VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS AND LITERATURE

FINAL PROJECT
COURSE: MATERIALS DEVELOPMENT FOR LANGUAGE TEACHING
SECOND SEMESTER – ACADEMIC YEAR 2023-2024

Student’s full name Nguyễn Trương Thanh Vy

Student ID 2157011222 No.: 28

Class Code 2321NVA101.L03

Instructor ThS Đặng Thị Vân Di

Final paper Other Total Score Examiner(s)

Score (70%) Score(s) (100%) (signature and full
(30%) name)
In figures In words

Other comments and suggestions:

________________________________________________________________________________________
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 Reflection paper

After completing it, the Material Development for Language Teaching course has
left me lots of motivation and valuable lessons for my teaching journey. Therefore, in this
reflection paper, I will discuss the two sides of using coursebooks, applying adaptation
knowledge on them, and the use of authentic resources in language teaching.

First and foremost, materials cannot be divorced from coursebooks; after having
been taught about using coursebooks, I have realized several benefits as well as
drawbacks of applying them. From my perspective, the use of coursebooks facilitates
teachers’ workload. To be more specific, coursebooks have provided objectives, syllabi,
ready-made activities and so on in the coursebook package, not to mention that teacher’s
books contain step-by-step instructions to conduct their lessons easily. Consequently,
coursebooks can help teachers to save time and effort in preparing a lesson. Next, another
advantage of coursebooks for students is that they have a rich source for their learning.
To elaborate, with being provided coursebooks, apart from in-class interaction with their
teachers, students can utilize coursebooks to do more exercises, and read more
information that teachers are not able to discuss due to the lack of time. In terms of
references, course books are written with empirical evidence and high reliability;
therefore, having exposure to the information in coursebooks can create momentum for
students to develop their ideas in other authentic tasks. As a consequence, a beneficial
aspect of coursebooks lies in providing students with reliable resources for self-directed
learning and references. Even though those are the above merits, several potential
disadvantages need considering. Concerning the role of teachers, dependency on
coursebooks can disturb teachers’ creativity. This can be simply explained that language
teaching requires enormous endeavors on creative activities and tasks, which stimulate
students’ interests and catch up with innovative changes in the world. Nevertheless,
coursebooks have listed out ready steps, activities, and commands for teachers. Those
teachers who invariably obey the manual guides can fail to contribute novel methods to
up-to-date language teaching. After that, content organization should be mentioned as a

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problem of coursebooks. This is because language teaching has transformed into a better
version by applying integrated skills to activate learners’ schemata and associate with
personal experiences as much as possible. However, most coursebooks prefer designing
skills in a conventional way, which is not effective for learners anymore. For example,
with Reading comprehension, Global Friends coursebooks that are considered localized
in Vietnam still carry out the Reading skill by preparing Vocabulary beforehand in lieu of
self-discovering them in specific contexts. That is a reason why some adaptations have
been applied but not substantial. Coursebooks have helped teachers at ease; students have
a self-learning source with high reliability; but we cannot deny their arduous impacts on
the prevention of teachers’ creativity and organized content that has not been consistent
with integrated skills.

Secondly, after bringing up the two sides of the coursebooks, it is a must to

mention how I have applied the benefits to them and reduced their drawbacks by using
the knowledge of adaptation. I have learned that teachers should adapt coursebooks all
the time in order to make full use of relevant activities and modify some that are
ineffective for learners. To be more specific, the course brought me some chances to
apply adaptation to coursebooks, in groups or individually. With coursebooks’ merits, in
terms of adaptation, when I evaluate that activities are appropriate to my objectives, I
only keep them or provide my learner's assistance to become familiar with exercises or
tasks. For example, Solutions usually provides a host of exercises for each skill, which
are effective for learners to have instant or controlled practice after language teaching.
Therefore, it is my norm that keep them in my lesson plans. Nonetheless, in case several
activities are unnecessary or relevant to the lessons’ objectives, I was taught to modify
them in many ways such as adding or simplifying and so on providing that those can
ensure the effectiveness and consistency of the lessons. To my observations and practice
on adaptation, modifying is an obvious action if teachers want to have a successful
lesson. For instance, from my own experiences, most activities tend to lack interaction
and discussion between learners, which is not suitable for language teaching nowadays.

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As a consequence, I usually increase collaboration and interactive environments in my
adaption. To apply coursebooks’ advantages and decrease their disadvantages, adaptation
is a must.

Lastly, I realize the value of authentic materials. This is because authentic

materials are like “a bridge” which connects language teaching with learners’ personal
experiences. With no doubt, they play a vital role in provoking learners’ motivation as
well as giving them specific purposes to engage in English lessons. After that, authentic
sources help me to realize how to put myself into learners’ positions. The reason for this
is that I have to opt for them appropriately with various considerations or else learners
cannot be motivated and engaged in lessons. For example, after the course, whenever I
prepare any authentic sources for my lesson plan, I invariably ask myself repeatedly
whether they are suitable for my learners’ age, language level, and most importantly,
their preferences or not.

To sum up, Material Development for Language Teaching is a special course for
me because it has widened my horizons considerably. The course has helped me to erase
my unconsciousness in using coursebooks by identifying their benefits and drawbacks;
followed by adaptation to employ positive aspects and decrease negative ones. It is also
the paramount importance of authentic sources to enrich teachers’ lesson plans and boost
learners’ interests. All of them must contribute to my teaching journey now and in the
future.

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 General descriptions

a. Learners:
 Age: adults
 Level: A2
 Level target: B1
 Needs: They are adults who want to learn English for their jobs and real-life
communication. They have a desire to understand what native speakers say and
respond to them immediately. Moreover, they want to discuss various topics in
English.
 Characteristics: They are adults, so they are able to discuss some abstract topics,
and the choice of tasks or activities can be more varied and wider because they
have more life experiences.

b. Textbook: Q skills for Success Level 3: Third edition

 In general, Q skills for Success is considered one of the most relevant textbooks
that can meet innovative changes in language teaching. In terms of benefits, the
textbook provides integrated-skills orientation as well as applies authentic
materials, which is different from conventional organization of other textbooks. Q
skills for success books are divided into 2 sets of skills, which means Listening
and Speaking are organized into a book: Reading and Writing, respectively.
Therefore, adaptation can be different from others.
 Advantages: This book follows up-to-date methods for language teaching, which
mostly activate learners’ schemata and integrate skills in lieu of distributing them
one by one. Moreover, most of the tasks link learners’ personal experiences, and
topics are updated quite appropriately. Another benefit is that visuals and videos
are varied.

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  Disadvantages: Because there are only 2 skills in a book, there are some tasks that
are not necessary for learners, not to mention that there are some questions that
can be challenging for learners to respond to. Critical thinking is sometimes
dominant.

c. Some points for this lessons’ adaptation:

 Listening: In the first unit; note-taking skill about events precedes listening for
time markers. Nonetheless, I consider that they share related information and can
support each other to boost listening skill and do listening comprehension
exercises. Therefore, to provide consistent steps for listening skill, I decided to
combine those sub skills in a lesson, which is more effective than teaching one by
one.
 Speaking: Although Listening and Speaking share a topic “Change”, which means
they can be consistent in some points. Nevertheless, I see that the sample
conversation that is provided in Speaking skill is not relevant. Another point is that
topic: Change is also used for the post-listening stage, which can overlap and fail
to give learners more chances to encounter varied topics. Those are reasons why I
decided to follow the topic related to that in the sample conversation to not only
boost learners’ interest but also empower them in other different contexts.
 Link for Unit 3: [Link]
kV9XKJTxXI9xdVmeXPLEZls8?usp=sharing

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 Listening Lesson

 Skill: Listening
 Sub-skills: Listening for details: listening for time markers and listening for
note-taking about key events.
 Time: 90 minutes
 Learning outcomes: By the end of the lesson, Learners are able to:
 Develop listening for time markers and note-taking about key events
through the talk.
 Correctly identify time markers and key events to do listening
comprehension exercises.
 Correctly apply listening for time markers and note-taking about key
events to do listening comprehension exercises.
 Accurately apply information from the talk to deliver a talk based on
personal experiences on changes.

Activities Quick evaluation Adaptation

Pre-listening

Activity A: Preview: What -This activity is relevant to help Replacing (into Activity 5)
kinds of changes do you Learners predict the general topic Lead-in activity: Answer the questions! (5
think Jeffery Skoll might of the lesson. minutes)
work to create. Check your -However, it should be reordered "Until now, all of you have experienced lots of
predictions. and replaced with a Lead-in important changes in your life.
activity to activate Learners’ 1. Can you tell me some that are special to

7
 schemata. you? (Something that has changed
-The topic about Change is your opinions, jobs, family, etc) (T
abstract, T should provide says when Learners have difficulties
Learners more suggestions and in responding)
support to lead them to it. 2. Can you tell me how you felt when the
-Because Learners are adults, they changes happened? Were they positive
must have experienced some or negative to you?”
certain changes. It is suitable to -T can share experiences of T first to boost
recall their memories and share Learner’s confidence and interaction.
them. -After interacting with Learners, T tells them
that most of them can experience changes in
their life sometimes, and they have left lots of
feelings and effects on them. However, not all
the changes seem not to be too good or too
bad. Therefore, in today’s lesson, they will
discover more about changes.

Activity B: Vocabulary -This activity is appropriate to Deleting

teach Vocabulary. Replacing
-However, Vocabulary in this Activity 1: Predicting the title! (4 minutes)
stage is not suitable to the ‘Shaped by change, Promoting Change.’
objective because Learners should -T shows the title and the picture of Jeffery
self-discover them through Skoll, T says that they are going to watch and
Listening. listen to an interesting talk.
-Therefore, this activity should be -Then T asks Learners to work in pairs to
deleted and replaced with a new discuss the questions:
activity for Learners to predict the 1. What can you see in the picture? (the
content of the video, which helps man is doing wha(presenting, sharing
them be more engaged in it. something?, formal informal

8
 atmosphere?) (T supports Learners if
needed)
2. He will talk about something related to
the title, what kinds of information do
you expect to listen to him?
-After that, T invites some Learners to share
their ideas (Learners do not need to stand in
front of the class).
-T says that they will check their predictions
after that.

While-listening

Activity A: LISTEN AND -This activity is relevant for Reordering (into Activity 3)
TAKE NOTES: This chart Learners to learn about Listening Modifying (12 minutes)
contains some event-related on note-taking about events, Activity 2: Language teaching: Listening
notes from the talk about which is suitable to the objective. for time markers.
Skoll. As you listen, -However, information in the -T asks Learners to look at Activity A page 60.
number the events in the chart is complex and note-taking
order they occurred, and fill listening skill is more challenging
in the blanks. than listening for time markers.
Moreover, this lesson’ objectives
are to teach listening for time
markers first. -T uses eliciting questions to instruct Learners
-Therefore, this activity should be how to listen for time markers.
reordered, and the instructions -Steps are shown on the slide. (Appendix 1)
should be added. To be more Example:
specific, Activity A page 60 -T uses the task to do examples.
should be used. -T asks: “What words or phrases do you think

9
 are time markers? (example: T shows on the
slide: nowadays, three days ago, at the
museum, two years later, since 1950, quietly,
etc. for Learners to choose, then T confirms).
-T says that “Time markers are something
related to time and express time and they are
easy to identify because most of them are often
in the form of numbers.”
-T asks Learners to look at the sentences and
asks: “What should you do when you meet
time markers in the listening task? (Answers
can vary) => T says “They are keywords and
should be underlined.”
-T has Learners to quickly underline all time
marker keywords in the task, then T confirms
them.
-Then T emphasizes that Learners should
focus on time markers to identify relevant
information.
-T lets Learners listen to the video and do the
task. (play the video again if needed).
-T corrects the answers and during that time, T
reminds them of the steps.
-Answer: 1.b 2.d 3.a 4e 5.c

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Activity A: LISTEN AND -This activity is relevant for Adding (assistance)
TAKE NOTES: This chart Learners to learn about Listening Activity 3: Language teaching: Listening
contains some event-related on note-taking about events, for note-taking about key events. (12
notes from the talk about which is suitable to the objective. minutes)
Skoll. As you listen, -This is placed after identifying -T applies chart page 54 as an example for key
number the events in the time markers because it is more events, which is easy for Learners to follow.
order they occurred, and fill challenging than the first one, and
in the blanks. Learners can also apply listening
for time markers on the note-
taking skill. -T has Learners to underline keywords related
-However, assistance should be to time markers, then T confirms.
added. -T shows steps for this skill on the slide and
reminds them of some important steps
(because some steps can be similar to that in
the first one). (Appendix 2)
-T emphasizes that Learners need to take
relevant details.

Activity B: Categorize Deleting

Listen to the talk again.
Check your notes from
Activity A and revise them
as necessary. Then number
each event in your notes to
show the time in order,
with 1 as the earliest.

Activity C: Identify -This activity is appropriate for Modifying

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Read the questions. Circle Learners to identify time markers Activity 4: Practice for the Listening skill:
the best answer for each and key events in exercises. The Read the questions, listen to the talk, and
question. sentences are good because they circle the best answer for each question. (10
1.b 2.c 3.a 4b 5.a are arranged from simple to minutes)
challenging levels, but the -T asks Learners to underline keywords and
instruction should be added a invites them to answer, then T confirms them.
little. -T plays the audio, then corrects the answers
by playing the audio again, pauses if needed.

Activity D: Categorize -This activity is seen as a Ranking Keeping

Read these statements. exercise for Learners to practice Activity 4: Practice for the Listening
Write T (True) or F (False). the Listening skill on note-taking, strategy! (10 minutes)
Then correct each false which is really relevant to the -T reminds them to notice the events provided
statement to make it true. objective. to facilitate their listening process.
-The sentences are challenging -T should invite some Learners to say their
enough for Learners to do. keywords and then T confirms them.

-This small activity is to Adding

determine the main idea of the Activity 5: Main idea: Check your
talk. predictions! ( 2 minutes)
-T should conduct this quickly.

-T asks Learners to check and then confirms

the main idea.

12
 Post-listening

Activity E: Vocabulary -This activity is suitable for Keeping

Learners to learn new words Activity 6: Teaching Vocabulary (7
because they have enough minutes)
exposure to discover the meaning
of words. -T provides the scripts of the listening and
bolds words T is going to teach.
-T asks Learners to work in pairs and complete
the task.
-Next, T corrects and then notices some
important words (confusable words: founded,
found, etc).

Say what you think - Those activities are relevant for Modifying
Ss to use the information that they Activity 7: Speaking task! (25 minutes)
have listened to for another
purpose. -T gives Learners about 3 minutes to
-However, there are some brainstorm their ideas.
questions that check memory “Use time markers and information that is
instead of skills. Moreover, the taken from the talk to deliver your own talk:
questions should be suggestions Think of some important changes that are both
for Learners to brainstorm their negative and positive to you. As a presenter
ideas. who inspires others, what would you say?
-This activity in this stage should Answers below can help you:
be combined with B, C to save 1. What are your important changes?
time. 2. In what ways are they positive or
negative?

13
 3. Would you react like Skoll? Why or
why not?
4. What lessons have you learned from
those changes?”
-Then T gives Learners about 5 minutes to
share their talk with peers before inviting some
Learners to present in front of the class.

-T uses a checklist to reflect on Adding

themselves. Activity 8: Wrap-up (3 minutes)
-T gives Learners a checklist to reflect on
themselves. (Appendix 3)

Speaking Lesson

 Skill: Speaking
 Sub-skills: Speaking for asking for and giving reasons.
 Time: 60 minutes
 Learners have already learned about Grammar: Tag Questions and
Pronunciation. Therefore, in this adaptation, Speaking lesson begins from

14
 the box Speaking skill, which provides only 2 activities for the speaking
skill.
 Learning outcomes: By the end of the lesson, Learners are able to:
 Correctly identify phrases and expressions in asking for and giving
reasons.
 Confidently apply phrases and expressions to ask for and give
reasons.
 Accurately construct a timely response in a specific situation to ask
for and give reasons.

Activities Quick evaluation Adaptation

Pre-speaking

Speaking Skill: Asking for and -This activity is relevant to teach Replacing
giving reasons. language. Lead-in activity: Answer the questions!
-However, it should be reordered (7 minutes)
because there should be a lead-in 1. Have you ever tried any outdoor
activity to activate Learners’ activities when you travel?
schemata. If yes, can you tell me your feelings
and the most unforgettable
memories when you took part in
them?
If not, if you have a chance, what
outdoor activities do you want to
participate in?
2. Imagine one day, you and your
group of friends decide to travel
together and choose some outdoor
activities for relaxing. However,

15
 some of you have different
opinions on what outdoor activities
you should take part in. How can
you ask them for reasons and
convince them that your choice is
better?
-T can share experiences of T first in order
to boost Learner’s confidence and
interaction.

While-speaking

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Activity A: Listen to a -This activity is appropriate to Simplifying
conversation between two teach useful phrases and Modifying
friends. Complete the expressions that help Learners Activity 1: Teaching new phrases and
conversation with phrases you prepare for upcoming speaking expressions: Listen to a conversation
hear. Then practice the tasks. between two friends. Underline phrases
conversation with a partner. -However, the dialogue is quite and expressions that they use to ask for
short and there are some activities and give their reasons. (12 minutes)
that are not suitable for Learners. -T introduces the dialogue where two
Also, the instruction should not friends are discussing what outdoor
include “Then practice a activities they should play in their
conversation with a partner.” upcoming holiday beach in Nha Trang.
because it is time for Learners to (Appendix 1)
identify form and meaning. Next, -T plays Van and has another Learner play
the number of words that Learners Tin, then T has 2 higher-level Learners
will listen to is different, which can read aloud the dialogue.
be challenging for them to FORM:
complete the conversation. -T asks Learners to work in pairs and
-Therefore, the dialogue should be underline phrases and expressions that 2
replaced with a new one and the friends use to ask for and give their
instruction should be simplified. reasons.
-T confirms the answers.
MEANING: (Appendix 2)
-T asks Ss to work in pairs, discuss and fill
in the table the functions of the phrases
and expressions.
-T shows 2 examples for 2 columns.
-T conclude the form and functions of the
phrases and expressions.

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18
Activity B: Discuss: Work in -This activity is for Post-Speaking Reordering
groups. Look at the activities is relevant for Learners to practice Replacing
in the box. Discuss which with freedom of choice when they Activity 2: Learning rules of
activities you would like to try. have had confidence. interaction! (8 minutes)
Give reasons for your ideas. -However, at this stage, Learners Use:
should learn rules of interaction to -T asks Ss to choose their partners to work
find out the characteristics of in pairs.
asking for and giving reasons; this -After having some pairs, T asks Ss to
activity is also to provide practice the dialogue.
motivation for Learners to learn -T reminds them to change the role if they
those phrases/expressions in real finish to find out which role is appropriate
life. for them.
-Therefore, this activity should be -After that, T invites random Ss to play the
reordered and replaced with a new role that they choose.
one. -Then T uses questions to draw their
attention to the needs they use those
phrases/expressions.
Example:
1. When you want to better
understand people’s opinions, what
should you do? (ask them to give
the reasons, ask them to explain).
-T confirms by showing the “Asking for
reasons column”.
2. When you want to convince other
people that your choice is better,
what should you do to help them
understand you better? ( explain the

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 reasons to them, give them more
reasons)
-T confirms by showing the “Giving
reasons column”.
3. So if you have many explanations
and you want to convey them
clearly, what phrases or
expressions can you use? (First,
Second, Also, Next, etc)
-T confirms the characteristics of the rules
and then emphasizes that asking and
giving reasons is really important to
better understand other’s ideas and
persuade them that their choices are
reasonable, and can be better. Those are
very useful in their daily lives.
-T provides more phrases and
expressions. (Appendix 3)

-There should be a stage for Adding

Learners to prepare ideas for the Activity 3: Internalization of new
speaking task. language! (10 minutes)
-This activity should be -T gives Ss a list of outdoor activities
personalized and have freedom of (only for suggestion, Learners can choose
choice. other activities based on their preferences)
(Appendix 4).
-Then T has Learners choose 2 activities
they want to try most and 2 activities they
don’t want. Learners give reasons for

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 their choices by using the phrases and
expressions.
- T asks Learners to make sentences to
give their reasons within 3 minutes.
-T asks Ss to work in pairs to have a small
practice within 7 minutes.

Post-speaking

Activity B: Discuss: Work in -This activity is for Post-Speaking Reordering

group. Look at the activities in is relevant for Learners to practice Modifying
the box. Discuss which with freedom of choice. Activity 4: Speaking task! (21 minutes)
activities you would like to try. -However, this should be modified -T assigns Learners a task that T has
Give reasons for your ideas. into an interview around the class, asked in Lead-in activity:
which helps Learners to explain Imagine one day, you and your friends
their choices and ask for reasons. decide to travel together and choose some
Moreover, Learners can flexibly outdoor activities for relaxing. However,
change their roles and utilize their some of you have different opinions on
own language. what outdoor activities you should take
part in. How can you ask them for reasons
and convince them that your choice is
better?
-T asks Learners to work in pairs random
partners) and use the phrases and
expressions to create a conversation
asking for and giving reasons for their
chosen activities.
-T reminds them that each pair has to
choose 2 outdoor activities to take part in

21
 while they are traveling ( in the Activity 3,
they have listed out 2 liked/disliked
activities, they have to exchange ideas and
to choose 2 activities that both agree).
- After that, T invites 2-3 pairs to play
their conversation and they get feedback
from T. (not standing in front of the class).

-T uses a checklist for Learners to Adding

reflect on themselves. Activity 5: Wrap-up ( 2 minutes)
-T gives Learners a checklist to reflect on
what they have learnt today. (Appendix 5)

APPENDIX FOR LISTENING LESSON

Appendix 1: (on the slide)

Steps for Listening skill on time markers

Step 1: Underline keywords related to time markers .

Step 2: Underline other keywords to identify relevant information.

Step 3: Listen to the audio based on the underlined keywords, follow time markers
carefully.

Reminder:
 Do not need to fully understand the audio.

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  Notice the keywords on time markers.
Appendix 2: (on the slide)

Steps for Listening note-taking skill on key events

Step 1: Underline keywords related to time markers

Step 2: Draw a two-column chart to take note.

Step 3: While listening to the audio based on the underlined keywords, taking note of
relevant details.

Reminder:
 Do not need to fully understand the audio.
 Only taking note of important/relevant information.

Appendix 3: Script

Jeffrey Skoll. Everyone calls him Jeff. In pictures, he looks just like an ordinary guy.

You would never guess that his personal wealth is several billion dollars,
or that he is one of the world's most important promoters of change.

Change has shaped Jeff's life. He grew up as a typical middle-class kid in Canada,
but one day when he was 14, his whole world turned upside down. He learned that his father had
cancer. The terrifying news prompted Jeff's father to have a talk with his son. He didn't really
fear

death, Jeff's father said, but he felt bad about not being able to talk to his son.
Not doing the things in life that he really wanted. After a long time, Jeff's father finally

23
got better and was free of cancer. But the difficult times taught Jeff a lesson. As Jeff
puts it, one never knows how much time one really has. Jeff grew up wanting to be a writer.
On camping vacations with his family, he used to read a lot. By the time he was 13,

he had read all of the books. He had read all of the books. He had read all of the books. He had
like George Orwell and Ayn Rand. Their stories predicted scary changes like overpopulation,
wars, and diseases. Jeff wanted to use his writing to promote a more hopeful future.
But he was very practical and aware that writing didn't pay very much. He changed his approach
to a career. He got an engineering degree at the University of Toronto and started a couple of

computer-related businesses. He was a writer, but he didn't know how to write. He was a writer,
His goal was to retire someday and start writing stories.

Although his companies were making some money, Jeff felt he needed to learn more about
business.
He went to business school at Stanford University in Palo Alto, California.

He graduated in 1995 and went to work for a news reporting company.

This seemed to be a step toward becoming a writer.

In fact, it was just a short side trip before he became a billionaire.

At Stanford, Jeff had become friends with another student, Pierre Omidyar.

Pierre was a whiz at writing computer code.

He developed a website for selling things by auction, and he and Jeff spent part of their time
running the site.

Eventually, Jeff quit his journalism job to become the first producer.
He became the president of the company that he and Pierre had put together, the tremendously
successful eBay.

Two years later, he and Pierre made eBay a public company.

They became instant billionaires when the price of eBay shares soared.

In a TED talk, Jeff said,

24
For me personally, it was a real change.
I went from living in a house with five guys in Palo Alto,

and living off their leftovers, to all of a sudden having all kinds of resources.
And I wanted to figure out how I could take the blessing of these resources and share it with the
world.
He often advises his audiences that everybody has the opportunity to make change in their own
way.
Jeff sensed that his best tools for making change would not be stories or newspaper articles.

They would be donations.

They would be donations and funding arrangements.

He would become a philanthropist.

He may be most famous for a movie and TV company he founded in 2004 called Participant
Productions, now called Participant Media.
Jeff had come back to his childhood dream of telling stories.

As opposed to the main goal of most film studios, which is to make money,
Participant's aim is to tell stories that are meaningful to the audience.

They are not just stories that inspire social change.

They had great success with the films Siriana in 2005,

An Inconvenient Truth in 2006,

and Charlie Wilson's War in 2008,

all of which won Academy Awards.

But actually, Jeff's first achievement as a philanthropist was to set up a charity group called The
Skoll Foundation,

way back in 1999.

Right after setting it up, he hired someone who shared his views, Sally Osberg, to manage it.
Since then, the foundation has been directing money to others who work to help the poor, fight
disease, protect the natural environment, and otherwise address social and global problems.

25
Jeff Skoll's efforts are still shaping our world.

He has personally changed with time.

But in many ways, he is still the thoughtful Canadian kid trying to avoid a scary future.
He is using his great wealth and influence not just to manage change, but to encourage it.

He has said,

There's never one right way to make change.

One can do it as a tech person, or a finance person, or a non-profit person, or an entertainment
person.
Jeff has been able to promote change in each of those ways and more.

Appendix :

CHECKLIST FOR SELF-EVALUATION

I can develop listening for time markers and note-taking about key events
through the talk

I can correctly identify time markers and key events to do listening

comprehension exercises

I can correctly apply listening skills for time markers and note-taking about
key events to do listening comprehension exercises.

I can accurately apply information from the talk to deliver a talk based on
personal experiences on changes.

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 APPENDIX FOR SPEAKING LESSON

Appendix 1: (Handout)

Van: Hi Mark, I'm so excited about our beach holiday to Nha Trang next week! Have you
decided what outdoor activities we should play?

Tin: Absolutely, Sarah! I suggest that we should start with scuba diving.

Van: Really? Can you explain why you suggest scuba diving?

Tin: Well, first of all, the water is crystal clear this time of year. Also, it’s a great way to
explore the underwater world where we can observe wonderful marine life! Next, scuba
diving is novel in our country; therefore, it is a chance for us to give it a try!

Van: Wow, I never thought about it that way, but I’m afraid that we can’t take part in it.

Tin: Really? Why do you think that?

Van: Because some of our friends are not good swimmers, they need extensive training
from experts. Another reason is that training for scuba diving is very expensive and a
waste of time!

Tin: I got your point. How about going canoeing? The first reason is that it's a lot of fun
if we take part in it together. Second, it doesn't require many skills because some of us
can drive a canoe. Finally, it is cost-effective because we can share money.

Van: That's fantastic! Canoeing must be a better choice! However, I think that we should
play volleyball before going canoeing.

Tin: I believe it is quite late for us. What are your reasons for saying that?

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Van: First, it’s better for us to have fun together. Another thing is we should have some
exercise to enjoy the sun.

Tin: I see your point, Sarah! It’s fantastic! I’ll start to look for a hotel by the beach
because it’s more convenient for us to reach the seafood restaurant after we finish our
activities!

Van: I can’t agree with you more! It must be an exciting trip! I can’t wait!

(Score 77.7 from Flesch Reading Ease)

Appendix 2: (Handout)

Which phrases are used to give a reason, give several reasons, or to ask a person to
explain their reasons? Move each phrase in the correct category.

Giving a reason Giving several reasons Asking for reasons

Appendix 3: (on the slide)

Giving a reason Giving several reasons Asking for reasons

 because  First of all  Why do you think
 due to  Also that?
 That's why  Another reason is  What are your
 The reason is  Finally reasons for saying
 because of that?
 Can you explain
why you think so?

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Appendix 3: (Handout)

rock climbing surfing bungee jumping Play badminton camping jet skiing

Other:

Appendix 4:

CHECKLIST FOR SELF-EVALUATION

I can correctly identify phrases and expressions in asking for and giving
reasons.

I can confidently apply phrases and expressions to ask and give reasons for
choices.

I can construct a timely response in a specific situation to ask for and give
reasons.

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