Teacher textbook - Module 4

English
Teachers Book
For Lao Government Officials
Module 4
StudentsBook|MODULE2TeachersBook|MODULE4
Research Institute for Educational Sciences/Laos Australia Institute
Setthathirath Road, XiengnheunVillage,
Chanthaboury District,
Vientiane, Laos
Tel & Fax: +856 21 213161
www.moe.gov.la/ries/
ertneCecruoseRsegaugnaLngieroFehtybdepolevedsaweludomsihT
and the Laos Australia Institute for the Ministry of Education and Sports
English for Lao Government Officials is supported by the Australian Government

English
For
Lao Government Officials
Module 4
Teachers Book

Contents
Unit 1 Development cooperation ............................................................................. 1
Unit 2 Rural development........................................................................................ 7
Unit 3 Development assistance projects................................................................ 12
Unit 4 Reports ....................................................................................................... 20
Unit 5 Women in development .............................................................................. 25
Unit 6 Laos and its neighbours- 1........................................................................... 30
Unit 7 Laos and its neighbours- 2........................................................................... 39
Unit 8 Human development................................................................................... 44
Unit 9 Writing Letters............................................................................................. 46
Unit 10 Pronunciation and conversation strategies .............................................. 50
Unit 11 Reading, writing and giving presentations ............................................... 56

English for Lao Government Ofﬁcials Module 4 1
Unit 2 Development cooperation
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1 English for Lao Government Officials Module 4
Dialogue
Brian: Hello, Chanh. I haven’t seen you for a while.
Chanh: Hello, Brian. I’ve just got back from working in Saravane province.
Brian: Oh
Chanh: Have you ever been there?
Brian: No, never. What’s it like?
Chanh: It’s very mountainous and beautiful and a lot of ethnic groups live there.
Brian: Sounds interesting. What were you doing there?
Chanh: I was surveying villagers about their development needs.
Brian: Oh, really? Have you finished the survey yet?
Chanh: No. Not yet. We’ve had some meetings with villagers but we’ve still
got more to do.
Brian: I see. And what have you found out so far?
Chanh: Well…
Dialogue task
a. True or false.
1.T 5. F
2.T 6. F
3. F 7. T
4. T
b. Listen to the dialogue again and tick the expressions you hear.
I haven’t seen you for a while. 
No, never. What’s it like? 
Have you ever been there? 
Oh! Really? 
Unit 1: Development cooperation
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English for Lao Government Ofﬁcials Module 42
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Follow-up tasks
a. Pair work: complete the dialogue.
Brian: Hello, Chanh I haven’t seen you for a while.
Chanh: Hello Brian, I’ve just got back from working in Saravan province.
Brian: Oh.
Chanh: Have you ever been there?
Brian: No never, what’s it like?
Chanh: It’s very mountainous and beautiful and a lot of ethnic groups live there.
Brian: Sounds interesting. What were you doing there?
Chanh: I was surveying villagers about their development needs.
Brian: Oh, really? Have you finished the survey yet?
Chanh: No, not yet. We’ve had some meetings with villagers but we’ve still got more
to do.
Brian: I see. And what have you found out so far?
Chanh: Well…
b. Choose the statement that best matches the meaning of the sentences below.
1. ‘I’ve just got back from Saravan’ is more likely to mean ‘I got back last week’.
2. ‘Have you ever been there’ is more likely to mean ‘Have you visited Saravan?’
3. ‘I haven’t finished my survey yet’ is more likely to mean ‘I’m still working on the
survey’.
4. ‘ We’ve had some meetings already’ is more likely to mean ‘ We have had some of
the meetings we planned’
Conversation
Pre-speaking
a. Conversation starters:
Sort the expressions below under the ‘staters or closers’ headings in the chart.
Well, I’d better go. (C)
Nice to see you. I’ll be in touch. (C)
I haven’t seen you for a while. (S)
How’s work? (S)
How are things? (S)
So, see you again soon. (C)
Lovely weather! (S)
Sorry, but I must be going. (C)
How’s it going? (S)
How are you? (S)
Excuse me, I’ve got to go now. (C)
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b. Pair work: How would you reply to the conversation starters and closers above?
Here are some possible answers.
Starters Reply
How are you? I’m fine, thanks.
I haven’t seen you for a while. I’ve been very busy recently.
How’s work? Too busy.
How are things? Pretty good/Not too bad.
Lovely weather! Nice, isn’t it?
How’s it going? Nothing much.
Closers Reply
Well, I’d better go. Ok. See you.
Nice to see you. I’ll be in touch. Ok. Bye.
So, see you again soon. Catch you later.
Sorry, but I must be going. Ok. See you again soon.
Excuse me. I’ve got to go now. See you then.
c. Pair work: Complete the mini-dialogues below using the conversation starters and
closers and appropriate strategies to keep the conversation going. Here are some
possible answers.
Somsy: Hello Susan. How are you?
Susan: Fine thanks. I haven’t seen you for a while, Somsy.
Somsy: I’ve been busy recently.
Susan: I see. What have you been doing?
Somsy: I’ve been running training workshops in the provinces.
Susan: Oh, that sounds interesting.
Somsy: And how’s it going, Susan?
Susan: Well, I’ve been busy at work lately, too.
Somsy: Oh, have you?
Susan: Yes. I’ve been running a workshop on Women in Education.
Somsy: Excuse me, Susan, I must be going. I’ll call you soon.
Susan: Ok, nice to see you.
Somphanh: Hello, Jackie, how’s work?
Jackie: Work’s fine, thanks. How are things, Somphanh?
Somphanh: Everything is fine, thanks. I’ve got a new job.
Jackie: Oh really? Who do you work with?
Somphanh: UNDP.
Jackie: Sounds interesting.
Somphanh: Well, excuse me, Jackie. I’ve got to go now. Nice to see you again.
Jackie: OK. Bye for now. I’ll be in touch.
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d. Pair work: Complete the mini-dialogue below with appropriate strategies (encouraging
responses and questions) to show interests and keep the conversation going. Here are
some possible answers.
Phon: Hi, how’s it going? I haven’t seen you for a while.
Sue: Not too bad. I’ve just got back from the southern provinces.
Phon: Oh really? What were you doing there?
Sue: I was collecting information on women in development.
Phon: Sounds interesting!
Sue: Yes, it was very interesting.
Phon: Have you finished?
Sue: We’ve been to three provinces so far.
Phon: Good. Well, I’d better go now.
Sue: OK. Nice to see you. ‘Bye.
Vocabulary – economic development
Pair work: Match these words or phrases with their definitions.
1). illiterate
2). subsistence farmers
3). on average
4). shifting cultivation
5). donor
6). implement
7). infrastructure
__2__a). people who produce enough food only for their
family to eat, not to sell.
__3__b). generally.
__1__c). a person who does not know how to read
and write.
__5 _d). a country that gives money to an organisation
or another country.
__4_e). farmers move where they grow their crops every
year or so.
__7_f). systems that help a country or business work
well, e.g roads, water supply, telecommunications
__6_ g). to do what you planned to do
Reading
a. Scan the text below for two minutes. Find out what these figures refer to.
1. 84%- prim ary school enrolment in 2004
2. 405 years- maternal deaths per 100,000 people.
3. 7%- current GDP growth in Laos.
4. the year 2004 – Release of the first MDG report
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b. Pair work: Read the text again and answer the questions below.
1. What is the current economic situation in Laos?
- Laos has grown at a fast rate since 2000.
2. What has contributed to the recent growth in GDP?
- growth in agriculture and expanding exports
3. List one positive and one negative fact about females.
- greater representation of women in arliament
- disparity in school enrollments
4. What does the government expect to achieve by the year 2020?
- to no longer be a ‘least developed country’.
c. Pair work: Read the text again and answer the questions below.
1. Cambodia
2. It improved quickly
3. there are many problems to overcome.
4. continue at the same rate
Practice
a. Guess meaning from the context. Find the words below in the text. Choose the correct
definition.
1. advances a) improvements
2. gender disparity b) difference between the number of girls and boys
3. have no access to a) not able to use or get something
4. malnourished a) not eating enough food
5. graduate out of b) to move from an existing level to a higher one
b. Matching the names of the eight priority programs with their Lao translations.
1. Achieve universal primary education b
2. Combat HIV/AIDS, malaria and other diseases f
3. Develop a global partnership for development h
4. Ensure environmental sustainability g
5. Eradicate extreme poverty and hunger a
6. Improve maternal health e
7. Promote gender equality and empower women c
8. Reduce child mortality d
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c. Pronunciation: Listen and mark the stress.
1. Food 'program
2. Com'mercial pro'duction
3. 'Rural de'velopment
4. 'Human 'resources de'velopment
5. Re'ducing 'shifting culti'vation
6. 'Infrastructure de'velopment
7. Im'proved 'management
8. 'Services de'velopment
d. Pair work: Below are the goals for each priority program in the development plan.
Read the goals and write the names of the priority programs they match.
1. Reduce child mortality
2. Combat HIV/AIDS, malaria and other diseases
3. Promote gender equality and empower women
4. Improve maternal health
5. Achieve universal primary education
6. Develop a global partnership for development
7. Eradicate extreme poverty and hunger
8. Ensure environmental sustainability
e. Pair work: Complete the summary of the reading below with these words and phrases.
Since 2004, Lao PDR’s economy has grown at an impressive rate. Agriculture, which
accounts for 80% of the labour force, is regarded as the most important driver in reducing
rural poverty. Advances have been made in other sectors .including Primary School
enrolment and child mortality reduction, improved water supply and sanitation and
women’s representation in Parliament. However, significant challenges still remain.
The Primary School retention rate is only 62% and the rural, poor and ethnic children are as
yet ‘unreached’. Elimination of gender disparity in education is also making slow progress
with fewer girls than boys enrolled at all educational levels.
Laos’ extensive natural resources are coming under increasing pressure as a result of
poorly managed exploitation of these resources. But it is the rural areas that are a constant
concern. Between 40 and 50% of people have no source of safe drinking water and 50%
have no access to basic sanitation. Maternal deaths continue to be one of the highest in
the region and 37% of children under 5 are malnourished and underweight. Over the
next decade, the Lao government aims to maintain its economic growth to improve the
living conditions of its people and to meet the Millennium Development Goals by 2015
and graduate out of LDC status by 2020.
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Unit 2 Rural development
Listening
1. Introductory task
a. Pair work: Match the words and phrases below with their definitions.
___d__ 1. multilateral organization
___b___ 2. bilateral donor
___e___ 3. major
___c___ 4. loan provider
___f___ 5. financial contributor
___g___ 6. non-government organisation
___a___ 7. grant provider
Lao PDR Major Donor Partners
Official Development Assistance (ODA) in 2008 came from multilateral organisations,
bilateral donors and non-government organisations (NGO’s). In Laos, bilateral donors
contributed 45% of the total development assistance in 2008 The major bilateral donors
in 2008 were Japan, Germany, Sweden, Australia, France, and the United States. The
major ASEAN ODA partner was Vietnam. Multilateral organisations contributed 48%
of the development assistance to Laos in 2008. Among the multi-lateral organisations,
the Asian Development Bank (ADB) and the World Bank were the biggest loan
providers but the United Nations (UN) was the largest grant provider. Within the UN
system, the United Nations Development Programme (UNDP) was the largest financial
contributor. In 2008, the World Food Program (WFP) also delivered food aid. NGO’s
contributed 7% of the total ODA to Laos in 2008. World Vision Lao and CARE were
the largest NGO’s.
Listening task
b. Listen to the whole text and complete the pie chart below.
NGO’s contributed 3% of the total ODA.
Multilateral organisations contributed 53% of the total ODA.
Bilateral organisations contributed 14% of the total ODA.
c. Pair work: Guess the answers to these questions.
Unit 2: Rural Development
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1. Who are two of the major bilateral donors to Laos?
The answer can be two of these countries
- Japan, Germany, Sweden, Australia, France, or the United States.
2. What country was the major donor from the ASEAN region in 2008?
- Thailand
3. What multilateral organisations were the largest loan providers in 1998?
- The Asian Development Bank (ADB) and the World Bank.
4. Which UN organisation spent the most money in Laos in 2008?
- The United Nations Development Programme (UNDP).
5. What is one of the largest non-government organisations working in Laos?
- The answer can be one of these organizations - World Vision Lao or CARE.
Practice
Lao PDR Major Donor Partners
Official Development Assistance (ODA) in 2008 came from multilateral
organisations, bilateral donors and non-government organisations (NGO’s). In Laos,
bilateral donors contributed 14% of the total development assistance in 2008. The
major bilateral donors in 2008 were Japan, Germany, Sweden, Australia, France, and
the United States. The major ASEAN ODA partner was Thailand. Multilateral
organisations contributed 53% of the development assistance to Laos in 2008.
Among the multi-lateral organisations, the Asian Development Bank (ADB) and the
World Bank were the biggest loan providers but the United Nations (UN) was the
largest grant provider. Within the UN system, the United Nations Development
Programme (UNDP) was the largest financial contributor. In 2008 the World Food
Program (WFP) also delivered food aid. NGO’s contributed 3% of the total ODA to
Laos in 2008. World Vision Lao and CARE were the largest NGO’s.
Reading
1. Improving management
2. Education development
3 Health assistance
4 Poverty alleviation
5. Cross-sectoral development
6. Rural development
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Reading task
1. Luxembourg
2. UNDP
3. EU (Multi-Annual Financial Framework, 2014-2020)
4. Good Hands
5. US
6. Improve government management systems for the better delivery of public services in
Lao PDR
Further practice
Priority area Project area Implementing partner(s) Donor
Government
management
systems
National ADB International
partnership
School
construction
Khengkhai,
Vientiane
Good hands Korean NGO
Health services Mahosot
Hospital,
Vientiane
Luxembourg Development
Aid for Health (ADS)
Government of
Luxembourg
Poverty
alleviation
National US government World Food
Program
Economic
development
National EU Multi-Annual Financial
Framework
EU
Rural Disaster
Preparedness in
a Changing
Climate Project
Saravane and
Sekong
UNDP International
partnership
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Presentation
Presentation script
Presentation on ADB TVET project
The Director General of the Technical and Vocational Education Department of the
Ministry of Education, ladies and gentlemen
This afternoon I aim to give you a brief overview of the new ADB Strengthening
Technical and Vocational Education and Training Project
Firstly, I’ll talk about the funding and implementation of the project. Then, I’ll outline the
project’s impact and objective. Following that, I’ll explain the objectives of each of the 5
project outputs in the 4 priority skill areas. Finally, I’ll briefly tell you about some of the
project activities.
So, I’ll start with funding and implementation. The Strengthening Technical and
Vocational Education and Training project is an ODA bi-lateral project funded by ADB. In
this project, the donor, ADB, contributes the funding and international advisers. The
project partner, the government of Lao, contributes the project counterparts. The Ministry
of Education is managing and implementing the project, together with the project
management team, over 5 years.
Right. Next - the project’s impact and objective. Well, the impact is to increase the
number of number of workers in the labour force with formal TVET qualifications by 25%
from 2011 to 2021. The overall objective of the project is to ensure that 65% of TVET
graduates in the four priority skill areas from the seven public and four private TVET
institutions find initial employment within 6 months of graduation
As I’ve said, the project has 5 major outputs, improved quality of technical and vocational
training, increased and more equitable access, increased private sector involvement,
strengthened management and governance capacity, and effective project management and
implementation. Now I’ll move on to explain the objectives of each of them. The objective
of Component 1 is to increase the quality of teaching and raise the skill achieved by TVET
graduates. Component 2 aims to increase the overall enrolment of students in target skill
areas and especially for girls and students from remote areas. The objective of component
3 is to increase the involvement of private companies through great exchange between
industry and training colleges, Component 4 aims to increase the leadership and
management skills of college administrators. Finally Project management systems will be
strengthened and effective monitoring and evaluation processes implemented,
And now, for the last part of my presentation, I’ll tell you about some of the activities of
the project. The project focuses on seven public TVET institutions, four private
TVET institutions and the Vocational Education Development Centre (VEDC). These
institutions are receiving a range of assistance under the project, including teacher training,
new curricula, and management training. The seven public TVET institutions and VEDC
are also receiving equipment and facility upgrades.
So, that concludes my presentation. I hope it has given you a brief overview of the ADB
TVET project’s funding, implementation, impact and objective. And you can see, the
activities so far are working towards achieving those objectives.
If you have any questions I’ll be pleased to answer them
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Introduction:
Topic: ADB Strengthening Technical and Vocational Education and
Training project
Aim: give you a brief overview of. the project.
Outline of presentation:
1. Funding and implementation
2. Objectives of the 5 outputs.
3. Conclusion
Detail about each main point
1. Funding and implementation
- Type of project: ODA bi-lateral project
- Funded by: ADB.
- Project partner: the government of Lao.
- Managing and implementing the project:
Ministry of Education and Project management team
2. The project’s impact and objective is
- Increase number of qualified workers in the Lao labour force
by 25% from 2011 to 2021
- The overall objective is to … ensure that 65% of TVET graduates n target
areas find initial employment within 6 months of graduation
3. Objectives of the 5 components:
- Increase the quality of TVET teaching and skills and for Component 2,
increase the overall enrolment of students in target skill areas
- Component 3 will focus on increasing private sector involvement
- Finally, Components 4 and 5 will strengthen management systems and
effective monitoring and evaluation processes
4. Activities of the project will include:
- The main institutions supported by the project are seven
public TVET schools and four private TVET institutions and the VEDC
The public institutes will also receive equipment and facility upgrades
5. Conclusion…brief summary and overview
- Invite questions.
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Unit 3 Development assistance projects
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Dialogue
Working on Development Projects
Amphone: Hello, Sue. Nice to see you.
Sue: Hello, Amphone. Nice to see you too.
Amphone: Sue, you know Steve, don’t you?
Steve: No, we’ve never met.
Amphone: Well, this is Steve - he’s working on the Lao Basic Education Project (oh)
and Steve, this is Sue-she’s been in Lao for a long time working for Save
the Children (Australia) on a health project.
Sue and Steve: Pleased to meet you.
Sue: So, you’re working on a Basic Education Project, are you? (Mmm) That
sounds interesting.
Steve: Yes, it is. The project’s for ethnic minorities so we do a lot of travelling
to remote areas.
Sue: Do you? How interesting! (yes) And have you worked in remote areas
before?
Steve: Yes, I’ve worked on similar projects in Vietnam and China and before
that I worked with aboriginal communities in Australia.
Sue: Really? Did you? How long did you do that for?
Steve: Oh, about ten years. And what about you? Amphone said you’ve been
working here a long time, didn’t she?
Sue: Yes, I’ve been working in Xayaboury province for four years now (Mmm)
and I worked in Luangprabang for a couple of years before that.
Steve: Oh, so, that’s about six years altogether, isn’t it?
Sue: Yes, Lao feels like home now. Oh, excuse me. I must go and……….
Task
c. Listen and write true or false.
1. Amphone and Sue are meeting for the first time. (F)
2. Sue and Steve are working for the Basic Education for Girls Project. (F)
3. Steve has worked in remote areas before. (T)
5. Sue used to work with aboriginal communities in Australia. (F)
6. Sue has been working in Laos for six years. (T)
d. Listen to the dialogue again and number the expressions in the order you hear
them.
Unit 3: Development Assistance Projects
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..2.. He’s working on the Lao Basic Education Project.
..11..Oh, excuse me, I must…
..1.. Sue, you know Steve, don’t you?
..10.. So, that’s about six years altogether isn’t it?
..4.. Do you? How interesting!
..8.. Amphone said you’ve been working here a long time, didn’t she?
..3.. So, you’re working on a basic education project, are you?
..6.. Really, did you? How long did you do that for?
..5.. I worked with aboriginal communities in Australia.
..7.. And what about you?
..9.. I’ve been working in Sayaboury province for four years.
e. Complete the dialogue.
Amphone: Hello Sue, nice to see you.
Sue: Hello Amphone, nice to see you too.
Amphone: Sue, you know Steve, don’t you?
Steve: No, we’ve never met.
Amphone: Well, Sue, this is Steve. He’s working on the Lao Basic Education Project.
Steve,this is Sue. She’s been in Lao for a long time working for Save the
Children (Australia) on a health project.
Sue and Steve: Pleased to meet you.
Sue: So, you are working on a Basic Education Project, are you? (Mmm). That
sounds interesting.
Steve: Yes, it is. The project is for ethnic minorities so we do a lot of travelling
to remote areas.
Sue: Do you? How interesting! And have you worked in remote areas before?
Steve: Yes, I’ve worked on similar projects in Vietnam and China, and before
that I worked with aboriginal communities in Australia.
Sue: Really? Did you? How long did you do that for?
Steve: Oh, about ten years. And what about you? Amphone said you’ve been
working here a long time, didn’t she?
Sue: Yes, I’ve been working in Xayaboury province for four years now (Mmm)
and I worked in Luangprabang for a couple of years before that.
Steve: Oh, So, that’s about six years altogether, isn’t it?
Sue: Yes, Lao feels like home now. Oh, excuse me, I must go and…..
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Follow up tasks
a. Choose the statement that best describes the meaning of the underlined expressions.
1. b. Steve wants to change the subject.
2. b. We have not met before.
3. b. He works on the Lao Basic Education Project now.
4. a. She is still living in Laos.
5. a. I work in Sayaboury province now.
6. b. I worked there in the past.
Speaking
a. Decide if the purpose of each question tag in the dialogue is to: continue the
conversation, or check information and understanding, or change the topic.
 Sue, you know Steve, don’t you? (Continue the conversation)
 So, you’re working on a Basic Education Project, are you? (Check information and
understanding)
 Amphone said you’ve been working here a long time, didn’t she? (Check information
and understanding)
 Oh, so, that’s about six years altogether, isn’t it? (Check information and
understanding)
d. Complete these sentences with question tags.
1. You’re a teacher, aren’t you? Yes, I am.
2. The course starts next week, doesn’t it? Yes, on Monday.
3. You can’t come, can you? No, I can’t.
4. He doesn’t work at the Ministry of Education, does he? No, not any more. He’s got a
new job.
5. You’ve been to Bangkok before, haven’t you? No, I haven’t.
e. Pair work: Read each situation below and write a sentence with a question tag,
and then a follow- up question to continue the conversation (The follow- up
questions are suggestions only. You must decide if the class gives appropriate
ones.)
1. So, you were from Cambodia, weren’t you? What do you do there?
2. You work in the provinces, do you? What do you do there? / Do local people
participate actively?
3. You have been in Laos for three years, haven’t you? What do you do here? / Have
you travelled to any provinces?
4. You are a teacher, are you? Where do you teach? / How long have you been teaching?
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f. Read the mini-dialogue below with appropriate expressions.
Alice: Hello, Singthavone. Good to see you again. How are you?
Singthavone: Fine thanks, And you?
Alice: Oh, not too bad. Singthavone, you know Bryan, don’t you?
Singthavone: No, I don’t.
Alice: Well, Bryan, this is Singthavone. He’s working at the Prime Minister’s
Office. And Singthavone, this is Bryan. He’s working on a UNDP
project.
Bryan: Pleased to meet you, Singthavone.
Singthavone: Pleased to meet you, too.
Conversation
Practice
a. Pair work: Look back at the dialogue between Amphone, Sue and Steve. Write one
or two phrases from the dialogue to match the headings below.
Greeting people
 Hello Sue, nice to see you.
 Hello Amphone, nice to see you too.
Introducing people
 Sue, you know Steve, don’t you?
Giving personal information
 Well, this is Steve. He’s working on the Basic Education for Girls Project
 And Steve, this is Sue. She’s been in Laos for a long time working for Save the
Children (Australia) on a health project.
Checking information by using question tags
 So, you’re working on a Basic Education Project, are you?
 Oh, so that’s about six years altogether, isn’t it?
Asking questions to get more information
 And have you worked in remote areas before?
 How long did you do that for?
 And what about you?
Showing interest
 That sounds interesting.
 Do you? How interesting!
 Really? Did you?
Continuing the conversation using question tags
 So, you’re working on a Basic Education Project, are you?
 Amphone said you’ve been working here a long time, didn’t she?
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Further practice
a. Pair work: Complete the sentences below using the correct tenses.
1. Sue has been working in Laos for many years.
2. Steve is working on the Basic Education Quality and Access in Lao PDR.
3. Lately, I have been working in Lauang prabang.
4. This year the government is planning to deal with the problems of women’s
education, especially in rural areas.
5. Lao PDR has been implementing the new market economic mechanism for more than
ten years.
Presentation
Technical vocational education and training
Good morning, Ms Sengdeuane, Vice-Minister of the Ministry of Education, and all
the Directors and Vice-Directors of Vientiane and provincial TVET Training Colleges.
Thank you for asking me to talk about my work as an adviser on the Strengthening
Technical and Vocational Education and Training Project. I’ve divided my talk into 2
parts. To start with, I’ll tell you briefly about my training and past work experience
and then I’ll outline my role and responsibilities on the project.
I have a Master of Education in Educational Technology from Latrobe University in
Australia, a Bachelor of Arts in Political science, Sociology and Education, Monash
University and a Diploma in Education in Secondary Education and Teaching, also
from Monash University in Australia
I have worked in a variety of roles in TVET international development projects
including Project Director, Team Leader, Quality Manager, TVET policy
development, Trainer, Mentor, Institutional Strengthening Expert, Curriculum Expert,
Occupational Skills Standards Expert, Strategic Planning and Project Design. I have
worked in international development projects in China, Timor-Leste Samoa,
Afghanistan and Laos.
So, to start with, my training and work experience as a teacher and TVET trainer.
Well, I have been working in the TVET field for nearly 20 years. I first trained as a
secondary school teacher and then did a diploma in Education after teaching for 2
years. . I then worked in the Technical and Further Education (TAFE) system in
Victoria, Australia as a teacher of Business Technology. In 1998 I started a master’s
degree in Educational/ Instructional Technology at Latrobe University and finished
that in 2000. After I got my master’s degree I went to work on an AusAID-funded
China Capacity Building Project for two years. In Afghanistan I worked on project
design and TVET strategy for USAID. In Timor-Leste, fr0m 2001 to 2005, I worked
on the development of the NQF for the World Bank and later with the ILO on Quality
Assurance for TVET. In Samoa I was Project Director for a three year Samoa
Governance and Management Project with the Asian development Bank which aimed
to improve project management skills in the public sector. I first came to Laos in 2010
when a got a job working with GIZ on a project to strengthen the curriculum and
teacher training for the engineering and IT components taught at the Lao-German
Technical School, Vientiane. I started on this project in September 2013.
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So, that’s my background. Now, I’ll move on to outline my role and responsibilities on
this project. My position is TVET Teacher Training Development Specialist for the
project. My responsibilities are to assess the current capabilities of technical teachers
in the training centres to design and implement skills upgrading and in-service
technical teacher training programs to be conducted at the Vocational
Education Development Centre (VEDC) in Vientiane to enable the effective delivery
of courses at TVET training centres; to developing the selection process for appointing
Lao TVET instructors to deliver skills training; to prepare and oversee the technical
skill and pedagogical upgrading programs required to raise the capacity of selected
instructors to deliver skills training; and to prepare a long-term institutional
development and financing plan capable of providing national in-service training
programs for all levels of TVET teaching staff
In conclusion, I can say that my position on the project is interesting and challenging. I
enjoy using all my skills and experience in the Asia Pacific region to work with the
counterpart team of TVET trainers, managers and Lao government officials.
So, to end my presentation, I can say that the team hopes that the activities undertaken
under our project will greatly strengthen the TVET training system in Laos PDR.
Now, if you have any questions I’d be pleased to answer them.
Listening tasks
a. Listen to the introductory section and list the topics he will talk about.
 Training and past work experience in TVET
 Role and responsibilities on the project
b. Listen to the whole presentation and number the signal phrases in the order you
hear them.
..4.. Now, I’ll move on to …
..5.. In conclusion, …
..3.. So, to start with, …
..6.. So, to end my presentation, …
..2.. Then I’ll outline …
..1.. To start with
c. Listen to the presentation and answer questions.
1. How many years has he been working in TVET? ………………
2. How many years was he a primary teacher? ………………
3. How many years did he teach at TAFE? ………………
4. How long did he work in Samoa? ………………
5. When did he start to work in Laos? ………………
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d. Look at Mr. Page’s CV (curriculum vitae) on the next page. Discuss as a class and
answer the questions below.
1. What is a CV used for?
It is used for applying for a job.
2. What information do you include in a CV?
We usually include personal details, education/qualifications, work experience and
referees in a CV.
3. Mr Page’s work experience is listed starting with his present position, then working
backwards?
4. What general information is given about each job?
Job title, duration of working period, workplace, role and responsibilities.
5. What is the order of information on qualifications?
..1.. kind of qualification
..2.. place of study
..3.. year graduated
6. What are referees?
Referees are people who know you and who are willing to describe and, usually,
praise you, to support you when you are trying to get a job, etc.
g. Fill in the missing information on the C.V.
Curriculum Vitae
Personal Details
Name: Bryan Page Contact: P.O. Box 3254, Vientiane, Laos
Date of birth: 5 May 1968 Tel: (856 21) 312745
Nationality:Australian e-mail: bpage@gmail.com
Languages: English, Lao
Qualifications:
Bachelor of Arts in Political Science, Sociology and Education, Monash University,
1992
Diploma in Education in Secondary Education and Teaching Monash University, 1994
Master’s Degree in Education in Educational Technology, Latrobe University, 2000
Work Experience
Sept 2013 - present TVET Teacher Training development Specialist
- Review quality assurance procedures for provider registration and
course accreditation; train TVET audit team
2010-2013 Curriculum and Teacher Training Specialist – Lao PDR
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Engineering and IT Strengthening Program (GIZ)
Curriculum/teacher training for Engineering and IT Departments
2007-2010 Project Director – Samoa
Samoa Governance and Management Project (ADB)
- Strengthen project management skills for Samoa public pector
2003-2006 Education Adviser – Timor-Leste (World Bank)
 Develop NQF for TVET
 Quality Assurance System for TVET (ILO)
2003 (6 months) TVET Adviser – Afghanistan
Technical Vocational Education Strengthening Project (USAID)
- Project design for TVET strengthening strategy
2000 - 2002 Education Adviser – PR China
Education Capacity Building project (AusAID)
- Quality Assurance and Monitoring and Evaluation Framework
- Educational Management Information System.
1993 - 1998 TAFE Teacher - Australia
Victoria Institute of Technology
- Teach Business Technology to Business Studies students
1990 - 1993 Primary School Teacher - Australia
Lyndhurst Primary School, Sydney, Australia
- teach grades 3 and 4 primary students
Referees John Churchill, Director, LAI Project, P.O. Box 6080, Vientiane, Lao
PDR
Janet Powell, Project Supervisor, UNDP, P.O. Box 2345, Vientiane,
Lao PDR
Individual writing
Introduction
Number the parts of a curriculum vitae (CV) in the order they appear on a CV.
..1.. Personal details
..2.. Education/qualifications
..3.. Work experience
..4.. Referees
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Unit 4 Reports
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Unit 4 Reports
Reading
a. Skim through part one of the report in two minutes. Choose the most appropriate
heading from below for each section. Write the headings in the space above each
section.
Part one
Introduction
The Lao government knows that the country’s people are its greatest asset. Continued
economic development needs healthy, well-educated citizens to implement national
development plans and with skills to compete in the regional and global market
economy.
To assist the Lao Government to achieve these goals, the United Nations (UN) system
will focus on:
 education
 health
 employment and social services
 environment
 refugee repatriation
Education
Targets for 2015
 primary education for 95% of children (up from 77% in 2000)
 primary school completion rate of 95% (up from 52% in 2000), as shown in Graph 1
 lower secondary school completion rate of 75% (up from 39% in 2000), as shown in
Graph 1
 96% literacy amongst adults (age 15-24) from all ethnic backgrounds (up from 80%
In 2000)
Strategies
 give highest priority to improvement in basic, primary education, including the
infrastructure.
 focus on the education development needs of rural areas, including the use of non
formal education.
 prioritise the educational needs of ethnic minorities and girls and women.
 expand private sector participation in education.
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UN Support for education
 strengthen capacity in planning, administration and management of education
 upgrade skills of teachers, especially in rural areas
 expand non-formal education, such as literacy, and skills that can be used in income
generation, especially in rural areas.
b. Guess meaning from context. Find the words below in the text. Circle the word or
phrase that best describes the meaning of the word as it is used in the text.
1. expand - make bigger
2. prioritise - deal with first
3. focus on - concentrate on
4. upgrade - improve
5. strengthen capacity - improve what people are able to do
c. Read the ‘Introduction’ and ‘Education’ sections. Answer the questions below.
1. How many areas will the UN focus on? 5 areas
2. What is the title of graph 1? School Completion Rate Targets
3. According to graph 1, what was the primary school completion rate in 2000? 52%
4. What was the secondary school completion rate in 2000? 39 %
5. What is the secondary school completion rate target for 2015? 75 %
6. What area of education will receive highest priority? Basic primary education
7. What sector of education will be expanded? Private education
8. In which areas will the UN help to strengthen capacity? Planning, administration and
management of education.
9. What will the UN do to support rural teachers? Upgrade skills of teachers
10. What kind of skills will be taught through non-formal education? Skills that can be used
in income generation.
a. Pair work: Draw a bar graph to show the 2000 primary education rate and the
target rate for 2015.
Teacher to monitor and assess
b. Draw a bar graph to show the 1994 adult literacy rate and the target rate for 2000.
c. The next part of the UNDP report presents the targets for health. Look at the
graphs and complete the first two points of the text.
 Infant mortality of 45 per 1000 live births (down from 104), as shown in Graph 2
 Maternal mortality of 260 per 2000 (down from 530), as shown in Graph 3
d. Which of the following are health targets? Add them to the text.
 Sanitation for 75% of households (up from 25% in 1994)
 Reduce prevalence of underweight children aged under 5 (40% in 2000)
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Unit 4 Reports
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f. The report also presents goals for environment, employment and refugee
repatriation. Match the goals from the list above to the headings below.
g. The UN report also presents the strategies that will be used for development in
each area. Complete the strategies (p. 124) with these words:
upgrade provide strengthen focus
policy coordination facilities
Strategies for health
 focus on priority diseases.
 expand health education activities, especially in rural areas.
 strengthen coordination between ministries on health issues.
 upgrade hospital facilities.
Strategies for employment and social security
 strengthen coordination between technical and vocational institutions.
 improve planning and policy on skills training.
 revise labour laws and social security to benefit all people.
Strategies for the environment
 upgrade skills of farmers.
 improve environmental laws, planning and decision making.
 strengthen capacity in urban planning and implementation.
Strategy for refugee repatriation
 provide assistance to returnees to be able to look after their own family’s food needs.
h. Reading for detail: Look at the statements below. Read all of the targets, goals and
strategies. Decide if the statements are true or false.
1. The plan for health aims to decrease infant mortality. (T)
Employment and Social Security: Goals
 Improve training for jobs
 Implement the new labour law and social security system to protect workers in
all sectors
Environment: Goals
 Promote sustainable farming and forestry management
 Prevent damage to the environment by investment projects
Refugee repatriation: Goal
 Complete the return and resettlement of Lao people still living in Thailand
and China
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2. Another goal for health is to decrease the percentage of children immunised. (F)
3. The return of Lao people still living in Thailand and China will be started. (F)
4. Households with toilet facilities will increase by 50%. (T)
5. It is hoped that no children under five will have serious malnutrition. (T)
6. Rural people will learn more about how to stay healthy. (T)
7. Hospitals will be improved. (T)
8. There are no plans to teach farmers new ways to grow things. (F)
i. Cover the text about health. Discuss the graphs, e.g. Graph 2 is about… It shows
that…
Possible answers:
Graph 2 is about Infant Mortality per 1000 live births. It shows that the Infant Mortality
rate decreased in the year 2015 to 45 (down from 104 in 2003).
Graph 3 is about Maternal Mortality per 100,000. It shows that the Maternal Mortality
rate decreased in the year 2015 to 280 (down from 530 in 2000).
j. Pair work: Draw a graph about the immunisation of infants.
k. Individual work: Draw a graph about safe drinking water.
Practice
a. The words in the ‘noun’ column below are nouns made from verbs in the UN
report. Write the verbs in the ‘verb’ column.
Verb Noun
improve improvement
expand expansion
promote promotion
complete completion
prevent prevention
reduce reduction
implement implementation
prioritise priority
assist assistance
strengthen strength
coordinate coordination
revise revision
b. Circle the verb or the noun to complete these sentences.
1. UNDP aims to improve the access to clean water for rural villages.
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2.The World Health Organizations will assist with the improvement of health education
in schools.
3.Next year’s plan will focus on the implementation of the new health curriculum for
schools.
4.The MoE will implement the plan in every province.
5.UNDP assists the government to reach the targets.
6.To help achieve the targets the government will have assistance from UNDP.
Unit 4: Reports
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Unit 5 Women in development
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Thinking about the topic
Women make up half the world’s population yet they account for only 5 to 10 percent
of formal political leadership positions worldwide. Women contribute up to 70 percent
of their local and national economies yet receive less than one tenth of the world’s
income. Two-thirds of the world’s 960 million illiterate people are women.
Labelling a diagram
fifty percent = half
nearly three-quarters = seventy-two percent under
10 percent = less than one tenth
over one fifth = more than 20 percent nearly
70 percent = two-thirds
1. a) Nearly 70% of the illiterate people in the world are women.
b) Two-thirds]of the illiterate people in the world are women.
2. a) Women earn under 10 percent of the world’s income.
b) Women earn less than one tenth of the world’s income.
3 a) Half the world’s population are women.
b) Fifty percent of the world’s population are women.
4. a) Nearly three-quarters of Bangladeshi girls aged 15–19 are married.
b) 72% of Bangladeshi girls aged 15–19 are married.
5. a) More than 20 percent of Nigerian girls under 13 are married
b) Over one fifth of Nigerian girls under 13 are married.
Questions about the text
work at home rather than go to school.  
They have less time available to study  
Learning materials used in schools are biased in their favour  
They lack belief in their own abilities to do well at school  
They go to school for more years.  
They have more options about what they want to study  
They get more encouragement to work hard at their education  
Unit 5: Women in development
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1.
 women will be more intelligent
 women contribute more to the economic activity of their country
 women’s lives become easier
 women gain more free time
 women have more choices about the kinds of work they can do
 women are able to get higher-paying jobs
 men and boys take more responsibility for childcare
 children are more likely to survive their first five years of life
 everyone in the family can expect a higher standard of living
 everyone in the family is more likely to live longer
 women will have fewer children
 women will become less fertile
 women are less likely to die in childbirth
 women will delay having their first child until they are older
 everyone in the whole family will have fewer illnesses
 women will have more choice over who they marry
 women are able to make better use of the land, forests, and water they have
access to.
 women work less in the agricultural sector
2. (line)
they (11) women and girls
their (14) women’s and girls’
This (20) the fact that the teaching materials often focus on what boys
can do rather than on what girls can do
they (21) girls
it (24) the fact that the teaching materials often focus on what boys
can do rather than on what girls can do
their (25) girls’
they (31) girls and women
it (42) women’s education
their (46) women’s
their (61) women’s
they (69) girls
it (73) educating girls
Declaration on the Advancement of Women in the ASEAN Region
1. To promote(2) and implement(3) the equitable and effective participation of women
whenever possible in all fields and at all levels of the political, economic, social and
cultural life of society at the national, regional and international levels.
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2. To enable(4) women in the region to undertake(5) their important roles as active
agents and beneficiaries of national and regional development, particularly in
promoting(6) regional understanding and cooperation in building(7) more just and
peaceful societies.
3. To integrate(8) into national plans the specific concerns of women and their roles as
participants and beneficiaries of development, specifically considering their role as a
productive force to attain(9) the full development of the human personality.
4. To design(10) and promote(11) programmes involving the participation of the
community and non-government women organizations towards strengthening(12)
national and regional resilience.
5. To strengthen(13) solidarity in the region and international women’s forums by
promoting(14) harmonization of views and positions.
Gender Project in Pakistan
1. Towards gender parity: women in creative industries
2. Marble, mosaics, gems, Jewelry and home textiles
3. One UN FundMinistry of Small-Scale Industry
4. a. Eradicate extreme poverty and hunger;
5. b. Promote gender equality and empower women
6. Pakistan Stone Development Company (PASDEC)
7. Create linkages between universities, private sector, & Vocational Training Centres
8. a. 680 master trainers trained
b. 6,000 women entrepreneurs trained
c. 2,000 to receive enterprise development training
d. 20,000 to get access to exhibitions and marketing programs
e. 60 to receive international study or exchange scholarships
9. USD 1,3122,083
10. Four years, from 2009 to 2013
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Listening
Script
Employment of women in Lao PDR
There are large differences in the percentages of males and females working in certain
sectors in Lao, especially in the state sectors. Seventy-three percent of civil servants are
male, whereas, only 27% of civil servants are female. In addition, seventy-eight percent
of state enterprise employees are male, compared to 22% female. In private business,
the differences in percentages of male and female employees are slightly more
balanced. Sixty-five percent of workers employed by private business are male, while
35% are female. In contrast, there are more self-employed females than self-employed
males. Fifty-two percent of self-employed people are female. Forty-eight percent are
male. The unpaid household workforce is fifty-eight percent female, and forty-two
percent male.
Pair work
Listen to the audio recording. Write the figures you hear in the ‘males’ and ‘females’
columns.
% of Males % of Females
Civil servants 73 % 27 %
State enterprises 78 % 22 %
Private business 65 % 35 %
Self employed 48 % 52 %
Household (unpaid) 42 % 58 %
Reading
Practice
a. Group work: Skim the text for two minutes and choose one of the headings below
to match each paragraph. Number the headings.
..2.. Difficulties for women
..3.. Strategies for gender equality
..1.. The role of women
b. Pair work: In one minute, scan the text to find the figures listed below.
50% refers to the percentage of women in the total labour force.
95% refers to the percentage of the workers in the growing garment industry.
65% refers to the illiteracy rate.
2-3 years refers to the length of an average education.
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c. Pair work: Guess the meaning from the context. Find the words below in the text.
Circle the phrase that best describes the meaning of the word as it used in the text.
1- a
2- a
3- b
4- b
5- b
d. Look at the statements below. Read the text carefully and decide if the statements
are true or false.
True or False?
1. Women play an important role in trade because the majority of garment factory workers
are women. (T)
2. The majority of women are healthy and well-educated. (F)
3. One reason why women are not included in planning is because they have low levels
of education. (T)
4. One key area women have knowledge of is budgeting. (T)
5. Women are not necessary to economic development. (F)
6. Women only need training in weaving and sewing. (F)
7. One of women’s strong socio-economic roles is in the agricultural sector. (T)
3. Follow-up tasks
a. Find conjunctions in the text. Circle them, then categorise them using the table.
Shows a contrast Shows a
reason/cause
Shows a result Shows more of the same
information
but
despite
because so
as a result
consequently
and
moreover
b. Underline the topic sentences in each paragraph of the text.
Paragraph 1: The development of women and girls is essential to the socio-economic
development of the Lao PDR.
Paragraph 2: Despite these achievements, women have low health and educational status
and remain Lao PDR’s most under-utilised human resource.
Paragraph 3: Many government policy makers and donor agencies now acknowledge that
sustainable economic growth cannot be achieved without the participation of women.
c. Match the topic sentences to the paragraphs that follow.
Paragraph 1: As a result of economic reforms, the non-farming small business sector has
grown substantially.
Paragraph 2: Government reforms have reduced state subsidies for social services.
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Unit 6 Laos and its neighbours-1
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Dialogue script
Listen to the dialogue
Regional tourism
A: Have you been to either Laos or Cambodia, Joe?
B: No, neither. What about you?
A: No, I haven’t. I don’t know much about them really. Do you?
B: No, not much. Except, umm, they were both colonised by the French, like Vietnam.
A: Really? So, are there still some beautiful old French buildings?
B: Mmm, I think so. And interesting Buddhist temples too.
A: Hmm. What about Thailand? Was it a French colony too?
B: No, I don’t think so. Hasn’t it always been independent?
A: Hmm, maybe. But they’re all members of ASEAN, aren’t they?
B: Yeah, they are
Dialogue
Task
a. Listen to the dialogue and decide if the sentences are true or false.
1. Joe has been to Laos, Vietnam and Cambodia. (F)
2. Susan hasn’t been to Laos and Cambodia. (T)
3. Joe thinks Thailand was a French colony. (F)
b. Listen to the dialogue again and number the expressions as you hear them.
..1.. Have you been to either Laos or Cambodia, Joe?
..2.. No, neither. What about you?
..3.. No, I haven’t. I don’t know much about them really. Do you?
..4.. Really? So, are there still some beautiful old French buildings?
..5.. Hmm, maybe. But they’re all members of ASEAN, aren’t they?
..6.. Yes, they are.
c. Pair work: Complete the dialogue.
Susan: Have you been to either Laos or Cambodia, Joe?
Joe: No, neither. What about you?
Susan: No, I haven’t. I don’t know much about them really. Do you?
Joe: No, not much, except ,umm, they were both colonised by the French,
like Vietnam.
Susan: Really? So, are there still some beautiful old French buildings?
Joe: Mmm, I think so. And interesting Buddhist temples, too.
Susan: Hmm. What about Thailand? Was it a French colony, too?
Joe: No, I don’t think so. Hasn’t it always been independent?
Susan: Hmm, maybe. But they’re all members of ASEAN, aren’t they?
Joe: Yes, they are.
Unit 6: Laos and its neighbours - 1
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Pronunciation
Listen and mark the stress. Repeat the responses below after listening.
'ASEAN
'Laos
Cam'bodia
Viet'nam
'France
'Thailand
'beautiful
'interesting
'Buddhist
'temples
inde'pendent
Oh, did it?
Really?
Mmm.
Hmm.
Do you?
Aren’t they?
c. Pair work: Decide if these sentences are true or false.
1. Neither Thailand nor Malaysia is a member of ASEAN. (F)
2. Like Laos, Thailand has many ethnic minorities. (T)
3. Both Thailand and Vietnam have railway systems. (T)
4. Like Vietnam, Laos has a long coastline. (F)
5. Both India and China border on Laos. (F)
6. It does not snow in either Myanmar or Laos. (T)
7. Unlike Bangkok, Vientiane does not have traffic problems. (T)
8. Neither Laos nor Cambodia has many old Buddhist temples. (F)
Writing
Preparation
a. Number the parts of the email listed below.
..1.. names and contacts of the sender and the receiver of the fax
..2.. greeting
..3.. states the reason for writing
..4.. gives important information and details
..5.. says what should be done
..6.. ending
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b. Read the email carefully and find the information.
1. On September 15th
2014
2. On November 12-17, in Vientiane
3. 4 countries
4. 16 visiting delegates
5. Yes. Further to our correspondence last month … As discussed previously, …
6. The meeting
7. Before October 5
8. After October 5
9. Yes. A list of participants
10. I would appreciate it if you sent me …
Listening audio script
Lecture on ASEAN
Good evening, Your Excellency, the Minister Of Foreign Affairs, Director of the
ASEAN Department, Ministry of Foreign Affairs, delegates of the ASEAN “Laos and
its Neighbours” meeting, and other distinguished guests. I am honoured to speak to you
this evening about ASEAN. Firstly, I’ll give you a brief overview of ASEAN, including
its establishment and objectives. Then I’ll describe the 4 main areas of cooperation,
which are; political and security, economic cooperation, functional cooperation and
external cooperation. Lastly I’ll explain some of the ASEAN activities.
So first, the brief overview of the establishment of ASEAN and its membership. The
Association of Southeast Asian Nations (ASEAN) was established in Bangkok in 1967
by five original member countries: Indonesia; Malaysia; the Philippines; Singapore; and
Thailand. Brunei Darussalam joined in 1984, Vietnam in 1995, Laos and Myanmar in
1997 and the newest member, Cambodia, was admitted in 1999.
Now, I’ll explain the objectives of ASEAN and the four main areas of cooperation. The
three main aims of the Association are:
1. to promote economic growth,
2. to promote regional security, and
3. to promote political cooperation.
To achieve these objectives, there are four main areas of cooperation between ASEAN
member countries. These are:
(1) Political and security cooperation
Cooperation between members about political and security issues is aimed at promoting
peace and stability within the region. This was the original purpose for the
establishment of ASEAN in 1967.
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(2) Economic cooperation
An agreement on economic cooperation was signed in 1976. In 1993, the ASEAN Free
Trade Area (AFTA) was introduced. The aim of AFTA is to facilitate trade and
investment within the region. This involves the banking sector, customs, taxation and
human resource development. Such cooperation includes areas such as anti-smuggling
and the improvement of customs procedures. Also important to economic cooperation
is the development of an ASEAN transportation network.
(3) Functional Cooperation
Functional cooperation aims at promoting human development and social stability
through the following plans:
Functional cooperation aims at promoting human development and social stability
through the following plans:
• ASEAN Plan of Action on Social Development
• ASEAN Plan of Action on Culture and Information
• ASEAN Plan of Action on Science and Technology
• ASEAN Plan of Action on the Environment
• ASEAN Plan of Action on Drug Abuse and Control
(4) And the fourth area of cooperation - External Cooperation ASEAN also
cooperates with countries which are not members of ASEAN. These “Dialogue
Partners” include Australia, Canada, China, the European Union, India, Japan, the
Republic of Korea, New Zealand, the Russian Federation, the United States of America
and the United Nations Development Program. Consultations between ASEAN and its
dialogue Partners are held at the Foreign Ministers’ level annually.
Lastly, I will tell you something about ASEAN activities. About 300 ASEAN meetings
are organised each year. For example, there is a yearly meeting of the Ministers of
Foreign Affairs, various committees for ASEAN special projects and various
committees for ministries involved with trade, economic cooperation, foreign affairs
etc. Members pay their own membership fees, travel costs etc. Each member
country has an embassy in the capital cities of the other member countries to facilitate
cooperation. The language of communication is English.
So, to sum up, this presentation has been a basic introduction to ASEAN. The next
speaker will be outlining the participation of the new member countries and the
challenges they have faced. But before we move on, are there any questions so far?
b. Write the passive sentences from the fax and then rewrite them as active sentences.
The meeting will be hosted by the Lao PDR.
The Lao PDR will host the meeting.
The meeting will be held from 12-17 November.
The Lao PDR will hold the meeting from 12-17 November.
Delegations will be sent from Cambodia, Myanmar, Thailand and Vietnam.
Cambodia, Myanmar, Thailand and Vietnam will send delegations.
Each country will be represented by four people.
Four people will represent each country.
A field trip to a site of cultural and historical importance should be arranged for after the
meeting.
The ASEAN Department should arrange a field trip to a site of cultural and historical
importance for after the meeting.
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Presentation
Introductory tasks
b. Answer the questions.
1. ASEAN means the Association of Southeast Asian Nations.
2. ASEAN started in 1967.
3. 10 countries belong to ASEAN now.
4. Laos joined ASEAN in 1997.
Listening
a. Listen to the introductory part of the presentation. What is the presentation
about?
- ASEAN
b. Listen to the introductory section again. List the topics of the presentation.
- A brief overview of ASEAN
- The 4 main areas of cooperation
- The ASEAN activities
d. Listen to the whole presentation section by section and complete the notes from
the presenter’s overhead transparency.
ASEAN
Established
Bangkok – 1967
Membership
Five original member countries: Indonesia, Malaysia, the Philippines, Singapore, and
Thailand.
1984 – Brunei
1995 – Vietnam
1997 – Myanmar and Laos
1999 – Cambodia
Objectives
Promote economic growth
- Promote regional security
- Promote political cooperation
Main Areas of Cooperation
1. Political and security cooperation
- Promote peace and stability within the region.
2. Economic cooperation
AFTA established in 1993. Aims to:
- Facilitate trade and investment.
- Develop ASEAN transportation network.
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3. Functional Cooperation
Promoting human development and social stability through:
- ASEAN Plan of Action on Social Development
- ASEAN Plan of Action on Culture and Information
- ASEAN Plan of Action on Science and Technology
- ASEAN Plan of Action on the Environment
- ASEAN Plan of Action on Drug Abuse and Control
4. External Cooperation
 Cooperate with ‘Dialogue Partners’ – countries which are not members of ASEAN.
 Consult with Dialogue Partners annually at the Foreign Ministers’ level.
ASEAN activities
 About 300 ASEAN meetings a year.
 Members pay own fees and travel costs.
 Each member has an embassy in capital city of other member countries.
 English –language of communication.
Practice
a. Complete these sentences with passive verbs. Use the words below.
1. The Association of South East Asian Nations (ASEAN) was established in Bangkok
in 1967.
2. Brunei Darussalam joined in 1984, Vietnam in 1995, Laos and Myanmar in 1997 and
the newest member, Cambodia, was admitted in 1999.
3. Cooperation between members about political and security issues is aimed at promoting
peace and stability within the region.
4. An agreement on economic cooperation was signed in 1976.
5. In 1993, the ASEAN Free Trade Area (AFTA) was introduced.
6. About 300 ASEAN meetings are organized each year.
d. Match the paragraphs of newspaper articles with the ASEAN areas of cooperation.
1. Economic cooperation
2. Functional cooperation
3. Political and security cooperation
4. External cooperation
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Listening
Pre-listening
a. Group work: List the ten ASEAN member countries in alphabetical order.
1. Brunei Darussalam
2. Cambodia
3. Indonesia
4. Laos
5. Malaysia
6. Myanmar
7. The Philippines
8. Singapore
9. Thailand
10. Vietnam
d. Answer the questions below.
1. What does GNP mean?
- Gross National Product
2. Which ASEAN country do you think has the highest GNP?
-Singapore
3. Which ASEAN country do you think has the lowest GNP?
- Cambodia
Listening.
Listen and complete the missing information in the table
Audio script:
Statistics on ASEAN member countries
The table presents some key statistics on the 10 ASEAN member countries. The first
row of the table compares population. It can be seen that population in ASEAN nations
varies greatly. As shown in the table, Indonesia has the highest population at 237.4
million, whereas Brunei has the lowest - only 0.4 million. The second most populated
ASEAN country is Vietnam, with 89.3 million people. After Vietnam comes The
Philippines, then Thailand, Myanmar, Malaysia and Cambodia. Next comes Laos,
which, with a population of 6.6 million people, is the third least populated ASEAN
country. Laos is followed by Singapore, the second least populated country with 5.3
million people.
The second row of the table compares life expectancy. Life expectancy amongst
ASEAN nations varies quite widely from country to country. The table indicates that the
people of Singapore have the longest life expectancy at 82 years of age, while Lao has
the shortest - only 62 years. The population with the second longest life expectancy
amongst ASEAN countries is Brunei at 76 years of age. After Brunei comes Malaysia
and Thailand, the Philippines and Vietnam. Next comes Indonesia, at 71 years.
Indonesia is followed by Myanmar and then Cambodia, where life expectancy is the
second lowest among ASEAN countries.
The figures on GNP (Gross National Product) in ASEAN countries are presented in the
third row of the table. We can see from the table that Singapore has the highest GNP –
US$48,286 per person (or per capita), while Myanmar has the lowest – only US$821
per person. The second richest ASEAN nation is Brunei with a GNP of US$38,192 per
person. After Brunei comes Malaysia, then Thailand, Indonesia, The Philippines, and
Vietnam. Next comes Laos, which, with a GNP of only US$1,058, is the third poorest
ASEAN country. Laos is followed by Cambodia, the second poorest ASEAN country.
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Listening
Pre-listening
a. Group work: List the ten ASEAN member countries in alphabetical order.
1 Brunei Darussalam
2. Cambodia
3. Indonesia
4. Laos
5. Malaysia
6. Myanmar
7. The Philippines
8. Singapore
9. Thailand
10.Vietnam
d. Answer the questions below.
1. What does GNP mean?
- Gross National Product
2. Which ASEAN country do you think has the highest GNP?
-Singapore
3. Which ASEAN country do you think has the lowest GNP?
- Myanmar
Listening task
Complete the missing information in the table.
Population Life expectancy Per capita GNP
Singapore 5.3 82 48,286
Brunei 0.4 76 38,192
Malaysia 28.7 74 8,624
Thailand 64.3 74 5,174
Philippines 95.8 72 2,117
Indonesia 237.4 71 3,465
Myanmar 62.4 65 821
Laos 6.6 62 1,058
Vietnam 89.3 72 1,327
Cambodia 14.4 63 901
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Practice
b) Complete the text describing the graph
Table 1: Comparative Statistics of ASEAN
Graph 1 presents statistics on the adult adult literacy rate in six ASEAN member countries.
As shown in the graph, Philippines has the highest rate at 93.6%, whereas Laos has the
lowest- only 72.7%. After Philippines comes Thailand, then Vietnam, Malaysia and
Indonesia
c. Individual work: Draw a graph from the statistics in Graph 3, below.
Graph 3: Secondary School Net Enrolment
Teacher to moonitor and assess
(Possible) Description of the Graph 3:
This graph presents statistics on the secondary school net enrolment in six ASEAN
member countries. As shown in the graph, Philippines has the highest rate at 74.1%,
whereas Laos has the lowest-only 40%. After Thailand comes Malaysia, then, Indonesia
Vietnam and Philippines.
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Reading
a. Skim the text in two minutes. Number the topics below to match the paragraphs.
..3.. Economic development
..2.. History – political and economic
..1.. Description of the country
c. Scan paragraph 1 for one minute and complete the table.
Border Countries China, Laos and Cambodia
Area 331,700 square kilometres
Population 78 million people
Official language Vietnamese
Capital City Hanoi
d. Scan paragraph 2 for one minute and complete the timeline with the years these
events happened.
_1945_______________1953________________________________1975___
Independence French defeated Socialist government
declared at Dien Bien Phu established
e. Scan paragraph 3 for one minute and complete the information below.
Vietnam’s major exports: rice, oil, prawns, garments, coffee and cement.
Vietnam’s major industries: agriculture, forestry and construction.
f. Guess the meaning from the context.
1. (a) a lot of people living in a small area
2. (a) formal language
3. (a) the geography of the land
4. (a) lost the war
5. (b) joined together again
6. (b) took control of
7. (a) has problems
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g. True or False.
1. The only language spoken is Vietnamese. (F)
2. Most of Vietnam is lowlands. (F)
3. The main rice growing area is in the south. (T)
4. The capital of Vietnam is also its biggest city. (F)
5. After independence was declared, the French left Vietnam immediately. (F)
6. Before the Geneva agreement, the north and south of Vietnam were divided. (F)
7. Before the Socialist Republic of Vietnam was established, the country was joined
together again. (F)
8. The economic reforms have been easy to implement because many people are poor
farmers. (F)
9. The government is focusing on producing more in the agricultural sector. (F)
10. GDP in Vietnam is like most other ASEAN member countries. (F)
11. Inflation is a problem in Vietnam. (T)
Follow-up tasks
d. Pair work: Rewrite these sentences in the passive.
1. Many different ethnic minority groups make up the densely populated northern
region of Vietnam.
The densely populated northern region of Vietnam is made up of many different
ethnic minority groups.
2. Vietnamese soldiers defeated the French in 1953.
The French was defeated by the Vietnamese soldiers in 1953.
3. The Vietnamese soldiers captured Dien Bien Phu from the French.
Dien Bien Phu was captured from French by Vietnamese soldiers.
4. The communist party reunified Vietnam.
Vietnam was reunified by the communist party.
5. The Socialist Republic of Vietnam implemented economic reforms.
Economic reforms were implemented by the Socialist Republic of Vietnam.
Video
Practice
...5....structure
...7....protuberance
...8....summit
...2.....shrine
...4.....inscriptions
...6.....spiritual
...9....superseded
...1....unique
.. 3....mountain spring
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1. When was construction of Wat Phou first begun? 5th century
2. What is the architectural style of Wat Phou? Khmer
3. What do the structures at Wat Phou represent? Shrine with ‘linga’
4. When was the construction work completed for the
Wat Phou that we can see now? 13th century
5. What was the name of the ancient city where
Wat Phou was located? Shrestapura
6. What is the style of Wat Phou and what other
famous temple is associated with it? Angkor
Follow up tasks
a) Pair work: Complete the summary of the video using the passive forms of the verbs.
Wat Phou was built in the 12th
century on a hillside in Southern Laos. Wat Phou is made
up of two main palaces that sit at the base of the hillside. Today Wat Phou, the ancient
Khmer temple, is in ruins, but because few tourists come here damage has been limited
and few items have been taken.
To the uneducated eye, most of the damage to this temple was caused by a massive
earthquake or the ravages of time. However, according to the experts, the major cause is
trees. The huge stones on the stairways were pushed up by the powerful roots.
There is currently a project to restore the Khmer temple by the Lao government and
UNESCO. The UN agency has assembled a panel of experts for the project.
Because of the location of the temple on a hillside, no machinery can be used in this
restoration. Everything is done by hand; buckets of sand are passed from hand to hand up
the hill side.
Unlike many temples in this part of the world, which have been turned into tourist
destinations, Wat Phou is used by local villagers. The experts say that this has helped to
keep the temple in pretty good shape.
b. Complete this text about a famous temple in Vientiane using passives.
When you have completed the text, can you guess what temple it is about?
Sisaket Temple
This is a very old temple. It is located in the middle of Vientiane city. It was built in
1818 and was the only temple that was not destroyed by the Siamese invaders in 1829.
The temple was designed in Lao architectural style. Inside the temple are over 6,000
small Buddha images that were made in the 19th
century. (Source: Vientiane Times Nov 5-8
1999)
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Video script
Wat Phu is a ruined Khmer temple complex in southern Laos. It is located at the base of
mount Phu Kao, some 6km from the Mekong river in Champasak province. There was a
temple on the site as early as the 5th century, but the surviving structures date from the
11th to 13th centuries. The temple has a unique structure, in which the elements lead to a
shrine where a linga was bathed in water from a mountain spring. The site later became a
centre of Theravada Buddhist worship, which it remains today.
Wat Phou was initially associated with the city of Shrestapura, which lay on the bank of
the Mekong directly east of mount Phu Kao. By the latter part of the 5th century the city
was already the capital of a kingdom which texts and inscriptions connect with both
Chenla and Champa, and the first structure on the mountain was constructed around this
time. The mountain gained spiritual importance from the linga-shaped protuberance on
its summit; the mountain itself was therefore considered the home of Shiva, and the river
as representing the ocean or the Ganges River.
Wat Phou was a part of the Khmer empire, centred on Angkor to the southwest, at least
as early as the 10th century. Shrestapura was superseded by a new city in the Angkorian
period, located directly south of the temple. In the later period, the original buildings
were replaced, re-using some of the stone blocks; the temple now seen was built
primarily during the 11th century. Minor changes were made during the following two
centuries, before the temple, like most in the empire, was converted to Theravada
Buddhist use. This continued after the area came under control of the Lao, and a festival
is held on the site each February.
Reading
Introductory tasks
a. The Lao People’s Revolutionary Party
1. ພັກປະຊາຊົນປະຕິວັດລາວ
b. Match the names of organisations with their Lao translations.
___6__ The Lao People’s Revolutionary Party (a) ພັກປະຊາຊົນປະຕິວັດລາວ
___5__ Ministry of Agriculture and Forestry (b) ກະຊວງກະຊິກ ໍາ ແລະ ປ່າໄມ້
___3__ The Politburo (c) ກົມການເມືອງສູນກາງພັກ
___2__ The Central Party Committee (d) -ກ ໍາມະການສູນກາງພັກ
___1__ The Party Congress (e) ກອງປະຊຸມໃຫຍ່ຂອງພັກ
___4 __ The National Assembly (f) ສະພາແຫ່ງຊາດ
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Reading
a. Read the description of the LPRP and complete the organisational chart.
Title: The Lao People’s Revolutionary Party
300 members
Meet every 5 years
49 members
Meet twice a year
9 members
Meet twice a year
b. Pair work: Guess the meaning from the context.
1. (a) started
2. (b) people who are selected
3. (a) choose
4. (b) suggest
5. (a) watch to make sure something is being done correctly
6. (b) be chosen to do something
7. (a) agreement
8. (b) an official statement that something must happen
c. Read the description again and write the missing information about the Lao
People’s Revolutionary Party.
1. Politburo
 discusses the most important issues
 decides on which laws should be drafted
 appoints the CPC members to draft the law
 issues a decree to implement the law
2. Central Party Committee
 discusses macro policies
 advises the government
 oversees the government’s activities
 researches topics for drafting the laws
3. Party Congress
 elects new CPC members
 discusses macro policies
 drafts the five-year plan
 elects the Politburo and government ministers
 reviews strategies
Party Congress
The Central Party Committee
Politburo
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Unit 8 Human development
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Reading comprehension
True or False
1 false
2 true
3 true
4 false
5 true
6 true
Listening
The key words and ideas in the notes are as follows. Write them on the board:
HRD = develop people to increase productivity, increase wealth and economic outputs.
Human Development = increase choices. Long, healthy lives, knowledgeable (educated),
decent standard of living.
Political, economic, social opportunities.
Self-respect, empowerment
Listening script
What is human development?
Historically, HRD has referred to developing human resources in order to increase
economic productivity and therefore a nation’s wealth and is very closely linked with
economic outputs. However, within current definitions and discussions, especially in the
context of developing countries, there is more emphasis on the human aspects of HRD.
So, in the development context the meaning of the terms human resources development
and human development are very much interconnected.
Human development is a process to enlarge people’s choices. This process is achieved
by ensuring that human capabilities are expanded, since these are what enable people to
have more choices – and also make better ones. At all levels of development, the three
essential capabilities for human development are for people to lead long and healthy
lives, to be knowledgeable and to have access to the resources needed for a decent
standard of living. If these basic capabilities are not achieved, many choices are simply
not available and many opportunities remain inaccessible. But the realm of human
development goes further: essential areas of choice, highly valued by people, range
from political, economic and social opportunities for being creative and productive to
enjoying self-respect, empowerment and a sense of belonging to a community.
Unit 8: Human Development
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Complete
Human development is a process to enlarge people’s (5) choices. This process is
achieved by ensuring that human capabilities (6) are expanded, since these are what
enable people to have (7) more choices – and also make better ones. At all levels (8) of
development, the three essential capabilities for human development are for(9) people to
lead long and healthy lives, to be knowledgeable (10) and to have access to the
resources needed for a decent (10) standard of living. If these basic capabilities are not
achieved, (12) many choices are simply not available and many opportunities remain
(13) inaccessible. But the realm of human development goes further: essential (14) areas
of choice, highly valued by people, range from political, (15) economic and social
opportunities for being creative and productive to (16) enjoying self-respect,
empowerment and a sense of belonging to a community.
3. Follow up task
b. Pair work: Circle the correct verb form for each sentence below.
1. The Ministry of Education is divided into nine departments.
2. Each department is organised into two or three divisions.
3. The Central Party Committee members are elected by the Party Congress every five
years.
4. Strategies for implementation of the five-year plan are reviewed at the Congress.
5. The most important issues and research topics are discussed by the Politburo
members at their meetings.
Unit 8: Human Development
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Unit 9 Writing Letters
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Informal
19 December 2014
Dear Gary,
Hope you are doing well.
I’m doing fine, though my life is quite hectic at the moment because, as you know, I am
moving abroad and there is so much to do!
There are a few things that I can’t take with me because they are too big so I am seeing if
any of my friends would be interested in buying them. One of the things I do not want to
take with me is my television, and I ¬¬¬¬¬¬¬thought you might like to buy it off me for
a cheap price.
It’s a 32” flat screen TV, and it’s a Phillips model. It has a USB port so you can just plug
in a thumb drive to watch movies or listen to music. It has great stereo surround sound.
As ¬¬¬¬¬you may have heard, I’m leaving the country at the end of the month, which is
only two weeks away. So if you want to see it, it would be best to come on 20th or 21st.
That will give me time to sell it elsewhere if you are not interested.
Ok, I look forward to seeing you. Let me know if you can’t make it.
All the best,
John.
Formal
The General Manager
28 Union Street,
North Sydney,
NSW 2060
Mahmoud Khan
15 Charlton Street
Freshwater
NSW, 2096
27 December 2014
Dear Sir / Madam,
RE: INCREASE IN INSURANCE PREMIUM
I am writing to you as I recently _____________________a letter from you
informing me that the insurance premium for my car is going to increase from next
month.
As you will be aware if you check my records, I have held my insurance with your
company for nearly seven years now. _____________________, I have never had
an accident and never had any reason to make a claim on my insurance.
I _____________________at times prices need to be increased. However, this
increase you are suggesting will result in a 20% increase in the amount I pay each
month, a rate I feel is too much.
I _____________________to write back to me and explain why such an increase
has been proposed. If you are unable to justify it to my satisfaction, then I am afraid
that I will have no other option but to move my insurance to another company.
I _____________________hearing from you,
______________________,
Mr Mahmoud Khan
Unit 9: Writing letters
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Formulaic phrases
b) Key phrases
1. When Lao PDR became a full member of ASEAN in 1997, …
2. After Lao PDR attained full membership of ASEAN in 1997, …
3. Since Laos joined ASEAN in 1997, ..
4. Since joining ASEAN in 1997, Lao PDR has ….
5. Laos joined ASEAN in 1997, and ...
6. Laos has been a member of ASEAN since 1997, and ...
7. Because we are a new member country, … Because we are new member countries, …
8. As you are aware, Lao PDR is located in Southeast Asia.
c) word formation
The situation in the world has changed. (or is changing)
My Ministry is/was involved in this matter.
This meeting is/was called SEOM.
That means Senior Economic Officials
Meeting. Lao PDR is a developing country.
d) Prepositions
On the other hand, some less favourable effects should also be considered.
In my presentation, I should like to outline … I am responsible for ….
May I count on your cooperation in this regard.
The Republic of Korea attaches great importance to its relations with ASEAN.
Word choice
a) In each of the sentences below, replace the words in italics with a more
appropriate word.
according to the latest/most recent statistics, … in the near future, ….
In your presentation, you mentioned that ….
We need more funding to facilitate/support the ASEAN
work. I’d just like to mention very briefly …
We have a limited budget, …
b) Choose the best option from the choices in italics
This provides an opportunity to share experiences/exchange views. On becoming a
full member of ASEAN, we must participate in the CEPT scheme.
I think/I believe/In my opinion,/In my view,/It is my view that/I am of the view that
we have to upgrade the quality of our staff in many sectors.
We’ve received more overseas aid.
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Quantifiers
a) We have gained a lot of experience/benefit from ASEAN.
b) A wide range/a good deal of experience/benefits (uncountable; countable plural
nouns)
A substantial/significant/enormous/considerable/tremendous amount of experience
(uncountable noun)
A substantial/significant/enormous/considerable/tremendous number of
benefits (countable, plural)
Qualifiers
A B
(words with positive meaning) (number) (nouns)
1. meaningful 1,2,5,8,10 experience
2. positive 1,2,3,4,7,12 discussions
3. productive 1,2,5,6,7,9 contribution
4. fruitful 7 remarks
5. valuable 2 trend
6. invaluable 1,2,3,5,6,7 role
7. constructive 1,2,3,4,11 cooperation
8. great 2,5 outcomes
9. informative 2 development
10 excellent 1,2,5 reform
11 close 5,6,10 opportunity
12 purposeful 10,11 relations
13 ............................. 8 honour
14 ............................. 3,4,12 meeting
15 ............................. 8 success
16 ............................. 9 presentation
Letter of Invitation
d) Terms of address
1 Dear Sir, …
3 Dear Julie, …(This could be too informal)
6 Dear Ms Wallis
9 Dear Chantavone … (This could be too informal)
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e) Structuring information
Topic Sequence
A Invitation to the event 2
B List of names of all workshop participants Unnecessary
C Brief history of ASEAN structures, organization and aims Unnecessary
D Pre-closing sequence 4
E Description of English for ASEAN course, aims, objectives, Unnecessary
F Request for reply to invitation 3
G Description of the event: what it is; who’s organising it; what 1
H Workshop Tentative Program Unnecessary
f) Appropriate register
 The International Relations Training Centre avails itself of the opportunity to renew to
the LEFAP Project the assurances of its highest concern, and has the honour to inform
the latter of the following. (Too formal)
 We are honoured to extend to you an invitation to this auspicious occasion.
(Ok, but possibly a little too formal)
 The Committee are pleased to invite you to participate in this special event.
(The best option - the right level of formality)
 We would like to invite you to come to our Workshop. (Possibly a little too informal)
 Can you come to our workshop? (Too informal)
 Please come to our Workshop. (Too informal)
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Unit 10 Pronunciation and conversation strategies
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Pronunciation – syllable and sentence stress
a) Pronunciation task
Listen and mark the stress on these words. Both the verb and the noun are spelt the
same but the stress is on a different syllable. The first one has been done for you.
an 'export to ex'port
a 'project to pro'ject
'research to re'search
an 'increase to in'crease
a 'decrease to de'crease
b) Pronunciation task
Listen to the sentences on the tape.
Wood is a major Lao 'export.
Lao ex'ports coffee to France.
The new Australian Aid education 'project started last month.
The government pro'jects GDP will in'crease by 10% next year.
There has been an 'increase in road accidents.
'Research shows that people who read fast understand more.
UNDP will re'search about the rural development situation in Lao.
The government hopes to de'crease inflation next year.
This year there has been a 'decrease in inflation.
c) Pronunciation task
Listen and mark the stress.
edu'cation
organi'sation
sug'gestion
reser'vation
sta'tistics
responsi'bility
irri'gation
in'structions
elec'tricity
po'litical
eco'nomics
Unit 10: Pronunciation and conversation strategies
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d) Pronunciation task
Listen to the sentences below on the tape.
What organi”sation do you work for?
Can I make a sug”gestion?
We have a reser”vation for 2 nights.
What are your re”sponsi'bilities at work?
Read the in”structions carefully.
Does your village have elec”tricity?
I studied eco”nomics at university.
Sentence stress: Sentence stress occurs on the content words of the sentence – the ones to
which the speaker is directing the listener’s attention. The stress gives English its rhythm.
Listen to the rhythm of these sentences:
It’s “six ki”lometres from “here.
It’s “sixty ki”lometres from “here.
It’s “six hundred ki”lometres from “here.
Major sentence stress: Listen to the sentences.
Where did he ''go?
He went to ''Sydney.
How did he ''get there?
He ''drove.
e) Pronunciation task
Look at the dialogue below. Listen to the dialogue. Notice which words have the major
sentence stress.
A: Excuse me, Mr Johnson. Which edu”cation project do you work for?
B: I work on the ''DFAT education project.
A: Oh. Where’s your ''office?
B: At the Ministry of Edu''cation.
A: I see. What do you ''do?
B: ''I’m an education ''planner. What about ''you, Chanh? Are ''you an education planner?
A: No, I’m in adminis''tration.
B: Really? At the Ministry of Edu''cation?
A: No, at the Ministry of ''Health.
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f) Pronunciation task
Listen to the following sentences. Mark the major sentence stress.
1. Is the presentation about economic development in ''Myanmar?
No, the presentation is about economic development in ''Lao.
2. Is the presentation about edu''cation in Lao?
No, the presentation is about economic de''velopment in Lao.
3. ''What project is in Sayaboury?
The edu''cation project is in Sayaboury.
4. ''Where is the education project?
The education project is in ''Sayaboury.
5. ''When are you going to Bangkok?
On ''Monday.
6. When are you going to ''Bangkok?
After I’ve been to ''Chiang Mai.
g) Pronunciation task
Listen: Listen to the following exchanges. Write ‘I’ if the intonation shows that
speaker ‘B’ is interested in the conversation and ‘NI’ for not interested.
A: I’ve travelled to many countries in the last two years.
B: Really? (rising)
A: I’ve travelled to many countries in the last two years.
B: Really? (falling)
A: I saw an interesting movie last night.
B: Did you? (falling)
A: I saw an interesting movie last night.
B: Did you? (rising)
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Answers
a. Listen and mark the stress on these words.
an 'export to ex'port
a 'project to pro'ject
'research to re'search
an 'increase to in'crease
a 'decrease to de'crease
b. Mark the stress on the words from above. The first one has been done for you.
Wood is a major Lao 'export.
Lao ex'ports coffee to France.
The new AusAID education 'project started last month
The government pro'jects GDP will in'crease by 10% next year.
There has been an 'increase in road accidents.
'Research shows that people who read fast understand more.
UNDP will re'search about the rural development situation in Lao.
The government hopes to de'crease inflation next year.
This year there has been a 'decrease in inflation.
c. Listen and mark the stress.
edu'cation
organi'sation
sug'gestion
reser'vation
sta'tistics
responsi'bility
irri'gation
in'structions
elec'tricity
po'litical
eco'nomics
d. Listen: Read these sentences and listen to them on the tape.
What organi'sation do you work for?
Can I make a sug'gestion?
We have a reser'vation for 2 nights.
What are your re'sponsi'bilities at work?
Read the in'structions carefully.
Does your village have elec'tricity?
I studied eco'nomics at university.
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e. Listen to the dialogue. Mark the words that have the major sentence stress.
A: Excuse me, Mr Johnson. Which edu''cation project do you work for?
B: I work on the ''AusAID education project.
A: Oh. Where’s your ''office?
B: At the Ministry of Edu''cation.
A: I see. What do you ''do?
B: ''I’m an education ''planner. What about ''you, Chanh. Are you an education ''planner?
A: No, I’m in adminis''tration.
B: Really? At the Ministry of Edu''cation?
A: No, at the Ministry of ''Health.
f. Listen to the following sentences. Mark the major sentence stress.
1. Is the presentation about economic development in ''Myanmar?
- No, the presentation is about economic de''velopment in ''Lao.
2. Is the presentation about edu''cation in Lao?
- No, the presentation is about economic de''velopment in Lao.
3.''What project is in Sayaboury?
- The edu''cation project is in Sayaboury.
4. ''Where is the education project?
- The education project is in ''Sayaboury.
5. ''When are you going to Bangkok?
- On ''Monday.
6. When are you going to ''Bangkok?
- After I’ve been to ''Chiang Mai.
Intonation
g. Listen to the following exchanges. Write ‘I’ if the intonation shows that speaker ‘B’
is interested in the conversation and ‘NI’ for not interested.
1. A: I’ve travelled to many countries in the last two years.
B: Really? ‘I’
2. A: I’ve travelled to many countries in the last two years.
B: Really? ‘NI’
3. A: I saw an interesting movie last night.
B: Did you? ‘NI’
4. A: I saw an interesting movie last night
B: Did you? ‘I’
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