TN_Top Up 2

50 Teacher’s Notes for TOP-UP Listening & Speaking 2 25 Unit 4 l What can I get you? What can I get you? Unit 4 25 3. Words & Expressions A. Work with a partner. Draw lines to match the questions or expressions on the left with the replies on the right. q Replies Yes, could I have a ginger ale please? To go, please No, that’ll be it. Thanks. No, I’m afraid we don’t. Here you are. Sure. Mustard and relish? They are on the counter over there. q Phrases Do you have iced tea? Could I have some napkins? That’ll be $2.75. Would you like something to drink? Is that for here or to go? Would you like anything else? Can I have a hot dog please? Listen to three conversations. Look at the pictures. Write the letter of the order next to the number of the conversation. Conversation 1 ................ Conversation 2 ................ Conversation 3 ................ a d e b A: B: A: B: A: B: Can I help you? ........................................................................................................................................ . ........................................................................................................................................ . ........................................................................................................................................ . ........................................................................................................................................ . ........................................................................................................................................ . B. Work with your partner. Choose different expressions from the lists above and write a conversation below. 4. Let’s Listen! CD Tracks : 19, 20, 21 a c c d

Teacher’s Notes for TOP-UP Listening & Speaking 2 51 Unit 4: What can I get you? 3. Words & Expressions 4. Let’s Listen! CD Tracks 19, 20, 21 l As per the instructions in the book. l Have students check their answers with another pair before you ask for them. This exercise introduces students to the discourse of shopping. l When they finish the second exercise, you can have a couple pairs to volunteer and act out their conversations. l ปฏิบัติตามคำ�ชี้แจง/คำ�สั่งในหนังสือเรียน l ให้นักเรียนตรวจคำ�ตอบของตนเองกับเพื่อนคู่อื่นก่อนที่ครูจะถามให้นักเรียนตอบ แบบฝึกหัดนี้แนะนำ� ข้อความคำ�พูดที่ใช้ในการซื้อขาย l เมื่อนักเรียนทำ�แบบฝึกหัดที่ 2 เสร็จ ครูอาจให้นักเรียนอาสาสมัคร 2 คู่ แสดงบทบาทสมมติตามบทสนทนา ของตัวเอง l As per the instructions in the book. l Have students check their answers with a partner before you tell them. l ปฏิบัติตามคำ�ชี้แจง/คำ�สั่งในหนังสือเรียน l ให้นักเรียนตรวจคำ�ตอบของตนเองกับเพื่อนก่อนที่ครูจะเฉลยคำ�ตอบ What can I get you? Unit 4 25 3. Words & Expressions A. Work with a partner. Draw lines to match the questions or expressions on the left with the replies on the right. q Replies Yes, could I have a ginger ale please? To go, please No, that’ll be it. Thanks. No, I’m afraid we don’t. Here you are. Sure. Mustard and relish? They are on the counter over there. q Phrases Do you have iced tea? Could I have some napkins? That’ll be $2.75. Would you like something to drink? Is that for here or to go? Would you like anything else? Can I have a hot dog please? Listen to three conversations. Look at the pictures. Write the letter of the order next to the number of the conversation. Conversation 1 ................ Conversation 2 ................ Conversation 3 ................ a d e b A: B: A: B: A: B: Can I help you? ........................................................................................................................................ . ........................................................................................................................................ . ........................................................................................................................................ . ........................................................................................................................................ . ........................................................................................................................................ . B. Work with your partner. Choose different expressions from the lists above and write a conversation below. 4. Let’s Listen! CD Tracks : 19, 20, 21 c

52 Teacher’s Notes for TOP-UP Listening & Speaking 2 26 Unit 4 l What can I get you? 26 Unit 4 What can I get you? Listen again. Does the customer take the food out, or eat in the restaurant? How much does the food cost? How much change does the clerk give back? Compare your answers with your partner. Conversation 1 Conversation 2 Conversation 3 Take out Eat in Cost Change A. Listen to the following. Circle the places where you hear mixed sounds. Notice What would you like to drink? What wou djou like to drink? Have you decided what you want to order? Have you decided wha tchou want to order? Notice Is that what you want? Have you found yourselves a seat yet? Did you want the set? 1. 2. 3. B. Listen to the conversation. Write in the missing words. Contractions [I’ll, he’s, etc.] go in one space. A: B: A: B: A: B: Hi. I’d ......................... ......................... order of french fries and a large cola. Okay, fries and a cola. ......................... ......................... like any dessert today? Yes, you have ice-cream sandwiches, ......................... ......................... ? Oh, you mean this? Is this ......................... ......................... ......................... ? Yeah, that’s right. Okay, your order number is 76. We’ll ......................... ......................... when it’s ......................... . Check your answers with a partner. Now practice the conversation together. Sounds can mix together. NOTE: When a word ending in ‘d’ is followed by a word beginning with ‘y’, they join together to make a new sound ‘dj’. NOTE: When a word ending in ‘t’ is followed by a word beginning with ‘y’, they join together to make a new sound ‘tch’. 6. Listening Clinic: Mixed Sounds CD Track : 22 CD Track : 23 5. Listen Again CD Tracks : 19, 20, 21 $3.56 $16.47 $4.16 $1.44 $3.53 $5.84 like an Would don’t call what you you you ready you want

Teacher’s Notes for TOP-UP Listening & Speaking 2 53 Unit 4: What can I get you? 5. Listen Again CD Tracks 19, 20, 21 6. Listening Clinic: CD Track 22 CD Track 23 l As per the instructions in the book. l Have the students check with other students before asking them to volunteer their own answers. Occasionally expressions of money can be troublesome. This can be played again if students are having some difficulty. l ปฏิบัติตามคำ�ชี้แจง/คำ�สั่งในหนังสือเรียน l ให้นักเรียนตรวจคำ�ตอบของตนเองกับเพื่อนก่อนครูจะให้นักเรียนอาสาสมัครบอกคำ�ตอบของตนเอง บางครั้ง สำ�นวนที่ใช้เกี่ยวกับการใช้เงินอาจจะยากไปสำ�หรับนักเรียน ครูควรให้นักเรียนฟังบทสนทนาซ้ำ�หลายๆครั้ง จนนักเรียนเข้าใจ Target: Mixed Sounds เป้าหมาย: เสียงผสม Before doing this exercise, read the introductory notes on pages 5 to 12. (NB: If you have time, prepare an OHT or Power Point to introduce the target feature and to go over the answers.) ก่อนการทำแบบฝึกหัด อ่านคำ ชี้แจง หน้า 5-12 (หมายเหตุ: ถ้าครูมีเวลาให้เตรียมข้อความลงใน OHP หรือ PowerPoint เพื่อแนะนำ�คำ�ศัพท์ที่เป็น กลุ่มเป้าหมายของการฝึกและสำ�หรับใช้ตรวจคำ�ตอบ) l Read out the sentence What would you like to drink? and have students write down what they think you said. (Do this with their books closed.) l Have them compare with a partner. l Write the above sentence on the board. Model the sentences a couple of times to show how sounds blend together and make a new sound in natural speech. l Have students read the sentences below before playing the recording. l Students draw a circle where the sounds blend together. Students may need to listen to this more than once. l Ask students to compare their answers with a partner before checking them. If necessary, model the phonological point in exaggerated fashion in your own voice. l ครูอ่านออกเสียงประโยค What would you like to drink? แล้วให้นักเรียนเขียนลงในสมุด เพื่อทดสอบว่านักเรียนฟังประโยคที่ครูพูดรู้เรื่องหรือไม่ (ปิดหนังสือขณะอ่านให้ฟัง) l ให้นักเรียนเปรียบเทียบประโยคของตนเองกับเพื่อน l เขียนประโยคดังกล่าวลงบนกระดาน พูดเป็นแบบให้นักเรียนฟัง 2 ครั้ง เพื่อแสดงให้นักเรียนเห็นว่าเสียง มีการผสมกันและทำ�ให้เกิดเสียงใหม่ขึ้นมาได้อย่างไรในการพูดแบบเป็นธรรมชาติ l ให้นักเรียนอ่านออกเสียงประโยคข้างล่างก่อนเปิด CD l ให้นักเรียนฟังแล้ววงกลมรอบคำ�ที่เสียงผสมกัน นักเรียนอาจจะต้องฟังหลายครั้งกว่าจะรู้ว่ามีเสียงผสมอยู่ใน คำ�ใด l ให้นักเรียนเปรียบเทียบคำ�ตอบของตนเองกับเพื่อนก่อนตรวจคำ�ตอบ ถ้าจำ�เป็นครูอาจพูดออกเสียงจุดที่เป็น เสียงผสมเป็นแบบให้นักเรียนฟังโดยเน้นการออกเสียงให้ชัดเจนมากกว่าปกติ l Let students compare their answers before you tell them. l After giving the answers, you can have students practice the conversation together, paying careful attention to the pronunciation. l ให้นักเรียนเปรียบเทียบคำ�ตอบของตนเองกับเพื่อนก่อนครูเฉลยคำ�ตอบ l หลังจากเฉลยคำ�ตอบ ครูอาจให้นักเรียนฝึกพูดบทสนทนาด้วยกันโดยให้ความสนใจเป็นพิเศษในด้าน การออกเสียง 26 Unit 4 What can I get you? Listen again. Does the customer take the food out, or eat in the restaurant? How much does the food cost? How much change does the clerk give back? Compare your answers with your partner. Conversation 1 Conversation 2 Conversation 3 Take out Eat in Cost Change A. Listen to the following. Circle the places where you hear mixed sounds. Notice What would you like to drink? What wou djou like to drink? Have you decided what you want to order? Have you decided wha tchou want to order? Notice Is that what you want? Have you found yourselves a seat yet? Did you want the set? 1. 2. 3. B. Listen to the conversation. Write in the missing words. Contractions [I’ll, he’s, etc.] go in one space. A: B: A: B: A: B: Hi. I’d ......................... ......................... order of french fries and a large cola. Okay, fries and a cola. ......................... ......................... like any dessert today? Yes, you have ice-cream sandwiches, ......................... ......................... ? Oh, you mean this? Is this ......................... ......................... ......................... ? Yeah, that’s right. Okay, your order number is 76. We’ll ......................... ......................... when it’s ......................... . Check your answers with a partner. Now practice the conversation together. Sounds can mix together. NOTE: When a word ending in ‘d’ is followed by a word beginning with ‘y’, they join together to make a new sound ‘dj’. NOTE: When a word ending in ‘t’ is followed by a word beginning with ‘y’, they join together to make a new sound ‘tch’. 6. Listening Clinic: Mixed Sounds CD Track : 22 CD Track : 23 5. Listen Again CD Tracks : 19, 20, 21

54 Teacher’s Notes for TOP-UP Listening & Speaking 2 27 Unit 4 l What can I get you? What can I get you? l Unit 4 27 Work with a partner. Student A, turn to page 74. Student B, turn to page 83. 8. Act It Out! ............................. to Burger Barn. Can ............................. help ............................. ? Yeah. ............................. ............................. ............................. a double cheeseburger ............................. ............................. chocolate milkshake? ............................. ............................. like ............................. french fries ............................. ............................. ? No, ............................. . I’ll ............................. ............................. cheeseburger value meal. Okay. And ............................. ............................. ............................. like ............................. drink ? Iced tea. Would ............................. like ........................................... else? No. That’s ............................. , thanks. Okay, I’ll get ............................. ............................. you right ............................. . What ............................. ............................. ............................. ............................. drink? I’ll ............................. ............................. diet cola. Small, medium or ............................. ? Medium, ............................. . Part One: Before you listen, look at the conversations below. Can you guess the missing words? Put one word in each space. Part Two: Now listen and see if your guesses were correct. 1 2 3 4 A: B: A: B: A: B: A: A: B: A: B: A: B: 7. Focus on Patterns CD Track : 24 Welcome I Can what would that all you anything have Would some with a I would you for away a you thanks have the that have you to like to please large and you

Teacher’s Notes for TOP-UP Listening & Speaking 2 55 Unit 4: What can I get you? 7. Focus on Patterns CD Track 6 8. Act It Out! Before doing this exercise, read the introductory notes on pages 5 to 12. ก่อนการทำแบบฝึกหัด อ่านคำ ชี้แจงในหน้า 5 - 12 Part One l Have the students read the incomplete conversations in the book and guess what words are missing. l Have them write their guesses into the empty spaces. For weaker students, you might want to have them work in pairs. ตอนที่ 1 l ให้นักเรียนอ่านบทสนทนาที่ยังไม่ครบสมบูรณ์ในหนังสือ และคาดเดาว่าคำ�ศัพท์ที่หายไปคือคำ�ว่าอะไร l ให้นักเรียนเขียนคำ�ศัพท์ที่คาดเดาลงในช่องว่าง สำ�หรับนักเรียนที่อ่อน ครูอาจจะให้นักเรียนทำ�งานเป็นคู่ Part Two l Play the CD and have the students check their answers. l Go over the answers. ตอนที่ 2 l เปิด CD แล้วให้นักเรียนตรวจคำ�ตอบของตนเอง l ตรวจคำ�ตอบจนจบ Before doing this exercise, read the introductory notes on pages 5 to 12. ก่อนการทำแบบฝึกหัด อ่านคำ ชี้แจงในหน้า 5 - 12 l As per the instruction in the book. l Have each pair check their answers for Part 1 before going ahead with Part 2. l Go over the answers for Part 2 as a class. l ปฏิบัติตามคำ�ชี้แจง/คำ�สั่งในหนังสือเรียน l ให้นักเรียนแต่ละคู่ตรวจสอบคำ�ตอบของตนเองใน Part 1 ก่อนทำ� Part 2 ต่อไป l ตรวจคำ�ตอบ Part 2 พร้อมกันทั้งชั้น What can I get you? l Unit 4 27 Work with a partner. Student A, turn to page 74. Student B, turn to page 83. 8. Act It Out! ............................. to Burger Barn. Can ............................. help ............................. ? Yeah. ............................. ............................. ............................. a double cheeseburger ............................. ............................. chocolate milkshake? ............................. ............................. like ............................. french fries ............................. ............................. ? No, ............................. . I’ll ............................. ............................. cheeseburger value meal. Okay. And ............................. ............................. ............................. like ............................. drink ? Iced tea. Would ............................. like ........................................... else? No. That’s ............................. , thanks. Okay, I’ll get ............................. ............................. you right ............................. . What ............................. ............................. ............................. ............................. drink? I’ll ............................. ............................. diet cola. Small, medium or ............................. ? Medium, ............................. . Part One: Before you listen, look at the conversations below. Can you guess the missing words? Put one word in each space. Part Two: Now listen and see if your guesses were correct. 1 2 3 4 A: B: A: B: A: B: A: A: B: A: B: A: B: 7. Focus on Patterns CD Track : 24

56 Teacher’s Notes for TOP-UP Listening & Speaking 2 28 Unit 4 l What can I get you? 28 Unit 4 l What can I get you? 9. Try It Out! The Situation: You work at a restaurant. Look at the menu on the next page. Circle five items. These five items are sold out. The customer cannot buy them. Expressions you can use: • What would like? • We’re sorry but ................... is sold out. • Is that for here or to go? Student A: Counter staff The Situation: You are customers. You are in a hurry. Look at the menu on the next page and choose things to order. Be ready to change your order if what you want is not available. Expressions you can use: • Can I get ................... . • Okay, how about... ? • How much is it? Student B: Customer Work with a partner. Look at the role cards. Follow the prompts and have a conversation. Sales Clerk Customer Greet the customer Ask “Is that for here or to go?” Ask “Anything to drink?” Ask about a side-order Ask if they need anything else Tell them the cost Order something to eat Answer Order a drink Make a side-order Say no

Teacher’s Notes for TOP-UP Listening & Speaking 2 57 Unit 4: What can I get you? 9. Try It Out! l As per the instructions in the book. l Give the students some preparation time for going over the role cards, and also the prompts below. This preparation time need not be long. Once adequate time has been given, do as per instructions in the book. l Once the activity tails off, you might want to switch parts in the role-play, or have students switch parts. l When the role play is winding down, the teacher might have a feedback session to go over any issues that arose in the role-play. l ปฏิบัติตามคำ�สั่ง/คำ�ชี้แจงในหนังสือเรียน l ให้เวลานักเรียนในการเตรียมแสดงบทบาทตาม role cards และสถานการณ์ที่กำ�หนดให้ด้านล่าง ระยะเวลา ในการเตรียมไม่ควรนานเกินไป เมื่อหมดเวลาเตรียมตัวแล้ว ให้นักเรียนปฏิบัติตามคำ�สั่ง/คำ�ชี้แจงในหนังสือเรียน l เมื่อนักเรียนทำ�กิจกรรมเสร็จแล้ว ให้นักเรียนสลับบทบาทแสดงอีกครั้งหนึ่ง l หลังจากการแสดงบทบาทสมมติจบลง ครูอาจจะให้ข้อคิดเห็นเกี่ยวกับการพูดตามบทบาทของนักเรียน ว่ามีส่วนใดควรจะต้องปรับปรุงแก้ไขบ้างหรือไม่ 28 Unit 4 l What can I get you? 9. Try It Out! The Situation: You work at a restaurant. Look at the menu on the next page. Circle five items. These five items are sold out. The customer cannot buy them. Expressions you can use: • What would like? • We’re sorry but ................... is sold out. • Is that for here or to go? Student A: Counter staff The Situation: You are customers. You are in a hurry. Look at the menu on the next page and choose things to order. Be ready to change your order if what you want is not available. Expressions you can use: • Can I get ................... . • Okay, how about... ? • How much is it? Student B: Customer Work with a partner. Look at the role cards. Follow the prompts and have a conversation. Sales Clerk Customer Greet the customer Ask “Is that for here or to go?” Ask “Anything to drink?” Ask about a side-order Ask if they need anything else Tell them the cost Order something to eat Answer Order a drink Make a side-order Say no What can I get you? l Unit 4 29 Hamburger Doubleburger Cheeseburger Gardenburger Babylon Deluxe Salsa Burger Fish Sandwich Cajun Chickenburger Veggieburger 2.25 2.75 2.40 2.90 3.10 2.60 2.60 2.60 2.40 Sandwiches Cola Medium Large Jumbo Babylon Shake Coffee Tea 1.25 1.50 1.75 2.25 0.75 0.75 Beverages 1.25 1.75 1.75 2.25 2.25 2.75 1.75 Babylon Fries Medium Large Onion Rings Medium Large Garden Salad Caesar Salad Onion Soup Side Orders 1.75 2.25 1.75 Hot Apple Tart Babylon Ice Cream Chocolate Malt Desserts

58 Teacher’s Notes for TOP-UP Listening & Speaking 2 30 Unit 5 l Can I speak to Bill, please? 30 Unit 5 Can I speak to Bill, please? UNIT5 1. Let’s Start! Can I speak to Bill, please? Read the following. What would you do in each situation? Write a short answer. Compare your answers with a partner. Are they similar or different? You are going to be late for a meeting with a friend. You are going to be late for a job interview. You are too sick to go to school or go to work. You are going to be late for a friend’s wedding. You are living with your family. You have to work very late tonight. 2. Conversation Flow Work with a partner. Arrange the sentences to make a conversation between a student and a teacher. The first one is done for you. ............. I’m afraid she’s out at the moment. Who’s calling, please? ............. Sure, will do. ............. Hi, Alison. Christine will be back in about a half an hour. ............. Hi. Is Christine there? ............. Sorry, this is Alison. I’m Christine’s classmate. ............. I see. Could you tell her that I called? Now practice the conversations with your partner. ............. I see. Can I leave a message? ............. Hi, my name is Bonnie Grey. May I speak to Susan Jensen, please. ............. Sure. Go ahead. ............. I’m afraid she’s out at the moment. ............. Okay. I’ll get her to call you when she gets back. ............. Can you tell her to call me back? She has my number. 1 1 q Situation q Action send a short text message Conversation 1 Conversation 2 2 6 4 3 5 3 4 2 6 5

Teacher’s Notes for TOP-UP Listening & Speaking 2 59 Unit Theme Listening Tasks Listening Clinics Lesson Lead-In (Optional) 1. Let’s Start! 2. Conversation Flow l Write the following statements on the board, (or for more capable classes, you might dictate these to the students). 1. I am Bob Graham. 2. He’s not in at the moment. 3. Just a minute, please. 4. Please wait there. 5. This is Bob Graham. l Ask students to divide these into two groups, without giving them clues as to how they are to do this. For weaker students, you can write one sentence into each group. (The task is to identify expressions commonly used on the phone and nowhere else.) Once students have looked at this task, you can board up the following: Telephone English Not Telephone English 2, 3, 5 1, 4 l เขียนข้อความ 1-5 ตามคำอธิบายภาษาอังกฤษข้อแรกบนกระดาน (หรือสำ หรับนักเรียนที่ระดับภาษาดี ครูอาจจะให้นักเรียนเขียนตามคำ บอกลงในสมุด) l บอกให้นักเรียนแบ่งข้อความ 5 ข้อนี้ิเป็น 2 กลุ่ม โดยครูไม่ต้องให้คำแนะนำ ใดๆ สำ หรับนักเรียนที่อ่อน ครูอาจใส่ประโยคข้อความเป็นตัวอย่างไว้กลุ่มละ 1 ประโยค (กิจกรรมนี้คือการให้บอกว่าข้อความใดใช้ ในการพูดทางโทรศัพท์ ข้อความใดใช้พูดทั่วไป เมื่อนักเรียนทำ เสร็จแล้ว ครูให้คำตอบบนกระดาน ดังนี้ Telephone English Not Telephone English 2, 3, 5 1, 4 l As per the instructions in the book. l You may want to take an informal class poll to wind up the activity. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ครูอาจจะสำ รวจความคิดเห็นแบบไม่เป็นทางการในชั้นเรียนเพื่อช่วยกระตุ้นการทำกิจกรรม l Have students do the exercise. l Put them into pairs and let them check their answers before you give them. l Have them practice the conversations. l ให้นักเรียนทำแบบฝึกหัด l ให้นักเรียนจับคู่และตรวจคำตอบของตนเองก่อนที่ครูจะเฉลยคำตอบ l ให้นักเรียนฝึกพูดบทสนทนาตามแบบ Can I speak to Bill, please? Unit 5 l Making and understanding phone calls l Students listen to four conversations of phone calls l Dropped Sounds l การพูดและทำความเข้าใจ การสื่อสารทางโทรศัพท์ l นักเรียนฟังบทสนทนาทางโทรศัพท์ 4 บท l พยัญชนะที่ไม่ออกเสียง 30 Unit 5 Can I speak to Bill, please? UNIT5 1. Let’s Start! Can I speak to Bill, please? Read the following. What would you do in each situation? Write a short answer. Compare your answers with a partner. Are they similar or different? You are going to be late for a meeting with a friend. You are going to be late for a job interview. You are too sick to go to school or go to work. You are going to be late for a friend’s wedding. You are living with your family. You have to work very late tonight. 2. Conversation Flow Work with a partner. Arrange the sentences to make a conversation between a student and a teacher. The first one is done for you. ............. I’m afraid she’s out at the moment. Who’s calling, please? ............. Sure, will do. ............. Hi, Alison. Christine will be back in about a half an hour. ............. Hi. Is Christine there? ............. Sorry, this is Alison. I’m Christine’s classmate. ............. I see. Could you tell her that I called? Now practice the conversations with your partner. ............. I see. Can I leave a message? ............. Hi, my name is Bonnie Grey. May I speak to Susan Jensen, please. ............. Sure. Go ahead. ............. I’m afraid she’s out at the moment. ............. Okay. I’ll get her to call you when she gets back. ............. Can you tell her to call me back? She has my number. 1 1 q Situation q Action send a short text message Conversation 1 Conversation 2

60 Teacher’s Notes for TOP-UP Listening & Speaking 2 31 Unit 5 l Can I speak to Bill, please? Can I speak to Bill, please? l Unit 5 31 3. Words & Expressions A. Work with a partner. Look at the expressions. Circle Making a call if the expression is used Making a call. Circle Getting a call if the expression is used Getting a call. Compare your answers with another pair. q Expression q Speaker Could I speak to Bill, please? Making a call Getting a call Is Bill there? Making a call Getting a call Just a minute, I’ll get him. Making a call Getting a call I’m sorry, she’s out at the moment. Making a call Getting a call When will she be back? Making a call Getting a call Can I have your name? Making a call Getting a call Could I leave a message? Making a call Getting a call Could you tell him I called? Making a call Getting a call Could you ask her to call me? Making a call Getting a call Can I take a message? Making a call Getting a call A: B: A: B: A: B: Hello, could I speak to Jenny Carr, please? ........................................................................................................................................ . ........................................................................................................................................ . ........................................................................................................................................ . ........................................................................................................................................ . ........................................................................................................................................ . B. Work with your partner. Choose different expressions and make a conversation below. 4. Let’s Listen! CD Tracks : 25, 26, 27, 28 Listen to four telephone conversations. Draw lines and match the conversation with the reason for the call. get information ask if someone can do something change an appointment find out a meeting time invite someone make a reservation Conversation 1 Conversation 2 Conversation 3 Conversation 4 Compare your answers with a partner.

Teacher’s Notes for TOP-UP Listening & Speaking 2 61 Unit 5: Can I speak to Bill, please? 3. Words & Expressions 4. Let’s Listen! CD Tracks 25, 26, 27, 28 l As per the instructions in the book. l Have students check their answers with a partner before you tell them. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนตรวจคำตอบของตนเองกับเพื่อนก่อนที่ครูจะเฉลยคำตอบ l As per the instructions in the book. l Have students check their answers with a partner before you tell them. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนตรวจคำตอบของตนเองกับเพื่อนก่อนที่ครูจะเฉลยคำตอบ Can I speak to Bill, please? l Unit 5 31 3. Words & Expressions A. Work with a partner. Look at the expressions. Circle Making a call if the expression is used Making a call. Circle Getting a call if the expression is used Getting a call. Compare your answers with another pair. q Expression q Speaker Could I speak to Bill, please? Making a call Getting a call Is Bill there? Making a call Getting a call Just a minute, I’ll get him. Making a call Getting a call I’m sorry, she’s out at the moment. Making a call Getting a call When will she be back? Making a call Getting a call Can I have your name? Making a call Getting a call Could I leave a message? Making a call Getting a call Could you tell him I called? Making a call Getting a call Could you ask her to call me? Making a call Getting a call Can I take a message? Making a call Getting a call A: B: A: B: A: B: Hello, could I speak to Jenny Carr, please? ........................................................................................................................................ . ........................................................................................................................................ . ........................................................................................................................................ . ........................................................................................................................................ . ........................................................................................................................................ . B. Work with your partner. Choose different expressions and make a conversation below. 4. Let’s Listen! CD Tracks : 25, 26, 27, 28 Listen to four telephone conversations. Draw lines and match the conversation with the reason for the call. get information ask if someone can do something change an appointment find out a meeting time invite someone make a reservation Conversation 1 Conversation 2 Conversation 3 Conversation 4 Compare your answers with a partner.

62 Teacher’s Notes for TOP-UP Listening & Speaking 2 32 Unit 5 l Can I speak to Bill, please? 32 Unit 5 Can I speak to Bill, please? Listen again. Circle the best answers. Check your answers with your partner. I’m sorry, you’ve just missed him. I need to know if she can work this Friday. I’m afraid that Mr. Whitman’s in a meeting. 1. 2. 3. Notice A. Listen to the following. Draw a slash ( / ) where the sounds disappear. Draw an arrow where sounds link together. Could you ask her to call Grant at 523-0982? Could I speak to Rachael, please? I’m sorry, sir, I didn’t catch your name. I need to reschedule our appointment. Notice I’m sorry, sir, I didn’t catch your name. I need to reschedule our appointment. Sounds can disappear. NOTE: Also, when a word ends with a ‘t’ or ‘d’ sound and is followed by a word beginning with a consonant sound, the ‘t’ or ‘d’ can disappear. NOTE: ‘h’ sounds can disappear. If a word ends with a ‘t’ or ‘d’ sound and is followed by a word beginning with a vowel sound, the ‘t’ or ‘d’ is often fully pronounced. 6. Listening Clinic: Dropped Sounds CD Track : 29 5. Listen Again CD Tracks : 25, 26, 27, 28 1 2 3 4 Do the speakers know each other? Yes / No Yes / No Yes / No Yes / No Can the caller talk to the person they are calling? Yes / No Yes / No Yes / No Yes / No What is the relationship between the caller and the person they are calling? Personal Business Strangers Personal Business Strangers Personal Business Strangers Personal Business Strangers Does the caller leave a message? Yes / No Yes / No Yes / No Yes / No

Teacher’s Notes for TOP-UP Listening & Speaking 2 63 Unit 5: Can I speak to Bill, please? 5. Listen Again CD Tracks 25, 26, 27, 28 6. Listening Clinic: CD Track 29 l As per the instructions in the book. l This covers quite a spread of information. Have the students compare their answers in pairs or groups before asking them to volunteer their own. If appropriate, play listening again. l Have students check their answers with a partner before you tell them. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l แบบฝึกหัดนี้มีข้อมูลที่ค่อนข้างกว้างมาก ให้นักเรียนเปรียบเทียบคำตอบของตนเองกับคู่หรือในกลุ่ม ก่อนที่ครูถามให้นักเรียนอาสาสมัครบอกคำตอบของตนเอง ถ้าจำ เป็นอาจจะต้องให้นักเรียนฟังบทสนทนา ซ้ำอีกรอบ l ให้นักเรียนตรวจคำตอบของตนเองกับเพื่อนก่อนที่ครูจะเฉลยคำตอบ Target: Dropped Sounds เป้าหมาย: พยัญชนะที่ไม่ออกเสียง Before doing this exercise, read the introductory notes on pages 5 to 12. (NB: If you have time, prepare an OHT or Power Point to introduce the target feature and to go over the answers.) ก่อนการทำแบบฝึกหัด อ่านคำ ชี้แจง หน้า 5 - 12 (หมายเหตุ: ถ้าครูมีเวลาให้เตรียมข้อความลงใน OHP หรือ PowerPoint เพื่อแนะนำคำศัพท์ ที่เป็นกลุ่มเป้าหมายของการฝึกและสำ หรับใช้ตรวจคำตอบ) l Write a part of the sentence I didn't catch your name. on the board. Model this a couple of times to show how the final consonants can disappear in natural speech. Optional: Write You didn't ask my name (You didn task my name) beside the above to show the contrast between when /t/ is dropped and when it links. l Have students read the sentences below before playing the recording. l Students cross out the sounds they don’t hear. Students may need to listen to this more than once. l Ask students to compare their answers with a partner before checking them. If necessary, model the phonological point in exaggerated fashion in your own voice. l เขียนประโยค I didn't catch your name. ลงบนกระดาน พูดประโยคเป็นแบบให้นักเรียนฟัง 2 ครั้ง เพื่อแสดงให้เห็นว่าเสียงของพยัญชนะตัวสุดท้ายของคำ หายไปอย่างไรในการพูดแบบเป็นธรรมชาติ ตัวเลือก: เขียนประโยค You didn't ask my name (You didn task my name) ไว้ข้างๆประโยคแรกเพื่อแสดงการเปรียบเทียบเมื่อพยัญชนะ t ไม่ออกเสียงและเมื่อใดที่เป็นเสียงเชื่อมโยง l ให้นักเรียนอ่านออกเสียงประโยคด้านล่างก่อนเปิด CD ให้ฟัง l นักเรียนขีดกากบาท X เสียงพยัญชนะที่ไม่ได้ยินในคำ นักเรียนอาจจะต้องฟังมากกว่า 1 ครั้ง l ให้นักเรียนเปรียบเทียบคำตอบของตนเองกับเพื่อนก่อนตรวจคำตอบ ถ้าจำ เป็นครูอาจพูดเป็นแบบแสดงจุดที่มี พยัญชนะที่ไม่ออกเสียงให้นักเรียนฟังโดยเน้นการออกเสียงให้ชัดเจนมากกว่าการพูดปกติ 32 Unit 5 Can I speak to Bill, please? Listen again. Circle the best answers. Check your answers with your partner. I’m sorry, you’ve just missed him. I need to know if she can work this Friday. I’m afraid that Mr. Whitman’s in a meeting. 1. 2. 3. Notice A. Listen to the following. Draw a slash ( / ) where the sounds disappear. Draw an arrow where sounds link together. Could you ask her to call Grant at 523-0982? Could I speak to Rachael, please? I’m sorry, sir, I didn’t catch your name. I need to reschedule our appointment. Notice I’m sorry, sir, I didn’t catch your name. I need to reschedule our appointment. Sounds can disappear. NOTE: Also, when a word ends with a ‘t’ or ‘d’ sound and is followed by a word beginning with a consonant sound, the ‘t’ or ‘d’ can disappear. NOTE: ‘h’ sounds can disappear. If a word ends with a ‘t’ or ‘d’ sound and is followed by a word beginning with a vowel sound, the ‘t’ or ‘d’ is often fully pronounced. 6. Listening Clinic: Dropped Sounds CD Track : 29 5. Listen Again CD Tracks : 25, 26, 27, 28 1 2 3 4 Do the speakers know each other? Yes / No Yes / No Yes / No Yes / No Can the caller talk to the person they are calling? Yes / No Yes / No Yes / No Yes / No What is the relationship between the caller and the person they are calling? Personal Business Strangers Personal Business Strangers Personal Business Strangers Personal Business Strangers Does the caller leave a message? Yes / No Yes / No Yes / No Yes / No

64 Teacher’s Notes for TOP-UP Listening & Speaking 2 33 Unit 5 l Can I speak to Bill, please? Can I speak to Bill, please? l Unit 5 33 Part One: Before you listen, look at the conversations below. Can you guess the missing words? Put one word in each space. ............................. morning. Burton Electronics. How ............................. ............................. help ............................. ? ............................. morning. ............................. I ............................. to Andrew Smith, please? Andrew Smith? .............................................. . One ............................. , ............................. . ............................. afraid Mr. Johnson is ............................. ............................. meeting ............................. ............................. moment. Can ............................. ............................. ............................. message? No, it’s ............................. . I’ll ............................. ............................. later. ............................. time ............................. he ............................. back? I ............................. he’ll ............................. back ............................. 4 o’clock ............................. ............................. latest. ............................. ............................. ask him ............................. call me? Certainly, Mr. Brennan. I’ll ............................. ............................. ............................. call you ............................. soon ............................. he’s ............................. . Work with a partner. Student A, turn to page 75. Student B, turn to page 84. 8. Act It Out! Part Two: Now listen and see if your guesses were correct. B. Listen to the conversation. Write in the missing words. A: B: A: B: A: B: Hello. .................. .................. Emma Lee from First City Bank. Can I speak to Jacob Wilson, please? Certainly, ma’am. ............................ ............................ check ............................ he’s in.... Thanks very much. Hi, I’m afraid he’s ............................ ............................ ............................ the moment. Oh, I see. Could you tell ............................ ............................ ............................ called? Certainly. I’ll ............................ ............................ ............................ message. Check your answers with a partner. Now practice the conversation together. 1 2 3 4 A: B: A: A: B: A: B: A: B: 7. Focus on Patterns CD Track : 31 CD Track : 30 This is Let not him give me in that him at I that if Good Good I’m in at okay call at take Could as What will think be by to get him to as be a the back the a you free I Can speak Certainly moment may I you please

Teacher’s Notes for TOP-UP Listening & Speaking 2 65 Unit 5: Can I speak to Bill, please? CD Track 30 7. Focus on Patterns CD Track 31 8. Act It Out! l Let students compare their answers before you tell them. l After giving the answers, you can have students practice the conversation together, paying careful attention to the pronunciation. l ให้นักเรียนเปรียบเทียบคำตอบของตนเองกับเพื่อนก่อนที่ครูจะเฉลยคำตอบ l หลังจากเฉลยคำตอบ ครูอาจให้นักเรียนฝึกพูดบทสนทนาด้วยกันโดยให้ความสนใจเป็นพิเศษในด้าน การออกเสียง Before doing this exercise, read the introductory notes on pages 5 to 12. ก่อนการทำแบบฝึกหัด อ่านคำ ชี้แจง หน้า 5 - 12 Part One l Have the students read the incomplete conversations in the book and guess what words are missing. l Have them write their guesses into the empty spaces. For weaker students, you might want to have them work in pairs. ตอนที่ 1 l ให้นักเรียนอ่านบทสนทนาที่ยังไม่ครบสมบูรณ์ในหนังสือ และคาดเดาว่าคำศัพท์ที่หายไปคือคำว่าอะไร l ให้นักเรียนเขียนคำศัพท์ที่คาดเดาลงในช่องว่าง สำ หรับนักเรียนที่อ่อน ครูอาจจะให้นักเรียนทำ งานเป็นคู่ Part Two l Play the CD and have the students check their answers. l Go over the answers. ตอนที่ 2 l เปิด CD แล้วให้นักเรียนตรวจคำตอบของตนเอง l ตรวจคำตอบจนจบ Before doing this exercise, read the introductory notes on pages 5 to 12. ก่อนการทำแบบฝึกหัด อ่านคำ ชี้แจง หน้า 5 - 12 l As per the instructions in the book. l Have each pair check their answers for Part 1 before go ahead with Part 2. l Go over the answers for Part 2 as a class. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนแต่ละคู่ตรวจสอบคำตอบของตนเองใน Part 1 ก่อนทำ Part 2 ต่อไป l ตรวจคำตอบ Part 2 พร้อมกันทั้งชั้น Can I speak to Bill, please? l Unit 5 33 Part One: Before you listen, look at the conversations below. Can you guess the missing words? Put one word in each space. ............................. morning. Burton Electronics. How ............................. ............................. help ............................. ? ............................. morning. ............................. I ............................. to Andrew Smith, please? Andrew Smith? .............................................. . One ............................. , ............................. . ............................. afraid Mr. Johnson is ............................. ............................. meeting ............................. ............................. moment. Can ............................. ............................. ............................. message? No, it’s ............................. . I’ll ............................. ............................. later. ............................. time ............................. he ............................. back? I ............................. he’ll ............................. back ............................. 4 o’clock ............................. ............................. latest. ............................. ............................. ask him ............................. call me? Certainly, Mr. Brennan. I’ll ............................. ............................. ............................. call you ............................. soon ............................. he’s ............................. . Work with a partner. Student A, turn to page 75. Student B, turn to page 84. 8. Act It Out! Part Two: Now listen and see if your guesses were correct. B. Listen to the conversation. Write in the missing words. A: B: A: B: A: B: Hello. .................. .................. Emma Lee from First City Bank. Can I speak to Jacob Wilson, please? Certainly, ma’am. ............................ ............................ check ............................ he’s in.... Thanks very much. Hi, I’m afraid he’s ............................ ............................ ............................ the moment. Oh, I see. Could you tell ............................ ............................ ............................ called? Certainly. I’ll ............................ ............................ ............................ message. Check your answers with a partner. Now practice the conversation together. 1 2 3 4 A: B: A: A: B: A: B: A: B: 7. Focus on Patterns CD Track : 31 CD Track : 30

66 Teacher’s Notes for TOP-UP Listening & Speaking 2 34 Unit 5 l Can I speak to Bill, please? 34 Unit 5 l Can I speak to Bill, please? 9. Try It Out! Work with a partner. Rewrite the conversations so that they are more polite. The first part is done for you. Now practice the conversations together. q Telephone Call 1 A: Get Smith. B: What? A: Get Smith. B: Who are you? A: Jones. B: Wait. A: Okay. q Telephone Call 2 A: I’m Jones. Get Smith. B: What? A: I’m Jones. Get Smith. B: He’s out. A: Take a message. B: Okay. A: Tell him to call back. B: Okay. A: Okay, bye. B: Bye. ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... Could I speak to Mr. Smith, please?

Teacher’s Notes for TOP-UP Listening & Speaking 2 67 Unit 5: Can I speak to Bill, please? l Tell the students that the dialogue on the left is not polite. l Tell them to re-write the dialogue with a partner. l Monitor the class as appropriate. l When they are finished, have them practice the dialogue. Practice the dialogue a few times, then see if they can do it without referring the text, that is, do it with their books closed. l บอกให้นักเรียนทราบว่าบทสนทนาทางด้านซ้ายเป็นบทสนทนาที่ไม่สุภาพ l ให้นักเรียนกับเพื่อนเขียนบทสนทนาขึ้นมาใหม่ l ครูกำกับให้ความช่วยเหลือตามความเหมาะสม l เมื่อนักเรียนเขียนเสร็จแล้ว ให้นักเรียนฝึกพูดบทสนทนาตามบท 2-3 ครั้ง จนกระทั่งนักเรียนจำ บทได้ แล้ว ให้พูดโต้ตอบโดยไม่ต้องอ่านบท ให้นักเรียนปิดหนังสือเรียนในขณะที่ฝึกพูด 9. Try It Out! 34 Unit 5 l Can I speak to Bill, please? 9. Try It Out! Work with a partner. Rewrite the conversations so that they are more polite. The first part is done for you. Now practice the conversations together. q Telephone Call 1 A: Get Smith. B: What? A: Get Smith. B: Who are you? A: Jones. B: Wait. A: Okay. q Telephone Call 2 A: I’m Jones. Get Smith. B: What? A: I’m Jones. Get Smith. B: He’s out. A: Take a message. B: Okay. A: Tell him to call back. B: Okay. A: Okay, bye. B: Bye. ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... Could I speak to Mr. Smith, please?

68 Teacher’s Notes for TOP-UP Listening & Speaking 2 35 Unit 6 l Where’s the toy department? Where’s the toy department? l Unit 6 35 UNIT6 1. Let’s Start! Where’s the toy department? B. Work with your partner. Look at the picture below. Circle Yes or No to answer the questions. 1. Are the beach balls behind the water pistols? Yes No 2. Are the video games near the stairs? Yes No 3. Is the unicycle on the right of the doll house? Yes No 4. Are the yo-yos on the left of the playing cards? Yes No 5. Is the bargain bin in front of the playing cards and the yo-yos? Yes No 6. Are the letter blocks beside the ping-pong table? Yes No 7. Is the rocking horse next to the scooters? Yes No 8. Are the crayons behind the playing cards? Yes No l Do you often buy presents for family and friends? l What are the biggest department stores in your town? l When did you last visit a department store? l What kind of stores do you like to visit? A. Take turns asking and answering the following questions with a partner.

Teacher’s Notes for TOP-UP Listening & Speaking 2 69 Unit Theme Listening Tasks Listening Clinics Lesson Lead-In (Optional) 1. Let’s Start! l The unit theme is based on directions, so an ideal lead-in if your classroom situation allows it, would be to describe locations within a building. If you are teaching in a big building, give directions to other rooms, other classes and other places within the building from your classroom. Try to fit in prepositional phrases. Example 1: Come out of the class and turn left, go down the hallway, at the end of the hallway take the stairs up to the third floor, go along the hallway, it's on your left just before the library l If your classroom situation does not allow this, then choose outside references. Choose some prominent landmarks/locations around the school (e.g. stores, buildings, parks, train stations, etc.), then from a given starting point give directions to a place, without telling students what the place is. l Students then listen and try to guess what location is being described (try to fit in a variety of prepositional phrases). Example 2: Come out of the station, turn left and go down the stairs, at the taxi stand turn left and go down the road for two blocks, turn right and walk up the hill. It’s on the left at the top of the hill, across from a restaurant and beside a park. l แก่นของเรื่องในหน่วยนี้เป็นการพูดเพื่อขอและให้ข้อมูลเกี่ยวกับเส้นทางไปสถานที่ต่างๆ ดังนั้นกิจกรรม การนำ เข้าสู่บทเรียนจึงควรจำลองสถานการณ์โดยใช้สถานที่จริงในบริเวณโรงเรียนและถ้าห้องเรียน ของนักเรียนอยู่ในอาคารขนาดใหญ่ การบอกเส้นทางไปยังห้องเรียนอื่นๆ ในอาคารจะทำ ให้เห็นภาพชัดเจน ดูตัวอย่างได้จาก Example 1 ในคำอธิบายภาษาอังกฤษข้อแรก l ถ้าตำแหน่งที่ตั้งของห้องเรียนไม่เอื้อต่อการบอกเส้นทางในลักษณะนี้ ให้ครูใช้การบอกเส้นทางนอกโรงเรียน เลือกสถานที่ที่มีจุดสังเกตที่อยู่รอบๆ โรงเรียน (ตัวอย่างเช่น ร้านค้า อาคาร สวนสาธารณะ สถานีรถไฟ ฯลฯ) โดยครูบรรยายเส้นทางจากจุดเริ่มต้น โดยไม่บอกว่าสถานที่นั้นคือที่ไหน l นักเรียนฟังคำ บรรยายและพยายามคาดเดาว่า สถานที่ครูบรรยายนั้นคือที่ไหน (พยายามใช้บุพบทวลี ให้หลากหลาย) ดูตัวอย่างได้จาก Example 2 ในคำอธิบายภาษาอังกฤษข้อที่สาม first activity l As per the instructions in the book. l Give the activity some purpose by boarding up the results, or giving some sort of summation to the most common answers. กิจกรรมแรก l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l บอกจุดประสงค์ของกิจกรรมโดยเขียนผลที่ต้องการลงบนกระดาน หรือบอกข้อสรุปของการทำกิจกรรม ที่ต้องการให้เกิดผลขึ้น Where’s the toy department? Unit 6 l Following directions inside a building l Students listen to four conversations between store staff and a customer; store staff giving directions about location to a customer l Sentence Stress l การบอกที่ตั้งร้านค้าภายในอาคาร ศูนย์การค้า l นักเรียนฟังบทสนทนาทางโทรศัพท์ 4 บท เกี่ยวกับ การบอกที่ตั้งร้านค้าระหว่างพนักงานกับลูกค้า l การลงเสียงหนัก-เบาในประโยค Where’s the toy department? l Unit 6 35 UNIT6 1. Let’s Start! Where’s the toy department? B. Work with your partner. Look at the picture below. Circle Yes or No to answer the questions. 1. Are the beach balls behind the water pistols? Yes No 2. Are the video games near the stairs? Yes No 3. Is the unicycle on the right of the doll house? Yes No 4. Are the yo-yos on the left of the playing cards? Yes No 5. Is the bargain bin in front of the playing cards and the yo-yos? Yes No 6. Are the letter blocks beside the ping-pong table? Yes No 7. Is the rocking horse next to the scooters? Yes No 8. Are the crayons behind the playing cards? Yes No l Do you often buy presents for family and friends? l What are the biggest department stores in your town? l When did you last visit a department store? l What kind of stores do you like to visit? A. Take turns asking and answering the following questions with a partner.

70 Teacher’s Notes for TOP-UP Listening & Speaking 2 36 Unit 6 l Where’s the toy department? 36 Unit 6 l Where’s the toy department? Part One: Work with a partner. Write the number of the direction next to the correct phrase. The first one is done for you. Check your answers with your partner. ...... go toward the… ...... turn left ...... turn right ...... go past the… ...... walk straight ...... take the stairs 3. Words & Expressions Part Two: Work with your partner. Draw lines to match the items on the left to their departments on the right. q Department Men’s Wear Luggage Home Entertainment Toys Ladies’ Wear q Items skirts, blouses, dresses, slacks, coats board games, skipping ropes, scooters suits, trousers, neckties, jackets suitcases, handbags, purses, bags TVs, stereos, DVDs Check your answers with another pair. 2. Conversation Flow Work with a partner. Arrange the sentences to make a conversation. The first one is done for you. ............. Excuse me. I’m looking for a tennis racket. ............. Behind the men’s wear? Thanks. ............. The basement? Thanks. Where is the elevator? ............. The sporting goods are in the basement. ............. The elevators are behind men’s wear. ............. Children’s wear is on the 3rd floor. ............. Yes, I’m looking for some socks. ............. May I help you? ............. For children, actually. ............. For men or women? Now practice the conversations with your partner. 2 1 Conversation 1 Conversation 2 1 5 3 4 5 2 4 3 6 2 5 3 4

Teacher’s Notes for TOP-UP Listening & Speaking 2 71 Unit 6: Where's the toy department? second activity l As per the instructions in the book. Important: With lower level classes you might want to check their vocabulary before starting the activity by asking students questions about the picture, e.g. Are there any soccer balls in the picture? (No). Is there a doll house in the picture? (Yes) and so on. Once the vocabulary has been reviewed have the students do the activity as per instructions in the book. Have students check their answers with another set of students before you ask students to volunteer theirs. กิจกรรมที่สอง l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน สิ่งส�ำคัญ: ถ้าระดับทางภาษาของนักเรียนต่ำกว่าระดับที่กำหนดไว้ในกิจกรรม ครูอาจจะต้องสอนคำศัพท์ก่อน ให้นักเรียน ทำกิจกรรมโดยถามคำถามเกี่ยวกับรูปภาพ เช่น Are there any soccer balls in the picture? (No). Is there a doll house in the picture? (Yes) และอื่น ๆ เมื่อทบทวนคำศัพท์แล้วจึงให้นักเรียน ทำกิจกรรมตามคำสั่งในหนังสือเรียน ให้นักเรียนตรวจคำตอบของตนเองกับเพื่อนก่อนครูจะถามให้นักเรียนตอบ l Have students do the exercise. l Put them into pairs and let them check their answers before you give them. l Have them practice the conversations. l ให้นักเรียนทำแบบฝึกหัด l ให้นักเรียนจับคู่และตรวจคำตอบของตนเองก่อนที่ครูจะเฉลยคำตอบ l ให้นักเรียนฝึกพูดบทสนทนาตามแบบ first activity l As per the instructions in the book. l Have students check their answers with another set of students before you ask students to volunteer theirs. กิจกรรมแรก l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนตรวจคำตอบของตนเองกับเพื่อนก่อนที่ครูจะถามให้นักเรียนอาสาสมัครบอกคำตอบของตนเอง second activity l As per the instructions in the book. l Go over any vocabulary issues that come up. l Have students check their answers with another set of students before you ask students to volunteer theirs. กิจกรรมที่สอง l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l สอนคำศัพท์ที่นักเรียนไม่เข้าใจก่อนทำแบบฝึกหัด l ให้นักเรียนตรวจคำตอบของตนเองกับเพื่อนกลุ่มอื่นๆ ก่อนครูถามให้นักเรียนอาสาสมัครบอกคำตอบของ ตนเอง Let’s Start! (Continued) 2. Conversation Flow 3. Words & Expressions 36 Unit 6 l Where’s the toy department? Part One: Work with a partner. Write the number of the direction next to the correct phrase. The first one is done for you. Check your answers with your partner. ...... go toward the… ...... turn left ...... turn right ...... go past the… ...... walk straight ...... take the stairs 3. Words & Expressions Part Two: Work with your partner. Draw lines to match the items on the left to their departments on the right. q Department Men’s Wear Luggage Home Entertainment Toys Ladies’ Wear q Items skirts, blouses, dresses, slacks, coats board games, skipping ropes, scooters suits, trousers, neckties, jackets suitcases, handbags, purses, bags TVs, stereos, DVDs Check your answers with another pair. 2. Conversation Flow Work with a partner. Arrange the sentences to make a conversation. The first one is done for you. ............. Excuse me. I’m looking for a tennis racket. ............. Behind the men’s wear? Thanks. ............. The basement? Thanks. Where is the elevator? ............. The sporting goods are in the basement. ............. The elevators are behind men’s wear. ............. Children’s wear is on the 3rd floor. ............. Yes, I’m looking for some socks. ............. May I help you? ............. For children, actually. ............. For men or women? Now practice the conversations with your partner. 2 1 Conversation 1 Conversation 2

72 Teacher’s Notes for TOP-UP Listening & Speaking 2 37 Unit 6 l Where’s the toy department? Where’s the toy department? l Unit 6 37 Conversation 1 Conversation2 Conversation 3 Conversation 4 The customer is looking for... a tie The gift is for... his mother The clerk suggests... Listen to four conversations. Complete the table below. Conversation 1: 4th Floor Conversation 2: One floor up Conversation 3: 2nd Floor Conversation 4: The basement 4. Let’s Listen! CD Tracks : 32, 33, 34, 35 5. Listen Again CD Tracks : 32, 33, 34, 35 Listen again. Draw the route the customer is told. Mark ( ) to locate the item each customer is looking for. The first one, Conversation 1, is done for you. his father his nephew who is just three a scarf (a present) his brother a CD belts and wallets (ties are on sale) very nice gloves cute picture books, toys, bikes music videos and DVDs toys books

Teacher’s Notes for TOP-UP Listening & Speaking 2 73 Unit 6: Where's the toy department? 4. Let’s Listen! CD Tracks 32, 33, 34, 35 5. Listen Again CD Tracks 32, 33, 34, 35 l As per the instructions in the book. l Have students check their answers with a partner before you tell them. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนตรวจคำตอบของตนเองกับเพื่อนก่อนที่ครูจะเฉลยคำตอบ l As per the instructions in the book. l Have students check their answers with a partner before you tell them. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนตรวจคำตอบของตนเองกับเพื่อนก่อนที่ครูจะเฉลยคำตอบ Where’s the toy department? l Unit 6 37 Conversation 1 Conversation2 Conversation 3 Conversation 4 The customer is looking for... a tie The gift is for... his mother The clerk suggests... Listen to four conversations. Complete the table below. Conversation 1: 4th Floor Conversation 2: One floor up Conversation 3: 2nd Floor Conversation 4: The basement 4. Let’s Listen! CD Tracks : 32, 33, 34, 35 5. Listen Again CD Tracks : 32, 33, 34, 35 Listen again. Draw the route the customer is told. Mark ( ) to locate the item each customer is looking for. The first one, Conversation 1, is done for you.

74 Teacher’s Notes for TOP-UP Listening & Speaking 2 38 Unit 6 l Where’s the toy department? 38 Unit 6 l Where’s the toy department? Part One: Before you listen, look at the conversations below. Can you guess the missing words? Put one word in each space. Contractions [I’ll, he’s, etc.] go in one space. Do ............................. need ............................. help? Yes, ............................. . I’m ............................. ............................. ............................. toy department. No ............................. , ma’am. The toy department ............................. ............................. ............................. fifth floor. 1 A: B: A: 7. Focus on Patterns CD Track : 38 Check your answers with a partner. Now practice the conversation together. A: B: A: B: A: B: Excuse me. I’m ............................... .......................... a luggage strap. Okay. ............................... accessories are on the ............................... ............................... . So, luggage straps are up on the .......................... .......................... ? Yes, that’s .......................... . There are .......................... a .......................... to choose from. Thanks. Where is the ................................................... ? The escalator might be ................................... . It’s ............................. over .............................. . Turn left at the men’s shoes section, and it’s right in front of you. Hi, I’m looking for some plates and glasses for a wedding gift. Books are on the right, movies are on the left and the stationery is in the back. 1. 2. 3. A. Listen to the following. Circle the words that are stressed. B. Listen to the conversation. Write in the missing words. Important words are stressed. Can I help you find something? Yeah I’m looking for a tie for my dad Can I help you find something? Yeah, I’m looking for a tie for my dad Notice 6. Listening Clinic: Sentence Stress CD Track : 36 CD Track : 37 looking Travel right quite few faster right there elevator fourth fourth for floor floor you any please looking for the problem is on the

Teacher’s Notes for TOP-UP Listening & Speaking 2 75 Unit 6: Where's the toy department? 6. Listening Clinic: CD Track 36 CD Track 37 Target: Sentence Stress เป้าหมาย: การลงเสียงหนัก-เบาในประโยค Before doing this exercise, read the introductory notes on pages 5 to 12. (NB: If you have time, prepare an OHT or Power Point to introduce the target feature and to go over the answers.) ก่อนการทำแบบฝึกหัด อ่านคำชี้แจง หน้า 5 - 12 (หมายเหตุ : ถ้าครูมีเวลาให้เตรียมข้อความลงใน OHP หรือ PowerPoint เพื่อแนะนำคำศัพท์ที่เป็น กลุ่มเป้าหมายของการฝึกและสำ หรับใช้ตรวจคำตอบ) l Draw student attention to the example and play the example on the CD. Model the sentence stress for the students. Clap out the prominent words. l As per the instructions in the book. l ดึงความสนใจของนักเรียนเข้าสู่ประโยคตัวอย่าง แล้วเปิด CD ให้นักเรียนฟัง ครูพูดแสดงแบบการลงเสียง หนัก-เบา ให้นักเรียนพูดตาม ตบมือตรงคำ ที่เป็นเสียงหนัก l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน IMPORTANT: Tell students that you do not expect them to catch everything. Have students check their answers in pairs and then play the recording again if you want to. Note: The importance of stress is in the link between non-stressed words and weak vowels. The non-stressed words are usually not content or meaning words, so they are often weak. สิ่งสำคัญ: บอกให้นักเรียนเข้าใจว่าครูไม่ได้คาดหวังว่านักเรียนจะต้องขึ้นเสียงหนัก-เบาได้ทุกคำ ให้นักเรียน ตรวจคำตอบกับคู่ของตนเอง แล้วเปิด CD ให้ฟังอีกครั้งหนึ่ง ถ้าต้องการ ข้อสังเกต: ความสำคัญของการลงเสียงหนัก คือการเชื่อมโยงกันระหว่างคำ ที่ไม่ลงเสียงหนักกับสระเสียงเบา คำ ที่ไม่ลงเสียงหนักมักจะไม่ใช่คำสำคัญของเนื้อหาหรือคำ ที่มีความหมาย ดังนั้นจึงมักไม่ลงเสียงหนักที่คำ ชนิดนี้ เพิ่มเติม: ครูอาจจะให้นักเรียนไปดูที่ Let's Start ให้นักเรียนพิจารณาว่าในประโยคนี้มีคำ ไหนที่เป็น คำสำคัญ แล้วทำ เครื่องหมายลงเสียงหนักที่คำ นั้น แล้วฝึกพูดประโยคทักทายอีกครั้งหนึ่ง l Let students compare their answers before you tell them. l After giving the answers, you can have students practice the conversation together, paying careful attention to the pronunciation. l ให้นักเรียนเปรียบเทียบคำตอบของตนเองกับเพื่อนก่อนที่ครูจะเฉลยคำตอบ l หลังจากเฉลยคำตอบแล้ว ครูอาจให้นักเรียนฝึกพูดบทสนทนาด้วยกันโดยให้ความสนใจเป็นพิเศษในด้านการ ออกเสียง 38 Unit 6 l Where’s the toy department? Part One: Before you listen, look at the conversations below. Can you guess the missing words? Put one word in each space. Contractions [I’ll, he’s, etc.] go in one space. Do ............................. need ............................. help? Yes, ............................. . I’m ............................. ............................. ............................. toy department. No ............................. , ma’am. The toy department ............................. ............................. ............................. fifth floor. 1 A: B: A: 7. Focus on Patterns CD Track : 38 Check your answers with a partner. Now practice the conversation together. A: B: A: B: A: B: Excuse me. I’m ............................... .......................... a luggage strap. Okay. ............................... accessories are on the ............................... ............................... . So, luggage straps are up on the .......................... .......................... ? Yes, that’s .......................... . There are .......................... a .......................... to choose from. Thanks. Where is the ................................................... ? The escalator might be ................................... . It’s ............................. over .............................. . Turn left at the men’s shoes section, and it’s right in front of you. Hi, I’m looking for some plates and glasses for a wedding gift. Books are on the right, movies are on the left and the stationery is in the back. 1. 2. 3. A. Listen to the following. Circle the words that are stressed. B. Listen to the conversation. Write in the missing words. Important words are stressed. Can I help you find something? Yeah I’m looking for a tie for my dad Can I help you find something? Yeah, I’m looking for a tie for my dad Notice 6. Listening Clinic: Sentence Stress CD Track : 36 CD Track : 37

76 Teacher’s Notes for TOP-UP Listening & Speaking 2 39 Unit 6 l Where’s the toy department? Where’s the toy department? l Unit 6 39 9. Try It Out! A. Work on your own. Look at the store plan below. Add the various departments into the store floor plan. X Accessories Menswear Ladies’ wear Cosmetics Music Toys & Games Kitchenware Books Art Supplies I want ............................. buy ............................................... ............................. my wife. Maybe a summer blouse. Yes, sir. You want the ladies’ department ............................. ............................. second floor. ............................. the elevator ............................. ............................. third floor. The men’s wear department is right ............................. front ............................. you ............................. you come ............................. ............................. the elevator. That’s great. ............................. . ............................. me. ............................. ............................. ............................. customer service counter? The customer service counter ............................. just over ............................. , ma’am. Oh, yes. I see ............................. . ............................. . Part Two: Now listen and see if your guesses were correct. 2 3 4 A: B: A: B: A: B: A: Work with a partner. Student A, turn to page 76. Student B, turn to page 85. 8. Act It Out! something on to in out Thanks Excuse Where Take it for the the of as of is the is there Thanks to

Teacher’s Notes for TOP-UP Listening & Speaking 2 77 Unit 6: Where's the toy department? 7. Focus on Patterns CD Track 38 8. Act It Out! 9. Try It Out! Before doing this exercise, read the introductory notes on pages 5 to 12. ก่อนการทำแบบฝึกหัด อ่านคำชี้แจงในหน้า 5-12 Part One l Have the students read the incomplete conversations in the book and guess what words are missing. l Have them write their guesses into the empty spaces. For weaker students, you might want to have them work in pairs. ตอนที่ 1 l ให้นักเรียนอ่านบทสนทนาที่ยังไม่ครบสมบูรณ์ในหนังสือ และคาดเดาว่าคำศัพท์ที่หายไปคือคำว่าอะไร l ให้นักเรียนเขียนคำศัพท์ที่คาดเดาลงในช่องว่าง สำ หรับนักเรียนที่อ่อน ครูอาจจะให้นักเรียนทำ งานเป็นคู่ Part Two l Play the CD and have the students check their answers. l Go over the answers. ตอนที่ 2 l เปิด CD แล้วให้นักเรียนตรวจคำตอบของตนเอง l ตรวจคำตอบจนจบ Before doing this exercise, read the introductory notes on pages 5 to 12. ก่อนการทำแบบฝึกหัด อ่านคำชี้แจงในหน้า 5 - 12 l As per the instruction in the book. l Have each pair check their answers for Part 1 before go ahead with Part 2. l Go over the answers for Part 2 as a class. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนแต่ละคู่ตรวจสอบคำตอบของตนเองใน Part 1 ก่อนทำ Part 2 ต่อไป l ตรวจคำตอบ Part 2 พร้อมกันทั้งชั้น l As per the instructions the in book. l Make sure you give students enough time to prepare the role-play, both the maps and the things students want to buy. Monitor and check that students have their roles clear. Once adequate preparation time has been given, before starting the role play, you might want to put a model dialogue on the board (especially for lower level classes). l You can extend this by having students get new partners and do the role-play again. This can be further extended by having students change parts. l ปฏิบัติตามคำสั่ง/คำชี้แจงในหนังสือเรียน l ครูควรแน่ใจว่านักเรียนมีเวลาเพียงพอในการเตรียมบทบาทสมมติ ทั้งในการเขียนแผนผัง/แผนที่ และรายการสื่งของที่นักเรียนต้องการซื้อ ครูคอยกำกับและตรวจสอบว่านักเรียนกำ หนดบทบาทไว้ชัดเจน เมื่อนักเรียนเตรียมตัวเสร็จแล้วตามเวลาที่กำ หนด ครูอาจจะเขียนบทสนทนาที่เป็นแบบลงบนกระดาน ก่อนให้นักเรียนแสดงบทบาทสมมติเพื่อช่วยนักเรียนที่มีระดับภาษาที่อ่อน l ครูอาจจะขยายกิจกรรมเพิ่มโดยให้นักเรียนจับคู่ใหม่เพื่อแสดงบทบาทสมมติอีกครั้ง และอาจจะให้นักเรียน สลับบทบาทในครั้งที่ 2 Where’s the toy department? l Unit 6 39 9. Try It Out! A. Work on your own. Look at the store plan below. Add the various departments into the store floor plan. X Accessories Menswear Ladies’ wear Cosmetics Music Toys & Games Kitchenware Books Art Supplies I want ............................. buy ............................................... ............................. my wife. Maybe a summer blouse. Yes, sir. You want the ladies’ department ............................. ............................. second floor. ............................. the elevator ............................. ............................. third floor. The men’s wear department is right ............................. front ............................. you ............................. you come ............................. ............................. the elevator. That’s great. ............................. . ............................. me. ............................. ............................. ............................. customer service counter? The customer service counter ............................. just over ............................. , ma’am. Oh, yes. I see ............................. . ............................. . Part Two: Now listen and see if your guesses were correct. 2 3 4 A: B: A: B: A: B: A: Work with a partner. Student A, turn to page 76. Student B, turn to page 85. 8. Act It Out!

78 Teacher’s Notes for TOP-UP Listening & Speaking 2 40 Unit 6 l Where’s the toy department? 40 Unit 6 l Where’s the toy department? B. Now, look at the items below. Circle three that you would like to buy for friends or family members. C. Work with a partner. Role-play asking for directions in a department store. Begin the roleplay like this: When you have both finished, look at your partner’s store plan. Did you understand his/her directions correctly? coffee maker jeans playing cards paint set purse T-shirt paperback lipstick CD Student A: You are a sales clerk in the store. Help the customer find things. Give them directions. Student B: You are a customer looking for the three items you circled. Ask the clerk for directions. Take turns to be the store clerk and the customer. Sales Clerk: Can I help you? Customer: Yes I’m looking for…

Teacher’s Notes for TOP-UP Listening & Speaking 2 79 Unit 6: Where's the toy department? 40 Unit 6 l Where’s the toy department? B. Now, look at the items below. Circle three that you would like to buy for friends or family members. C. Work with a partner. Role-play asking for directions in a department store. Begin the roleplay like this: When you have both finished, look at your partner’s store plan. Did you understand his/her directions correctly? coffee maker jeans playing cards paint set purse T-shirt paperback lipstick CD Student A: You are a sales clerk in the store. Help the customer find things. Give them directions. Student B: You are a customer looking for the three items you circled. Ask the clerk for directions. Take turns to be the store clerk and the customer. Sales Clerk: Can I help you? Customer: Yes I’m looking for…

80 Teacher’s Notes for TOP-UP Listening & Speaking 2 41 Unit 7 l Two tickets for tonight’s show Two tickets for tonight’s show l Unit 7 41 UNIT7 1. Let’s Start! Two tickets for tonight’s show A. Take turns asking and answering the following questions with a partner. 2. Conversation Flow ............. I’m afraid the Saturday show is sold out. There are no more tickets available. ............. Let me check. Yes, sir. There’s another show on Sunday. ............. $25, plus tax and service. ............. I’d like to reserve two tickets for Saturday’s show, please. ............. I see. Is there another show on a different day? ............. On Sunday? Okay, that’s good. How much are the tickets? Work with a partner. Arrange the sentences to make a conversation between a caller and a clerk at a ticket office. The first one is done for you. l What do you like to do in your free time? l Have you ever been to a concert, play or performance? l Do you have a favorite singer, or group? l Do you have a favorite actor? l What’s the best performance you’ve ever been to? 2 B. Work with your partner. Look at a list of concerts and performances. What are these concerts/performances like? Check the items ( ) that describe them. Compare your ideas with another pair. Are they the same or a little different? Jazz / Blues Rock / Pop Symphony Orchestra Musical Ballet Opera Magic show Quite cheap A large audience Outdoors Colorful stage Conversation 1 4 6 1 3 5 Note: These answers are all opinions, and so other answers are all possible. The purpose is to stimulate a comparison of ideas.

Teacher’s Notes for TOP-UP Listening & Speaking 2 81 Unit Theme Listening Tasks Listening Clinics Lesson Lead-In (Optional) 1. Let’s Start! 2. Conversation Flow Two tickets for tonight’s show Unit 7 l Buying tickets over the phone l Students listen to four conversations having to do with buying tickets to events over the phone l Weak Forms l Write a table onto the board as follows: How People Buy Tickets: What Where How Commuter train tickets train station cash / vending machine Air Tickets travel agency credit card, cash / in person Air Tickets internet credit card Movie tickets _________ __________ Theater tickets _________ __________ Tickets to a rock concert _________ l Elicit from the students answers to complete the table above. l เขียนตารางจากคำอธิบายภาษาอังกฤษข้อแรกลงบนกระดาน l กระตุ้นให้นักเรียนบอกคำตอบเพื่อเติมลงในตารางดังกล่าว l Have students answer the questions themselves and write their answers down. l When they finished have them ask a partner and compare answers. This can be extended to other partners and comparisons. l When they've finished the introductory questions, have them work with a partner (or in groups) and go over the ticking activity associated with concert genres and the kind of venue. l ให้นักเรียนตอบคำถามด้วยตนเองแล้วเขียนคำตอบลงในสมุด l เมื่อนักเรียนเขียนคำตอบเสร็จ ให้นักเรียนถามเพื่อนเพื่อเปรียบเทียบคำตอบ อาจเพิ่มเติมโดยการให้นักเรียน ไปถามเพื่อนคนอื่นๆ และเปรียบเทียบคำตอบ l เมื่อนักเรียนทำคำถามนำจบแล้ว ให้นักเรียนทำ งานคู่กับเพื่อนหรือทำ เป็นกลุ่ม ทำแบบฝึกเลือกกิจกรรม ที่สัมพันธ์กับรูปแบบ/ชนิดของการแสดงดนตรีและสถานที่แแสดง l Have students do the exercise. l Put them into pairs and let them check their answers before you give them. l Have them practice the conversations. l ให้นักเรียนทำแบบฝึกหัด l ให้นักเรียนจับคู่และตรวจคำตอบของตนเองก่อนที่ครูจะเฉลยคำตอบ l ให้นักเรียนฝึกพูดบทสนทนาตามแบบ l การซื้อตั๋วทางโทรศัพท์ l นักเรียนฟังบทสนทนา 4 บท ที่เกี่ยวกับ การสั่งซื้อตั๋วเข้างานทางโทรศัพท์ l คำ ที่ลงเสียงเบา Two tickets for tonight’s show l Unit 7 41 UNIT7 1. Let’s Start! Two tickets for tonight’s show A. Take turns asking and answering the following questions with a partner. 2. Conversation Flow ............. I’m afraid the Saturday show is sold out. There are no more tickets available. ............. Let me check. Yes, sir. There’s another show on Sunday. ............. $25, plus tax and service. ............. I’d like to reserve two tickets for Saturday’s show, please. ............. I see. Is there another show on a different day? ............. On Sunday? Okay, that’s good. How much are the tickets? Work with a partner. Arrange the sentences to make a conversation between a caller and a clerk at a ticket office. The first one is done for you. l What do you like to do in your free time? l Have you ever been to a concert, play or performance? l Do you have a favorite singer, or group? l Do you have a favorite actor? l What’s the best performance you’ve ever been to? 2 B. Work with your partner. Look at a list of concerts and performances. What are these concerts/performances like? Check the items ( ) that describe them. Compare your ideas with another pair. Are they the same or a little different? Jazz / Blues Rock / Pop Symphony Orchestra Musical Ballet Opera Magic show Quite cheap A large audience Outdoors Colorful stage Conversation 1

82 Teacher’s Notes for TOP-UP Listening & Speaking 2 42 Unit 7 l Two tickets for tonight’s show 42 Unit 7 l Two tickets for tonight’s show 3. Words & Expressions A. Look at the following words. Put them in the correct category. aisle concert jazz ballet back row box office balcony play pin number card number sold out reserved expiration date beside the stage front row n n n n n n n n n n n n n n n kind of show ticket credit card seat ............. Great. Can I pay by credit card? ............. Yes, we have aisle seats on the left and on the right. ............. Of course. Can I have your name, the card number and the expiry date? ............. Alright, sir. That’ll be $32 with tax. ............. Are there any aisle seats available? ............. Okay, I’ll take the ones on the right. 2 Now practice the conversations with your partner. B. Look at the conversation below. Fill in the blanks using the words above. Check your answers with a partner. A: B: A: B: A: B: A: Jennifer? I called the ........................................... , but all the ......................................... seats were ............................................. . Oh, no, really? Well, I guess everyone wants to be right up front, close to the stage. Yeah, I guess so. Do you want me to get seats in the ............................................... then? Sure. If they have them. I like being higher up, anyway. Okay, I’ll see if they have any. Do you want me to pay? I can give you my ............................................... . No, that’s okay. You can pay me later. Conversation 2 5 6 4 1 3 concert jazz ballet play box office sold out pin number card number expiration date aisle back row balcony reserved beside the stage front row box office front row sold out back row card number

Teacher’s Notes for TOP-UP Listening & Speaking 2 83 Unit 7: Two tickets for tonight's show 3. Words & Expressions l As per the instructions in the book. l Have students check their answers with a partner before you tell them. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนตรวจคำตอบของตนเองกับเพื่อนก่อนที่ครูจะเฉลยคำตอบ Variation: You could ask students to come up with more words that are related to each category. For weaker students, you could give a few more words from the main listening which are related to each category, and have them categorize those words. กิจกรรมเพิ่มเติม: ครูอาจจะกระตุ้นให้นักเรียนคิดถึงคำอื่นๆ ที่สัมพันธ์กันในแต่ละกลุ่ม สำ หรับนักเรียน ที่อ่อนครูอาจให้คำจากเนื้อหาในการฟังเพิ่มเติมที่สัมพันธ์กับคำ ในแต่ละกลุ่มแล้วให้นักเรียนจัดกลุ่มคำ เหล่านั้น 42 Unit 7 l Two tickets for tonight’s show 3. Words & Expressions A. Look at the following words. Put them in the correct category. aisle concert jazz ballet back row box office balcony play pin number card number sold out reserved expiration date beside the stage front row n n n n n n n n n n n n n n n kind of show ticket credit card seat ............. Great. Can I pay by credit card? ............. Yes, we have aisle seats on the left and on the right. ............. Of course. Can I have your name, the card number and the expiry date? ............. Alright, sir. That’ll be $32 with tax. ............. Are there any aisle seats available? ............. Okay, I’ll take the ones on the right. 2 Now practice the conversations with your partner. B. Look at the conversation below. Fill in the blanks using the words above. Check your answers with a partner. A: B: A: B: A: B: A: Jennifer? I called the ........................................... , but all the ......................................... seats were ............................................. . Oh, no, really? Well, I guess everyone wants to be right up front, close to the stage. Yeah, I guess so. Do you want me to get seats in the ............................................... then? Sure. If they have them. I like being higher up, anyway. Okay, I’ll see if they have any. Do you want me to pay? I can give you my ............................................... . No, that’s okay. You can pay me later. Conversation 2

84 Teacher’s Notes for TOP-UP Listening & Speaking 2 43 Unit 7 l Two tickets for tonight’s show Two tickets for tonight’s show l Unit 7 43 Listen again. Check ( ) the conversation in which you hear the information. Check your answers with a partner. Which concert would you like to go to? Listen to four conversations. Circle Yes, No or Don’t Know to answer the questions. Does the caller buy a ticket? Conversation 1: Conversation 2: Conversation 3: Conversation 4 : Yes No Don’t know Yes No Don’t know Yes No Don’t know Yes No Don’t know 4. Let’s Listen! CD Tracks : 39, 40, 41, 42 5. Listen Again CD Tracks : 39, 40, 41, 42 Conversation 1 2 3 4 Two tickets Four tickets April May June A few seats left Open seating Orchestra seats Stage-side seats All lines are busy Wait for assistance Mississippi Blues Festival New York Philharmonic Jazz in the Park $45.00 $96.00

Teacher’s Notes for TOP-UP Listening & Speaking 2 85 Unit 7: Two tickets for tonight's show 4. Let’s Listen! CD Tracks 39, 40, 41, 42 5. Listen Again CD Tracks 39, 40, 41, 42 l As per the instructions in the book. l Have students check their answers with a partner before you tell them. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนตรวจคำตอบของตนเองกับเพื่อนก่อนครูจะเฉลยคำตอบ l As per the instructions in the book. l Have students check their answers with a partner before you tell them. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนตรวจคำตอบของตนเองกับเพื่อนก่อนที่ครูจะเฉลยคำตอบ Two tickets for tonight’s show l Unit 7 43 Listen again. Check ( ) the conversation in which you hear the information. Check your answers with a partner. Which concert would you like to go to? Listen to four conversations. Circle Yes, No or Don’t Know to answer the questions. Does the caller buy a ticket? Conversation 1: Conversation 2: Conversation 3: Conversation 4 : Yes No Don’t know Yes No Don’t know Yes No Don’t know Yes No Don’t know 4. Let’s Listen! CD Tracks : 39, 40, 41, 42 5. Listen Again CD Tracks : 39, 40, 41, 42 Conversation 1 2 3 4 Two tickets Four tickets April May June A few seats left Open seating Orchestra seats Stage-side seats All lines are busy Wait for assistance Mississippi Blues Festival New York Philharmonic Jazz in the Park $45.00 $96.00

86 Teacher’s Notes for TOP-UP Listening & Speaking 2 44 Unit 7 l Two tickets for tonight’s show 44 Unit 7 l Two tickets for tonight’s show Notice Do you have any seats at the back? You may want to arrive by 6 in the evening to get a good seat. The seats in the arena section are on the side. 1. 2. 3. A. Listen to the following. Circle any words that have weak vowels. I’d like two tickets f th Mississippi Blues Festival in April. e e Check your answers with a partner. Now practice the conversation together. A: B: A: B: A: B: A: Concert Choice. How ..................... I help you? I’d like ..................... ..................... ..................... ticket for the New York Symphony, please. Certainly. And when would ..................... ..................... ..................... see the Symphony? May the 18th. Are there any seats left? Uh, let ..................... check. If possible, ..................... like ..................... ..................... seats ..................... ..................... balcony. Okay. Yes, ma’am. ..................... still have ..................... ..................... seats available. B. Listen to the conversation. Write in the missing words. Contractions [I’ll, he’s, etc.] go in one space. 6. Listening Clinic: Weak Forms CD Track : 43 When words are not stressed, vowel sounds can become weak. NOTE: The vowel sound often changes to / e / (the ‘schwa’ sound). I’d like two tickets for the Mississippi Blues Festival in April. CD Track : 44 may to you to We get like get in a a to I’d me the few

Teacher’s Notes for TOP-UP Listening & Speaking 2 87 Unit 7: Two tickets for tonight's show 6. Listening Clinic: CD Track 43 CD Track 44 Target: Weak Forms เป้าหมาย: คำ ที่ลงเสียงเบา Before doing this exercise, read the introductory notes on pages 5 to 12. (NB: If you have time, prepare an OHT or Power Point to introduce the target feature and to go over the answers.) ก่อนการทำแบบฝึกหัด อ่านคำ ชี้แจง หน้า 5 - 12 (หมายเหตุ: ถ้าครูมีเวลาให้เตรียมข้อความลงใน OHP หรือ PowerPoint เพื่อแนะนำคำศัพท์ ที่เป็นกลุ่มเป้าหมายของการฝึกและสำ หรับใช้ตรวจคำตอบ) l Write the sentence I'd like two tickets for the Mississippi Blues Festival. on the board. Model the sentence a couple of times to show how vowels pronounced weak in natural speech. l Have students read the sentences below before playing the recording. l Have students listen and circle weak vowels. l You could also model the phonological point in exaggerated fashion using your own voice if necessary. l เขียนประโยค I'd like two tickets for the Mississippi Blues Festival. ลงบนกระดาน พูดประโยคเป็นแบบให้นักเรียนฟัง 2 ครั้ง เพื่อแสดงให้เห็นว่าคำ ที่มีสระเสียงเบาออกเสียงอย่างไรในการพูด แบบเป็นธรรมชาติ l ให้นักเรียนอ่านประโยคข้างล่าง ก่อนเปิด CD l ให้นักเรียนฟังประโยคแล้ววงกลมล้อมรอบคำ ที่มีสระลงเสียงเบา l ครูอาจจะพูดเป็นแบบแสดงจุดที่ลงเสียงเบาให้นักเรียนฟังโดยเน้นการออกเสียงให้ชัดมากกว่าปกติ Note: The clearest sounds are the “content” words- i.e. the words that carry the meaning of a sentence (nouns, verbs, adjectives, adverbs) and not the smaller words. For example, in the question “What do you mean?” the clearest words are “What” and “mean.” The function words often have weak vowels. หมายเหตุ: เสียงที่ชัดมากที่สุดคือ “คำ เนื้อหา” คือคำ ที่สื่อความหมายในประโยค (คำ นาม, คำกริยา, คำคุณศัพท์, คำกริยาวิเศษณ์) และไม่ใช่คำ หน้าที่ ตัวอย่างเช่น ในประโยคคำถาม “What do you mean?” เสียงที่ชัดเจนที่สุดคือ “What” และ “mean.” คำ ที่คำ หน้าที่ทางไวยากรณ์มักจะมีเสียงสระเบา l Let students compare their answers before you tell them. l After giving the answers, you can have students practice the conversation together, paying careful attention to the pronunciation. l ให้นักเรียนเปรียบเทียบคำตอบของตนเองกับเพื่อนก่อนครูเฉลยคำตอบ l หลังจากเฉลยคำตอบ ครูอาจให้นักเรียนฝึกพูดบทสนทนาด้วยกันโดยให้ความสนใจในด้านการออกเสียง เป็นพิเศษ 44 Unit 7 l Two tickets for tonight’s show Notice Do you have any seats at the back? You may want to arrive by 6 in the evening to get a good seat. The seats in the arena section are on the side. 1. 2. 3. A. Listen to the following. Circle any words that have weak vowels. I’d like two tickets f th Mississippi Blues Festival in April. e e Check your answers with a partner. Now practice the conversation together. A: B: A: B: A: B: A: Concert Choice. How ..................... I help you? I’d like ..................... ..................... ..................... ticket for the New York Symphony, please. Certainly. And when would ..................... ..................... ..................... see the Symphony? May the 18th. Are there any seats left? Uh, let ..................... check. If possible, ..................... like ..................... ..................... seats ..................... ..................... balcony. Okay. Yes, ma’am. ..................... still have ..................... ..................... seats available. B. Listen to the conversation. Write in the missing words. Contractions [I’ll, he’s, etc.] go in one space. 6. Listening Clinic: Weak Forms CD Track : 43 When words are not stressed, vowel sounds can become weak. NOTE: The vowel sound often changes to / e / (the ‘schwa’ sound). I’d like two tickets for the Mississippi Blues Festival in April. CD Track : 44

88 Teacher’s Notes for TOP-UP Listening & Speaking 2 45 Unit 7 l Two tickets for tonight’s show Two tickets for tonight’s show l Unit 7 45 Work with a partner. Student A, turn to page 78. Student B, turn to page 87. 9. Try It Out! Part One: Before you listen, look at the conversations below. Can you guess the missing words? Put one word in each space. Contractions [I’ll, he’s, etc.] go in one space. Part Two: Now listen and see if your guesses were correct. 7. Focus on Patterns CD Track : 45 1 2 3 A: B: A: A: B: A: B: Ticket Plus. How ............................... ............................... help ............................... ? Yes. ............................... ............................... two tickets ............................... ............................... TC Blues Band concert next Monday. ............................... . It’s completely sold ............................... . How much ...................... ...................... tickets? ...................... unreserved seating, ...................... all ...................... tickets ...................... $30. ...................... I pay ............................... credit card? Yes. We ............................... all ............................... credit cards. Work with a partner. Student A, turn to page 77. Student B, turn to page 86. 8. Act It Out! take major Can by It’s are I’d for may the like the I you so the are Sorry out

Teacher’s Notes for TOP-UP Listening & Speaking 2 89 Unit 7: Two tickets for tonight's show 7. Focus on Patterns CD Track 45 8. Act It Out! 9. Try It Out! Before doing this exercise, read the introductory notes on pages 5 to 12. ก่อนการทำแบบฝึกหัด อ่านคำ ชี้แจงในหน้า 5 - 12 Part One l Have the students read the incomplete conversations in the book and guess what words are missing. l Have them write their guesses into the empty spaces. For weaker students, you might want to have them work in pairs. ตอนที่ 1 l ให้นักเรียนอ่านบทสนทนาที่ยังไม่ครบสมบูรณ์ในหนังสือ และคาดเดาว่าคำศัพท์ที่หายไปคือคำว่าอะไร l ให้นักเรียนเขียนคำศัพท์ที่คาดเดาลงในช่องว่าง สำ หรับนักเรียนที่อ่อน ครูอาจจะให้นักเรียนทำ งานเป็นคู่ Part Two l Play the CD and have the students check their answers. l Go over the answers. ตอนที่ 2 l เปิด CD แล้วให้นักเรียนตรวจคำตอบของตนเอง l ตรวจคำตอบจนจบ Before doing this exercise, read the introductory notes on pages 5 to 12. ก่อนการทำแบบฝึกหัด อ่านคำ ชี้แจงในหน้า 5 - 12 l As per the instruction in the book. l Have each pair check their answers for Part 1 before going ahead with Part 2. l Go over the answers for Part 2 as a class. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนแต่ละคู่ตรวจสอบคำตอบของตนเองใน Part 1 ก่อนทำ Part 2 ต่อไป l ตรวจคำตอบ Part 2 พร้อมกันทั้งชั้น l As per the instructions in the book. l This is an information gap pairwork, so make sure your students understand how the information gap works. Also try to seat your students so that they are facing each other. You can move the desks around or have your students get into lines to accommodate this. The picture on page 40 is to support students with this kind of classroom activity. l ปฏิบัติตามคำสั่ง/คำชี้แจงในหนังสือเรียน l กิจกรรมนี้เป็นกิจกรรมคู่พูดโต้ตอบเพื่อขอและให้ข้อมูลที่ขาดหายไปของอีกฝ่าย ครูควรแน่ใจว่านักเรียน เข้าใจขั้นตอนการปฏิบัติกิจกรรมชัดเจน ควรจัดให้นักเรียนนั่งหันหน้าเข้าหากัน ครูอาจจะเลื่อนโต๊ะเรียน หรือให้นักเรียนนั่งหันหน้าเข้าหากันก็ได้ เพื่อจะได้พูด ถาม-ตอบ ภาพในหน้า 40 จะช่วยให้นักเรียนเข้าใจ การทำกิจกรรมนี้ได้ดีขึ้น Two tickets for tonight’s show l Unit 7 45 Work with a partner. Student A, turn to page 78. Student B, turn to page 87. 9. Try It Out! Part One: Before you listen, look at the conversations below. Can you guess the missing words? Put one word in each space. Contractions [I’ll, he’s, etc.] go in one space. Part Two: Now listen and see if your guesses were correct. 7. Focus on Patterns CD Track : 45 1 2 3 A: B: A: A: B: A: B: Ticket Plus. How ............................... ............................... help ............................... ? Yes. ............................... ............................... two tickets ............................... ............................... TC Blues Band concert next Monday. ............................... . It’s completely sold ............................... . How much ...................... ...................... tickets? ...................... unreserved seating, ...................... all ...................... tickets ...................... $30. ...................... I pay ............................... credit card? Yes. We ............................... all ............................... credit cards. Work with a partner. Student A, turn to page 77. Student B, turn to page 86. 8. Act It Out!

90 Teacher’s Notes for TOP-UP Listening & Speaking 2 46 Unit 8 l Now here’s the sports news 46 Unit 8 l Now here’s the sports news UNIT8 1. Let’s Start! Now here’s the sports news 2. Conversation Flow l Which of these sports are ball games? l Which of these sports are team sports? l Which of these sports are sports of stamina or sports of skill? track and field golf swimming soccer tennis baseball fishing cycling rugby judo snowboarding archery basketball weightlifting windsurfing B. Take turns asking and answering the following questions with a partner. Read a question, remember it, look at your partner and ask. A. Look at the following sports and answer the questions. l Which sports are popular in your country? l Which do you like to watch? l What sports have you played? l What sports do you play now? l Are there any sports that you dislike? l Are there any sports that you like to play but not watch? l Are there any sports that you like to watch but not play? Work with a partner. Complete the sports news stories with the phrases on the right. You can use each phrase only one time. upset looking strong following that in a surprise win First to soccer, in the World Under 21 Championships, Mexico beat Honduras 4-0. Mexico — ......................................... in their first game — will play the U.S. next, and ......................................... , they’ll play Brazil, the tournament favorites. However, yesterday, ......................................... , the U.S. ......................................... Brazil 3-2. 1 looking strong following that in a surprise win upset

Teacher’s Notes for TOP-UP Listening & Speaking 2 91 Unit Theme Listening Tasks Listening Clinics Lesson Lead-In (Optional) 1. Let’s Start! 2. Conversation Flow Now here’s the sports news Unit 8 l Following sports news l Students listen to a sports news broadcast containing six items l Linking Sounds l Tell students that you are going to describe a sport to them and they have to guess what it is. IMPORTANT: Don’t say the name of the sport! l Do this for a couple of sports and then put students into pairs or groups of three, and have them do the same. l บอกนักเรียนว่าครูกำลังจะบรรยายเกี่ยวกับกีฬาให้นักเรียนฟัง แล้วบอกว่าเป็นกีฬาชนิดใด สิ่งสำ�คัญ: ครูต้องไม่เอ่ยชื่อกีฬาในการบรรยาย l ครูบรรยายกีฬาประมาณ 2 ชนิดให้นักเรียนทาย ให้นักเรียนจับคู่หรือเข้ากลุ่ม 3 คน และให้ผลัดกันบรรยาย กีฬาแล้วทายชื่อ l As per the instructions in the book. l You may want to take an informal class poll to wind up the activity. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ครูอาจทำการสำ รวจความคิดเห็นแบบไม่เป็นทางการ เพื่อกระตุ้นให้นักเรียนร่วมทำกิจกรรม l Have students do the exercise. l Put them into pairs and let them check their answers before you give them. l Have them practice the conversations. l ให้นักเรียนทำแบบฝึกหัด l ให้นักเรียนจับคู่ตรวจคำตอบของตนเองก่อนที่ครูจะเฉลยคำตอบ l ให้นักเรียนฝึกพูดบทสนทนาตามแบบ l การติดตามข่าวกีฬา l นักเรียนฟังข่าวเกี่ยวกับกีฬา 6 ข่าว l เสียงที่เชื่อมโยงกัน 46 Unit 8 l Now here’s the sports news UNIT8 1. Let’s Start! Now here’s the sports news 2. Conversation Flow l Which of these sports are ball games? l Which of these sports are team sports? l Which of these sports are sports of stamina or sports of skill? track and field golf swimming soccer tennis baseball fishing cycling rugby judo snowboarding archery basketball weightlifting windsurfing B. Take turns asking and answering the following questions with a partner. Read a question, remember it, look at your partner and ask. A. Look at the following sports and answer the questions. l Which sports are popular in your country? l Which do you like to watch? l What sports have you played? l What sports do you play now? l Are there any sports that you dislike? l Are there any sports that you like to play but not watch? l Are there any sports that you like to watch but not play? Work with a partner. Complete the sports news stories with the phrases on the right. You can use each phrase only one time. upset looking strong following that in a surprise win First to soccer, in the World Under 21 Championships, Mexico beat Honduras 4-0. Mexico — ......................................... in their first game — will play the U.S. next, and ......................................... , they’ll play Brazil, the tournament favorites. However, yesterday, ......................................... , the U.S. ......................................... Brazil 3-2. 1

92 Teacher’s Notes for TOP-UP Listening & Speaking 2 47 Unit 8 l Now here’s the sports news Now here’s the sports news l Unit 8 47 3. Words & Expressions Look at the expressions on the left. What do they mean? Circle the best answer. Check your answers with a partner. as well as will take on more friendlies to get ready ......................................... for the World Baseball Championship, both Japan and Taiwan said they wanted to play ......................................... . So, next week Japan ................................................. Cuba and, after that, the U.S., where a number of Japanese players now play. Taiwan will take on Canada .............................................. Venezuela. 1. 2. 3. 4. 5. 6. 7. 8. the tournament favorite amateur athletes to be underway to be promoted the preliminary rounds the get a bronze medal the finals to take part in a. the team that people like b. the team that people think will win a. athletes that aren’t paid b. athletes who aren’t good a. to be happening now b. will be happening soon a. to go up to a higher level b. to go down to a lower level a. games at the start of a tournament b. games at the end of a tournament a. to come second b. to come third a. the championship games b. the championship celebration a. to participate in b. to win Now practice reading the news stories together. 2 To get ready more friendlies will take on as well as

Teacher’s Notes for TOP-UP Listening & Speaking 2 93 Unit 8: Now here's the sports news 3. Words & Expressions l As per the instructions in the book. l Have students check their answers with a partner before you tell them. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนตรวจคำตอบของตนเองกับเพื่อนก่อนที่ครูจะเฉลยคำตอบ Now here’s the sports news l Unit 8 47 3. Words & Expressions Look at the expressions on the left. What do they mean? Circle the best answer. Check your answers with a partner. as well as will take on more friendlies to get ready ......................................... for the World Baseball Championship, both Japan and Taiwan said they wanted to play ......................................... . So, next week Japan ................................................. Cuba and, after that, the U.S., where a number of Japanese players now play. Taiwan will take on Canada .............................................. Venezuela. 1. 2. 3. 4. 5. 6. 7. 8. the tournament favorite amateur athletes to be underway to be promoted the preliminary rounds the get a bronze medal the finals to take part in a. the team that people like b. the team that people think will win a. athletes that aren’t paid b. athletes who aren’t good a. to be happening now b. will be happening soon a. to go up to a higher level b. to go down to a lower level a. games at the start of a tournament b. games at the end of a tournament a. to come second b. to come third a. the championship games b. the championship celebration a. to participate in b. to win Now practice reading the news stories together. 2

94 Teacher’s Notes for TOP-UP Listening & Speaking 2 48 Unit 8 l Now here’s the sports news 48 Unit 8 l Now here’s the sports news A. Listen again. Answer the questions. Some are done for you. q Baseball South Korea vs the Philippines not yet played / finished --> score:................... winner:................... South Korea vs Taiwan not yet played / finished --> score:................... winner:................... Taiwan vs Cuba not yet played / finished --> score:................... winner:................... q Soccer Japan will play… America Germany Europe England Brazil South Korea will play… America Spain Portugal Croatia Europe q Tennis Singapore is playing… Denmark Cambodia Qatar is playing… Myanmar Oceania q Basketball Trailblazers vs the Kings (Game 4) not yet played / finished --> score:................... winner:................... Trailblazers vs the Kings (Game 5) not yet played / finished --> score:................... winner:................... B. Write in the correct number. q Weightlifting Iran won… ............ Gold medals ............ Silver medals ............ Bronze medals Uzbekistan won… ............ Gold medals ............ Silver medals ............ Bronze medals Kazakhstan won… ............ Gold medals ............ Silver medals ............ Bronze medals q Golf How many players are in the tournament? ............ How many countries are the players from? ............ Check your answers with a partner. 8-0 South Korea 4 5. Listen Again CD Track : 46 track and field golf swimming soccer tennis baseball fishing cycling rugby judo snowboarding archery basketball weightlifting windsurfing Listen to the sports news. Check ( ) the sports which are mentioned. Check your answers with a partner. 4. Let’s Listen! CD Track : 46 6-4 95-60 Taiwan Trailblazers 4 2 1 25 - 2 140 - 2 2

Teacher’s Notes for TOP-UP Listening & Speaking 2 95 Unit 8: Now here's the sports news 4. Let’s Listen! CD Track 46 5. Listen Again CD Track 46 l As per the instructions in the book. l Have students check their answers with a partner before you tell them. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนตรวจคำตอบของตนเองกับเพื่อนก่อนที่ครูจะเฉลยคำตอบ l As per the instructions in the book. l Have students check their answers with a partner before you tell them. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนตรวจคำตอบของตนเองกับเพื่อนก่อนที่ครูจะเฉลยคำตอบ NB: Make sure that students read the exercise before they do it and are clear that the exercise contains two different task types; writing results and circle the answers. หมายเหต:ุ ครูต้องแน่ใจว่านักเรียนได้อ่านแบบฝึกหัดก่อนลงมือทำ และเข้าใจชัดเจนว่าแบบฝึกหัดมี 2 แบบ คือ การเขียนผลที่เกิดและการวงกลมคำตอบ 48 Unit 8 l Now here’s the sports news A. Listen again. Answer the questions. Some are done for you. q Baseball South Korea vs the Philippines not yet played / finished --> score:................... winner:................... South Korea vs Taiwan not yet played / finished --> score:................... winner:................... Taiwan vs Cuba not yet played / finished --> score:................... winner:................... q Soccer Japan will play… America Germany Europe England Brazil South Korea will play… America Spain Portugal Croatia Europe q Tennis Singapore is playing… Denmark Cambodia Qatar is playing… Myanmar Oceania q Basketball Trailblazers vs the Kings (Game 4) not yet played / finished --> score:................... winner:................... Trailblazers vs the Kings (Game 5) not yet played / finished --> score:................... winner:................... B. Write in the correct number. q Weightlifting Iran won… ............ Gold medals ............ Silver medals ............ Bronze medals Uzbekistan won… ............ Gold medals ............ Silver medals ............ Bronze medals Kazakhstan won… ............ Gold medals ............ Silver medals ............ Bronze medals q Golf How many players are in the tournament? ............ How many countries are the players from? ............ Check your answers with a partner. 8-0 South Korea 4 5. Listen Again CD Track : 46 track and field golf swimming soccer tennis baseball fishing cycling rugby judo snowboarding archery basketball weightlifting windsurfing Listen to the sports news. Check ( ) the sports which are mentioned. Check your answers with a partner. 4. Let’s Listen! CD Track : 46

96 Teacher’s Notes for TOP-UP Listening & Speaking 2 49 Unit 8 l Now here’s the sports news Now here’s the sports news l Unit 8 49 In ice hockey today, there were seven games on the schedule. Results from the Pan-Asian Games will be coming up next. Stay with us. Over 100 athletes from eighteen different countries will take part in the games. 1. 2. 3. Check your answers with a partner. Now practice reading the passage together. A: ................... ................... motorcycling, Brazilian Pablo Souza won the 500 cc class in today’s Malaysian Gran Prix. ................... ................... 125 cc class, Japanese racers did well, with Takeshi Ohta winning easily. Kenji Tomioka took second ................... ................... Hide Sato ................... ................... third. The 250 cc class was won by American Kenny Tracy ................... ................... close contest with the Italian, Alberto Totti. B. Listen to the sports news. Write in the missing words. ... the strong showing of Asian teams in the last World Cup ... the strong showin go fAsian team sin the last World Cup Notice 6. Listening Clinic: Linking Sounds CD Track : 47 A. Listen to the following. Draw an arrow ( ) where the words link together. Sounds can link together. NOTE: When a word finishes with a consonant sound, and the next word starts with a vowel sound, the consonant sound moves over and joins the vowel sound. CD Track : 48 And In came in and in the in a place

Teacher’s Notes for TOP-UP Listening & Speaking 2 97 Unit 8: Now here's the sports news 6. Listening Clinic: CD Track 47 CD Track 48 Target: Linking Sound เป้าหมาย: เสียงที่เชื่อมโยงกัน NB: If you have time, prepare an OHT or Power Point to introduce the target feature and to go over the answers. (หมายเหตุ: ถ้าครูมีเวลาให้เตรียมข้อความลงใน OHP หรือ PowerPoint เพื่อแนะนำคำศัพท์ ที่เป็นกลุ่มเป้าหมายของการฝึกและสำ หรับใช้ตรวจคำตอบ) l Draw student attention to the example. You could board up the sentence. l Play the example sentence on the CD then pause the CD. Model the sentence. l Write the following on the board, then model these sentences. ... the strong showing of Asian teams --> ... the strong showin - go- fAsian teams l Tell them words that start with vowels can be linked. Don’t overly explain the point. Give examples rather than explain. l Tell them to mark out linking in the three sentences. l Play the CD. Have students compare answers. Go over answers. l ครูเขียนประโยคตัวอย่างบนกระดาน เพื่อดึงความสนใจของนักเรียนเข้าสู่ประโยคตัวอย่าง l เปิด CD ให้นักเรียนฟังประโยคตัวอย่างแล้วหยุดไว้ชั่วครู่ ครูพูดประโยคตัวอย่างเป็นแบบให้นักเรียนพูดตาม l เขียนประโยคต่อไปนี้ลงบนกระดาน แล้วพูดประโยคเป็นแบบให้นักเรียนพูดตาม ... the strong showing of Asian teams --> ... the strong showin - go- fAsian teams l บอกให้นักเรียนเข้าใจว่าคำ ที่ขึ้นต้นด้วยสระสามารถออกเสียงเชื่อมโยงกับคำอื่นที่อยู่ข้างหน้าได้ ครูให้ ตัวอย่างประโยคอีกหลายๆประโยค โดยไม่ต้องอธิบายมากเกินไป l ให้นักเรียนทำ เครื่องหมายตรงคำ ที่มีเสียงเชื่อมโยงกันในประโยคทั้ง 3 ประโยค l เปิด CD ให้นักเรียนฟังเพื่อเปรียบเทียบคำตอบของตนเองกับเพื่อนแล้วครูเฉลยคำตอบที่ถูกต้อง l Let students compare their answers before you tell them. l After giving the answers, you can have students practice the conversation together, paying careful attention to the pronunciation. l ให้นักเรียนเปรียบเทียบคำตอบของตนเองกับเพื่อนก่อนที่ครูจะเฉลยคำตอบ l หลังจากเฉลยคำตอบแล้ว ครูอาจให้นักเรียนฝึกพูดบทสนทนาด้วยกันโดยให้ความสนใจเป็นพิเศษในด้าน การออกเสียง Now here’s the sports news l Unit 8 49 In ice hockey today, there were seven games on the schedule. Results from the Pan-Asian Games will be coming up next. Stay with us. Over 100 athletes from eighteen different countries will take part in the games. 1. 2. 3. Check your answers with a partner. Now practice reading the passage together. A: ................... ................... motorcycling, Brazilian Pablo Souza won the 500 cc class in today’s Malaysian Gran Prix. ................... ................... 125 cc class, Japanese racers did well, with Takeshi Ohta winning easily. Kenji Tomioka took second ................... ................... Hide Sato ................... ................... third. The 250 cc class was won by American Kenny Tracy ................... ................... close contest with the Italian, Alberto Totti. B. Listen to the sports news. Write in the missing words. ... the strong showing of Asian teams in the last World Cup ... the strong showin go fAsian team sin the last World Cup Notice 6. Listening Clinic: Linking Sounds CD Track : 47 A. Listen to the following. Draw an arrow ( ) where the words link together. Sounds can link together. NOTE: When a word finishes with a consonant sound, and the next word starts with a vowel sound, the consonant sound moves over and joins the vowel sound. CD Track : 48

98 Teacher’s Notes for TOP-UP Listening & Speaking 2 50 Unit 8 l Now here’s the sports news 50 Unit 8 l Now here’s the sports news ................... surfing, the North Shore surfing championships ................... underway tomorrow morning. Surfers from ................... over ................... world ................... ................... taking part ................... tomorrow’s competition. The tournament favorite ................... Nick Slater ................... won ................... event last year ................... ................... expected ................... take ................... top spot ........................ this year. The weather tomorrow ................... ................... hot ................... sunny ................... event organizers ................... expecting ................... conditions ................... ................... perfect. Part One: Before you listen, look at the news report below. Can you guess the missing words? Put one word in each space. 9. Try It Out! A. Work with a partner. Choose three sports. You can look at the sports in Let’s Start!. Make up some simple results. Write them in the table below. Sport Result Details 1 2 3 Now work with a new partner and read your sports news to your partner. B. Write your partner’s sports and results here. Sport Result Details 1 2 3 7. Focus on Patterns CD Track : 49 Part Two: Now listen and see if your guesses were correct. Work with a partner. Student A, turn to page 75. Student B, turn to page 84. 8. Act It Out! In get all the will and will are will and be is to the again be that be and in is who the

Teacher’s Notes for TOP-UP Listening & Speaking 2 99 Unit 8: Now here's the sports news 7. Focus on Patterns CD Track 49 8. Act It Out! 9. Try It Out! l Play the CD and have the students check their answers. l Go over the answers. l เปิด CD แล้วให้นักเรียนตรวจคำตอบของตนเอง l ตรวจคำตอบจนจบ l As per the instruction in the book. l Have each pair check their answers for Part 1 before going ahead with Part 2. l Go over the answers for Part 2 as a class. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ให้นักเรียนแต่ละคู่ตรวจสอบคำตอบของตนเองใน Part 1 ก่อนทำ Part 2 ต่อไป l ตรวจคำตอบ Part 2 พร้อมกันทั้งชั้น l As per the instruction in the book. l Depending on time, you may wish to reduce or increase the number of sports they write about. l ปฏิบัติตามคำชี้แจง/คำสั่งในหนังสือเรียน l ครูอาจจะเพิ่มหรือลดจำ นวนกีฬาได้อีก ขึ้นอยู่กับเวลาที่มี 50 Unit 8 l Now here’s the sports news ................... surfing, the North Shore surfing championships ................... underway tomorrow morning. Surfers from ................... over ................... world ................... ................... taking part ................... tomorrow’s competition. The tournament favorite ................... Nick Slater ................... won ................... event last year ................... ................... expected ................... take ................... top spot ........................ this year. The weather tomorrow ................... ................... hot ................... sunny ................... event organizers ................... expecting ................... conditions ................... ................... perfect. Part One: Before you listen, look at the news report below. Can you guess the missing words? Put one word in each space. 9. Try It Out! A. Work with a partner. Choose three sports. You can look at the sports in Let’s Start!. Make up some simple results. Write them in the table below. Sport Result Details 1 2 3 Now work with a new partner and read your sports news to your partner. B. Write your partner’s sports and results here. Sport Result Details 1 2 3 7. Focus on Patterns CD Track : 49 Part Two: Now listen and see if your guesses were correct. Work with a partner. Student A, turn to page 75. Student B, turn to page 84. 8. Act It Out!