Student - EC1 Course Book 2023

1006134 English for Communication 1
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Co urse In tro du cti on
Course Description
Development of integrated English language skills emphasizing foundation knowledge of
practical spoken English to improve daily life communications in various familiar situations.
Course Objectives
1. to apply vocabulary and basic English grammar rules in the forms of various types of
phrases and sentences correctly in different simple communication contexts such as talking
and writing about selves, families, friends, and their surroundings;
2. to make statements, ask and respond to questions, social exchanges, and simple texts on
familiar everyday life topics
University Policy for Blended Learning

What is blended learning?
It is an educational methodology that blends online and digital components with face-to-face
instruction.
1. Learning environment - in a classroom, online platforms, or outside a classroom
2. Learning resources - use a variety of technologies, applications, or online resources
3. Learning activities - active learning activities
4. Learning mode - synchronous and asynchronous
5. Assessment & evaluation - focus more on formative & alternative assessments
According to the university blended policy, the EC1 class management is as follows.
● The EC1 class is activity- based. This means students will be assigned to watch some
video clips and study grammar structures before going to the classroom (flipped
learning).
● LMS is the learning resources where students are assigned to do self-study before
coming to class.
● In a classroom, students do activities (speaking, reading, writing, listening, games, etc.)

related to the assigned video lessons.
● A teacher facilitates in-class activities and gives feedback on language used (grammar
structures, pronunciation, etc.) during the activities.
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Course Syllabus
Week Topics What’s on?
● Introduce LMS - resources

1
Course Introduction ● Blended learning
(15-18 Aug
2023 ) LMS: Assign video lesson - Sentence
structures and sentence problems
● Parts of speech
2 ● Sentence structure and sentence
Chapter 1:
(21-25 Aug problems
The EC1 Academy
2023)
LMS: Assign video lesson - Past
Simple vs Past Continuous
Language - Past simple vs. Past

continuous
Listening - Arrange situations in
3 sequences
Chapter 2:
(28 Aug – 1 Writing - Writing a mysterious story
Stranger Things
Sep 2023) Speaking - Telling story
LMS: Assign video lesson - Reading

strategies (skimming & scanning)
Listening - Watch the VDOs on

different gestures and table manners
around the world
Speaking - eating etiquette rules
4 Chapter 3: Reading - Activities include skimming
(4-8 Sep When in Rome, Do as the & scanning
2023) Romans Do. LMS: Assign video lesson - Past simple
vs. Present perfect
Page 3
Language - Review Past simple vs.

Present perfect
Speaking - “Guess what I have done!”
Reading - “My Unforgettable Trip to

5 Chapter 4:
the River”
(11-15 Sep Been There Done That
Writing - Writing practice
2023)
LMS: Assign
1. Video lesson - Narrative paragraph
2. Narrative Paragraph Self-study VDO
(5%)
● Submit Narrative Paragraph

video worksheet (5%)
6 ● Wrap up -Paragraph Structure
Practice Makes Perfect!
(18-22 Sep ● Writing consultation &
(Writing) feedback
2023)
- Explain Interview (10%)

- Explain Writing Quiz (15%)
7
Narrative paragraph
(25-29 Sep On-site only
writing quiz (15%)
2023)
8 LMS: Assign video lesson - Asking for

(2-6 Oct Interview (10%) & giving suggestion
2023)
9
(9-13 Oct
Midterm Exam Week
2023)
*National holiday (No midterm exam)
on 13 Oct 2023
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Language - Review language

expressions ‘Asking for and giving
Chapter 5: advice’
10 Speaking - the best advice
Trouble is a Friend
(16-20 Oct Listening - Radio show
2023)
Reading & Writing - Group activity
Assign product idea worksheet (5%)

LMS: Assign video lesson - discussion
(expressions) video
11 Language - Review vocabulary

(23-27 Oct Chapter 6: Listening - At the doctor’s
Speaking - Describing symptoms
2023) The Good Patient
*National holiday
on 23 Oct 2023
● Wrap up - Discussion skills
Grammar Review Discussion practice

12
(30 Oct – 3 Practice Makes Perfect!
Submit product idea worksheet (5%)
Nov 2023) (Discussion)
13
Quiz (30%) On-site only
(6-10 Nov
2023)
- Discuss products to choose one for

14 group presentation
(13-17 Nov Group Discussion (15%)
2023) LMS: Assign video lesson -
presentation skills
15 ● Wrap up - Presentation skills

Practice Makes Perfect!
(20-24 Nov ● Presentation preparation
(Presentation)
2023)
Page 5
16
Creative Product Group
(27 Nov – 1
Presentation (15%)
Dec 2023)
17- Final exam weeks

18 (No final exam)
(4-15 Dec
2023)
Assessment
Assessment Week Proportion
1. Narrative Paragraph Self-study VDO 6 5
2. Narrative Paragraph Writing Quiz 7 15
3. Interview 8 10
4. Quiz 13 30
5. Class participation ongoing 5
6. Creative product project

6.1 Product idea worksheet (individual) 12 5
6.2 Group discussion 14 15
6.3 Creative Product Group Presentation 16 15
Total 100
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Assessment Details
1. Narrative Paragraph Self-study VDO (5%)

• Students have to watch the video clip on how to write a narrative paragraph and
complete the exercises.
2. Narrative Paragraph Writing Quiz [15%]
• Students write a narrative paragraph from the given topics within 2 hours.
• Students are expected to integrate their knowledge on grammar, vocabulary,
expressions used for past events and paragraph structure.
3. Interview [10%]
• A 6-minute-interview is to be done in a group of 3, but students will be graded
individually under the topics learned in EC1 classes.
4. Quiz [30%]
• The quiz is in multiple-choice format (1.30 hrs)
• Sentence structure (simple, compound, complex)
• Sentence problems
• Grammar points and vocabulary from Chapter 1-6
• Reading
5. Class participation ]5%]
• Students get points for attending and participating actively in class activities from
week 3,4,5,6,10,11,12 and 15. (Total raw score 8 points = 5%). If students are absent
without notification or sound evidence, they will not get any score on that day.
6. Creative product project [30%]
• Students are to
1. complete the product idea worksheet individually on what they want to create
based on the problem they had in the past (week 12, 5%)
2. create a group of 5-6 and discuss individual product idea in order to vote ONE
product they all agree to develop (week 14, 15%). Then give a presentation + Q&A
on week 16 (15%).
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Grading Scale
Scores Grade
84.5 - 100 A
79.5 - 84.49 B+
74.5 - 79.49 B
69.5 - 74.49 C+
64.5 - 69.49 C
59.5 - 64.49 D+
54.5 - 59.45 D
0 - 54.49 F
Preparation for next week’s lesson
Next week, we are going to have a look at sentence structures and sentence problems.
Please access LMS to watch sentence structure and sentence problems video before our next
class.
LMS
Sentence structures
and sentence problems
https://lms.mfu.ac.th
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Ch ap ter 1: T he EC 1 Acade my
Learning Outcomes
After learning this chapter, students should be able to
1. identify parts of speech in sentences
2. identify types of sentences (simple, compound, complex)
3. identify sentence problems (fragment, run-on, comma splice)
4. correct sentence problems
1. Parts of Speech Review

When you learn new words, it is important to learn the part of speech of the words
as well. It helps you to understand word functions, sentence structure, and meanings.
Noun – a person, place, or thing which can be a subject or an object of a sentence

Pronoun – replaces a noun, or refers to a noun that is mentioned earlier
Verb – shows actions or links the subject with adjectives
Adjective – describes a noun or pronoun
Adverb – describes a verb, an adjective, or another adverb
Preposition – identifies place and time, shows the relationship of a noun to another word
Conjunction – joins words, clauses, or sentences together and shows how they are
connected
Interjection – expresses a strong feeling and reaction
One word can have more than one parts of speech or meaning.
For example
I made some mistakes (n.) on my previous exam.
You can't mistake (v.) the campus computer lab - it has a bright red front door.
Martin gave me a very nice birthday present (n.).

I have to present (v.) about my high school experience.
When you learn new words, you should learn other parts of speech to expand your vocabulary.
For example
1. enthusiasm (n.) enthusiastic (adj.) enthusiastically (adv.)
2. communicate (v.) communication (n.) communicative (adj.) communicatively (adv.)
3. develop (v.) development (n.) developmental (adj.) developmentally (adv.)
4. interest (n.) interest (v.) interesting (adj.) interestingly (adv.)
5. educate (v.) education (n.) educational (adj.) educationally (adv.)
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Exercise 1.1 Instructions: Identify the parts of speech of the underlined words: noun,
pronoun, verb, adjective, adverb, conjunction, preposition.
For example
__noun_____ We use textbooks to study for our exams.
_____________ 1. I enjoy attending lectures on various subjects.

_____________ 2. Many students participate actively in class discussions.
_____________ 3. The campus library offers a wide range of resources for students.
_____________ 4. The students attended a workshop on effective time management.
_____________ 5. The professor explained the complex topic using visual aids.
_____________ 6. Students must submit their assignments before the deadline.
_____________ 7. Emma studied diligently to achieve good grades in her exams.
_____________ 8. The students are taught about the importance of teamwork.
_____________ 9. I am interested in pursuing a degree in computer science.
_____________ 10. Students can choose to study abroad or pursue internships to enhance their
academic experience.
_____________ 11. The students listened attentively during the lecture.
_____________ 12. The professor assigned a challenging research project to the students.
_____________ 13. The students enthusiastically organized a cultural event to celebrate diversity.
_____________ 14. Jonathan carefully proofreads his essay before submitting it.
_____________ 15. The lecturer explained the concept clearly, but some students still had
questions.
_____________ 16. The course syllabus outlines the topics covered throughout the semester.
_____________ 17. The professor explained the concept using real-life examples.
_____________ 18. The university offers a wide range of extracurricular activities for students.
_____________ 19. The professor provided constructive feedback on the students' presentations.
_____________ 20. Many students apply for scholarships to alleviate the financial burden of their
education.
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Exercise 1.2 Instructions: Check the underlined word's parts of speech of each sentence
whether it is correct (C) or incorrect (I). If it is incorrect, provide the correct word.
For example
I have been studying hardly for my upcoming exam.
a. correct b. incorrect - the correct word is __hard___.
1. The professor deliver a fascinating lecture yesterday.

a. correct b. incorrect - the correct word is ___________________.
2. The students eagerly participate in the extracurricular activities.

3. Many students are interesting in pursuing higher education.

4. I'm excited about the new course that I'm taking this semester.
5. The lecture was so boring that some of the students fall asleep.
6. The university cafeteria offers a variety of meals for students to choose from.
7. My roommate and I get along good and often study together.

8. We have to careful proofread our essays before submitting them.

9. The professor gave us clear instructions on how to complete the assignment.

10. The professor explained the subject thorough during the lecture.
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2. Types of Sentences Review

After learning the types of sentences from the LMS, do the exercise below.
Exercise 2.1 Instructions: Identify the following sentences whether each of them is simple,
compound, or complex.
1. Students shouldn’t eat or sleep in a classroom.

a. Simple b. Compound c. Complex
2. If you have a problem with your study, you can ask for help.
3. My friends and I have an early class on Mondays.
4. Emma and Jack are not good at English, so they have to study hard.
5. Before you make an appointment with your teacher, you should check his/her schedule on
REG.
6. You shouldn’t text your teacher late at night.
7. My roommates and I study English in the same section, and we work together on a group
project.
8. Although Jenny never knew her roommates before, she gets along well with all of them.
9. Sam and Dean normally go to the library and do homework together every Saturday.
10. There are many places to eat around campus, but my most favorite one is at E2 building.
11. John will change his major, or perhaps he will change the university next semester.
12. You must not forget to write your name, student ID, and section when you submit your
assignments.
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3. Sentence Problems Review

After learning the types of sentences from the LMS, do the exercise below.
Exercise 3.1 Instructions: Identify each sentence problem whether it is fragment, run-on, or
comma splice.
1. A friend of mine likes to eat in a fancy restaurant I like street food.
a. Fragment b. Run-on c. Comma splice
2. I think I ate too much, I feel a little sick.
3. Because Steve doesn't like English.
Exercise 3.2 Instructions: Read the following passage and identify sentence problems
(fragment, run-on, or comma splice).
In 2020, it was the first time that I had to study online. Because of COVID-19 pandemic. I
felt excited about online learning I had never studied online before I knew no one in my class.
The first subject that I studied online was English, it was very difficult because the teacher talked
very fast, and she didn’t explain in Thai at all. I was shocked and confused. I didn’t know what to
do. Luckily, when the teacher asked whether we had any questions. One of my classmates asked
the teacher to briefly explain the grammar point to us in Thai, I could catch up with the lesson.
* Note - frag = fragment, RO = run-on, CS = comma splice
Now, correct those sentence problems and write a revised version of the paragraph
below
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_______________________________________________________________________________________________________
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4. After class
Next week, we are going to have a look at Past simple and Past continuous. Please access LMS
to watch the video about past simple and past continuous before our next class.
LMS Past Simple and

Past Continuous
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Ch ap ter 2: St range r T hin gs
Learning Outcomes
1. listen for specific details
2. use past simple and past continuous correctly (speaking and writing)
3. identify specific details from the reading texts
1. Language Elements
When the past continuous is used with the simple past, both actions happened at the same
time, but the past continuous action started earlier. The simple past action interrupted the past
continuous action.
On-going action Interrupted action
6:00 6:20
I was watching TV. when the phone rang.
2. Listening: I get goosebumps!

Exercise 2.1 Instructions: Listen to this story ‘The Haunted House’. Put the sentences into
the correct order from 1-9.
https://youtu.be/K7tgtP4q-WM
________ He got into the house.

________ He heard a crash from one of the rooms.
________ Max ran off into the house.
________ He was walking his dog Max.
________ Max was digging up bones in a pet cemetery.
________ He saw a ghost.
________ He was looking for Max.
________ Max was barking in the backyard.
________ They were walking past an old abandoned house.
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3. Reading
Exercise 3.1 Instructions: Complete the story by using Past continuous and Past simple.
14-year-old Miles was home alone one night during the summer. His parents had left that
weekend for a work trip. Miles ________ (wake up) at around 8 PM after a nap because he _________
(have) some homework left to do for school. While he _____________ (work) on his homework, he
felt hungry. Fortunately, Miles’s mother had cooked some lasagna and left it in the fridge. Miles
_____________ (place) the lasagna in the oven while he ________________ (watch) TV. Then, he
_____________ (receive) a text from Mason, his friend. Mason told Miles that he could not attend
their appointment due to a scheduling conflict, leaving Miles home alone for the night. Miles
______________ (continue) working on his chemistry assignment. However, he fell asleep 30 minutes
later.
At 1:16 a.m., Miles woke up feeling thirsty. While Miles _____________ (head) downstairs to fetch a
bottle of water from the fridge, he got a concerning text from his mother. The message
_______________ (contain) a picture of a man outside his house. The picture was from Paula, Miles’s
neighbor. She saw that a man ________________ (try) to break into Miles’s house while he _____________
(sleep). Miles’s mother ______________ (instruct) him to lock all the doors and ____________ (wait)
until the police arrived. Miles ___________ (feel) shocked to know that. He tried to find a safe place
to hide. As Miles _____________ (hide) underneath the bed, he ______________ (hear) glass breaking
downstairs.
Soon after, Miles heard the doorbell repeatedly ringing downstairs, but he ___________ (be)
reluctant to exit his room. Then, his mother sent another message informing him that Paula rang
the doorbell. After he _____________ (realize) this, he ___________ (leave) his cover and tried to reach
the front door. While he _______________ (walk) to the front door, he _____________ (find) that his
parents’ bedroom door had opened. A shadow of a person _____________ (stand) and ______________
(wait) for him. He rushed back to his room and took shelter. After that, the police arrived and
______________ (arrest) the intruder. Miles successfully _____________ (meet) Paula outside his front
door.
Adapted from https://fearstofathom.fandom.com/wiki/Fears_to_Fathom_-_Home_Alone
3.2 Instructions: Read the passage above and answer the questions
1. How did Miles end up being home alone, and what tasks did he need to complete during
that time?
_____________________________________________________________________________________________________
_________________________________________________________________________________________________
2. What did Miles do to satisfy his hunger while working on his homework, and how did he
manage to cook his meal?
_____________________________________________________________________________________________________
_________________________________________________________________________________________________
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3. What message did Miles receive from his friend, and how did it affect his plans for the
night?
_____________________________________________________________________________________________________
_________________________________________________________________________________________________
4. How did Miles react when he received the concerning text from his mother and what did the
message contain?
_____________________________________________________________________________________________________
_________________________________________________________________________________________________
5. How did Miles react when he heard glass breaking downstairs, and what actions did he
take to ensure his safety?
_____________________________________________________________________________________________________
_________________________________________________________________________________________________
4. Writing: What’s your story?

Exercise 4.1 Instructions: Write a short story about horror or strange story that happened
to you or you have heard. Try to use Past continuous and Past simple to tell the story.
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
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5. Speaking: Tell the class about it!

From the story that you have written in Exercise 4.1. Please share the class about it!
6. After class
Next week, we are going to have a look at Reading strategies (skimming & scanning). Please
access LMS to watch the video about reading strategies (skimming & scanning) before our next
class.
LMS
Reading strategies (skimming & scanning)
Ch ap ter 3: Whe n in Rom e, Do as t he Rom an s Do.
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Learning Outcomes
1. listen for gist and specific information
2. practice reading skills: skimming and scanning
3. talk about eating etiquette rule
4. learn about manners and cultures from around the world
1. Listening
Activity: A - Instructions: Watch a VDO, “Gestures Around the World” on
YouTube (link: https://youtu.be/qCo3wSGYRbQ ) and answer the following
statements with either True or False. Then, correct the false statement(s).
No. Gestures True False
1
This gesture means money in Brazil.
2 In Italy, this gesture is used to emphasise the point the

speaker is speaking.
3 The French click their throat when they want to drink or get
drunk.
4 The Russians scratch the back of their head when someone talks
about something too complicated.
5 In Bulgaria, people shake their heads to mean “no”.
Correct Statements:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
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Activity: B - Instructions: Watch a VDO, “12 Unexpected Etiquette Rules
from Around the World” on YouTube (Link: https://youtu.be/BjN7Sp-
DwQ4 ) and write down the unexpected eating etiquette rules from
different parts of the world. Then, compare your answers with your
partners.
No. Countries Unexpected Etiquette Rules
1 Thailand 1. Don’t …(use fork when eating)…
1.
2 China 2.
3.
3 Ethiopia 1.
1.
4 Italy
2.
5 Portugal 1.
1.
6 Japan
2.
In the Middle
7 1.
East
8 Georgia 1.
9 Kazakhstan 1.
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2. Speaking: Tell your class about it!

Exercise 2.1 Instructions: Discuss with your classmates in a group about the eating
etiquette rules in your country. Then, share your discussed rules with the class.
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
6. ___________________________________________________________________________
Picture credit: https://whendotheyservethewine.com/2011/05/13/living-your-dreams/
3. Reading: Jigsaw Reading Group Activity

Instructions:
1. Instruct students to get in a group of 6 people.
2. Assign each group cards of Gift giving in different countries (attached below).
3. In a group, each student should select ONE country.
4. After they each know what country, ask the students who choose the same country to get in a
group and closely read the card of their selected country in 10 minutes. Each student needs to
find the answers of the following questions:
Q 1. On what occasion do people in this country give gifts?
Q 2. Is there a specific manner/tip about giving/receiving gifts?
Q 3. What should people be aware of if they want to give gifts?
After finish reading, students with the same country can discuss and share the answers
within the group before going back to their group.
5. After that, ask the students the get back to the group they first formed. Each student should
be able to present their answers within their group.
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Gift Giving around the World
China
• Many times, a Chinese person will refuse a gift two or three times before finally
accepting it. This does not mean that they do not appreciate the gift. It is rather a way of
expressing modesty and good manners.
• In China, the major gift-giving occasions are birthdays, the Spring Festival (Chinese New
Year), and the Mid-Autumn Festival.
• If receiving a gift, there may be an expectation for a reciprocal gift or favour. This sense
of reciprocity is something that most Chinese people have learned since they were
children, and they are sensitive to the value of favours and gifts. It is common for Chinese
people to use gifts to express their appreciation for favours they have received.
• Examples of inappropriate gifts include knives, scissors, or letter openers, which may
symbolise the severance of a relationship; clocks (in many Chinese dialects, the phrase
“give clock” sounds the same as “see off into death”); handkerchiefs, which are
associated with crying and funerals; and items packaged in sets of four unless it is a set
of two pairs.
Russia
• The value of gifts varies depending on the relationship and the context. It is advisable
to avoid giving expensive gifts that may be perceived as bribes. In general, gifts are
given at the end of a transaction or meeting. This also helps reduce any misperception
of wrongdoing.
• It is inappropriate to gift flowers bundled in even numbers; yellow flowers, lilies or
carnations (which are associated with funerals).
• Gifts may not always be opened in front of the giver, and some Russians may initially
refuse the offer of a gift. It is best to downplay the gift when presenting it. If bringing a
gift to a Russian colleague’s home, for example, most Russians say that it is just a little
something for the house, the spouse, or the children. If the gift is refused, either in a
business or household context, the giver generally places it on the table before leaving
and says something that minimises the gesture.
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Egypt
• Gifts are sometimes given to the close relatives of important professional
connections to celebrate important events in their lives, such as college graduations
or weddings.
• Many Muslims would find it a remarkably nice gesture, for example, if a non-Muslim
foreigner sent them a greeting at the beginning of Ramadan.
• Egyptians build and maintain their personal and professional networks partly by
exchanging gifts, so gifts are common, especially in long-term relationships.
Suppliers and vendors typically send gifts, such as calendars and items with their
logos on them, to their clients.
• If you are invited to the home of a Muslim family, do not bring alcohol unless you are
sure that they drink.
Ghana
• Gifts should be wrapped and presented with the right hand. The recipient may or
may not open the gift immediately.
• Gifts are very important to business relationships. Many businesses show
appreciation at the end of the year by giving their customers, vendors, clients, and
other business associates Christmas hampers (gift baskets which have an
assortment of gifts, sometimes including the company’s own products).
• Multinational corporations usually have stricter restrictions about gift giving than
local companies.
• It is also common to give a donation for a funeral when a colleague or colleague’s
family member dies.
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USA
• For the Americans, gift-giving is so much fun and brings enormous joy to both the giver
and the receiver. There are some occasions in which you may need to prepare gifts for
one or more people, for example, on birthdays, Anniversaries, Weddings, Graduations,
Special Holidays, Christmas, etc.
• Americans may, however, give gifts to coworkers, colleagues, and customers during
the holiday season (late December). It is common for bosses to give gifts to executive
assistants and other subordinates at this time.
• Americans generally do not bring gifts to customers when meeting for the first time or
as a thank-you for doing business together.
• When a gift is given to a person from the U.S., the giver might not receive one in return.
• Americans often open the gift right away, in front of the giver, so that they can see what
it is and express thanks for the item.
France
• Good taste is imperative when giving gifts in France; timing is also important. In
general, the French avoid giving gifts at the first business meeting.
• When invited to someone’s home, most French bring a gift and present it before the
meal or party.
• Good gifts reflect an appreciation of knowledge and the arts, such as books and music.
Gifts should not insult the intelligence of French associates. For example, a biography
may be a better choice than a more simplistic book.
• Giving gifts featuring a company’s logo can be considered in poor taste.
• When invited to someone’s home, flowers are generally appropriate but avoid
chrysanthemums (used for funerals), red roses (exchanged between lovers and very
good friends), and carnations (thought to bring bad luck). Fine chocolates or
champagne are also appropriate gifts.
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4. After class
In next chapter, we are going to have a look at Past simple and Present perfect. Please access
LMS to watch the video about past simple and present perfect before our next class.
LMS Past simple and

Present perfect
References
GlobeSmart. (n.d.). Guide to gift giving around the world. Retrieved from
https://www.globesmart.com/blog/guide-to-gift-giving-around-the-world/
List of occasions for which to give gifts. (2023, January 11). Retrieved from
https://www.listplanit.com/list-of-occasions-for-which-to-give-gifts2/#:~:text=
Holidays%20%E2%80%93%20 Toke Ch ap ter 4: Been T here Don e T hat
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Learning Outcomes
1. differentiate between past simple and present perfect from the assigned video(s)
2. use past simple and present perfect appropriately in different situations.
3. apply the use of past simple and present perfect through speaking activities.
1. Speaking: A Wake-up Call

Activity: A Wake-up Call (Pair Work)
Focus: Present Perfect, Past Simple, Past Continuous
Instructions
In this activity, students are required to pair up and take turns practicing the conversation using
Past Simple & Present Perfect for experience. After finishing the practice, they then analyze and
later brainstorm about the differences between two tenses and how to use them correctly.
A Wake-Up Call
A: Hey, I heard you were in a car accident. Are you okay?
B: Yes, luckily, I'm fine. But it was a wake-up call for me. I've been more cautious on the road
lately.
A: What happened exactly?
B: Well, I was driving down the highway when another car suddenly cut in front of me. I couldn't
react in time and ended up rear-ending them. It was a scary moment, and I realized how
important it is to stay alert.
A: That sounds frightening. Did you report it to the police?
B: Yes, I did. They arrived at the scene and took all the necessary information. I was glad nobody
got seriously hurt.
A: Were there any witnesses?
B: Thankfully, there were a couple of witnesses who saw the whole thing. They provided their
contact information, so that should help with insurance claims and determining fault.
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A: Have you contacted your insurance company?
B: Absolutely. I notified my insurance company immediately after the accident. They advised me
to gather all the necessary documentation, such as photos of the damage, and provide them with
a detailed account of what happened.
A: Have you taken your car to a mechanic yet?
B: Yes, I've already taken my car to a trusted mechanic for a thorough inspection. They assessed
the damage and provided me with an estimate for the repairs. I'm hoping it won't be too costly.
A: I'm glad you're taking all the necessary steps. Remember, it's crucial to follow up on any
symptoms or discomfort you might have, even if they seem minor. Sometimes injuries from
accidents can take time to manifest.
B: Absolutely, you're right. I'm keeping an eye on any physical changes and will seek medical
attention if needed. It's better to be safe than sorry.
A: Just a friendly reminder, now that you've had this experience, it's crucial to be extra cautious
on the road. Don't forget to buckle up, obey traffic laws, and maintain a safe distance from other
vehicles. Your safety should always come first.
B: Thank you for the reminder. I've learned my lesson and will definitely be more vigilant from
now on. It's important not only for my own safety but also for the well-being of others on the
road.
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2. Reading: My Unforgettable Trip to the River

Exercise 2.1 Instructions: Scan through the passage and underline sentences with Present
perfect tense.
My Unforgettable Trip to the River
My name is Sam, and I will never forget the day I went to the Zambezi River. It started out as just
an ordinary trip. I never expected that within a few hours, I would be in great danger!
When I was 18, I went to the Zambezi River with my family. The sun was setting, and we were
nearing the end of the tour one evening when something hit the boat.
Thinking it was the other boat, I fell into the water, and suddenly everything went dark. I was
trapped inside something. I managed to free one hand and felt around. My hand touched a crocodile's
nose. It was only then that I realized I was underwater. My upper body was actually in the crocodile's
mouth! I tried to move as much as I could, and when it opened its mouth, I managed to swim away. Just
seconds later, it dragged me underwater again. I remember looking up at the surface of the water and
wondering who could hold their breath the longest.
Suddenly, the crocodile let go of me. By chance, a medical team was nearby, and they helped me
get to a hospital. Meanwhile, the crocodile quietly disappeared.
I believe, though, that I have encountered it once more. Two years later, I went down the Zambezi
again. Being there reminded me of the first time. Then, as we passed the same spot in the river, a massive
crocodile suddenly appeared. I screamed so loudly that those with me said they had never heard anything
like it. It went back under the water and vanished into thin air. I'm sure I recognized the same crocodile
that had nearly taken my life, and I will never forget that moment as long as I live.
Since that terrifying incident, my life has changed completely. I have never taken a single moment
for granted. The experience has taught me to appreciate every breath I take and every opportunity that
comes my way. It has made me realize how fragile life is and how important it is to cherish every precious
moment. Over the years, I have shared my story with others, hoping to raise awareness about the dangers.
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Exercise 2.2 Instructions: Read the passage about someone’s trip and answer the following
questions.
1. Who was/were the main character(s) of the story?
____________________________________________________________________________________________________________
2. Who were other characters in the story (if any)?
____________________________________________________________________________________________________________
3. When did the story happen?
____________________________________________________________________________________________________________
4. Where did the story take place?
____________________________________________________________________________________________________________
5. What happened?
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
6. How were the character(s) affected by the incident or the experience?
____________________________________________________________________________________________________________
7. Was there any turning point, surprise, or something special?
____________________________________________________________________________________________________________
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3. Writing
Exercise 3.1 Instructions: Use the guided questions below and write your own story.
1. Who was/were the main character(s) of the story?
2. Who were other characters in the story (if any)?
3. When did the story happen?
4. Where did the story take place?
5. What happened?
6. How were the character(s) affected by the incident or the experience?
7. Was there any turning point, surprise, or something special?
Title: My Memorable Experience
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Word count________
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4. Review
1. There are 2 videos about present perfect tense review. Students work in a group of 5-6.
2. Watch the video and pay attention to the questions that will be popped up during the video.
Then answer each question in the video regarding present perfect tense.
3. The group that answers each question correctly the fastest in each round will get points.
4. The group that gets the most points will be the winner.
5. Lastly, the teacher may recap the concept of present perfect tense to the class.
VDO 1 VDO 2
https://youtu.be/p5mYR6tYJBk https://youtu.be/rXcjzLO_Ir0
5. After class
In next chapter, we are going to have a look at Narrative Paragraph. Before class next week,
access LMS to watch a video about a narrative paragraph, complete, and submit the Narrative
paragraph Self-study VDO worksheet (5%).
LMS
Narrative Paragraph Writing
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To prepare for Chapter 5,

Please access LMS to watch the video about language used for asking for help and giving
suggestions before our next class.
LMS
Asking for & giving suggestion
Ch ap ter 5: T roub le is a Fri end
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Learning Outcomes
1. ask for advice about daily life and relationship problems
2. give advice about daily life and relationship problems using different sentence structures
3. listen for gist and specific details
4. listen to infer information from the talk
1. Warm-up
“When you have some problems,

do you talk to a friend or to a member of your family? Why?”
2. Asking for and Giving Advice
- What do you think I should do (about …)?

- What should I do (about …)?
Asking for Advice
- What would you suggest I do?
- Can/ Could you give me some advice (about …)?
- I think you should... - How about + v. ing …?

- Why don't you...? - You might try + v. ing …
Giving Advice - If I were you, I would... - I would advise you to...
- Maybe you should ... - My advice would be to...
- I suggest you... - It might be a good idea to ...
For Example
A: I don’t feel confident speaking English. What do you think I should do?
B: You might try listening to a short conversation and repeating after the audio many times.
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3. Speaking
In this speaking activity, students give the best advice they can using the language
expressions they have learned.
Procedure
1. Divide the students into groups of four.
2. Give each group a set of cards.
3. Ask the students to shuffle the cards and place them face down in a pile on the desk.
4. Students take it in turns to pick up a card, read out the situation on the card and ask for
advice.
5. The other students then each give a different piece of advice for the situation using the
language expressions they have learned.
6. The student with the card listens and awards the card to the person who gives the best
advice.
7. The next student then picks up a card and so on.
8. The student with the most cards at the end of the game wins.
9. Afterwards, students tell the class the best advice they were given for each situation.
What should I do if I have to fart when I have a crush on the guy who usually
I stay with my roommates? takes the same GEM car with me.
What should I do?
I was bullied by my classmates I want to improve my English

because I am not beautiful. I am dating pronunciation.
a guy now.
Should I continue my relationship with What should I do?
him?
My friend has told lies about me, and I want a new car but I don't have
I'm angry. enough money.
What should I do? What should I do?
I forgot my best friend's birthday I have an English exam next week.

yesterday.
How should I prepare for it?
What should I do?
I want to get a new phone. I have problems getting to sleep at

night.
What phone should I buy?
What should I do?
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I've fallen in love with my best My sister wants to leave her boyfriend,
friend's girlfriend / boyfriend. but she doesn't know how to tell him.
What should I do? What should she do?
I was looking after my friend's cat, and I want to make some new friends, but
now I can't find it. I'm a shy person.
What should I do? What should I do?
(Adapted from: https://www.teach-this.com/images/resources/advice-needed.pdf )
4. Listening
Instructions: Listen to the radio show ‘You can count on us!’ and answer the questions.
1. What’s Lily’s problem?
______________________________________________________________________________________________________
2. What kind of a person does Lily like?
______________________________________________________________________________________________________
3. What makes Lily concerned about her problem?
______________________________________________________________________________________________________
4. Whose advice does Lily seem to agree with?
______________________________________________________________________________________________________
5. Reading and Writing practice

1. Each group post ONE problem relating to relationship (friends, classmates,
roommates, family, etc.) on Padlet.
2. After that every member in your group reads other groups’ problems, discuss,
and comment under their posts to give advice from your group.
3. Once you get some advice from other groups choose the best advice and present
to the class why you think it is the best advice.
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6. After class
Homew ork
Product idea worksheet (5%)
Page 36
Ch ap ter 6: T he G ood P ati ent
Learning Outcomes
1. understand how to describe symptoms
2. listen for specific details
3. skim and scan a reading text to answer the questions
4. discus a conversation related to health problems
1. Language Elements: How to describe symptoms
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2. Listening
Exercise 2.1 Instructions: Before you listen – Read the symptoms and complete the
illnesses.
A sore throat Diarrhea A cold
Food poisoning The flu A twisted ankle
Symptoms Illnesses
1. I can't stop sneezing and blowing my nose. I have __________________.
2. I keep throwing up, and I have diarrhea. I have __________________.
3. It hurts when I walk. I have __________________.
4. I have a stomachache, and I keep going to the toilet. I have __________________.
5. My glands are swollen, and it hurts when I swallow. I have __________________.
6. I have a temperature. My whole body aches, and I I have __________________.
feel awful.
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Exercise 2.2 Instructions: Listen to a conversation between Manuel and a doctor. Answer
the following questions
1. What are Manuel’s symptoms?
____________________________________________________________________________________________________
2. What is the doctor’s diagnosis?
____________________________________________________________________________________________________
3. What advice does the doctor give him?
____________________________________________________________________________________________________
3. Vocabulary
Instructions: Complete the crossword using the given vocabulary and clues.
disseminate emergence infrastructure mitigate
outbreaks precautionary prioritize proactive
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4. Reading
Instructions: Read the following essay and answer questions 1-6.
The Potential of Future Pandemics: Being Prepared for Uncertain Times
In today's interconnected world, the possibility of future pandemics cannot be ignored. This
essay aims to explore the importance of preparedness and proactive measures in the face of
uncertain times. By understanding the potential risks and taking necessary precautions, we
can better protect ourselves and our communities.
To begin with, it is crucial to recognize potential risks associated with future pandemics.
Factors such as the spread of infectious diseases, increased global travel, and environmental
changes contribute to the emergence of pandemics (World Health Organization, 2021).
Acknowledging these risks is the first step towards being prepared.
Moreover, governments should prioritize public health education and awareness. Education
plays a vital role in pandemic preparedness, and governments and health organizations must
focus on disseminating accurate information about preventive measures (Centers for Disease
Control and Prevention, 2020). By raising awareness, individuals can understand and
implement necessary precautions to protect themselves and others.
In addition, healthcare systems should be strengthened in many ways to effectively manage

future pandemics. They involve investing in healthcare infrastructure, ensuring an adequate
supply of medical resources, and providing comprehensive training for healthcare
professionals. Strengthening healthcare systems enhances our capacity to respond to
outbreaks and provide necessary care to those affected.
Early detection plays a crucial role in containing the spread of future pandemics.
Governments should establish robust surveillance systems to monitor potential outbreaks
and implement timely response measures (World Health Organization, 2021). This includes
rapid testing, efficient contact tracing, and prompt isolation of infected individuals.
Lastly, addressing future pandemics requires international cooperation and collaboration.

Governments, researchers, and healthcare professionals must work together by sharing
information and resources. International organizations, such as the World Health
Organization, play a critical role in coordinating efforts and promoting global collaboration.
In summary, preparing for future pandemics necessitates proactive measures and

collaboration at both individual and global levels. By recognizing potential risks, promoting
public health education, strengthening healthcare systems, focusing on early detection and
response, and fostering international cooperation, we can better protect ourselves and
mitigate the impact of future pandemics. Let us remain vigilant, informed, and united in our
efforts to create a resilient and prepared society.
1. What is the main purpose of this essay?

a) To explore the impact of past pandemics
b) To discuss the importance of global travel
c) To emphasize the role of public health education in pandemic preparedness
d) To analyze the effects of environmental changes on pandemics
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2. According to the essay, what are some potential factors contributing to future pandemics?
a) Increased global travel and climate change
b) Economic fluctuations and political instability
c) Social media influence and technological advancements
d) Cultural diversity and demographic shifts
3. What is the importance of raising awareness about preventive measures?

a) It helps individuals understand the history of pandemics.
b) It enables governments to control the spread of infectious diseases.
c) It allows individuals to take necessary precautions to protect themselves and others.
d) It helps healthcare professionals improve their skills.
4. What does ‘They’ in paragraph 4 refer to?
a) healthcare systems
b) many ways
c) future pandemics
d) medical resources
5. Why is early detection crucial in containing the spread of future pandemics?

a) It helps researchers understand the origins of the pandemic.
b) It allows governments to enforce strict lockdown measures.
c) It enables rapid testing, contact tracing, and isolation of infected individuals.
d) It reduces the severity of symptoms in infected individuals.
6. What is the overall message conveyed in the essay?

a) Future pandemics are unavoidable and will have severe consequences.
b) The world should be prepared and take proactive measures to mitigate the impact of
future pandemics.
c) Public health education is irrelevant in pandemic preparedness.
d) Governments should solely focus on strengthening healthcare systems.
5. Speaking: What Have You Been Doing, Mr. Johnson?

Instructions: Read the conversation between a medical doctor (MD) and a patient (P), Mr.
Johnson, and then discuss the conversation within your groups of 4-5 students based on the
guide questions 1-5.
At the doctor’s office:

MD: Good morning, Mr. Johnson. How can I assist you today?
P: Good morning, Doctor. I've been feeling quite unwell lately, and I'm not sure what's
wrong.
MD: I'm sorry to hear that. Can you please describe your symptoms to me?
P: I've been experiencing a persistent cough, fatigue, and occasional fever. I also feel
short of breath at times.
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MD: I see. How long have you had these symptoms?

P: It's been about a week now, and they seem to be getting worse.
MD: Alright. Based on your symptoms, it's possible that you have contracted a
respiratory infection. I'd like to ask a few more questions to gather more information.
Have you recently traveled to any areas with known outbreaks?
P: No, I haven't traveled anywhere recently.
MD: Have you been in contact with anyone who has been sick?
P: Yes, my coworker was sick with a similar set of symptoms last week.
MD: That's important information. It's possible that you have been exposed to an
infectious respiratory illness. I'd like to conduct a physical examination and run some
tests to confirm the diagnosis.
P: Of course, Doctor. I want to know what's causing these symptoms.
MD: Great. I'll listen to your lungs, check your temperature, and perform a few other
tests. Meanwhile, it's important to rest, stay hydrated, and practice good hand hygiene
to prevent further spread of any potential infection.
P: Thank you, Doctor. I appreciate your help and guidance.
MD: You're welcome. Once we have the test results, we can discuss the treatment plan
and any necessary precautions. In the meantime, don't hesitate to reach out if your
symptoms worsen or if you have any concerns.
P: I will. Thank you again, Doctor.
MD: You're welcome, Mr. Johnson. We'll figure this out together. Take care and get
some rest.
The Guide Questions for the Discussion:

1. What symptoms did the patient describe to the doctor?
2. What possible illness did the doctor suggest based on the patient's symptoms?
3. What additional information did the doctor ask the patient about?
4. What advice did the doctor give to the patient while waiting for test results?
5. How did the doctor reassure the patient and conclude the conversation?
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6. After class
Next week, we are going to have a look at the discussion skill. Please access LMS to watch the
video about the discussion skill before our next class.
LMS
Discussion (expressions) video
Page 43
P ra ctice M akes P erfect !: Discu ssi on ski ll
What is a narrative paragraph?

Narrative paragraph is the paragraph that tells a story. A good story should be arranged
in a chronological order (the sequences of the events from the beginning to the end).
The Components of a Narrative Paragraph

Generally, a narrative paragraph has a beginning, a middle, and an end. It starts with
the main point in the topic sentence and some background information. The middle gives more
details about the events which bring about the climax of the story. Finally, the end wraps up the
whole story by revealing the outcome or the significance of the story.
A beginning = A topic sentence – introduce what the story is about
A middle = Supporting sentences – tell the story in order of what happen
An end = A concluding sentence – the outcome or significance of the story
In order to make a story interesting, the ending of the story is significant because it shows
the change in the narrator’s attitude or feeling. It may teach him/her some moral lessons or
contribute to a crucial discovery about something. That is how the story is worth reading because
it has a purpose.
Coherence
In writing, coherence means there is no single irrelevant detail in a writing work. All
sentences must be smoothly connected to each other. The point of view must be cohesive
throughout the writing work.
The most common way to organize events in a narrative paragraph is to arrange them in
a chronological order. To ensure that readers understand time relationships, the writer needs to
use transitions to show how events progress.
Look at the transitions in the chart below. These are connectors that you can use in
narrative writing.
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Transitions
Time Linkers
Adverbs of time Prepositions Linkers used as

(Chronological order) Adverb clauses
first (second, third, etc.) after (a moment) after
next at (8:00 a.m.) as soon as
finally by (bedtime, then) before
later during (the afternoon) until
now from (then on) when
then until (six o’clock) whenever
On January 13, 2021, while
In 2012,
In August 2010,
*When time clauses/time linkers occur at the beginning of a sentence, they MUST be followed by
a comma.
EX Time linker à Last night, we went to the party together.
EX Time clause à When I came back home this evening, it was raining.
A Narrative Paragraph Writing Example
My fear of public speaking

I still remember the day I finally conquered my fear of public speaking. At the beginning of the
semester, my English teacher assigned us the daunting task of speaking in front of the class for three
minutes, and I worried about it for the next two weeks. I have always been afraid of making a speech in
public. I wrote all of my ideas on note cards. I practiced my speech with my notes in front of a mirror, in
front of my dog, and in front of my parents. When the day of my speech came, I was ready. As I reached
the podium, I looked at my audience and smiled. Then I looked down at my not cards. At that moment, I
realized that I had the wrong information. These were the notes for my biology test, not the information
about my speech. I closed my eyes and took a deep breath. Without further hesitation, I began the speech.
To my surprise, the words flowed from my mouth. Three minutes later, it was over. Everyone applauded
my speech that day, and I left the podium feeling like a winner. I was proud of myself that I could overcome
my fear of public speaking. After that day, I have learned that having a lot of practice can help me gain
confidence in making a speech in public.
Adapted from Oshima, A., & Hogue, A. (2014). Longman Academic Writing Series, Level 3: Essays. Pearson.
Page 45
How to write a topic sentence
There are many ways to state your main idea in a narrative paragraph.
1. I will never forget …(topic)……
- I will never forget the first time I got lost in New York City.
- I will never forget the day I fell in love.
2. I still remember …(topic)…… …..
- I still remember the first day at my high school.
- I still remember the funniest trip with my best friend.
3. .. (topic)………. happened when ………..
- My most embarrassing moment happened when I was in primary school.
How to write supporting sentences

In a narrative paragraph, the supporting sentences are about your story. You write about events
in the order that they happen. You can use these following guided questions to tell your story.
What happened?
When did it happen?
Who was there?
What was going around you during the event?
How did it end?
How to write a concluding sentence

A concluding sentence is NOT the end of your story but how the story affects your feelings,
what you have learned from the story, or how the story changes your life/ attitudes/ or
perspectives
For example
- This story took place over twenty years ago, but every time that I see a department store, I
am reminded of that terrified little boy.
- I was very proud of myself that I could overcome my fear of singing on the stage.
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1.WHAT IS A DISCUSSION?
Simply put, to ‘discuss ’a topic
means to talk about it with a purpose
and objective. A discussion is a
conversation during which questions
and answers are exchanged with the
purpose of exchanging ideas, opinions
and thoughts about a particular topic.
2. REQUIRED SKILLS
To have an effective discussion you must be able to do
many things and have many skills. Most importantly,
you must first understand that disagreeing with other
people and expressing those disagreements in a polite
manner is good; it leads to an exchange of ideas,
increased knowledge, and personal development. You
must not be afraid to disagree with other people and
tell them why, but always do so with respect. If you
understand this, then you can focus on developing the
skills necessary to be able to do so and be an effective participant in any discussion.
Some discussions are impromptu (happening on the spur of the moment; no
preparation time), and some discussions require research, a lot of thought and preparation (a
formal meeting). Regardless of the kind of discussion, you will be required to use all of these
skills to some extent:
1. Understand, analyse, and critically think about the topic of discussion
2. Develop ideas, thoughts or opinions about the topic
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3. Be able to express and explain your ideas (evidence to support your ideas)
4. Ask for and welcome the opinion of others
5. Understand, acknowledge and analyse the opinion of others
6. Express agreement or disagreement with the opinion of others
7. Ask and answer questions to exchange ideas
8. Reevaluate your opinion
3. CRITICAL THINKING
You must understand your topic. Research it if you
can. Develop your opinions and ideas and find
evidence to support your ideas. Listen to and
analyse the opinion of others and reevaluate your
own opinion after doing so. Analyse yourself. These
critical thinking skills are beyond the scope of this
course, but are necessary to be effective in a
discussion.
4. Vocabulary
Combining the critical thinking skills above with verbal skills and proper use of vocabulary will
result in you being an effective contributor to any discussion. It will result in you having more
credibility, being more persuasive, and being respected by the others in the group. Your ideas
will not be important if you cannot explain them fully. You want to know what others think, so
you must be able to ask them. Everyone thinks differently, so you must be able to express and
explain why you agree or disagree with someone. A discussion is a form of conversation during
which you must be able to ask and answer general questions as well. It is these skills that this
unit will focus on.
5. EXPRESSING YOUR OPINION

In a discussion you will be required to give your opinion. Either someone will ask you directly
or you will have an opportunity to volunteer your thoughts and ideas. There are many ways to
do it and a lot of different vocabulary you can use.
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Here are some examples:
1. In my opinion, __________ 6. I would like to point out that __________

2. As far as I am concerned, __________ 7. In my experience, __________
3. I think (feel, believe) that __________ 8. It is my opinion that __________
4. I suggest that ____________ 9. My opinion (belief, view, thought) is that _________
5. I would say that __________ 10. Personally, I think that __________
…because ______(explain your reasons)________
6. ASK FOR THE OPINION OF OTHERS

In a discussion, you will want to know what others think, so you must be able to ask them to
explain their ideas. There are many ways to do it and a variety of vocabulary words and
phrases you can use. Here are some examples:
• What do you think about….?

• What’s your opinion on …?
• Do you think …..?

• How do you feel about…..?
• Please share your perspective on…..
NOTE:
“AND YOU?” IS NOT A GOOD WAY TO ASK FOR AN OPINION
UNLESS YOU FOLLOW IT WITH ADDITIONAL PHRASING.
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7. STATING AGREEMENT OR DISAGREEMENT
Do you agree with someone? Do you completely agree with everything they say, or just some of
what they say? Do you think you agree, but are not sure? Maybe you want to hear more support
or evidence. Are you certain you disagree? How do you say you disagree in a polite way?
Expressing agreement or disagreement can take many forms depending on how much you
agree or disagree or how certain you are. Look at the information below:
AGREEMENT PHRASES DISAGREEMENT PHRASES
• I (quite) agree. • But don't you think that …?

• You've got a very good point there. • I take your point, but …
• I totally agree. • Yes that may be true, but….
• I couldn't agree more. • I wouldn't say that.
• I think you're absolutely right. • I see what you mean, but …
• Exactly! • But what about …?
There are many ways to express your agreement and/or disagreement. Before you can agree or
disagree, you must first understand the other person’s opinion. You must respect it. But you DO
NOT have to agree with it. It is always very polite to say that you understand and respect
someone else’s opinion, even if you do not agree.
8. CHANGING THE TOPIC
• Can we now turn to _____ • The next aspect I’d like to consider is _____
• Can we move on to the next point? • I want to turn to _____
• I’d like to move on to _____ • The next point is _____
• Moving on to _____ • Another interesting point is _____
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9. Do’s and Don’ts
Do’s Don’ts
Argue and shout during the discussion

✓ Listen to the subject carefully
Look at the evaluators or a particular group
✓ Give others a chance to speak members
Talk irrelevant things
✓ Speak politely and pleasantly
Pose negative body gestures like touching
✓ Respect contribution from other the nose, leaning back on the chair, knocking
members the table with a pen, etc.
Display low self confidence with shaky voice
✓ Disagree politely and agree with
and trembling hands
what is right
Try to dominate the discussion
✓ Summarise the scission if the group Put others in an embarrassing situation by
has not reached a conclusion asking them to speck when they don’t want
P ra ctice M akes P erfect !: P re sent at ion ski ll
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1. How to prepare for your oral presentation
• OBJECTIVE
Before you start to prepare a presentation, you should ask yourself: "Why am I making this
presentation?" Do you need to inform, to persuade, to train, or to sell? Your objective should be
clear in your mind. If it is not clear in your mind, it cannot possibly be clear to your audience.
• AUDIENCE
"Who am I making this presentation to?" Sometimes this will be clear, but not always. You
should try to inform yourself. How many people? Who are they? Business people? Professional
people? Political people? Students? Experts or non-experts? Will it be a small, medium size
group or a large group of 400 students? How much do they know already and what will they
expect from you?
• PLACE
"Where am I making this presentation?" In a small classroom or a large conference hall? What
facilities and equipment are available? What are the seating arrangements?
• TIME AND LENGTH

"When am I making this presentation and how long will it be?" Will it be 15 minutes or 1 hour?
Just before lunch, when your audience will be hungry, or just after lunch, when your audience
will be sleepy?
• METHOD
How should I make this presentation?" What approach should you use? Formal or informal?
Lots of visual aids or only a few? Will you include some interesting stories and humour to catch
your audiences’ attention?
• CONTENT
"What should I say?" Now you must decide exactly what you want to say. First, you should
brainstorm your ideas. You will no doubt discover many ideas that you want to include in your
presentation. But you must be selective. You should include only information that is relevant to
your audience and your objective. You should exclude all other ideas. You also need to create a
title for your presentation (if you have not already been given a title). The title will help you to
Page 52
focus on the subject. And you will prepare your visual aids, if you have decided to use them. But
remember, in general, less is better than more (a little is better than a lot). You can always give
additional information during the questions after the presentation.
2. Presentation structure
A well organised presentation with a clear structure is easier for the audience to follow.
You should organise the points you wish to make in a logical order. Most presentations are
organised in three parts which are introduction, body, and conclusion.
• Greeting the audience

• Introducing your group members and/or yourself
• Calling for your audiences’ attention
• Introducing your topic
Introduction • What is your product?

• Informing the overview of your presentation
• The structure and sequence of your presentation
• What will you present first?
• What will include in your presentation?
Main Transition
• Present your content

• What do you want to tell your audience about your product? Why?
• What is your product? - product description
Body • How to use your product? - product instructions

• Who will need your product?
• When will they use your product? give reason too.
• How much does it cost? and why?
Main Transition
Page 53
• Giving a 'take-away' message

• Why/How is your presentation important to your audience?
• Why do they have to be interested in what you just presented them?
Conclusion • Giving a short message to convince your audience to be interested in
your product.
• Thanking your audiences
• Asking for questions
3. What is main transition?

Main transition or signpost is used to give a signal for your audience when you want to move
to your next topic in your presentation. In other words, it helps your audiences to know where
they are, the structure of your presentation, and what is coming next. They know because you
tell them by using signpost. For example, during your introduction, you should tell your
audiences what the structure of your presentation will be. You might say something like this:
By using, - We’ll start by
- Then, we’ll move on to
- After that, we’ll discuss
- Lastly, we’ll have a Q7A session
Your audiences will be able to understand what you present more clearer because they can see
the structure of your presentation by the use of the signposts.
Example:
We’ll start by describing the current problems (about these products) we are facing these
days. Then, we'll move on to introduce our products and explain the features that are needed
to be improved. After that, we'll discuss how our products will make our life easier. Lastly,
we’ll have a Q&A session. If you have any questions, please wait until the end of our
presentation.
4. Example Phrases and Signposts using in Oral Presentation

Introduction
• Greeting the audience
• Good afternoon, ladies and gentlemen. Welcome to our presentation about ...
• Ladies and gentlemen. Good morning. It's a pleasure to be here with you today.
• Good morning, everybody. Thank you for coming to my/our talk today.
Page 54
• Introducing your group members and/or yourself
• Let me introduce myself; my name is Mark Watson and I study in school of ......
• I'd like to introduce myself first. I'm Pierre Dupont from school of ......
• Before I/ we begin, let me/us tell you a little about myself/ourselves. I'm ...
• Introducing you topic
• The purpose of today’s presentation is to present our product. Our product is ...... (your
product’s name)
• The purpose of my presentation today is to....
• In today’s presentation, I’d like to show you .../explain to you how....
• The purpose of my presentation today is to present …
• My purpose today is to .....
• My objective today is to .....
• I'm here today to .....
• Informing the overview of your presentation
• And in this part of my presentation, I’ll be showing you an interesting innovative product
of our group which is …
• I am going to divide my presentation into two main parts. First I’m going to describe …
and then I’ll move on to look at …
• Firstly, I’m going to talk about ...
• Secondly, I’ll move on to the features of the product.
• In the third part of my presentation I’ll put forward some ideas about …
• Then I’ll move on to examine ...
• Lastly/Finally, I’ll look at / focus on ...
• We’ll finish off with a question-and-answer session.
• My talk will last about ........... minutes, and there’ll be time at the end for questions.
• At the end of my talk, which will last about ten minutes, I’ll be happy to answer any
questions you may have.
Page 55
Example of Introduction
Good afternoon ladies and gentlemen. Welcome to my presentation about “3-season jacket”.
I'd like to introduce myself first. I'm Taylor Warnson from School of Dentistry. In today’s
presentation, our group would like to show you our creative product that we create to make
our lives easier. We are going to divide the presentation into four main parts. First, I’m going
to describe the purposes of the product and then highlight the new and creative ideas that we
add to our product. In the third part, we will explain about the product’s functions, features,
and materials that we use. Finally, we will describe how to use the product. My talk will last
about 12 minutes, and there’ll be time at the end for questions
Body
• Introducing your first main point
• Now, I’m going to start by …
• Now I’d like to focus on …
• First, we’re going to look at …
• Let’s start with …
• The first problem I’d like to focus on is that of …
• Turning then to my first point, ...
• To begin with I’d like to say a few things about…
• I’d like to begin by …
• OK, so let’s start by looking at ....
• I’d like to take a minute or two to define what exactly we mean by ...
• I’d like to mention three points here, ...
• To begin with ....
• To start with ....
• Let’s start by looking at ....
• I’d like to start by looking at....
• Moving to another main point

• Now, let’s move on to....
• Now, let’s take a look at....

Page 56
• Moving on to the next part, I’d like to....
• OK, so now I’d like to turn to my next point, which is ...
• Moving on, I’d like to take a look at ….
• Now I’d like to move on to ...
• Now let’s turn to the issue of ...
• I’ll come back to that issue later...
• I want to turn now to ...
• Turning now to ...
• Moving on now to ...
• Having looked at ….. let’s now think about ...
• My next point is in regards to …
• That brings me to …
• My final point is in regard to…
• Conclusion
• Summarising the main points of the presentation
• That brings us to the end of the presentation.
• That brings the presentation to an end.

• That’s an overview of ... . Now, just to summarise, let’s quickly look at the main points
again. We have presented you .......
• I'd like now to recap...
• Let's summarise briefly what we've looked at...
• Finally, let me remind you of some of the issues we've covered...
• Thanking your audiences

• Thank you for listening.
• I hope you found it interesting.
• Thank you for your attention.
• Finally, I’d like to finish by thanking you (all) for your attention.
• Finally, I’d like to end by thanking you (all) for coming today.
• I’d like to thank you (all) for your attention and interest.
Page 57
• Asking for questions

• Would anyone like to ask any questions?
• I’m ready to take any questions now.
• If anyone has questions, I’ll be happy to answer them.
• If anyone has any questions, I’ll be pleased to answer them.
• If anyone has any questions, I’ll do my best to answer them.
• If anyone has any questions, please feel free to ask them now.
• If anyone has any questions, please feel free to ask them and I’ll do my best to answer.
• Answering questions
• Thanks for your question ...
• Good question. I think ...
• That ’s an interesting question! As I see it ...
• Yes, that’s an interesting point ...
• Dealing with difficult questions

• Hmm, that’s a good question. I don’t have the information to answer that question right
now, but I’d be happy to find out and get back to you later.
• I don’t think we have enough time to go into that right now, but I’ll be happy to speak to you
one-to-one after the presentation if you would like.
• That ’s an interesting point, but I do think I have shown that ...
• Asking questions to the presenter
• Excuse me. Can you say a bit more about ...
• Can you repeat your point about ...
• Excuse me. I have a question about ...
References
https://www.englishclub.com/speaking/presentations-language.htm
https://www.washington.edu/doit/sample-presentation-script
http://step.inpg.fr/GB/docs/Language_of_presentation_v7.pdf
http://jgmorris.com/wp-content/uploads/2013/09/Presentation-Language.pdf
Page 58
Vocabulary Meaning
Chapter 1: The EC1 Academy
(n.) an action or an opinion that is not correct, or that produces a
mistake result that you did not want
(v.) to be wrong about or to fail to recognize something or someone
(n.) a feeling of energetic interest in a particular subject or activity
enthusiasm and an eagerness to be involved in it
enthusiastic (adj.) showing a lot of excitement and interest about

somebody/something
enthusiastically (adv.) in a way that shows a lot of excitement and interest about
somebody/something
various (adj.) several and different
participate (v.) to take part in or become involved in an activity
effective (adj.) successful or achieving the results that you want
(n.) something that you are shown, such as a picture, film, or map,
visual aids in order to help you understand or remember information
assign (v.) to give a particular job or piece of work to someone
(n.) a task or piece of work assigned to someone as part of a job or
assignment course of study.
deadline (n.) a time or day by which something must be done
diligently (adv.) in a way that is careful and uses a lot of effort
(v.) to do something or try to achieve something over a period of
pursue (something) time
(n.) a period of time during which a student or new graduate gets
internship practical experience in a job
(v.) to increase or further improve the good quality, value or status
enhance of somebody/something
attentively (adv.) carefully, in a way that shows a lot of interest
challenging (adj.) difficult in an interesting way that tests your ability
(n.) a range of many people or things that are very different from
diversity each other
proofread (v.) to read and correct a piece of written work
(v.) to give a document to somebody in authority so that they can
submit study or consider it
Page 59
Vocabulary Meaning
(n.) a description of the main facts about something
outline (v.) to give the main facts about something
(adj.) (of activities or subjects) not part of the usual school or
extracurricular college course
constructive (adj.) intended to help someone or improve understanding
alleviate (v.) to make something less severe
financial (adj.) relating to money or how money is managed
(adv.) in a way that shows that you want to do or have something
eagerly very much, especially something interesting or enjoyable
(n.) a restaurant (often in a factory, a college, or an office building)
cafeteria where people collect food and drink from a serving area and take it
to a table themselves after paying for it
get along (v.) have a harmonious or friendly relationship.
instructions (n.) detailed information on how to do or use something
(n.) an arrangement to meet someone at a particular time and
appointment place.
campus (n.) the grounds and buildings of a university or college.
(adv.) used to show that something is possible or that you are not
perhaps certain about something
(n.) something that prevents someone from giving their attention
distraction to something else
nervous (adj.) worried and anxious
(adj.) (of a disease) existing in almost all of the whole country or
pandemic the world.
catch up (v.) to do something you did not have time to do earlier
Chapter 2: Stranger Things

cemetery (n.) a burial ground
backyard (n.) an area at the rear of a house
abandoned (adj.) 1. left without needed protection, care, or support 2. left by

the owner
lasagna (n.) pasta in the form of broad often ruffled ribbons
receive (v.) to get or accept something that is given, sent, or delivered to

you
attend (v.) to be present at
Page 60
Vocabulary Meaning
appointment (n.) an arrangement for a meeting
thirsty (adj.) feeling a strong need or desire for liquid, usually water
fetch (v.) to go and bring back something
neighbor (n.) one living or located near another
instruct (v.) 1. to give knowledge, 2. to give an order or command
underneath (prep.) under or below
inform (v.) to tell someone about particular facts
reach (v.) to arrive at a place, especially after spending a long time or a

lot of effort travelling
shelter (n) (a building designed to give) protection from bad weather,

danger, or attack
intruder (n.) someone who enters a place without permission in order to

commit a crime
Chapter 3: When in Rome, Do as the Romans Do.

appreciate (v.) recognize the full worth of
appropriate (adj.) suitable or proper in the circumstances:
assortment (n.) a miscellaneous collection of things or people
donation (n.) something that is given to a charity, especially a sum of money
manner (n.) a way in which a thing is done or happens
etiquette (n.) the customary code of polite behaviour in society or among

members of a particular profession or group
household (n.) a house and its occupants regarded as a unit
severance (n.) the action of ending a connection or relationship: the

severance and disestablishment of the Irish Church
obscene (adj.) (of the portrayal or description of sexual matters) offensive

or disgusting by accepted standards of morality and decency
occasion (n.) a particular event, or the time at which it takes place
misperception (n.) a wrong or incorrect understanding or interpretation
insult (v.) speak to or treat with disrespect or scornful abuse
Page 61
Vocabulary Meaning
remarkably (adv.) in a way that is unusual or surprising and causes people to
take notice
reciprocal (adj.) involving two people or groups who agree to help each other
or behave in the same way to each other
minimise (v.) to reduce something, especially something bad, to the lowest

possible level
associate (v.) to make a connection between people or things in your mind
Chapter 4: Been There Done That

disappear (v.) cease to be visible
ordinary (adj.) with no special or distinctive features; normal
reach (v.) arrive at; get as far as
release (v.) allow or enable to escape from confinement; set free
remember (v.) have in or be able to bring to one's mind an awareness of

(someone or something that one has seen, known, or experienced
in the past)
remind (v.) cause (someone) to remember someone or something
suddenly (adv.) quickly and unexpectedly
surface (n.) the outside part or uppermost layer of something (often used
when describing its texture, form, or extent)
underwater (adj.) situated, occurring, or done beneath the surface of water
vanish (v.) disappear suddenly and completely
(adj.) being careful about what you say or do, especially to avoid
cautious danger or mistakes; not taking any risks
(n.) a person who sees something happen and is able to describe it

witness to other people
(n.) the documents that are required for something, or that give
documentation evidence or proof of something
(v.) to form an idea of the cost, size, value etc. of something, but
estimate without calculating it exactly
manifest (v.) to show something clearly, especially a feeling, an attitude or a

quality
Page 62
Vocabulary Meaning
Chapter 5: Trouble is a Friend

trouble (n.) difficulty or problems.
suggest (v.) able to plan things carefully and keep things neat
(n.) the way in which two or more concepts, objects, or people are
relationship connected, or the state of being connected.
(v.) to hurt or frighten someone, often over a period of time, and
bully often forcing that person to do something they do not want to do
crush on (somebody) (phrasal verb.) to have very strong feelings for somebody
classmate (n.) a fellow member of a class at school or college
organized (adj.) able to plan things carefully and keep things neat
look after (v.) take care of someone or something
concern (v.) to cause worry to someone
scenario (n.) a description of possible actions or events in the future
(n.) an agreement in an argument in which the people involved
compromise reduce their demands or change their opinion in order to agree
Chapter 6: The Good Patient

cold (n.) a common infection, especially in the nose and throat, that
causes you to cough and sneeze and your nose to run (= drip
liquid) or feel blocked
cough (v.) expel air from the lungs with a sudden sharp sound
diagnosis (n.) the identification of the nature of an illness or other problem

by examination of the symptoms
diarrhea (n.) an illness in which a person’s solid waste is too watery and
is excreted too frequently
disseminate (v.) to spread or give out something, especially news, information,

ideas, etc., to a lot of people
dizzy (adj.) having or involving a sensation of spinning around and losing

one's balance
emergence (n.) the fact of something becoming known or starting to exist
(the) flu (n.) a highly contagious viral infection of the respiratory passages
causing fever, severe aching, and catarrh, and often occurring in
epidemics
food poisoning (n.) illness caused by bacteria or other toxins in food, typically with
Page 63
Vocabulary Meaning
vomiting and diarrhea
headache (n.) a continuous pain in the head
illness (n.) a disease or period of sickness affecting the body or mind
infrastructure (n.) the basic systems and services, such as transport and power
supplies, that a country or organization uses in order to work
effectively
itchy (adj.) having or causing an itch
migraine (n.) severe continuous pain in the head, often with vomiting and
difficulty in seeing
mitigate (v.) to make something less harmful, unpleasant, or bad
nauseous (adj.) affected with nausea; inclined to vomit
outbreak (n.) a time when something suddenly begins, especially a disease

or something else dangerous or unpleasant
precaution (n.) an action that is done to prevent something unpleasant or

dangerous happening
precautionary (adj.) intended to prevent something unpleasant or dangerous

from happening
prescribe (v.) (of a medical practitioner) to advise and authorize the use of (a
medicine or treatment) for someone, especially in writing
prioritize (v.) to decide which of a group of things are the most important so
that you can deal with them first
proactive (adj.) taking action by causing change and not only reacting to
change when it happens
rash (adj.) displaying or proceeding from a lack of careful consideration

of the possible consequences of an action
scratchy (adj.) If a part of your body such as your throat or eye feels
scratchy, it feels dry and uncomfortable.
severe (adj.) (of something bad or undesirable) very great; intense
sneeze (v.) to make a sudden involuntary expulsion of air from the nose
and mouth due to irritation of one's nostrils
sore throat (n.) a condition marked by pain in the throat, typically caused by
inflammation due to a cold or other virus
stomachache (n.) a pain in a person's belly
Page 64
Vocabulary Meaning
swallow (v.) to cause or allow (something, especially food or drink) to pass
down the throat
swell (v.) (especially of a part of the body) to become larger or rounder

in size, typically as a result of an accumulation of fluid
symptom (n.) a physical or mental feature which is regarded as indicating a

condition of disease, particularly such a feature that is apparent to
the patient
throw up (v.) to empty the contents of the stomach through the mouth
twisted ankle (n.) a twisted ankle or a sprained ankle is an injury that occurs
when you roll, twist or turn your ankle in an awkward way.
Page 65
Narrative paragraph writing quiz (15%)

1. Rubric
Categories Excellent (3) Fair (2) Poor (1)
The topic sentence The topic sentence is The topic sentence is

is complete, and it complete, but it does incomplete and
Topic Sentence clearly presents a not clearly present a without a controlling
controlling idea. controlling idea. idea.
All details are Most details are Most details are

clearly addressed clearly addressed unclearly addressed
Supporting and are related to and are related to but are somewhat
details the title and to the the title and to the related to the title
topic sentence. topic sentence. and to the topic
sentence.
The paragraph is The paragraph is The paragraph is not

clearly narrated somewhat narrated in a narrated in a
Organization in a chronological order. chronological order.
and chronological Transitions are used Transitions are rarely
coherence order. Proper with some inaccuracy. used correctly or at all.
transitions are
used.
The concluding The concluding The concluding

sentence is sentence is sentence is unclear
clearly summarized but is not or is not
Concluding
summarized and presented the outcome presented.
Sentence
presented the of the story.
outcome of the
story.
The outline The outline The outline exhibits

exhibits exhibits fair use serious errors in
excellent use of of spelling, spelling,
spelling, capitalization, capitalization,
Mechanics capitalization, punctuation, punctuation,
punctuation, grammar, tense grammar, tense,
grammar, tense and and sentence
and sentence structures. structures.
sentence
structures.
Remarks
1. You can give zero each category if you consider that work deserves it.
2. You can give partial scores like 1.5 or 2.5
Page 66
2. Correction symbols
Page 67
Page 68
Page 69
Example of a Student’s Marked Paper

This is the example of the correction symbols’ using for marking errors by a teacher.
Page 70
Interview 10%
Categories Excellent (3) Fair (2) Poor (1)
- Is able to - Fairly grasps some of - Has difficulty

comprehend and the questions and understanding the
respond to all topics that are being questions and topics
questions and discussed that are being
Quality of topics that are - Shows good effort discussed
answers and being discussed and attention to - Lacks effort and
with ease detail attention to detail
Effort - Shows
outstanding
effort and
attention to detail
- Uses a variety of - Is able to use simple - Has inadequate

Vocabulary vocabulary vocabulary to talk vocabulary to
about familiar topics express his/her idea
properly
Sentence - Correctly uses - Uses various types of - Incorrectly uses

various types of sentences with some simple language
Structures errors structures
sentences
Tenses - Mostly uses - Sometimes uses - Rarely uses correct

correct tenses correct tenses tenses
- Speaks fluently - Speaks with some - Speaks with

Fluency and and hesitation difficulties and long
comprehensibly - Pronounces most pauses
Pronunciation - Pronounces most words - Pronounces most
words correctly comprehensibly words incorrectly
Page 71
Discussion 15%
Categories
Excellent (3) Fair (2) Poor (1)
• Follow the steps of • Follow the steps of • Fail to follow the

*Group Score discussion with discussion with one step steps of discussion.
1. individual product missing.
introductions,
2. opinions shared by all
Steps of members and
Discussion
3. conclusion of ONE
chosen product.
• Enhances discussion with • Gives discussion with the • Provides discussions

detailed explanation and attempt to explain and with little effort in
several supporting examples provide some examples giving explanation
Content and
relating to the chosen relating to the chosen and supporting
reasons
product(s) product(s) examples relating to
the chosen product(s)
• Actively listens to other • Sometimes listens to other • Rarely listens to

group members and group members and other group members
Collaboration acknowledges the ideas of acknowledges the ideas of and acknowledges the
with Group
others others ideas of others
Members
• Actively interacts and • Sometimes interacts and • Rarely interacts and
exchanges ideas with other exchanges ideas with other exchanges ideas with
group members group members other group members
• Interacts fluently and • Interacts with some • Interacts with

comprehensively hesitation difficulties and
• Pronounces most words • Pronounces most words speaks with long
correctly comprehensively pauses
Fluency and • Speaks with a clear and • Speaks with a somewhat • Pronounces most
Pronunciation
loud voice clear and loud voice words incorrectly
• Speaks with
hesitation
• Maintains eye-contact most • Sometimes loses eye- • Often loses eye-

of the time contact contact
• Exhibits good gestures • Exhibits some proper • Does not exhibit
Non-Verbal Properly glances at notes gestures gestures
• Sometimes read from the • Almost always read
notes from the notes
• Speech is comprehensible. • Speech is somewhat • Speech is difficult to

• Able to use discussion comprehensible. comprehend.
Comprehension expressions properly • Some errors are found • Limited use of
and Expressions when using discussion discussion
expressions. expressions
Total _____/1.8 =________%
Page 72
Presentation 15%
Group score 3 2 1
Time Presentation is Presentation is less

management 10-12 minutes than 10 or more than
long. 12 minutes long.
Presentation Has a Has an introduction, Is missing major

structure clear introduction, body, and conclusion, components of
body, and conclusion but they are not the introduction,
with transitions to well developed. body, or conclusion.
guide the flow of Transitions Transitions are not
the presentation are present but present.
some are ineffective.
Quality of - The presentation - The presentation - The presentation

Content includes detailed includes product insufficiently
rationale, rationale, includes product
features/functions , features/functions, rationale,
and usage and usage features/functions,
instructions. instructions. and usage
instructions
- The product is - The product is
creatively somewhat - The product is
well-developed creatively simple with little
and gives new and developed. development.
insightful features.
Visual aids Visual aids Visual aids Visual aids slightly

effectively somewhat enhance the
enhance the enhance the presentation
presentation presentation.
Collaboration All presenters are Some presenters

equally assigned dominate the
in presenting the presentation.
content.
Page 73
Individual score 3 2 1
Delivery Speech is clear. Speech is Speech is difficult

Delivery is basically to understand.
natural. Eye intelligible with Delivery contains a
contact is some unclear lot of pauses
present articulation. and hesitations.
throughout the Delivery contains Eye contact is
presentation some pauses and rarely present.
hesitations. Eye
contact is
present but not
enough.
Language use The The presentation The presentation

during the presentation demonstrates demonstrates
presentation demonstrates some limited
effective use of appropriate use of appropriate use of
grammar and grammar and grammar
vocabulary. vocabulary.
Quality of Students can Students have

answers answer questions difficulty
with ease. answering
Answers are questions.
addressed Answers are
directly to the somewhat
questions addressed to the
posed and with questions posed.
adequate logical Support is needed.
support.
Page 74

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1006134 English for Communication 1

University Policy for Blended Learning

● In a classroom, students do activities (speaking, reading, writing, listening, games, etc.)

Week Topics What’s on?

● Introduce LMS - resources

Language - Past simple vs. Past

LMS: Assign video lesson - Reading

Listening - Watch the VDOs on

Week Topics What’s on?

Language - Review Past simple vs.

Reading - “My Unforgettable Trip to

● Submit Narrative Paragraph

- Explain Interview (10%)

8 LMS: Assign video lesson - Asking for

Week Topics What’s on?

Language - Review language

Assign product idea worksheet (5%)

11 Language - Review vocabulary

Grammar Review Discussion practice

- Discuss products to choose one for

15 ● Wrap up - Presentation skills

Week Topics What’s on?

17- Final exam weeks

Assessment Week Proportion

1. Narrative Paragraph Self-study VDO 6 5

2. Narrative Paragraph Writing Quiz 7 15

5. Class participation ongoing 5

6. Creative product project

6.2 Group discussion 14 15

6.3 Creative Product Group Presentation 16 15

1. Narrative Paragraph Self-study VDO (5%)

Preparation for next week’s lesson

1. Parts of Speech Review

Noun – a person, place, or thing which can be a subject or an object of a sentence

Martin gave me a very nice birthday present (n.).

_____________ 1. I enjoy attending lectures on various subjects.

1. The professor deliver a fascinating lecture yesterday.

2. The students eagerly participate in the extracurricular activities.

3. Many students are interesting in pursuing higher education.

7. My roommate and I get along good and often study together.

8. We have to careful proofread our essays before submitting them.

9. The professor gave us clear instructions on how to complete the assignment.

2. Types of Sentences Review

1. Students shouldn’t eat or sleep in a classroom.

3. Sentence Problems Review

* Note - frag = fragment, RO = run-on, CS = comma splice

LMS Past Simple and

On-going action Interrupted action

2. Listening: I get goosebumps!

________ He got into the house.

Adapted from https://fearstofathom.fandom.com/wiki/Fears_to_Fathom_-_Home_Alone

4. Writing: What’s your story?

5. Speaking: Tell the class about it!

Ch ap ter 3: Whe n in Rom e, Do as t he Rom an s Do.

No. Gestures True False

2 In Italy, this gesture is used to emphasise the point the

5 In Bulgaria, people shake their heads to mean “no”.

No. Countries Unexpected Etiquette Rules

1 Thailand 1. Don’t …(use fork when eating)…

1. In my opinion, 6. I would like to point out that

…because (explain your reasons)__