Tài liệu Boost! speaking 4 sb

Publishedby Pearson LongmanAsia EIT 20lF Cornwall House Taikoo Place 979 King's Road QuarryBay Hong Kong fax +85228569578 email: [email protected] w'ww.longman.com and Associated Companies throughout the world. @PearsonEducationAsia Limited 2007 All rights reserved;no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,electronic,mechanical,photocopying,recording,or otherwisewithout the prior written permissionof the Publishers. First published20OT Produced by PearsonEducation Asia Limited, Hong Kong GCC/OI ISBN-13:978'962-00-5880-6 ISBN-l0: 962-00-5880I Publisher:Simon Campbell SeniorEditor: Howard Cheung Editor: GeorgeWells Designers:JunkoFunaki,IackWong Illustrators: Balic Choy,Bernd Wong Audio Production: David Pope and Sky Productions For permissionto use copyrightedimages,we would like to thank @EleanorBentall/Corbis(pp. 5 TL, 11),@Iodi Hilton/ Corbis (pp. 5 BR, 1BB), @JoseFusteRaga/Corbis(p. 15 B), @ StuartWestmorland/Corbis(p. 16 B), @Anna Peisllzefal Corbis (p. 31), @Tom Stewart/Corbis(pp. 32, 66 B), @PeterMountain/Warner Bros/BureauL.A. Collection/Corbis1p.35), @Emely/zefalCorbis(p. 41), @LWA-DannTardif/Corbis(p. 48 T), @Chris lones/Corbis (p. 52 B), @Simon Marcus/Corbis (p. 61 B), @ReedKaestner/Corbis(p. 62) and @GabePalmer/Corbis(p. 67). Acknowledgements The Boost!Speakingcomponent is dedicatedto some key peoplewho have been instrumental in helping me grow as an EFL professional, namely Gordon Lewis, JakeKimball and AndrewWright. I d also like to thank the many colleaguesI've enjoyeddiscussingYLand Teenagereducationalissueswith through KoTeaTESOL and the IAIEFLYoungLearnersand TeenagersSpecialInterestGroup. fason Renshaw The Publisherswould also like to thank the following teachersfor their suggestionsand comments on this course: TaraCameron,RosanneCerello,Nancy Chan,ChangLi Ping,foy Chao,IessieChen,JosephineChen,ChiangYing-hsueh, Claire Cho, Cindy Chuang, Linda Chuang, Chueh Shiu-wen, Mark de Boer, Mieko Hayashida, Diana Ho, Lulu Hsu, Eunice Jung, Hye Ri Kim, Iake Kimball, JosieLai, Carol Lee,Elaine Lee,Melody Lee, PeggyLi, Esther Lim, Moon JeongLim, Jasmin Lin, Martin Lin, Catherine Littlehale Oki, Linda Liu, Tammy Liu, Goldie Luk, Ma Li-ling, Chizuko Matsushita, Geordie McGarty,YasuyoMito, Eunice Izumi Miyashita, Mari Nakamura,Yannick O'Neill, Coco Pan, Hannah Park, Karen Peng,Zanne Schultz, Kaj Schwermer,MiYeon Shin, Giant Shu, Dean Stafford, Hyunju Suh,TanYung-hui, Devon Thagard,John and Charlievan Goch,AnnieWang,Wang Shu-ling,Wu Lien-chun, SabrinaWu,Yeh Shihfen, Tom Yeh,Laura Yoshida and Yunli Yun. The publishe/s policyis to use papermanufactured fromsustainable forests rtp alni*g The Boost! SkillsSeriesis the definitive ond comprehensive four-levelseriesof skills books for junior EFLlearners.The series hos been developedoround oge-oppropriote,cross-curriculor topics thot developstudents'criticol thinking ond exominotion techniques.It follows on integroted skills opprooch with eoch of the skills brought together ot the end of eoch unit. The twelve core units in Boost! Speaking 4 follow o cleor ond tronsporent structureto moke teoching ond leorning eosyond fun. The speokingskills build ond progressocrossthe four levels of Boost! Speaking ond ore correlotedto the next generotion of testsof English. You will find the following in Boost! Speaking 4: @ Age-opproprioteondcross-curriculortopics € Realisticond relevont contextsfrom students'lives @ A voriety of diologuesond speechesfor formol ond informol speoking € Pronunciotion proctice on word ond sentencestresspotterns ili' Eachunithasan age-appropriate and cross-curricular topic. A verysimpleintroduction of thetargeted unitskillis orovided. Studentswill findthetopicdirectlyrelatesto their own livesandstudy. be engagedand motivated to learn. Studentswill = be introduced to the speaking skillin a clearand understandable way. ';lll :=:. # *'a--* : rrl :::e,:2_ i:l+i rld:'a !:i r 1 aiorn! on lhe 2 Belttr toke 3 lhouqhl fdlng b€'duse it couLd il wds $rptosed to b'r vour 2 i-:== -= 5 ^ r^' ' 2 Do vou ' 'hi' r' th$K '" I ' r\uol Ho$ on \'d rplll or lormo\'on\"''o'r" 9 loilorro$ i{'lh }ou' 1 i a c ke t r': 1 4 I " 2 soys il'll b! cold ond rornv whof w€ \dw on fic trip w.'11 hove d tc$ oboril Thc wcolher rctoil a.Yway To helpstudentsspeakmoreaccurately andconfidently, wordandsentence stress patternsarepracticed. Studentswill + learnhowto stresskevwordsand sentences, A modeldialogueor speechis presented with a noticing task. Studentswill ,i,, be exposedto a varietyof dialogues and speeches for formaland informalspeaking. = discoverthe speakingskillfor themselves withoutthe needfor longexplanations TheCD at the back of the Student Bookprovides audiosupportfor alldialogues and speechesplus theaudioforthe Integration listening tasks. Thespeakingskillis combinedwith listening, readingor writingtasks, Keysentences thathighlight the unitskillarepracticed, togetherwithsubstitutable wordsor phrases. Studentswill @ preparefor an oraltask basedon reading andwriting/listening inputs. iF developlanguage skillsneededfor the next generation of integrated testsof English. Studentswill tF developthe skillsneededfor accurateand effective speaking. * be ableto followguidanceto prepareand presenttheirown dialogues or speeches. Listen to lhe dialogue Doni Tom D€(ide if ea{h $tatehent is tr/ee or Fatse lock ond Cosey are talking obout o fi€ld trip Tru€ / Folse Ihe field tip b tomor.ow True / Fobe lock tells Cdsey to take o comero on the field trip True / Folse There will be some interesing onimah the field hjp True / Folse to see on 5 They orc golng skiing in the mountoins Tru€ / Fobe 5 Cosey hos b€en to the wildlife pork before True / Fobe _' Work with a (lassmdte. Ask about ths field rrip your classmate Activiiy F on page 11 and write thc answers :;f planned in Whai do You need to tok€ I :i 12 I Use the informatton licld triF. When ore you going on the hiP? Whot will the weothel from Activity I to tell the class about your rlassmate"s Review Aftereverytwo coreunits thereis a reviewwhich consolidates the speaking skillsalreadystudied. '.t s ea(h r;; stes'.d ihe write lhei number and svllabtes undernne 'Yllahle !!pposeo ro!ndafonr lil Studentswill be ableto seetheir progressin using speaking skills. buildon previously taughtskillsto produceinteresting and naturaldialogues or speeches. word <-' gay ;' ea(h tcnre'(e ,.""""'"" " $-n' i-o .,.;"; ooo* {*ff tun '""'' f il,f ;:f d ilA nrercFl ot tle sildlfP tnt o'uot" words .-,:'j?.::flj::: flooornq F(rblc .;.,."'" ltressed rr*an\od{J'F N'J d$co!* th' undedin€ rh€n r \'n\ PorK ','*ff :bnabou'isoineond "-:#Hi'::":l;:T""ff - "'!_ ^6f trdo5\ufl'\diobi *es, ?h€n p.raFr,ale rhe ,hporranr hro,harion Evaluation Theme:Weather Field Trip Sports and Leisure Usingshortened sentences Terrible Weather GeosraphyParaphrasing Role-play a dialogue aboutgoingona field trip. p.9 Paraphrase a paragraph about extreme weather. p .1 3 Review1 p.17 Theme:SchoolLife Sorry I m tate! Culture and People A Safer Sehool good Using social studie, 0eilvery Apologizing and explaining Role-play a dialogue wheresomeone is apologizing. p. 19 Present a speech about something at your P'23 school thatshould be madesafer. Review 2 p.27 Theme:Opinions Review3 6 What do you think? Culture and People The Review Artsand Presenting a Entertainmentreview Role-play a dialogue Complimenting whereyoucriticize and p.29 andcriticizing compliment things. Present a movie review. p.33 p.37 Theme:Technology Cultureand People Practice leaving Leaving messages voicemessages for people. different SocialStudiesPersuading p.39 Givea speech abouta preference usingpersuasive P'43 expressions. Review 4 p.47 Theme:Nature Getting more information Role-play a dialogue aboutwaysto P'49 cleanupihe neighborhood, Explaining a group plan Present a planfora groupproject. Our Environment i,'j;J,.'.'"o Thinking Green Science and Nature Review 5 P's: p.s7 Theme: Travel Passport, "o fl:il:,.:"." please! FJj'i'J Role-play a dialogue p. 59 withanofficerat immigration. Customsor language? Present the summarizing conclusion of a debate. Summarizing Social Studies andconcluding arguments P'63 Review 6 p.67 Pronunciation p.69 Unit 1 Usingshortened sentences Unit 2 Paraphrasing Unit 3 Apologizing andexplaining Unit 4 gooddelivery Using Unit 5 Complimenting andcriticizing Unit 6 Presenting a review Unit 7 Leaving messages Unit 8 Persuading Unit 9 Getting moreinformation Unit 1O Explaining a groupplan Unit 1 1 Givingprecise answers Unit 12 Summarizing andconcluding arguments 8 Field Trip Listenand read. Kwon: Lucy: Kwon: Lucy: Kwon: Lucy: Kwon: Lucy: Kwon: Lucy: Kwqn: , Going on the field trip tomorrow? Yeoh.Andyou? Sure. Bettertoke o jocket becouseit could get cold. Reolly?Thought it wos supposedto be worm tomorrow. Don't think so. The weother report soysit'll be cold ond roiny. OK. Toking your notebookwith you? Yeoh, better.We'll hove o test obout whot we sow on the trip. Test? About the museum or the oquorium? Both. Thot's whot Mondy told me, onyway. Not much time for fun then, if we'retoking notesoll doy ... Guessnot. I Answer the questions. Where could you insert these words into the diologue to moke more complete sentences? a You'd b I c we'd d Are vou e Is it f There's Do you think this is o cosuol or formol conversotion?How con you tell? 9 Using shortened sentences you can use shortenedsentencesto speaKmone When you anehavingcasualconversations, In questionson statements,you quickly.Don'tshortensentencesin writingonfonmalspeaking. words beforethe mainvenb,adverb,adjectiveon negative: can skipunstnessed (Are you) Going?/ (You'd)Betten / (l) Don't think so./ (ls it) For me? Listenand repeat,Thenwork with a classmateand take turns sayingeach sentenceusing the words given. 1 Going on the field triP tomorrow? closs outing, groduotion triP next week, next month 2 Bettertoke o iocketbecouseit could get cold. on umbrello roin 3 Thought it wos supposedto be worm tomorrow. cold,roiny, cloudy 4 Toking your notebookwith You? textbook, bockpock, cell Phone 1 to.mor.row 1 The weother report soysit'll be cold ond roiny. 2 jack.et 2 We'll hove o test obout whot we sow on the trip. 3 sup.posed 3 About the museum or the oquorium? 4 note.book 5 a.quar.i.um 6 an.y.way Whenu followse or I in a word,it usually sound(mu'se'um, makesitsown syllable a.quar.i'um). Put the dialogue in the correct order. Then listen and practice it with a classmate. Tom: Oh yeoh. And they hove o gome tomorrow. Don: It's going to be fun. He'smissingout! Tom: OK. Think Brettwill be going too? Don: Yeoh.Bettertoke somesunscreenbecouseit's going to be reolly hot tomorrow. Tom: Going on the field trip to the beoch? Don: Don't think so.He'sin the bosebollteom. Preparea dialogueabout going on a field trip. Useshortenedsentencesin your dialogue. Useful words aquarium museum observatory wildlifepark theater r Presentyour dialogueto the class. i1 1 1 ]ock ond Coseyore tolking obout o field trip. 2 The field trip is tomorrow. @.;i Folse True/ Folse 3 |ock tells Coseyto toke o comero on the field trip. True / Folse 4 Therewill be someinterestingonimols to seeon the field trip. True / Folse 5 They ore going skiing in the mountoins. True / Folse 6 Coseyhos been to the wildlife pork before. True / Folse Work with a classmate.Ask about the field trip your classmateplanned in Activity F on page 11 and write the answers. Whot kind of triP is it? When ore you going on the trip? Whot do You need to toke ond whY? Whot will the weother be like? TercibleWeather i E-Estem and read" Peoplein different ports of the world hove found mony woys to live with extreme weother.A good exomple is the plocesin the world thot experiencetropicol storms.People living in theseplocesbuild strong foundotions for buildings to withstond strongwinds. They olso build living oreoshigh obovethe ground to ovoid floods. Stormscon olso cousehuge woves,so citiescloseto the oceon con be shieldedwith big seowolls colledlevees. Teqcher: So,you've reod the possoge.Who'd Iike to tell me quickly whot it wos obout? Go oheod, Nick. Nick: Bosicolly,someplocesin the world get terrible weother.For exomple,there ore somewoys to survive in plocesthot get tropicol storms.Strongfoundotions protect buildings from winds. Living high up con sovepeoplefrom floods. Leveescon protect citiesfrom big wovesin storms. l]: a I 2 Answer the qr,restians. How is Nick'sexplonotionthe someos the possoge? How is Nick's explonotion different from the possoge? 13 Paraphrasing To panaphr"ase meansto nestateinfonmation usingyour own wonds.Paraphrasing is a good wayto summanizeinformationand showyou undenstand it well. ' Takenoteswhileyou listenor neadto get the most impontantinfonmation. ' Usethe notesto expnessthe infonmation usingwords and sentencesyoufeel comfontable using-don'ttry to copysentencesexactly. ' Changesome nouns,venbs,adjectivesand sentencestylesbut keepthe same meaning. Listenand repeat.Thenwork wath a classmateand take turns sayingeach sentenceusing the words given. 1 Who'd like to tell me quickly whot it wos qbout? porophrose,summorize 2 Someplocesin the world get terrible weother. countries extreme 3 Thereore somewoys to survive in plocesthot get tropicol storms. typhoons, tornodoes, snowstorms 4 Strongfoundotions protect buildings from winds. eorthquokes,typhoons Listenahd repent.Thenunderlinethe stressedsyltablesfor e h vnord 1 ex.treme 1 Stormscon olso cousehuge woves. 2 e x . p e r . i . e n ce 2 Living high up con sovepeoplefrom floods. 3 trop.i.cal 3 Leveescon protect citiesfrom big wovesin storms. 4 foun.da.tions 5 pro.tect 6 cit.ies Whenwordsend in -fion,the syllable beforethisisusually stressed(forexamplefoundation, infornstion,celebration). Readthe paragraphand completethe paraphraseusing words from the box. ,_r4i j :f!:E:::jro exomple o?r:iri{ Js woys speciol sofer inside using , Peoplein very cold plocessurvive despite severeweother.Housesin the for north ore well insuloted to keep heot in, ond the windows often hove two pones of thick gloss. The roofs ore designedto moke snow slide off. Snowploughs removesnow from roods, ond choins ore wropped oround cor tires to stop them from sliding on icy roods. Parophrose Bosicolly,there ore (t) to live in very cold ploces.Good insulotion ond double window pones keepthe heot (2) (4) houses,for (r) roofs keepthe snow off them. (s) snow ploughs ond tire choinsmokesdriving on roods(e) Work with a classmateand paraphrasethe paragraph. A drought is on extreme form of dry weother over o long period of time. There ore o voriety of woys to live through times of drought. Formers con use irrigotion-chonnels ond pipes-to bring woter in from rivers or lokes.Peoplecon reduce their woter use by recyclingthe woter they use for woshing ond cleoning, ond by instolling woter tonks to collectroin woter. , Presentyour paraphraseto the class. F i r sut n d e r l i nt e he keyinformation fromthe passage. Thenchange s o m en o u n sv,e r o sa n o whereyoucan. adjectives Readthe description.Work with a classmateand paraphrasethe paragraphusing your own words' For thousonds of yeors, people hove used wool for worm clothing. However, wool is not woterproof. Now there ore new moteriols which ore light, woterproof ond windproof, like Gore-Tex. Some people like to weor Gore-Tex clothing becquse it keeps them worm ond dry. Gore-Tex olso hos the obility to "breothe," ollowing sweot to escopewithout ollowing woter in. Listenand take notes. Useyour notes to preparea paraphrase. Preserityour paraphrasefrom Activity I to the class. Sayeach rd. Thenwrite the number of syllablesand underline the stressedsyllable. I cities tomorrow tropical foundations l i extreme supposed protect aquar ium Say each sentence. Then underline the stressed words. 1 2 Stormscon olso couseterrible flooding. 3 Seowolls con protect citiesfrom huge wqvesin storms. 4 About the oquorium or the wildlife pork? Work with a classmate to complete the conversation about going on a field trip. Then practice the conversation together. SpeokerA: Going SpeokerB: Certoinly om. SpeokerA: Of course.Better SpeokerB: Reolly?I thought it wos supposedto be SpeokerA: Doubt it. SpeokerB: oK. SpeokerA: Yeoh,better. 17 Readthe passageand take notes.Then presenta paraphraseto the class' Typhoon Tip wos the biggestond most intensetropicol cycloneever recorded.It grew out of stormsin the north-westernPocificOceon in 1979, ond ropidly becomeo truly mqssive typhoon: ot its peok it wos olmost holf the sizeof the United Stotes. Fortunotelythe storm weokened beforeit Ionded in |opon. It coused floods ond o lot of domoge to fishing boots, but ot its full strength it might hove cousedo lot more destruction. Notes Listenand take notes.Then paraphrasethe important information to a classmate. Notes Sorry I'm late! Listenand read. Yumiko: Good morning-sorry I'm lote. Teocher: Come in, Yumiko. Where hove you been?It's 10:30.Clossis neorly over. Yumiko: I'm sorry I didn't get here on time. The thing is my fother fell ond hurt his leg this morning. Teqcher: I'm sorry to heor thot, Yumiko. Let'shope your fother is OK soon. Do you hove your homework for me? Yumiko: Uh, octuolly,no ... Teocher: I con understondwhy you ore Iote, but whot hoppenedto vour homework? Yumiko: Thot's becousewith oll the confusionthis morning, I forgot to put my books ond foldersin my bog. Teocher: Hm. Well, I expectto see your homework first thing tomorrow. r Followthe instructions. Underlinethe ports of the conversotionwhere someonesoys"sorry."Which "sorry" seems to be different from the others? Circle the ports of the conversotionwhere reosonsore given. 19 A p o l o g i z i n ga n d e x p l a i n i n g When you needto sayyou anesonryaboutsomething,it is alsoimportantto givea reasonon explanation. You can . apologizeby saying Sorry, Sorry I'm (adjective)or Sorry I didn't (action). . start a neasonor explanationwith Thats because...or The thing is .... Listenand repeat.Thenwork with a classmateand take turns sayingeach sentenceusing the words given. 1 I'm sorry I didn't get here on time. do mv homework. come to school 2 The thing is my fother fell ond hurt his leg. my mother is sick, our cor Lrrokedown 3 Let'shope your fother is OK soon. mother, ount, grondmother 4 With oll the confusion this morning, I forgot to put my books ond foldersin my bog. homework,proiect,notes Listen and repeat. Then underline the stressedsyllable for each word and the stresseduuordsf*r the sentences. 20 1 near.ly 2 home.work 2 Where hove you been? 3 hap.pened 3 Do you hove your homework for me? 4 c o n . f u . si o n 5 for.got 6 fold.ers Good morning-sorry I'm lote. In somespecial lsis expressions, ('thethingis"),but in normal stressed useit is usually unstressed.