching, New York, Cambridge University Richards, Jack C. (2009), Teaching Listening and Speaking: From Theory to Practice, RELC Portfolio Series 16, Singapore, Singapore, SEAMEO Regional Language Centre