Student Book Module 4

English
Students Book
For Lao Government Officials
Module 4
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
StudentsBook|MODULE4

English
For
Lao Government Officials
Module 4
Students Book

Contents
Contributors................................................................................................................. i
Module 4 Course overview.......................................................................................... i
Unit 1: Development cooperation ............................................................................... 1
Unit 2: Rural development........................................................................................ 14
Unit 3: Development assistance projects ................................................................. 31
Unit 4: Reports ......................................................................................................... 42
Unit 5: Women in Development................................................................................ 63
Unit 6: Laos and its neighbours - 1........................................................................... 78
Unit 7: Laos and its neighbours - 2........................................................................... 93
Unit 8: Human development................................................................................... 107
Unit 9: Writing letters.............................................................................................. 119
Unit 10: Pronunciation and conversategies............................................................ 133
Unit 11: Reading, writing and giving presentations ................................................ 145
Unit 12: Learning strategies ................................................................................... 154
Abbreviations ......................................................................................................... 179
List of positions / jobs............................................................................................. 180
List of workplaces................................................................................................... 181
Words used in instructions ..................................................................................... 183
Vocabulary ............................................................................................................. 184
Irregular verbs ........................................................................................................ 205

Contributors
The Lao Australia Institute (LAI) would like to acknowledge the contributions of the many
people who made possible the development, writing and publication of English for
Government Officials curriculum materials.
The curriculum, materials development and training team
David Hagan - Adviser
Julie Wallis - Adviser
Khamkheuane Vannasouk – Senior project consultant – ELT specialist, formerly MoES
Ladomchanh Khantry – Director LICELT/LANS Head teacher, NUOL.
Viengkham Phonpaseuth – ELT training specialist –RIES MoES
Vongdeuane Osay - Senior lecturer, NUOL
Layout and graphic design team
Chaleunsak Khamsakpasit
Souksakhone Phongoudom
Keryang Liamorkamar
Khonesavanh Chanthavixay
Thanks to the following people for making the audio materials
Anita Vannasouk
Chanthajorn Chanthapanya
David Hagan
Julie Wallis
Jurgen Treue
Kieran Sandom
Viengkham Phonepraseuth
Khamkeuane Vannasouk
Ladomchanh Khantry
Percy Aaron
Somxay Inthasone
Vongdeuane Osay
Manoly Dongvanh
Digital recording and mastering
Anysay Keola – New Wave Studios, Vientiane
We wish to acknowledge the work of the original design team for the first edition of English
for Lao Government Officials and English for ASEAN curriculum materials, first published
2001, upon which this new version is based.
The program was funded by the Australian Government, Department of Foreign Affairs and
Trade (DFAT) and implemented as a component of the Lao Australia Institute (LAI)
http://www.laosaustraliainstitute.org
Edited by:
Dr. Bouasavanh Keovilay
Dr. Thouankham Soukchaleun
Khamphanh Pimsipasom
Viengkham Phonepraseuth
Bill Louangkhot

ii
Module4Courseoverview
TopicLanguagefocusVocabularySkills
Unit1
Development
cooperation
Presentperfectsimplewithjust/yet/
already/ever/never.
Languagestructuresfordata
interpretation
Terminologyfor
programs/projects
planningand
implementationand
general‘economic
development’vocabulary
Dialogue:developmenttopic
Pairwork:gapfillofdialoguetext
Pronunciation:intonation,givingfeedback,
conversationresponsestructures.
Speaking:conversation‘startersandclosers’
‘keepingtheconversationgoing
Datacommentary:interpretingdevelopment
dataandstatistics
Unit2
Rural
development
Pronunciation
Formaldiscoursegrammarpatterns
Nominalisation/complexclauses
Sayingnumberssentencepatterns
Internationalandlocal
organisations
PersonalIDinformation
Ruraldevelopment/natural
disastersterminology
Pronunciation:sayinglargenumbers
Reading/writing:Languageforreadingcharts
andgraphs
Writing:reportinginformationfromgraphsand
tables
Speaking:Greetingsandformsofaddress
Reading/writing:Languageforreportwriting
Listening:OralpresentationonODAtopic
Unit3
Development
assistance
projects
Presentperfectcontinuouspresentand
future
Connectorsof‘reason’
‘Questiontags’
Workpositions
ODAprojectterminology
Discoursemarkerswords
andphrases
Speaking/Dialogue:Discussingbi-lateral
developmentassistanceprojects
Speaking:conversationgambits,tagquestions,
talkingaboutpastexperience
Listening:oralpresentation,note-taking
Writing:PreparationofresumesandCVs
Unit4
Reports
Adverbsandadjectivesfordescribing
change
Usingreplyquestionsinconversations
Describingtrends
Coordinatingad
subordinating
Reading:HRDandHDreports/UN/MDG
reports
Writing:reportingontrendsanddata,describing

iii
conjunctions-formaltexts
1stand2ndconditionals
writingtopicsentences
conjunctions
Financeandeconomics
terminology
targets,goalsandstrategies
Reading:chartsandgraphs,reporting
conventions
Discussion:HRD/HDstrategies,conversation
patterns
Writing:preparingaproposalfordevelopment
assistanceproject
Unit5
Womenin
development
Describingstatistics
cohesionandcohesioninatext
internaltextreferencedevices
note-takingandnote-making
Genderterms
Labels/captionsforgraphs
andtables
Vocabularyfortext
cohesion
Reading:understanding/processinggender
reports
Listening:Genderdevelopmentreport,
interpretinginformation
Writing:Paragraphswritingtopicsentences–
regionalgendercasestudies
Groupdiscussion:genderawarenesstraining
strategies
Unit6
Laosandits
neighbours-1
Useofpassiveswhenreportingevents
Useofneither…nor…/either…or…
forcomparingandcontrastingtwothings
Usingpassivevoice
Developmentsector
vocabulary
Terminologyrelatedto
politicalstructuresinLao
PDR(alsopart2)
Speaking:sharinginformationaboutASEAN
members
Pronunciation:syllablestress,conversation
responses
Writing:howtoprepareanemail.Historiesof
ASEANcountries,writingaboutown
organisation
Reading:ArticlesrelatingtoASEANcountries,
Presentation:historyofASEAN
Listening:Numbers/statisticsaboutASEAN
Unit7
Laosandits
neighbours-2
Passivevoice(cont)
Adverbclauses-firstconditionals
‘Thereis’/‘thereare’
Travelandtourism
vocabulary
Laotouristterms
Reading:detailedinformationaboutVietnam
Speaking:reportinginformationaboutVietnam
Writing:Laohistory-formalwritingstyleand

iv
Prepositionsoftimestructure
Video/listening:Laotouristattractions–gapfill
Reading&notetaking:thepoliticalsystemand
organisationofLaoPeople’sRevolutionaryParty
Writing:yourorganisationorworkplace
Unit8
Human
development
Usinglanguageofdatacommentary,
describingtrendsandreportingstatistics
Useofpassivestructures,nominalisation,
andotherformalwritingstructures
HRD/HDvocabulary
Economicdevelopment
terminology
Speaking:explainingissuesrelatingtoHuman
Development
Reading:understandingcoreconceptsof
HRD/HDI
Datainterpretation:Humandevelopment
index(HDI)dataaboutLaoPDR
Readingcomprehension:Millennium
DevelopmentGoalsfocusonEducation.progress
inLaoPDR
Unit9
Writingletters
Grammarstructuresusedforinformaland
formalletters
Wordformation
Prepositions
Quantifiers
Qualifiers
Wordandphrasesfor
writingletters
Formsofaddressfor
ASEANcorrespondence
Writing:writingandlayingout(a)informal
letter;(b)formal/businessletter
Writing:LetterofthanksforASEANinvitation
Reading/writing:usingopeningsequences,
signposts,closingsequencesandcommonly
expressedconcepts
Writing:Completingallstagesofproducinga
formalASEAN-relatedletter
Unit10
Pronunciation
andconversation
strategies
Wordstresspatterns
Syllablestresspatterns
Sentencestressandintonation
Terminologyrelatedto
phonologystressand
intonation
Speaking:Usingcorrectstresspatternsin
conversation
Listening:Listeningandrepeatingwords,
sentencesanddialoguepatterns
Groupwork/conversation:classinterviewand
repostbacktopractisetargetpronunciation
features

v
Speaking:conversationstrategies
Vocabulary:strategiestoenhancelearningof
vocabulary
Unit11
Reading,writing
andgiving
presentations
Presentperfectsimpletense
Discoursemarkers-signalwords
Tourismvocabulary
‘Signal’words
Listening:Presentationsidentifyingsections,
transitionsignals
Video:listeningcomprehensionandgapfill
activity
Reading:strategiestoenhancecomprehensionand
readingspeed–skimming,scanning,readingfor
detail
oralpresentationusingdata
Speaking:Pairwork–interviewpartneronpast
activitiesandoralreportback
Groupwriting:structuredreportoninformation
gainedfrompairworkinterviewtask
Unit12
Learning
strategies
Presentperfecttense
of‘good’and‘bad’
Languageforstudy
purposes
Oralpresentationsignal
words
Learningstrategies:classsurveyonELT
learningexperiences
Survey/questionnaire:classinterview-
recordingofresponses
andstatistics(traffictheme)
Brainstorm:compilingof/mindmap’
Independentlearning:keepingrecords,diaryof
learningactivities,learningsuccessandother
learningexperiencedata

English for Lao Government Ofﬁcials Module 41
Unit 1 Development cooperation
1 English for Lao Government Officials Module 4
In this unit you will:
 have conversations about recent activities;
 read about and discuss Laos’ programs for development and development projects;
 watch a video about a development cooperation project;
 discuss development needs and development projects;
 listen to information about development assistance donors/aid agencies;
 complete and describe graphs and charts about development assistance;
 listen to and give presentations about development cooperation programs;
 write a short report about a development project;
 use a variety of language learning strategies.
Language focus:
Use of present perfect simple with just/ yet / already / ever / never.
Conversation focus:
Ways of starting conversation. Strategies for continuing a conversation: making
responses (with rising intonation) and asking further questions.
Key vocabulary:
achieve
agency
funds (noun
capacity
commercial
contribute (verb
contribution (noun)
cooperate (verb)
current situation
donate (verb)
donor
emergency
implement (verb)
fund (verb)
refugee
grant
human resources
hydro power
priority
in touch with
income generation
infrastructure
key aspect
least developed country
management
market economy
financial
family plan
estimate
on average
loan
major
status
variety
survey
to focus on
Unit 1: Development cooperation

English for Lao Government Ofﬁcials Module 4 2
Dialogue
Group Work:
Work in groups of three.
Discuss the questions below:
 Have you ever been to another province for work?
 Do you ever work away from your office?
 Where have you been?
 What did you do there?
Dialogue task
a) Read the sentences below before you listen.
Listen to the dialogue and circle T (true) or F (false)
1. Chanh and Brian already know each other. T/F
2. They are talking about a trip to Saravan. T/F
3. Brian has been to Saravan. T/F
4. There are many ethnic groups living in Saravan. T/F
5. Chanh was running a training program on villagers’ needs. T/F
6. Chanh has already finished her work. T/F
7. Chanh did a survey in Saravan. T/F
Check your answers with the class.
b) Listen to the dialogue again and tick the expressions you hear.
1. I haven’t seen you for a while. 
2. How are things? 
3. What are you doing here? 
4. No, never. What’s it like? 
5. Have you been here before? 
6. Have you ever been there? 
7. That sounds interesting! 
8. Oh, really? 
9. What have you found so far? 

c) Listen to the dialogue for the third time and check the expressions above. Then compare
your answers with a partner.
Practice
a) Pair work: Complete the dialogue.
Brian: Hello, Chanh. ……………………………………
Chanh: Hello Brian, I’ve just got back from working in Saravan province.
Brian: Oh?
Chanh: ……………………………………………?
Brian: No, never. What’s it like?
Chanh: It’s very mountainous and beautiful, and a lot of ………………live there
Brian: Sounds interesting ……………………………………………?
Chanh: I was surveying villagers about their development needs.
Brian: Oh, really? …………………………………….. the survey yet?
Chanh: No, not yet. We’ve had some ……..……………………but we’ve still got
more to do.
Brian: I see. And what have you ………………………………… so far?
Chanh: Well…
Grammar Note: Present perfect
The present perfect simple is: have/has + past participle. The past participle often
ends in ‘ed’, but many verbs are irregular (see the list of irregular verbs at the back
of this book)
When we use the present perfect there is always a connection with now. The action
in the past has a result now.
We can use the present perfect with ever, never, just, yet and already.
Ever: at any time
Have you ever been to Bangkok?
Never: not at any time
I have never been to Bangkok.
Just: a short time ago
I’ve just got back from Saravan.
Hello. Have you just arrived?
Yet: ‘until now’. Shows that the speaker is expecting something to happen.
Use ‘yet’ only in questions and negative sentences.
Have you finished the survey yet?
I haven’t done my report yet.
Already: We use ‘already’ to say that something happened sooner than expected.
What time is Chanh leaving? He’s already gone.
We’ve had a meeting with some villagers already.

Listen to the dialogue again and check the answers.
b) Underline where the present perfect simple is used in the dialogue.
c) 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:
a) I got back last week.
b) I got back last month.
2. Have you ever been there? is more likely to mean:
a) When did you visit Saravan?
b) Have you visited Saravan?
3. I haven’t finished my survey yet is more likely to mean:
a) I finished the survey.
b) I’m still working on the survey.
4. We’ve had a meeting with some villagers already is more likely to mean:
a) The meeting was held in the village.
b) We have had a meeting with village people.
d) Listen to these words and phrases. Practice saying them with the correct intonation
e) Dialogue practice: Listen and repeat the dialogue sentence by sentence after the
cassette. Practice the dialogue in pairs. Take turns to be Chanh and Brian. Make sure
you use the correct stress and intonation.
Conversation strategies: Encouraging responses
In conversation, it is important to show interest and encourage the other speaker
to continue. You can do this by nodding, smiling and using a variety of
expressions to give positive feedback. Some are said with a rising intonation
.
e.g. really? oh? yes? sounds interesting

Conversation
Pre-speaking
a) Conversation starters/closers: Work in pairs. Look at the different ways you can start
and close a conversation with people you already know. Sort the expressions below
under the ‘starters or closers’ headings in the chart on the next page.
Well, I’d better go. Lovely weather!
Nice to see you. I’ll be in touch. Sorry, but I must be going
I haven’t seen you for a while. How’s it going?
How’s work? How are you?
How are things? Excuse me, I’ve got to go now.
So, see you again soon.
Think of as many other opening and closing phrases as you can and add them to the list
Starters Reply
Closers Reply
b) Pair work: How would you reply to the conversation starters and closers above?
e.g. How are you? I’m fine, thanks.
Write a reply to match each starter or closer in the ‘reply’ column above.
Compare your replies with the rest of the class.

c) Pair work: Complete the mini-dialogues below using the conversation starters and
closers and appropriate strategies to keep the conversation going..
A. Somsy: Hello Susan …………………………………………………… ?
Susan: Fine thanks. I ……………………………………………. 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, ………………..
Somsy: …………………………………………………….., 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 ………………………………. I’ll call you soon.
Susan: Ok, nice to see you.
B. Somphanh: Hello, Jackie, …………………………………… ?
Jackie: Work’s fine, thanks. …………………………………, Somphanh?
Somphanh: Everything is fine, thanks. I’ve got a new job.
Jackie: …………………….?
Somphanh: Yes, with UNDP.
Jackie: Sounds interesting.
Somphanh: Well, excuse me Jackie…………………………
Jackie: OK. Bye for now. I’ll be in touch.
Conversation strategies: Keeping the conversation going
Asking questions to get more information from the speaker is another strategy
to keep conversations going and to show interest.
e.g. A: I haven’t seen you for a while.
B: No, I’ve been to Savannakhet for work.
A: Oh, really? What were you doing there?

d) Pair work: Complete the mini-dialogue below with appropriate strategies (encouraging
responses and questions) to show interest and keep the conversation going.
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, ………………..? ……………………………………………………..?
Sue: I was collecting information on women in development.
Phon: ……………………………………..
Sue: Yes, it was very interesting.
Phon: ……………………………………..
Sue: We’ve been to three provinces so far.
Phon: Good. Well, I’d better go now.
Sue: OK. Nice to see you. Bye.
Conversation
In small groups, one person begins talking about a trip that he/she has just got back from.
Listeners make appropriate responses and ask further questions to keep the conversation
going. On the next page there are some examples of language you can use.
After talking about the first trip for about a minute, another student begins talking about a
trip.
Topic: An important trip Conversation strategies
Greetings Hello, ………………….
Hi, nice to see you
One person begins talking about an important
trip that he/she has just got back from
I’ve just got back from……………
Listeners show interest Oh really?
That sounds interesting.
I see.
Listeners ask questions to keep the
conversation going
What’s it like?
What did you do there?
Listeners show interest Great!
I see.
Speaker closes conversation Well, I must be going.
Sorry, I’ve got to go now.
Listeners respond to close See you soon.
Goodbye.
Bye for now.

Practice
a) Pair work: Look back at the dialogue you completed in Section ‘A’, follow-up tasks
(a). What do you think Brian says about the survey? What could Chanh say to continue
the conversation?
Complete the dialogue with Chanh and Brian. Use the strategies for showing interest
and keeping the conversation going that you have practiced in this section. Then
practise the whole dialogue with your partner.
b) Group work: Sit with another pair and listen to their completed dialogue. The teacher
will choose some pairs to role-play their completed dialogue to the class. As you listen,
monitor the language of the speakers. Notice if what they are saying is correct. Check
that they are:
 Using correct tenses;- using words and phrases with rising intonation to keep the
conversation going
 Pronouncing words correctly;- asking questions to keep the conversation going
 Using correct vocabulary.
Vocabulary – economic development
Pair work: Match these words or phrases with their definitions.
Words Definitions
1. illiterate
2. subsistence farmers
3. on average
4. shifting cultivation
5. donor
6. implement
7. infrastructure
a) people who produce enough food only for their family to
eat, not to sell.
b) generally
c) a person who doesn’t know how to read and write
d) a country that gives money to an organisation or
another country.
e) farmers move where they grow their crops every
year or so
g) systems that help a country or business work well,
e.g. roads, water supply, telecommunications
h) 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 % - ………………………………………………..
2. 405 - ………………………………………………..
3. 7% - ………………………………………………..
4. the year 2004 - ………………………………………………..
Check with a partner, than check as a whole class.

b) Pair work: Read the text again and answer the questions below.
1. What is the current economic situation in Laos?
2. What has contributed to the recent growth in GDP?
3. List one positive and one negative fact about females.
4. What does the government expect to achieve by the year 2020?
Millenium Development Goals 2008
In September 2000, Lao PDR endorsed the Millennium Declaration. This declaration
and the eight Millennium Goals derived from it, set out goals and targets to reduce
human poverty in the world.
Since the release of the first progress report in 2004, Lao PDR’s economy has grown at
an impressive rate, with real GDP growth of 7% and more. Agriculture, which accounts
for 80% of the labour force, is the largest sector contributing 42% to the country’s
Gross Domestic Product (GDP) and is regarded as the most important driver in
reducing rural poverty. Expanding exports have also played a part in Laos’ growth
increasing their share of GDP from 9% in 1990 to 24% in 2005.
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.
Despite education being among the better performing sectors, with enrolments in
Primary School soaring from 58% in 1991 to 84 % in 2005, the Primary School
retention rate is only 62%. As well, 15 – 20% of the population including rural, poor
and ethnic children are as yet ‘unreached’ and so the goal of achieving universal
primary education is unlikely to be met by 2015.
Elimination of gender disparity in education is also making slow progress with fewer
girls than boys enrolled at all educational levels (only 62% at tertiary level).
Laos’ extensive natural resources, which are a major contributor to economic growth,
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 at 405 per 100,000 live
births; and 37% of children under 5 are underweight and malnourished.
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.
Discuss your answers with a partner, then check as a whole class.

c) Pair work: Read the text again and answer the questions below.
1. Laos is a ‘least developed country’ which of these is also ‘least developed’?
 France
 Australia
 Japan
 Cambodia
2. The economy has grown at an impressive rate means:
 it has not done as well as expected
 it improved quickly
 it went higher than expected
3. significant challenges still remain means:
 there are many problems to overcome
 a lot of work has not been done yet
 some changes must be made soon
4. maintain its economic growth means:
 slow the growth rate
 increase the growth rate
 continue at the same rate
Check as a whole class and discuss the choices.
Practice
a) Guess the meaning from the context: Find the words below in the text. Choose the
correct definition;
1. advances a) improvements
b) difficulties
2. gender disparity a) increase in the number of girls
b) difference between the number of girls and boys
3. have no access to a) not able to use or get something
b) not have enough of something
4. malnourished a) not eating enough food
b) eating the wrong foods
5. graduate out of a) to change the state of something
b) to move from an existing level to a higher one

b) Match the names of the eight Millennium Goals with their Lao translations.
1. Achieve universal primary education
2. Combat HIV/AIDS, malaria and other diseases
3. Develop a global partnership for development
4. Ensure environmental sustainability
5. Eradicate extreme poverty and hunger
6. Improve maternal health
7. Promote gender equality and empower women
8. Reduce child mortality
a. ລຶບລ້າງຄວາມທຸກຍາກ ແລະ ຄວາມຫິວ
b. ສ ໍາເລັດການສຶກສາຂັ້ນປະຖົມທົົ່ວປະເທດ
c. ສົົ່ງເສີມຄວາມສະເໝີພາບທາງເພດ ແລະ ຍົກສູງແມົ່ຍິງ
d. ຫຸດຜົ່ອນການເສຍຊີວິດຂອງເດັກນ້ອຍ
e. ສົົ່ງເສີມສຸຂະພາບຂອງແມົ່ຍິງຖືພາ
f. ຕໍົ່ສູ້ກັບພະຍາດ HIV/AIDS, ມາເລເລຍ ແລະ ພະຍາດອືົ່ນໆ
g. ສ້າງສະພາບແວດລ້ອມແບບຍືນຍົງ
h. ສົົ່ງເສີມຄວາມເປັນມິດສາກົນສ ໍາລັບການພັດທະນາ
c) Pair work: Below are the 8 Milleniuim Development goals
1. Eradicate extreme poverty and hunger.
2. Achieve universal primary education.
3. Promote gender equality and empower women.
4. Reduce child mortality.
5. Improve maternal health.
6. Combat HIV/AIDS, malaria and other diseases.
7. Ensure environmental sustainability.
8. Develop a global partnership for development.
Match the names of the development goals to the correct descriptions.
1. ........................................................................................
a) Between 2000 and 2015 reduce by two thirds the under-5 mortality rate.
2. .......................................................................................
a) By 2015, have halted and begun to reverse the spread of HIV/AIDS.
b) Achieve by 2020, universal access to treatment for HIV/AIDS for all who need it.
c) Have halted by 2015 and begun to reverse the incidence of malaria and other major
diseases.

3. .................................................................................
a) Eliminate gender disparity in Primary and Secondary education preferably by 2005
and in all levels of education no later than 2015.
4. ...................................................................................
a) Between 2000 and 2015 reduce by 3/4 the maternal mortality ratio.
b) Achieve by 2015 universal access to reproductive health.
5. ...................................................................................
a) Ensure that by 2015 all children will be able to complete a full course of Primary School
6. ...................................................................................
a) Develop further an open, rule-based predictable, non-discriminatory trading and
financial system.
b) Address the special needs of Least Developed Countries
c) Address the special needs of landlocked countries.
d) Deal comprehensively with the debt problem.
e) Make available the benefits of new technologies, especially information and
communications.
7. ...................................................................................
a) Between 1990 and 2015 halve the population of people who suffer from hunger
b) Between 1990 and 2015 halve the population of people whose income is less than
US $1 per day
8. ...................................................................................
a) Halve by 2015 the proportion of people without sustainable access to safe drinking
water and basic sanitation.
b) By 2010, reduce biodiversity loss and achieve a significant reduction on the rate of
loss
c) Integrate the principles of sustainable development into country policies and
programs and reverse the loss of environmental resources
d) By 2020, achieve a significant improvement in the lives of at least 100 million slum
dwellers.

d) Pair work: Work with a partner. Complete the summary of the reading below with
these words and phrases:
Since 2004, Lao PDR’s economy has grown at an ..................................rate. Agriculture,
which accounts for 80% of the labour force, is regarded as the most important driver in
reducing ........................................................... Advances have been made in other
............................including Primary School enrolment and child mortality reduction,
improved water supply and sanitation and women’s representation in Parliament.
However, significant ...................................still remain.
The Primary School retention rate is only 62% and the rural, poor and ethnic children are as
yet ‘unreached’. Elimination of ..........................disparity in education is also making slow
progress with fewer ...................... than .................... 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 .................................................................. Maternal deaths continue to
be one of the highest in the region and 37% of children under 5 are
..................................and................................................... 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
..............................................................................LDC status by 2020.
impressive boys sectors challenges underweight gender girls
basic sanitation malnourished graduate out of rural poverty

Unit 2 Rural Development
 read a report about a rural development in Lao PDR;
 read about and discuss Laos’ programs for development and development projects;
 listen to information about development assistance donors/aid agencies;
 complete and describe graphs and charts about development assistance;
 listen to and give presentations about development cooperation programs;
 write a short report about a development project;
 use a variety of language learning strategies.
Language focus:
 Pronunciation - saying large numbers
 Language for reading charts and graphs
 Data commentary - reporting information from graphs and tables
 Greetings and forms of address
 Language for report writing genre
Key vocabulary:
multilateral
bilateral
non-government organisation
grant
grant
multilateral
bilateral
grant
dilapidated
commercial production
Official Development Assistance (ODA)
subsistence farmer
illiterate
shifting cultivation
irrigation
livestock husbandry
organic
flood-prone
drought
infrastructure development
Unit 2 Rural development
Unit 2: Rural Development

Rural development
Group work: Discuss the development needs of rural areas people in your group know
about.
Report to the class, e.g. Phonexay district in Vientiane Province needs more primary
schools and more water wells in the villages.
Complete the chart below as you listen to other groups’ reports.
Place Needs
Listening
Pre-listening
a) Group work: Brainstorm. What organisations work in development in Laos?
What areas of development do they focus on?
Report to the class. Your teacher will write your answers on the board.
Lao PDR Development
Agencies
Unit 2 Rural development

b) Pair work: Match the words and phrases below with their definitions.
1. multilateral organizations a) an organisation that gives money.
2. bilateral donor b) a country or organization that gives
money, together with another donor,
to support development.
3. major c) money that needs to be paid back.
4. loan d) organisations involving more than
two groups or countries.
5. financial contributor e) main, important
6. non-government organisation f) money which does not have to
be paid back.
7. grant g) an organisation that is not part of a
government.
c) Class work: Name some bilateral donors, multilateral organisations and non-
government organisations that assist with development in Laos.
bilateral donors multilateral organisations
………………………. ………………………….
………………………. ………………………….
………………………. ………………………….
non-government organisations
……..………………………..
………………………..……..
……..………………………..
DONORS

Bilateral ……. %
NGO ……. %
Multilateral ……. %
Listening task
a) Predict the percentages for each type of ODA donor shown on the pie chart.
b) Listen to the whole text and complete the pie chart below.
Total Official Development Assistance (ODA) by Type of Donor - 2008
Check with the class.
c) Pair work: Guess the answers to these questions. Write your guess on the ‘guess’ line
below the question.
1. Who are two of the major bilateral donors to Laos?
Guess: ………………………………………………………………...…………
Answer: …………………………………………………………………………
2. What country was the major donor from the ASEAN region in 2008?
Guess: …………………………………………………………………..………
Answer: …………………………………………………………………………
3. What multilateral organisations were the largest loan providers in 2008?
Guess: …………………………………………………………………..………
Answer: …………………………………………………………………………
4. Which UN organisation spent the most money in Laos in 2008?
Guess: …………………………………………………………………..………
Answer: …………………………………………………………………………
5. What is one of the largest non-government organisations working in Laos?
Guess: …………………………………………………………………..………
Answer: …………………………………………………………………………

c) Listening: Listen to text and complete the text.
Practice
Lao PDR Major Donor Partners
Official Development Assistance (ODA) in ……………… came from multilateral
organisations, ……………………. donors and non-government organisations (NGO’s). In
Laos, bilateral donors ………………….. % of the total development assistance in ……...
The major bilateral …………………………….. in ………….……..……. were Japan,
…………………..,………………,……………,…………….. The major ASEAN ODA
partner was ……………….. . Multilateral organisations contributed………… % of the
development assistance to Laos in ……………………. Among the ……………………...
Organisations, the Asian Development Bank (ADB) and the …………………….. were the
biggest……………………. providers, but the United Nations (UN) was the largest
………………………..provider. Within the UN system, the United Nations Development
Program (UNDP) was the largest …………..………………. contributor. In 2008 the
……………………..…..also delivered ……………………………. NGOs contributed
………………………….of the total ODA to Laos in 2008, …..…………………... and
………………………………… were the largest NGOs.
Listen to the text again to check your answers.
Reading
a) Pair work: Below are the first paragraphs of articles about various projects in 2014.
Read the articles and match them with one of the priority areas for development listed
below. Use the strategy of scanning for key vocabulary.
 Cross-sectoral development
 Education development
 Health assistance
 Improving management
 Poverty alleviation
 Rural development
Note: Report conventions
The first time the name of the country is mentioned, it is written in full with the
abbreviation in brackets immediately after it:
The Lao People’s Democratic Republic (Lao PDR)
After the first time, the abbreviation can be used:
Lao PDR
This is how you must introduce any abbreviations you are going to use in the report.

1……………………………….…… 2……..….…..…………………….
Adapted from Vientiane Times Dec 12 Adapted from Vientiane Times Nov 10
3…………………………………… 4……………..…………………….
Adapted from Vientiane Times Nov 4 Adapted from Vientiane Times Oct 20
5…………………………………… 6..………………..…..……………….
Adapted from Vientiane Times Nov 4 UNDP project factsheet 2013
Check with another pair, then with the whole class. Discuss: Can some projects fit more
than one priority area?
The Asian Development Bank is
providing a loan of US$15 million to
improve government management
systems for the better delivery of
public services in Lao PDR. The
project will provide training for key
government agency officials in
financial management and involve
substantial private sector participation.
A Korean NGO ‘Good Hands’ is
donating US$150,000 to build a
new primary school in Khengkhai
Village, Vientiane. The new
school will include seven new
classrooms a teachers’ office and
four toilets. the old school was
dilapidated and many classes were
conducted in the local temple.
Luxembourg Development Aid for
Health (ADS) has provided a heart
surgery and treatment program to
Mahosot Hospital in Vientiane to
improve the outcomes for people
suffering from heart disease. Funding
of 1.2 million Euros will come from 2
sources, from the government of
Luxembourg and 240,000 Euros from
the Lao Government.
The US government, via the World
Food Program (WFP) will contribute
US$27 million over the next three years
to support a school meal program for
Lao primary students. The program will
cover not only school meals, but also
support school gardens, local farmers
and provide fuel efficient stoves. The
program will also promote literacy and
boost enrolment.
The EU has announced funding of
60 million Euros to support the 7th
National Economic Development
Plan. The funding will be directed
to 3 priority areas: (1) basic
education; (2) sustainable
agriculture, nutrition and UXO
clearance and (3) governance,
human rights and the rule of law.
This is part of the EU Multi-
Annual Financial Framework,
2014-2020.
The UNDP Governance and Public
Administration Reform Program
(GPAR) is delivering a US$ 4.9 million
project to implement climate change
adaptation measures in both drought-
and flood-prone provinces of Lao PDR,
mainly Saravane and Sekong. The
project will improve local administrative
systems affecting the provision and
maintenance of small scale rural
infrastructure that meets the needs of
communities vulnerable to climate risk.

Reading task
Scan the articles to find the answers for the questions below.
1. What country funded a hospital surgery project?
2. What organisation supported climate change issues for villagers?
3. Name the organization that supported the Lao National Economic Development Plan.
4. What NGO implemented the Khengkhai primary school development program?
5. What country supported the school meal program for Lao primary schools?
6. What are the main objectives of the Asian Development Bank government management
loan program?
Practice
Pair work: Complete the chart with information about the projects. The first one is done
for you.
Priority area Project area Implementing
partner(s)
Donor
Government
management
systems
National ADB International
partnership
Reading charts and graphs
Note: Decimals
Often when millions are written in a chart or table, they are written in decimal
form, e.g. 3.5 means 3,500,000.
You say: three point five million
Instead of saying: three million five hundred thousand.
Note: Saying large numbers.
100,000 one hundred thousand
250,000 two hundred and fifty thousand
5,786,000 five million, seven hundred and eighty-six thousand

Introduction
b) Class work: Practise saying these decimals in millions after your teacher.
e.g. 8.5 – eight point five million
19.2 97.4 43.3 62.8 50.1 89.6 4.3
Practice
a) Find someone who: Stand up and walk around the class and find someone who knows
about a development project funded by one of the top ten donors.
Write down any information they give you in the chart.
If you know about a project, tell your classmate what you know, e.g. where it is, what
priority area it works on.
Try to find out about 3 or 4 different projects focusing on different priority areas.
Find someone who…
Student’s name Donor country Project information
…………………….. ……...………….. …………………………
…………………………
…………………………
…………………………
…………………….. ………..……….. …………………………
…………………………
…………………………
…………………………
…………………….. ………..……….. …………………………
…………………………
…………………………
…………………………
……………………. ………………….. …………………………
…………………………
…………………………
…………………………

b) Report back: Group work. Tell your group who you have talked to and what you have
found out about a project, e.g. Boutha told me about a project funded by Japan. It’s in
Sayyaboury and works on reducing shifting cultivation. The Ministry of Agriculture is
implementing this project.
As you listen to others talk about a project, fill in the chart on the next page with the
information you hear.
After each report, compare your information with others in your group.
Presentation
Introduction
a) Group work: Think about a presentation you have made
What was it about? Where did you present? When was it? Who was your audience?
How did you feel about giving the presentation?
Discuss what makes a good presentation. List the things you think will make a good
presentation.
…………………………………….…..
………………………………………...
………………………………………...
…………………………………….…..
…………………………………….…..
…………………………………….…..
………………………………………...
Donor
country
Priority area Project area Implementing
agency
Other information

b) Pair work:
A good presentation is well organized. Below are sections of a presentation.
Number them according to the order you think they appear in a presentation (write in the
‘Your idea’ column).
Your idea in the presentation
Concluding …………... ……………
Outlining what you will talk about …………... ……………
Inviting questions …………... ……………
Introducing the topic and aim of the presentation …………... ……………
Talking in detail about each main point …………... ……………
Listening to a presentation
a) Listen to the presentation. Number the sections of the presentation as you hear them on
the chart above (write in the ‘In the presentation’ column). How does it compare with
your idea?
b) Pair work: A presentation will be much clearer to an audience if the structure is clearly
signaled. Study the phrases below. Categories the signal phrases under the appropriate
section headings.
Signal Phrases
 If you have any questions, I’ll be pleased to answer them now.
 I’m going to talk about three main points.
 That brings me to the end of my presentation.
 Right, next….
 Today I’m going to talk about…
 So, that concludes my presentation.
 Firstly, I’d like to..., Secondly, I’ll focus on…, Finally, I’ll describe…
 Now, I’ll move on to…
Section heading
Introducing the topic and aims.
 The aim of my presentation this morning is to…
 …………………………………………………………….
Outlining the presentation
 My talk will be in ………… parts.
 …………………………………………………………….
 …………………………………………………………….

Introducing each section
 So, I’ll start with…
 …………………………………………………………….
 …………………………………………………………….
Concluding
 In conclusion…
 …………………………………………………………….
 …………………………………………………………….
Inviting questions
 Please ask me if there’s anything you don’t understand.
 …………………………………………………………….
c) Listen to the presentation again. Tick the signal phrases that you hear
 This afternoon I aim to give you a brief overview of…
 The aim of my presentation this afternoon is to…
 I’ve divided my talk into three parts.
 Firstly, I’ll talk about…
 Then I’ll outline the project…
 Finally, I’ll briefly describe…
 So, I’ll start with…
 Right, next…
 Now, let’s move on to…
 So, now I’ll move on to…
 Next, …
 And now, for the last part of my presentation…
 In conclusion…
 So, that concludes my presentation.
d) On the next page are the preparation notes for the TVET presentation. Read the notes
before you listen. Guess what the missing words are. Check the meaning of any words
you are not sure of in the vocabulary list.
Listen to the presentation and complete the missing information on the notes. You can
listen two or three times to try to get the information you need.
Compare your notes with a partner. Listen to the whole presentation again, then check
with the class.

e) In the box below are cultural notes on the common Lao and western styles of greeting at
a presentation. Read the notes and decide which is a description of Lao style and which
is Western. Write ‘Lao’ or ‘Western’ in the gap
f) Listen to the introductory section of the presentation again. Number the parts of the
introductory section as you hear them.
 Outline of main topics of presentation
 Greetings
 Topics and aims
Culture Note: Contrasting Lao and Western greeting styles at a
presentation
1. Greeting at the beginning of a presentation in a ..……..………………… context are
usually quite simple,
e.g. Good morning ladies and gentlemen.
Good afternoon special guests, students, ladies and gentlemen.
2. In the ……………..…... situation it is usual to begin a presentation or speech by greeting
specific people attending before greeting the general audience. The most senior or
important people will be greeted first, in order of seniority or importance. Their names,
titles and work places will be stated.
e.g. Mrs. Malayvieng SAKONHNINHOM, Director of Institute of Foreign Affairs at the
Ministry of Foreign Affairs.
Next, specific groups of people can be addressed as a group,
e.g. Course participants, staff of Institute of Foreign Affairs,
Finally other people attending who do not belong to specific group can be addressed as:
Ladies and gentlemen.

Introduction:
Topic: ADB Strengthening Technical and Vocational Education
and Training project
Aim: ………………………………………………………….. the project.
Outline of presentation:
1. Funding and implementation
2. Objectives of the 5 output
3. Conclusion
Detail about each main point
1. Funding and implementation
- Type of project: ODA ……………………… project
- Funded by: ……………………………………………………………………
- Project partner: …………………………………………………………
- Managing and implementing the project:
Ministry of …………………………… and …………………………………………………
2. ……………………………………………………………
- Increase number of qualified workers in the Lao labour force
by ……………………………from …………………to …………………………
- The overall objective is to ……………………………………………….…………
………………………………………………………………….….………………………………...
3. Objectives of the 5 components:
- Increase the quality of ……………………….. and for Component 2,
………………………………………………………………………………………………………………
- Component 3 will focus on ……………………………………………………………… .
- Finally, Components 4 and 5 will strengthen ………………………………
………………………………………………………………………………………………………………
4. Activities of the project will include:
- The main institutions supported by the project are ………………....
public TVET schools and ………………………………and …………………………..
The public institutes will also receive……………………………………………
5. Conclusion…………………………………………………
- Invite questions.

Practice
a) Group presentation preparation: Work in groups of 3-4. Choose a project you know
about.
Plan the introductory section of a presentation on this project.
Think about:
 Who might be at the presentation and how you will greet them.
 What the topic and aim of your presentation is;
 The main topics you will talk about in your presentation.
Use the structure of the TVET introductory section above as a model.
Remember to use the signal phrases from the chart earlier in this section.
b) Present: Choose someone from your group to present the introductory section to the rest
of the class.
As you listen to other groups’ introductory, check (tick in the chart) that they follow the
structure (1-3) below, and list the main topics outlined.
1. Greetings
2. Topic
3. Aim
4. Outline of the
presentation

Writing
Introductory task
a) Look at the short report about a rice and dairy project in Champasack.
(Adapted from article in Vientiane Times October 29)
Re-write this text using the following headings
1. Name of the project and where it is
2. Donor and priority area
3. Project budget and main target activities
4. Some more information about project activities
b) Brainstorm: As a class, brainstorm projects people in the class know about. Write a list
of projects on the board.
Divide into four groups according to which project you know about or are interested in.
each group will write about one project.
Champasack Rice and Dairy Project
A Chinese company will spend US$100 million on an agricultural development
project in Phonthiong district, Champasack Province, aiming for export to East
Asian countries including China.
The project will cover an area of 10,000 hectares and the project activities will
include rice plantations, irrigation systems, livestock husbandry, fruit tree
plantations and modern processing factories.
Under the project, the Chinese company will build a modern rice mill with and
installed capacity of 300,000 tonnes annually.
The project will also include an agricultural demonstration farm and organic fruit
production in parallel with tourism-related activities.

Group writing task
a) First draft:
 In your group, discuss the project you have chosen. Make sure you have information
about:
- name of project
- location
- priority area
- implementation
- project activities
- other interesting information
 Look again at the rice and dairy report. It is a factual report. Factual reports follow this
structure.
Introduction
General statements introducing the topic
Body
Factual information in detail
Information grouped into topic areas
Features: - simple present or simple past (depending on time of action
- use of first person pronouns (I, we) is not usually appropriate
- charts, graphs, diagrams and pictures are often included
- sub-headings may be used in a long report
Ending
In short reports this may be just a final paragraph on the topic, but longer reports may
include a general closing statement.
 In the Rice and Dairy project report:
- What is the general introductory statement?
- What are the factual information details?
- Does it have a general closing statement?
 Organise your project information to fit the structure outlined above.
 Write the first draft.
 Look over your first draft. Check the following:
- Have you included all the ideas you want?
- Are your ideas well organised? Do they fit the structure outlined?
- Is your meaning clear?
- Are your grammar, vocabulary, spelling and punctuation correct?
- Do you have a good introduction and ending?
 Make any necessary changes to the first draft.

b) Editing: Exchange your text with another group. Check their draft. Think about the
things listed above.
c) Feedback: Choose someone from your group to take the text back to its writers. Give
feedback to the other group on their writing. Make comments and suggestions, and as
questions to clarify anything that is not clear.
Someone who read your group’s writing will discuss suggestions for changes with your
group.
d) Final draft: Decide how you want to change your draft. Write your final draft.
Group writing
After writing, read your report to the class. As you listen to other groups’ reports, fill in
the table below with information about each project.
Priority
area
Project area Implementing
partner(s)
Donor Other
information

Unit 3 Development Assistance Projects
31 English for Lao Government Officials - Module 4
 practice introducing others, starting conversations, changing the subject and
finishing conversations;
 have conversations about work experience, training and qualifications;
 watch a video about an ADB/Australian Aid -funded project for HRD;
 discuss benefits and problems associated with various HRD priorities;
 listen to a presentation about current and previous work experience and training;
 write about HRD targets and strategies;
 write a curriculum vitae.
Language focus:
Present perfect continuous tense; use of question tags in conversations
Reporting focus:
Use of ‘i.e’ to clarify information; use of verbs and nouns used for stating targets,
goals and strategies; key phrases for describing graphs, charts and diagrams
Conversation focus:
Changing the subject
Key vocabulary:
capacity equipment literacy rate resettlement
component expand malnutrition revise
constraint focus on maternal mortality sanitation
contribute gender opportunity self-employed
contribution global prevent social services
coordinate goal prioritise strategy
curriculum vitae immunisation priority strengthen
disease implementation promote sustainable
employment infant mortality promotion upgrade
enterprise integrate provide vocational training
equip labour refugee repatriation
Unit 3 Development assistance projects
projecprojects
Unit 3: Development Assistance Projects

Listening
a) Pre-listening - pair work: Look at the picture and discuss the questions below.
Who do you see in the picture?
Where are these people?
What do you think they are saying?
Share your ideas with the class
b) Group work: Discuss the questions below.
1. How do you introduce someone to another person in English?
2. What do people say when they are introduced to someone new?
3. When you meet someone for the first time, what do you usually talk about?
4. When you want to finish a conversation, what do you say?
c) Read the sentences below before you listen.
Task Listen to the dialogue and circle true or false for each sentence.
4. Amphone and Sue are meeting for the first time. T / F
5. Sue and Steve are working for the Lao Basic Education Project. T / F
6. Steve has worked in remote areas before. T / F
7. Sue used to work with Aboriginal communities in Australia T / F
8. Sue has been working in Laos for six years. T / F
Check your answers with the class and listen to the dialogue once more
Unit 3 Development assistance projects
projecprojects

d) Listen to the dialogue again and number the expressions in the order you hear them.
…. He’s working on the Lao Basic Education Project.
…. Oh, excuse me, I must…
…. Sue, you know Steve, don’t you?
…. So, that’s about six years altogether isn’t it?
…. Do you? How interesting!
…. Amphone said you’ve been working here a long time, didn’t she?
…. So, you’re working on a basic education project, are you?
…. Really, did you? How long did you do that for?
…. I worked with Aboriginal communities in Australia.
…. And what about you?
…. I’ve been working in Sayyaboury province for four years.
Compare your answers with a partner.
e) Listen to the dialogue once again and check your numbering of the above expressions.
f) Pair work: Complete the dialogue.
Amphone: Hello, Sue. Nice to see you.
Sue: Hello, Amphone ………………………
Amphone: Sue, you know Steve, ……………….. ………………….. ?
Steve: No, we’ve never met.
Amphone: Well, Sue, this is Steve. ......... ……………………… on the Lao Basic
Education Project. Steve, this is Sue. …… ………… in Laos for a long
time working for Save the Children (Australia) on a health project.
Sue & Steve:Pleased to meet you.
Sue: So, you’re working on a basic education project, ………. ……?
Steve: Yes, it is. The project is for ethnic minorities, so we do a lot of
traveling to remote areas.
Sue: …….. …………...? How interesting! And have you worked in remote
areas before?
Steve: Yes, ………. ………… on similar project in Vietnam and China, and
before that I …………… with Aboriginal communities in Australia.
Sue: Really? ………………….? How long did you do that for?
Steve: Oh, about ten years. …. ………….. ………….. …………. ? Amphone
said you’ve ………… ………. here a long time, …………………?
Sue: Yes, ……… ……………. ……………. in Sayyaboury province for four
years now, and I …………… in Luang Prabang for a couple of years
before that.
Steve: Oh, that’s about six years altogether, …………… …………….?
Sue: Yes Laos feels like home now. Oh, excuse me, I must ……………… .

Practice
a) Find the expressions below in the dialogue.
Choose the statement that best describes the meaning of the expressions.
1. ‘What about you?’ signals:
a. Steve wants to finish the conversation.
b. Steve wants to change the subject.
2. ‘We’ve never met’ means:
a. We haven’t met each other this week.
b. We have not met before.
3. ‘He’s working on the Lao Basic Education Project’ means:
a. He’s going to work on the Lao Basic Education Project.
b. He works on the Lao Basic Education Project now.
4. ‘She’s been in Laos for a long time’ means:
a. She is still living in Laos.
b. She has left Laos.
5. ‘I’ve been working in Sayaboury province for four years’ means:
a. I work in Sayaboury province now.
b. I used to work in Sayaboury.
6. ‘I’ve worked on similar project in Vietnam and China’ means:
a. I’m working in Vietnam and China now.
b. I worked there in the past.
b) Class brainstorm: What do you think Sue is going to do? Finish the conversation.
‘Oh, excuse me, I must …………………………………………………………………..’
Read the grammar note on question tags and underline the sentences in the dialogue
with a question tag.

Grammar note: Question tags
A question tag is made up of verb + personal pronoun.
It is used at the end of a sentence.
1. We can use a negative question tag after a positive sentence.
e.g. You come from Australia, don’t you?
2. We can use a positive question tag after a negative question.
e.g. John, you don’t know Mary, do you?
We say the tag with a rising intonation when we are unsure about the information.
e.g. You’re coming to the meeting, aren’t you?
We use a falling intonation when we are fairly sure about the information, or if
we just want to make a comment. We expect the speaker to agree with us.
e.g. John isn’t here today, is he? It’s hot today, isn’t it?
3. We can also use a positive question tag after a positive sentence.
a) We do this when we are sure of the information. We use a rising intonation,
but it is not really a question; we expect the listener to agree.
e.g. So, you agree too, do you?
b) A positive question tag after a positive statement can also be used to start
or continue a conversation.
e.g. So, you work for Australian Aid, do you?
Sometimes the speaker does not even wait for a reply before continuing the
conversation. For example:
Alan: John, this is Vamaly. She works for Australian Aid.
John: So, you work for Australian Aid, do you? How long have you
been working there?
Vamaly: Just over a year.
c) Also, using a positive question tag after a positive sentence can be a way of
changing the topic, or returning to a topic, during a conversation.
For example:
Seng: It was an interesting presentation.
Lynn: Oh, was it? And so, you’re from Luang Prabang, are you?
Seng: Mmm, I am.
Lynn: I really like it there. Which part…

Speaking
a) Decide if the purpose of each question tag in the dialogue on page 33 is to:
 continue the conversation, or
 check information and understanding, or
 change the topic.
Write continue, check, or change above each question tag in the dialogue.
Check with the class
b) Listen to the dialogue again. Which question tags have a rising intonation?
Which have a falling intonation? Mark them with arrows:
rising falling
Check with your teacher.
c) Practise the dialogue with two other people. Take turns to be Amphone, Sue and
Steve. Use the correct intonation with the question tags.
d) Complete these sentences with question tags.
1. You’re a teacher, …………………? Yes, I am.
2. The course starts next week, ……………..? Yes, on Monday.
3. You can’t come, ……………………? No, I can’t.
4. He doesn’t work at the Ministry of Education and Sports, ………………..? No,
not any more. He’s got a new job.
5. You’ve been to Bangkok before, ………………….? No, I haven’t.
e) Pair work: Read each situation below and write a sentence with a question tag, then
a follow-up question, to continue the conversation.
e.g. You were introduced to Vandy, and told he works for the Ministry of Health.
You want to continue talking to him.
So, you work for the Ministry of Health, do you? What do you do there?
1. You heard someone say the person sitting next to you was from Cambodia.
………………………………………………………………………………..
2. Earlier in the conversation you heard others say that Chanthalay works in the
provinces. You want to ask her more about her work there.
………………………………………………………………………………….
3. You know Mark has been in Laos for three years. You would like to talk more
about his experiences here.
………………………………………………………………………………..
4. Mary introduced you to Daravone, and told you she is a teacher. You want to
continue the conversation.
………………………………………………………………………………….
Compare your answers with another pair, then with the class.
Practice your questions. Remember to use rising intonation with the question tags.
Read the dialogue and underline the expressions people use to introduce one person
to another

f) Complete the mini-dialogue below with appropriate expressions.
Alice: Hello, Singthavone. Good to see you again. …….. …… ……. ?
Singthavone: Fine thanks, ………. …………………?
Alice: Oh, not too bad. Singthavone, …….. ………. Bryan, don’t you?
Singthavone: No, I don’t.
Alice: Well, Bryan, …….. ……… Singthavone. He’s working at the Prime
Minister’s Office. And Singthavone, ………. …….… Bryan. He’s
working on a UNDP project.
Bryan: …………… ………. ……………. ……………, Singthavone.
Singthavone: Pleased to meet you, too.
Check your answers with a partner.
g) Group work: In groups of three, practice the mini-dialogue above. Take turns to be
each person.
Grammar note: Present perfect continuous.
The present perfect continuous is have/has + been + verb + ing
We use the present perfect continuous for an action that started in the past,
continued over a period of time in the past, and is not finished yet (or finished
very recently).
e.g. I have been working in Xiengkhouang province for five years. (and I am still
working there now)
When we use the present perfect continuous there is always a connection with now.
The action in the past has a result now.
e.g. Somphanh has been working hard recently. (and he is very tired)
Conversation
Pre-listening
a) Individual work: On the timeline below, mark when five important things happened
in your life. Write a sentence about each of them, e.g. I came to live in Vientiane in
1995.
1975 1985 1995 2005 2015

b) Individual work: Are some of these things that happened or started in the past, still
true now? Write about them.
e.g. I am living in Vientiane now. I have been living here for fifteen years.
c) Survey: Sit in groups of three. Complete the table below with information about each
member of your group.
Name: Information
Where are you working now?
How long have you been working there?
Where are you living now?
How long have you been living there?
Report to the class about someone from your group. Listen to others report. Are they
using the present continuous and present perfect continuous tense correctly?
Practice
a) Pair work: Look back at the dialogue between Amphone, Sue and Steve (on page 33)
. Write one or two phrases form the dialogue to match the heading below.
 Greeting people
 Introducing people
 Giving personal information
 Checking information by using question tags
 Asking questions to get more information
 Showing interest
 Continuing the conversation using question tags
Further practice
a) Pair work Complete the sentences below, using the correct tenses.
1. Sue …………………… in Laos for many years. (works, has been working)
2. Steve ………………………. on the Basic Education Quality and Access in Lao
PDR project right now. (worked, is working)
3. Lately, I ……………………... in Luang Prabang. (have been working, am
working)
4. This year the government ……………………... to deal with the problems of
women’s education, especially in rural areas. (is planning, planned)
5. Lao PDR ……………………….. the new market economic mechanism for more
than twenty years, (implements, has been implementing)

Listening
a) Listen to the introductory section only. List the topics he will talk about.
b) Listen to the whole presentation and number the signal phrases in the order you hear
them.
……. Now, I’ll move on to…
……. In conclusion, …
……. So, to start with, …
……. So, to end my presentation, …
……. Then I’ll outline…
……. To start with, …
c) Read the questions below. Listen to the first two sections of the presentation, up to ‘I
started on this project in September 2013.’ Answer the questions.
1. How many years has he been working in TVET? ………………
2. How many years was he a primary teacher? ………………
3. How long did he work in Samoa? ………………
4. When did he start to work in Laos? ………………
d) Look at Mr Page’s CV (curriculum vitae) on the next page. Discuss as a class:
1. What is a CV used for?
2. What information do you include in a CV?
3. Is Mr Page’s work experience listed:
- starting with the past, then moving forward to the present? or
- starting with his present position, then working backwards?
4. What general information is given about each job?
5. What is the order of information on qualifications? (Number the items 1-3)
….. year graduated
….. kind of qualification
….. place of study
6. What are referees?

e) Look at each section of the CV. Guess what the missing information might be.
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 _________________________________________Monash University, 1994
Master’s _______________________________________, Latrobe University, 2000
Work Experience
Sept 2013-present TVET ____________________________________
Review quality assurance procedures for provider registration
and course accreditation; train TVET audit team
2010-2013 Curriculum and Teacher Training Specialist – Lao PDR
Engineering and IT Strengthening Program (GIZ)
Curriculum/teacher training for Engineering and IT Departments
2007-2010 Project Director – Samoa
Samoa __________________________________Project (ADB)
 Strengthen project management skills for Samoa public sector
2003-_____ Education Adviser – Timor-Leste (____________________)
 Develop NQF for TVET
 Quality Assurance System for TVET (ILO)
20___ (6 months) TVET Adviser – ____________
Technical Vocational Education Strengthening Project (USAID)
- Project _______ for TVET strengthening strategy
2000 - _____ 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 ___________________
1990 - 1993 __________ School Teacher - Australia
Lyndhurst Primary School, Sydney, Australia
- teach __________________________
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

Writing
Introduction
Below are the parts of a curriculum vitae (CV). Number them in the order they appear
on a CV.
Work experience (starting with present position, and working backwards)
Dates; job title / position; employer / where you worked; list of
responsibilities (begin with a verb e.g. plan…, organise…)
Personal details
Date of birth, nationality, languages spoken, etc.
Referees
Names of people who know you and your work, and can be contacted by
the workplace you are applying to
Education / qualifications
When you received the qualification; what kind of qualification (certificate,
diploma, bachelor’s degree, etc.); the field / subject of the qualification
(law, engineering, accounting, etc.); where you studied.
Writing practice
Using Bryan Page’s CV as a model, draft your own CV.
Ask a partner to look at you draft to check:
- Organisation - does it have all the sections, as in the model?
- Is the information complete? Is it easy to understand?
- Is the information well organized and easy to read?
- Are the vocabulary and spelling correct?
Make any necessary changes after feedback. Write or type your CV for homework and
bring it to class next lesson.
Further practice
Group work: Take turns to tell others in your group about your qualifications and work
experience. Choose two or three jobs to describe to the group.
For example.
I have a certificate in Business Administration from Europe-Asia College in Vientiane.
From 2005 to 2009 I worked in the accounting department of the Ministry of Education
and Sports. I was responsible for the accounting system of the teacher training colleges.
Since 2010 I have been working in the Higher Education Department of the MoES. I am
responsible for the accounting system of the National University.
While the others are talking:
Listeners can ask questions to check understanding or to get more information,
e.g. Did you say your worked in the accounting section for three years?

Unit 5 Reports
 discuss economic changes and associated issues;
 read a UNDP report about assistance to human resource development in Laos;
 read a section from an ADB report: Women in Development: Lao PDR;
 draw and describe graphs showing UNDP development targets;
 give opinions and politely agree or disagree with others;
 describe recent economic changes using information from graphs;
 listen to a presentation about governance for economic development;
 read and write opinion texts about issues in economic development;
 write invitations to an opening ceremony of a project;
 write a grant application.
Language focus:
 Adverbs and adjectives for describing change
 Using reply questions in conversations
 Using conjunctions in formal texts
 Using first and second conditionals
 Paragraph writing topic sentences
Conversation focus:
Strategies for continuing a conversation: using reply questions with correct intonation
Key vocabulary:
General: annual, attractive, benefit, competitive, crime, effective, efficient, environment,
governance, human resources, infrastructure, international standard, natural resources,
opportunity, overall, polluted, reliable, rely on, social services, stability, upgrade
Finance words: currency, debt, Gross Domestic Product (GDP), income, inflation,
inflation rate, invest, investment, New Economic Mechanism (NEM), profit, tax, value,
worth
Describing change: average, decline, decrease, drop, fall, fluctuate, gradual, growth,
increase, moderate, profit, rapid, reduce, remain constant, rise, sharp, significant, slight,
stable, steady, sudden
Conjunctions: as a result, as well as, consequently, however, in addition, in conclusion,
moreover, on the other hand, since, therefore
Unit 4 Reports
Unit 4: Reports

Unit 5 Reports
Reading
Pre- reading
Group work: Discuss the questions below.
 What does the abbreviation HRD mean?
 What does HRD focus on?
 Do you think HRD is important to a country’s development? Why or why not?
 Do you know any particular areas of HRD that the Lao government is focusing on?
 What and why?
Reading a report
a) Skim through part one of the report (United Nations System Support to Meet MDG
Targets 2000-2015) in two minutes. Choose the most appropriate heading from below
for each section. Write the heading in the space above each section, and then check
your answers with the class.
Targets for 2015 Introduction Strategies
b) Guess the meaning from the 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 3 focus on 5 strengthen capacity
(a) make bigger (a) concentrate on (a) improve what people can do
(b) make smaller (b) implement (b) increase the budget
2 prioritise 4 upgrade
(a) improve (a) assess
(b) deal with first (b) improve
Check with the class
c) Read the Introduction and Education sections. Answer the questions below.
1. How many areas will the UN focus on?
2. What is the title of graph 1?
3. According to graph 1, what was the primary school completion rate in 2000?
4. What was the secondary school completion rate in 2000?
5. What is the secondary school completion rate target for 2015?
6. What area of education will receive highest priority?
7. What sector of education will be expanded?
8. In which areas will the UN help to strengthen capacity?
9. What will the UN do to support rural teachers?
10. What kind of skills will be taught through non-formal education?
Check with a partner, then with the class.
Unit 4 Reports
Unit 4: Reports

Unit 5 Reports
d) Pair work: Discuss Graph 1. Read the section on targets for 2015 on the next page.
Draw a bar graph to show the 2000 primary education rate and the target rate for 2015,
check as a class.
e) Draw a bar graph to show the 2000 adult literacy rate and the target rate for 2015.
Unit 4: Reports

Unit 5 Reports
United Nations System Support to
Meet MDG Targets 2000-2015
Part one
……………………………………….
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, 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
…………………………………………
 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)
…………………………………………..
 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
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
(Source: MDG Fact Sheet 2013)
100
90
80
70
60
50
40
30
20
10
10
52%
2000
95%
39%
75%
2000
2015
2015
Completionrate(%)
Primary
School
Lower
Secondary School
Graph 1
School Completion Rate Targets
Unit 4: Reports

Unit 5 Reports
900
800
700
600
500
400
300
200
100
530
260
MaternalMortality
2000 2015
Graph 3
Maternal Mortality per 100,000
Health
Targets for 2015
 Infant mortality of ….. per …... live births (down from ……), as shown in Graph 2
 Maternal mortality of …… per ………. (down from ……..), as shown in Graph 3
 Immunisation against measles for 90% of infants (up from 71% in 2000)
 Safe drinking water for 80% of households (up from 45% in 2000)
 ……………………………………………………………………………………
 ……………………………………………………………………………………
InfantMortality
130
120
110
100
90
80
70
60
50
40
30
20
10
104
45
2003 2015
5
Graph 2
Infant Mortality per 1000 Live Births
Unit 4: Reports

Unit 5 Reports
f) The next part of the UNDP report presents the targets for health. Look at the graphs
above and complete the first two points of the text.
g) Which of the following are health targets? Add them to the text
 improve training for jobs
 Sanitation for 75% of households (up from 26% in 2000)
 Promote sustainable farming and forestry management
 Complete the return and resettlement of Lao people still living in Thailand and China
 Implement the new labour law and social security system to protect workers in all
sectors
 Prevent damage to the environment by investment projects
 Reduce prevalence of underweight children aged under 5 (40% in 2000)
Check with a partner, then with the class.
h) Group discussion: What has been done about education and health in your province?
What still needs to be done? Report back to the class.
i) The report also presents goals for environment, employment and refugee repatriation.
Match the goals from the list above to the heading below.
Employment and Social Security
Goals
 ...…………………………………………………………….
 ……………………………………………………………....
Environment
Goals
 ...……………………………………………………….…...
 ……………………………………………………………...
Refugee repatriation
Goal
 …...…………………………………………………….…...
j) The UN report also presents the strategies that will be used for development in each
area. Complete the strategies with these words:
upgrade provide strengthen coordination
focus policy facilities
Unit 4: Reports

Unit 5 Reports
Check with your partner and then the class
k) Reading for detail: Look at the statements below. Read all of the targets, goals and
strategies. Decide if the statements are true or false.
True or false:
1 The plan for health aims to decrease infant mortality. T / F
2 Another goal for health is to decrease the percentage of children immunised. T / F
3 The return of Lao people still living in Thailand and China will be started. T / F
4 Households with toilet facilities will increase by 50% T / F
5 It is hoped that no children under five will have serious malnutrition. T / F
6 Rural people will learn more about how to stay healthy. T / F
7 Hospitals will be improved. T / F
8 There are no plans to teach farmers new ways to grow things. T / F
Strategies for health
 ……………. on priority diseases
 expand health education activities, especially in rural areas
 strengthen ……………….. between ministries on health issues
 upgrade hospital ……………
Strategies for employment and social security
 …………… coordination between technical and vocational institutions
 improve planning and ……………. on skills training
 revise labour laws and social security to benefit all people
Strategies for the environment
 ……………. the skills of farmers
 improve environmental laws, planning and decision making
 build capacity in urban planning and implementation
Strategies for refugee repatriation
 …………. assistance to returnees to look after their families’ food needs
Unit 4: Reports

Unit 5 Reports
l) Pair work: Cover the text about health. Discuss the graphs,
e.g. Graph 2 is about… It shows about…
m) Pair work: Now uncover the text and draw a graph about the immunisation of infants
n) 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. The first one has been done for you.
Verb Noun
improve improvement
……………… expansion
……………… promotion
……………… completion
……………… prevention
……………… reduction
……………… implementation
……………… priority
……………… assistance
……………… strength
……………… coordination
……………… revision
Unit 4: Reports

Unit 5 Reports
Note: Describing targets, goals and strategies
Both verbs and nouns can be used in a report that describes targets, goals and
strategies. Verbs are usually more effective because using a verb puts the focus on the
action being taken - on what is happening.
In a report that lists targets, goals and strategies, a description usually starts with a
verb, as can be seen in the UN System Support report.
b) Circle the correct word (verb or noun) to complete these sentences.
1. UNDP aims to improve / improvement the access to clean water for rural villages.
2. The World Health Organisation will assist with the improve / improvement of
health education in schools.
3. Next year’s plan will focus on the implementation / implement of the new health
curriculum for schools.
4. The MoES will implementation / implement the plan in every province.
5. UNDP assists / assistance the government to reach the targets.
6. To help achieve the targets, the government will have assist / assistance from
UNDP.
Reading charts and graphs
Note: Report conventions – use to ‘i.e.’
i.e. = that is, in other words, this means…
It is used in reports to give a clear explanation of words, phrases and concepts.
e.g. Women in rural areas have a high fertility rate, i.e. they give birth to many
children.
Unit 4: Reports

Unit 5 Reports
Read the sentences below that describe graphs from the UN report. Choose a phrase to
complete each description.
the number of women who die giving birth
the number of babies who die before the age of 2
1 Graph 2 shows that in 2003 the infant mortality rate, i.e. ………………………
…………………………, was 125 per 1000 live births. The UN aims to reduce this to
45 per 1000 live births.
2 Graph 3 shows that in 2000 the maternal mortality rate, i.e. ……………………..
…………………………, was 530 per 100,000. The UN aims to reduce this to 260 per
100,000 by the year 2015.
Reminder:
Some useful phrases for describing graphs are:
As shown in Graph 3, the rate of …
According to Graph 4 the rate of…
As can be seen in the graph, there was a rapid…
130
120
110
100
90
80
70
60
50
40
30
20
10
104
45
InfantMortality
2003 2015
Graph 2
Infant Mortality per 1000 Live Births
1000
900
800
700
600
500
400
300
200
100
530
260
MaternalMortality
2000 2015
Graph 3
Maternal Mortality per 100,000
Unit 4: Reports

Unit 5 Reports
Reading
a) Read the following two descriptions and draw the graphs below each description. Put
a title below each graph.
1. As can be seen in Graph 4, 52% of children went to primary school in 2000. The target
is to gradually increase that figure to 95% of children by the year 2015.
2 According to Graph 5, 29% of primary school children repeated a grade in 2000, i.e. for
every 100 children, 29 had to attend the same grade twice, because they did not pass the
end of year exam. The target is to sharply cut the repeater rate to 15% by the year 2015.
b) Look at the graph below. Describe what each graph shows.
Choose one of these phrases to insert as an ‘i.e.’ into each description:
i.e. people who can read and write their native language
i.e. a proper latrine (toilet)
(Source of data for all graphs: MDG Fact Sheet 2013)
100
90
80
70
60
50
40
30
20
10
10
26%
2000
60%
2015
Householdswithsanitation
100
90
80
70
60
50
40
30
20
10
10
80%
2000
96%
2015
AdultLiteracyage15-
24(%)
Graph 6: Sanitation Graph 7: Adult Literacy
Unit 4: Reports

Unit 5 Reports
Practice
b) Group discussion: What would be the benefits to the people if the government could
provide safe drinking water and sanitation for everyone? What would be the difficulties
involved?
During the discussion, someone in the group should write down the group’s ideas on
benefits and difficulties. Try to keep the discussion going for about 5 minutes.
Topic:
Benefits of clean water and
sanitation, and difficulties in providing
them.
Useful phrases
One person begins the discussion by
giving his/her opinion
Listeners can agree or disagree
Listeners can add ideas
Listeners can give own opinion on
benefits and difficulties, or can contrast
benefits and difficulties
I think that if people had…
In my opinion, one benefits would be…
If we had safe drinking water…
Yes, that’s right.
I think so, too.
May be, but one difficulty would be…
I don’t think so.
Yes, and also…
Mmm, in addition, …
Another point is …
I think…
In my opinion…
One benefit would be… but…
However, ………. would be difficult.
c) Report back: After the discussion, report to the class about the benefits and
difficulties your group discussed. As you listen, write the other groups’ ideas in the
table below.
Benefits Difficulties
Do not repeat ideas that have already been presented. Present only new ideas.
e.g. Three of our ideas were the same as other groups, but we have three other ideas,
which are…
Unit 4: Reports

Unit 5 Reports
Conversation
Preparation
Class work: Brainstorm: What are the HRD needs of your province?
If you are all living in the same province, think about the province you were born in, or
another province you know, as well as about the province you live in now.
Brainstorm the HRD needs of each province written on the board. What needs are the
same? What needs are different? Why these needs are important?
Practice
Group work: Your province has many HRD needs but only a small budget. You must
decide how to spend the money, e.g. should you spend money on health services, basic
education, or English language training for government officials?
Give opinions and make suggestions using should or the second conditional.
e.g. I think we should spend money on basic education because children are the future.
In my opinion, if we spent the money on health services, children would be healthier so
they could study better.
Listeners can agree or disagree, add ideas, make other suggestions and give opinions.
During the conversation, someone in the group can write down the suggestions.
Try to make sure everyone has had a chance to give an opinion and make suggestions.
Conversation topic: How to spend the
HRD budget.
Useful phrases
One person gives an opinion or makes a
suggestion
Listener agrees / disagrees
Listener can add ideas and give his/her
own opinion
I think we should…
In my opinion, if…
Yes, I agree.
Yes, you’re right.
Mmm, I think so too.
Do you think so?
Maybe, but…
Well, I’m not sure about that…
And also, …
I think we should…
In my opinion if…
Unit 4: Reports

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