Skkn exploring speaking lessons new english textbook 10 and old english textbook 12 towards the national examination

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING
LE VIET THUAT HIGH SCHOOL

EXPLORING SPEAKING LESSONS
-NEW ENGLISH TEXTBOOK 10TOWARDS THE NATIONAL
EXAMINATION

Subject: English

Vinh, 2021

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NGHE AN DEPARTMENT OF EDUCATION AND TRAINING
LE VIET THUAT HIGH SCHOOL

EXPLORING SPEAKING LESSONS
-NEW ENGLISH TEXTBOOK 10TOWARDS THE NATIONAL
EXAMINATION

Subject:
English
Researcher:
Tran Thi Ha Giang
Group: Literature – Foreign languages

Vinh, 2021

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TABLE OF CONTENT

Page

PART I. RATIONALE OF THE STUDY
1. Rationale of the study

1

2. Aim of the study

1

3. Subject of the study

1

4. Scope of the study

1

5. Time of the study

1

6. Duty of the study

1

7. Method of the study

2

8. Contribution of the study

2

9. Design of the study

2

PART II. CONTENT
1. Theoretical background

3

2. Practical background

3

3. Findings and solutions

3

4. Exploring speaking lessons - New English textbook 10 - towards the
national examination
And the question sets of communicative situations towards the national
examination in each lesson
4. 1. Lesson 1

UNIT 1: FAMILY LIFE
LESSON: SPEAKING

4. 2. Lesson 2

UNIT 2: YOUR BODY AND YOU
LESSON: SPEAKING

4. 3. Lesson 3

UNIT 3: MUSIC
LESSON: SPEAKING

4. 4. Lesson 4

UNIT 4: FOR A BETTER COMMUNITY
LESSON: SPEAKING

4. 5. Lesson 5

UNIT 5: INVENTIONS
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4

5

5

6
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LESSON: SPEAKING
4. 6. Lesson 6

UNIT 6: GENDER EQUALITY
LESSON: SPEAKING

4. 7. Lesson 7

UNIT 8: NEW WAYS TO LEARN
LESSON: SPEAKING

4. 8. Lesson 8

UNIT 9: PRESERVING THE ENVIRONMENT
LESSON: SPEAKING

4. 9. Lesson 9

UNIT 10: ECOTOURISM
LESSON: SPEAKING

5. Exploring speaking lessons - Old English textbook 12 - towards the

national examination
And the question sets of communicative situations towards the national
examination in each lesson
5. 1. Lesson 1

UNIT 1: HOME LIFE
LESSON: SPEAKING

5.2. Lesson 2

8

9

10

10

11

11

UNIT 2: CULTURAL DIVERSITY
LESSON: SPEAKING

13-33

… TO UNIT 14
PART III. RESULTS OF RESEARCH
Result and effectiveness of the study

33

PART IV. CONCLUSION
1. Conclusion

35

2. Effectiveness of the research

35

3. Limitations of the research

35

4. Suggestions for further study

35

REFERENCES

ii

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PART I: RATIONALE OF THE STUDY
1. Rationale of the study
The project “Teaching and studying foreign languages in the national

education system period 2008-2025” was ratified by the Ministry of Education
and Training (MOET) on September 30th, 2008 with the target: “To totally
improve the teaching and learning foreign languages in the national system, to
deploy teaching and learning foreign languages at every level of education in
order that after graduating colleges and universities students will be able to use
foreign languages independently, live and learn in an integrating, multilanguage and multi-cultural environment …”. However, there is a shortage of
the updated curriculum and materials, so it seems difficult for the learners to
turn this into reality. During the process of learning foreign languages, speaking
is one of the skills needed to be paid attention to; meanwhile, examinations still
focus too much on written tests, especially the national examination.
To deploy teaching basing on learner’s capacity development and
stimulating students’ interest in learning English, the researcher has chosen the
topic: “Exploring speaking lessons - New English textbook 10 and Old
English textbook 12 - towards the national examination” as a study with the
hope of bettering the quality of teaching and learning English in Upper
Secondary school currently as well as building a reference source for teachers in
teaching students how to deal with communicative situations kind of test in the
national examination.
2. The aims of the study
This study aims at designing activities for Speaking lessons - New English
textbook 10 and Old English textbook 12 - to stimulate students’ interest in
speaking lessons and help students practise doing this part of the test “Mark the
letter A, B, C, or D on your answer sheet to indicate the most suitable to
complete each of the following exchanges”
3. Subject of the study:
Speaking lessons in the New English text book 10 and old English text
book 12.
4. Scope of the study:
Some activities of teaching speaking skill make students involve in the
lessons.

5. Time of the study:
Academic year: 2019-2020, 2020-2021.

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6. Duty of the study
- Exploring Speaking lessons towards the National examination in view of
arousing students’ activeness, positiveness and self-studying.
7. Method of the study
+ Observation: Observe the classes.
+ Discussion: Discuss the lessons after class observation.
+ Teaching: Teach some Speaking lessons in English textbooks (Old and
New ones)
+ Testing: Test students’ ability of speaking and doing kind of test
8. Contribution of the study
The study provides some activities for further practice communicative
situations in the Speaking lessons. The study encourages students to participate
in the speaking activity and develop their speaking skill. The study is also a
suggestion for teachers in supplementing their lesson plan towards the national
examination.
9. Design of the study
Part A: Rationale of the study: consists of the rationale, the aims, the subject,
the methods and design of the study...
Part B: Content of the study: gives the theoretical background, practical
background, findings…
Part C: Conclusion: summarizes the main points which have been explored in
the study.

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PART B: CONTENT
1: THEORETICAL BACKGROUND
As we all see, at the globalization age, English is an important
communication tool for integrating regional and international community,
getting accessed to information world of technology, science, culture, society as
well as politics. Therefore, the teaching and learning foreign languages in
general and English in particular is highly appreciated and English is considered
as the main official subject in the curriculum of the national education.
The methodology of teaching and learning English has had some basic
changes since the learner-centred tendency was targeted. Teachers are not the
only ones who have knowledge and convey it to students, they are just
instructors, supporters, consultants and examiners. The learners are no longer
passive in getting knowledge, but active and centered in learning and applying
communicative situations in real life.
2. PRACTICAL BACKGROUND
To achieve the results in learning English, firstly it depends on the
learners’ needs, then on the learning environment. However, in the school
learning environment, the need of communicating in English and the
environment of learning English is still limited. Though knowing how important
learning English is, students learn it as if they are forced to.
This requires teachers to be creative and flexible in conveying knowledge
to the learners.
From the facts above, in order to help learners use English naturally
through real situations in life, practise them for a test question and use them in

test, teachers need to diversify lesson and activity designs so that they can help
improve learners’ speaking skills as well as ensure that students have sufficient
knowledge in sitting the National Examination (their final target).
3. FINDINGS AND SOLUTIONS
3.1. FINDINGS:
From the speaking tests presented in written form,
the researcher sees that most of these students are not good at
knowledge as well as skills. It is presented in the table below:

Levels Choose correct

Choose some

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Can not do the
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Class

answers

correct answers

test

12A1

10/ 43 = 23.2%

13/ 43 =30.2%

20/ 43 = 46.6%

12D4

8/ 47 = 17.0%

8/ 47 = 17.0%

31/ 47 = 66%

12D5

8/ 46 = 17.3%

7/ 46 = 15.2%

31/ 46 = 67.5%

10D1

12/48 = 25%

10/48 = 21%

26/48 = 54%

Some of the mistakes that students make when they do the speaking tests in the

written form:
+ Lack of vocabulary
+ Not being able to grasp the structures and communicative styles in the
written form to do the test
3.2. SOLUTIONS:
Since the format of test was multiple choice questions, the researcher has
designed lessons for skill lessons, especially speaking skills in the form of
multiple choice questions to meet the needs of the learners and the requirements
of the National Examination. As a result, the pressure of lessons is reduced,
students are interested in practising communicative situations and excited about
choosing the correct reply in each communicative question.
In particular, Speaking lessons of New English Textbook 10, and Old
English Textbook 12 have been redesigned as following:
4. Exploring speaking lessons - New English textbook 10 - towards the
national examination
4. 1. Lesson 1

UNIT 1: FAMILY LIFE
LESSON: SPEAKING

A. Aims: By the end of the lesson, students will be able to know how to exchange
opinions about household chores.
B. Procedure:
Task: Choose the best answer for the following questions.
1. Tony and Laura are talking at Laura’s house.
Tom: “Do you want me to give you a hand with the washing?”
Laura: “______________.”

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A. No, thanks. You can say that again B. No, thanks. I can manage it myself
C. Of course, not for me

D. Thanks. Your hands are so warm

2. Dan: “Men’s and women’s roles in the family have become similar.”
An: “________________.”
A. Yes, please

B. I can’t agree with you more

C. That’s OK

D. Yes, tell me about it

4. 2. Lesson 2

UNIT 2: YOUR BODY AND YOU
LESSON: SPEAKING

A. Aims: By the end of the lesson, students will be able to use words and phrases
to talk about the human body, lifestyles and healthcare and talk about how to get
rid of bad habits.
B. Procedure
Task: Choose the best answer for the following questions.
1. Cathy: “I think staying up late is not good since it makes me tired the next
morning.”

Mary: “______________.”
A. There’s no doubt about it.

B. Well, that’s very surprising.

C. Of course not. You bet!

D. Yes, it is an absurd idea.

2. Charlotte:“I think never giving up is good because it gives you determination
and courage.”
Pierre: “______________.”
A. I can’t agree with you more B. Yes, let’s C. I wish I could D. No, never
4. 3. Lesson 3

UNIT 3: MUSIC
LESSON: SPEAKING

A. Aims: By the end of the lesson, students will be able to talk about TV shows.
B. Procedure
Task: Choose the best answer for the following questions.
1. Mike and Susan are talking about the dancing show they have just watched.

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Mike: "What a fantastic performance! Thank you for inviting me to the
musical."

Susan: "_______ I’m happy you enjoyed the show.”
A. You are welcome.

B. Are you kidding?

C. Thanks. That’s why I didn’t like dancing. D. No way.
2. Sam is asking Jimmy for permission to play the guitar in the room.
Sam: “ Is it all right if I play the guitar in here while you’re studying? ”
Jimmy: “ ________”
A. Well, if only you didn’t.

B. Oh, I wish you wouldn’t.

C. Well, actually, I’d prefer it if you didn’t.

D. Well, I’d rather not.

3. “____________” “No, I don’t play the piano.”
A. What kind of music do you like?

B. Do you play the piano?

C. Do you earn a lot by playing the piano?

D. What kind of music do you like?

4. Can you come over after the show?
A. That would be nice.

B. No, I didn’t.

C. Please, go ahead.

D. Why don’t we go to the show?

5, Do you like rock music?
A. It’s not quite well.

B. I’m very interested in them.

C. I do love it so much.

D. That’s understandable.

4. 4. Lesson 4

UNIT 4: FOR A BETTER COMMUNITY
LESSON: SPEAKING

A. Aims: By the end of the lesson, students will be able to exchange opinions and
talk about local community development.
B. Procedure:
Task: Choose the best answer for the following questions.
1. Ricky: “Do you support the proposal to build a new airport?”
Simon: “______________.”
A. No, not really.

B. No, I like it.

C. No, I don’t think you’re right.

D. Yes, I’m against it.

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2. Lara: “What’s your point of building houses for low-income people?”
Kathy: “___________.”
A. It’s good, cause when they have a place to live, they can develop other parts of
their lives
B. It depends on you. I can help you
C. That’s true. We all need a healthy environment
D. Yes, yes, we should, cause they are the future of a country
3. Minh: “Our living standards have been improved greatly!”
Nam: “____________.”
A. Thank you for saying so

B. Sure. I couldn’t agree more

C. No, it’s nice to say so

D. Yes, it’s nice of you to say so

4. Janette and Cindy are having a discussion about supermarkets or traditional
markets.
Janette: “I believe that supermarkets are much better than traditional markets.”
Cindy: “___________.”
A. I couldn’t agree with you more

B. That’s completely true

C. I disagree with you

D. I can’t help thinking the same

4. 5. Lesson 5

UNIT 5: INVENTIONS
LESSON: SPEAKING

A. Aims: By the end of the lesson, students will be able to talk about some
unique inventions, their uses and their benefits.
B. Procedure:
Task: Choose the best answer for the following questions.
1. Cathy: “Have you heard of the portable solar charger? How convenient it is!
Not dependent on electricity, environmentally-friendly, easy to carry, not costly,
…”
Daisy: “_______________.”
A. There’s no double about it

B. That’s right

C. I can’t believe

D. Sounds like fun

2. Stephanie: “Oh, no! I left my book at home. Can I share yours?”

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Scott: “_____________.”
A. No, thanks

B. No, not at all

C. Yes, I do too

D. Yes, sure!

3. Maria: “Would you mind if I use your computer for an hour?”
Maclen: “__________.”
A. Not at all. I’ve finished my job

B. Yes, you can use it

C. Of course not. I still need it now

D. Yes. It’s all right

4. Lan and Tan are talking about the cell phone that Tan has just bought.
Lan: “Wow, I’ve never seen such a nice cell phone, Tan!”
Tan: “____________.”
A. Oh, I don’t know

B. Thank you. I’m glad you like it

C. You’re welcome

D. I agree with you

5. Tom: “Wasn’t it Bill Gate who invented Microsoft?”
Jane: “_________.”
A. Yes, he was

B. It’s out of question

C. I haven’t a clue

D. It’s not my favourite

6. “Can I use your Macbook?” -- “_________.”
A. Well done
4. 6. Lesson 6

B. No, thanks

C. Of course

D. Yes, I can

UNIT 6: GENDER EQUALITY
LESSON: SPEAKING

A. Aims: By the end of the lesson, students will be able to exchange opinions
about equal job opportunities for men and women.

B. Procedure
Task: Choose the best answer for the following questions.
1. Two students Alan and Helen are talking about women’s role.
Alan: “In my opinion, women should not go to work.”
Helen: “___________________”
A. Yes, I don’t agree B. What nonsense! C. Yes, I do D. Yes, it was ever
2. Emi: “I don’t think that married women should pursue a career.”

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Sarah: “_____________.”
A. I guess so
B. That’s my point. I think it’s boring
C. I disagree with you. I think it’s boring to stay at home and do housework
D. You think so
4. 7. Lesson 7

Unit 8: NEW WAYS TO LEARN
LESSON: SPEAKING

A. Aims: By the end of the lesson, students will be able to talk about how
electronic devices can help us learn.
B. Procedure:
Task: Choose the best answer for the following questions.
1. Alice and Sarah are talking about their study at school.
Alice: “I think that your study result is much better.”
Sarah: “_________.”

A. No, thanks. I can do it

B. Yes, please. Just a little

C. You’ve got to be kidding. I think it’s bad D. Thank you. I’d love to
2. Hoa is asking Quan, who is sitting at a corner of the room, seeming too shy.
Hoa: “Why aren’t you taking part in our activities?” “______________”
Quan: “Yes, I can. Certainly.”
A. What’s matter with you?

B. Can I help you?

C. Can you help me with these decorations? D. Shall I take your hat off?
3. Two friends Barbara and Colin are talking about their upcoming exams.
Barbara: “Our midterm exams will start Tuesday, are you ready?”
Colin: “_______________”
A. I’m half ready.

B. God saves you.

C. Thank you so much.

D. Don’t mention it!

4. 8. Lesson 8

UNIT 9: PRESERVING THE ENVIRONMENT

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LESSON: SPEAKING
A. Aims: By the end of the lesson, students will be able to talk about the
environmental impacts of human activities.
B. Procedure:
Task: Choose the best answer for the following questions.
1. Harry: “Do you think that we should use public transportation
to protect our environment?”
Danny: “______________.”
A. Of course not. You bet

B. I agree with you.

C. Nonsense!

D. Not my concern

2. Ronaldo and Messi are on the way home.
Ronaldo: “I think we should recycle these bags. It will help
protect the environment.”
Messi: “____________.”
A. You can say that again
use it

B. It’s rubbish, we shouldn’t

C. I can’t agree with you more

D. Never mind

4. 9. Lesson 9

Unit 10: ECOTOURISM
LESSON: SPEAKING

A. Aims: By the end of the lesson, students will be able to talk about the
environmental impacts of human activities.
B. Procedure:
Task: Choose the best answer for the following questions.
1. Luke and Sam are talking about a riverboat tour.
Luke: “How about an evening riverboat tour?”

Sam: “____________.”

A. No, it’s good to do so
B. Actually I’ve never gone on an evening boat tour
C. No, I’ve never gone on an evening riverboat tour
D. Actually I’ve gone twice this week
5. Exploring speaking lessons - Old English textbook 12 - towards the

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national examination
5. 1. Lesson 1

UNIT 1: HOME LIFE
LESSON: SPEAKING

A. Aims : By the end of the lesson, students will be able to know how to greet
someone and respond to greetings.
B. Procedure
Task 1. The expressions are commonly used when people are chatting. Place
them under the appropriate heading. Then practice with a partner.
- How is everything going?

- Catch up with you later.

- Not too bad. How about yourself?

- Talk to you later.

- Hi. How are things?

- Fine. And you?

- O.K. How about you?

- Pretty good. How about you?

- O.K. Can’t complain. (very informal)

- Take care!

Start a conversation

Response

....................................................

....................................................

....................................................

....................................................

Closing a conversation

Response

....................................................

....................................................

....................................................

....................................................

Task 2. Work in pairs to make new dialogues.
Model: A: Hello, __________.
B: ________________.
A: May I ask you some questions?
B: Yes, please!
A: Could you tell me how many people there are in your family?
B: There are ______.
A: What do your parents do?

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B: ________________.
A: Who does the household chores?
B: ________________.
A: So what’s your responsibility in your family?
B: My responsibility is ______.
A: I think you have a happy family.
B: Yes, of course. Thank you so much!
A: Talk to you later.
B: Bye! See you later.
Task 3. Choose the best answer for the following questions.
1. Minh meets Lan at the college.
Minh: “Hello! My name is Minh. Nice to meet you.”
Lan: “ Hello__________”
A. I’m fine

B. Really?

C. Good!

D. I’m Mai. Glad to meet you.

2. Two friends Tom and Daisy meet at the singing club.
Tom: Hello, my name’s Tom. ____________ to meet you.
Daisy: _________________.

A. Please

B. I am very well C. Pleased

D. Thank you

3. Two friends Mark and Janet meet at the library.
Mark: “What’s the matter? You don’t look very well.”
Janet: “I’m feeling a bit _______.”
A. under the weather

B. under the impression

C. out of blue

D. out of order

4. Tony hasn’t met Lucy for a week.

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Tony: How are you today?
Lucy: ____________.
A. I feel like a million dollars.

B. I feel like a million stars.

C. I feel your ears burning.

D. I can feel it in my bone.

5. Peter meets Mike at a workshop.
Peter: “I’m Peter, from Continental Computers. How do you do?”
Mike: “___________”
A. How are you ?

B. How do you do ?

C. Pleased to meet you.
D. B and C are correct.
6. Nam and Nga haven’t seen for a long time.
Nam: “ ____________ ?”
Nga: “I am very well thanks.”
A. How do you do B. How are you

C. What are you like D. Are you well

5. 2. Lesson 2
UNIT 2: CULTURAL DIVERSITY
LESSON: SPEAKING
A. Aims : By the end of the lesson, Ss will be able to know how to give
opinions, agreements and disagreements
B. Procedure
Task 1. The expressions are commonly used when people are chatting. Place
them under the appropriate heading. Then practice with a partner.
- I couldn’t agree with you more.

- I think / feel / believe ….

- Well, you could be right.

- Exactly.

- In my opinion / In my point of view …… - That’s a good idea.
- It’s out of question.

- As far as I’m concerned….....

- I’m sorry, but I disagree.

- That’s not the same thing at all.

Giving opinions

Agreement

Disagreement

....................................... .......................................... ........................................
....................................... .......................................... ........................................

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Task 2. Work in pairs. Discuss the statement “What do you think about a big

family?”
Model A:
A: Hi!
B: Hi!
A: I think it is a good idea to have three or four generations living under
one roof. What about you?
B: Yes. I agree with you. Because they can help each other a lot.
Model B:
A: Hello_____.
B: Hello_____.
A: In my opinion, it isn’t a good idea to have three or four generations
living under one roof. And you?
B: For me, I don’t think so. Most of old–aged parents like to lead
independent lives.
Task 3. Choose the best option A, B, C or D to answer the following
questions.
1. Cathy and Phillip are talking on their way home.
Cathy: “ As I see it, women often drive more carefully than men.”
Phillip: “___________________! ”
A. Never mind

B. Absolutely

C. Yes, please

D. What nonsense

3. Thomas and Nancy are at their friend’s birthday party.
Thomas: "What do you think of Jane’s new classmate?"
Nancy: "__________________."

A. I think of her all day

B. She is lovely. We all like her

C. There is no doubt about it

D. Well, I think so

4. Dan and Nan are talking at their company.
Dan: “Sometimes I think we lose our temper more easily than our girl friends”
Nan: “___________________.”
A. I wouldn’t worry about it if I were you B. Sure, go ahead

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C. Don’t be angry. Let’s talk it over

D. I couldn’t agree more

5. Teacher asks Lisa at the class.
Teacher: “Do you think that wind power will be an alternative source of
energy?”
Lisa: “___________________”
A. Maybe, I’m not sure.

B. Yes, I think so.

C. Are you kidding?

D. No, thanks.

6. Clara and Bill are discussing the topic Global Warming.
Clara: “I think one of the solutions to this problem is that people have to stop
cutting down trees.”
Bill: “_______”
A. Say it again. I like to hear your words. B. Yes, people can do it.
C. I think so. We should do that.

D. I couldn’t agree with you more.

5. 3. Lesson 3
UNIT 3: WAYS OF SOCIALISING
LESSON: SPEAKING
A. Aims : By the end of the lesson, students will be able to know how to give
compliments in different situations, and know how to respond to compliments.
B. Procedure
Task 1. Practice reading these dialogues, pay attention to how people give
and respond to compliments in each situation.
Phil: You really have a beautiful blouse, Barbara, I've never seen such a perfect thing
on you.
Barbara: Thank you, Phil. That's a nice compliment.
Peter: Your hairstyle is terrific, Cindy!
Cindy: Thanks, Peter. I think I’ve finally found a style that looks decent and is
easy to handle.
Tom: I thought your tennis game was a lot better today, Tony.
Tony: You’ve got to be kidding! I thought it was terrible.
Useful language

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The great majority of compliments included the most common 6 adjectives: nice,
good, beautiful, pretty, great, wonderful.... and two verbs: love, like and some
following structure:
- Noun phrase + be / look + adj
Eg: Your blouse is really beautiful / Your hair looks great!
- I ( really) + love/ like + Noun phrase
Eg: I really love your dress
- Pronoun + is (really) adjective + Noun phrase
Eg: That is a really nice rug!
Task 2. Work with a partner. Practice giving compliments to suit the
responses. Use the cues below.
David: ____________________  (dress)
Kathy: I’m glad you like it. I bought it at a shop near my house a few days ago.
Hung:______________________ (motorbike)
Hien: Thanks, Hung. I think I’ve finally found the colour that suits me.
Michael: ___________________ . (badminton)
Colin: You must be kidding! I thought the same was terrible.
Task 3.  Work in pairs. Practice responding to the compliments below.
Phil: You’re a great dancer, Huong. I wish I could do half as well as you.
You: ___________________
Peter: I didn’t know you could play the guitar so well, Toan. Your tune was
lovely!
You: ___________________
Tom: Your English is better than many Americans, Hanh. I really enjoy your

public speaking.
You: ________________
Task 4: Choose the best answer for the following questions.
1. Julia and John are talking about John’s tennis game.
Julia: “____________”
John: “You must be kidding! I thought the game was terrible.”

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