Contents 3A - Pan Lloyds

Conte nts Conte nts Conte nts

Conte nts 3A 3A 3A

Listening Skills ... 2

Speaking Skills ... 4

Speaking Components ... 5

Unit Theme Skills Focused Page

1 Making kites

Listening

• Listen for specific information

• Sequencing skill Speaking

• Make simple sentences

6

2 Fun at the park

Listening

• Listen for key words

• Understand one’s feelings Speaking

• Apply grammar rules

10

3 To the restaurant

Listening

• Arithmetic skill • Listen for main ideas Speaking

• Guess the pronunciation of unfamiliar words

14

4 To the shopping centre

Listening

• Inference skill

• Rephrasing skill Speaking

• Use formulaic expression

18

5 After-school fun

Listening

• Categorisation skill

• Guess the meaning of unfamiliar words Speaking

• Make simple sentences

22

6 My school event

Listening

• Distinguish similar sounds

• Listen to specific information Speaking

• Response skill

26

Assessment ³⁰

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Pan Lloyds High-flyers — Listening and Speaking 2

Listen ing Skills Listen ing Skills Listen ing Skills

Arithmetic skill

• Arithmetic skill is the ability to process mathematical data. Simple calculation is usually required.

• Listen for numbers and note their relationships with the situation and with each other.

Categorisation skill

• To categorise is to group objects, events or information by their characteristics.

• In addition to careful listening, general knowledge is usually required to categorise objects.

Distinguish similar sounds

• Both consonants and vowels may have to be distinguished.

• Words may have similar consonant sounds at the beginning or the end. It is also necessary to listen to the differences between basic consonant and consonant blend sounds.

Guess the meaning of unfamiliar words

• If there are words or expressions that are unfamiliar, think about the main idea of the content. Words and phrases right before or after the unfamiliar word may also help you guess the meaning of the new word.

Inference skill

• Inference skill is required to make a reasonable guess at what something or someone is like.

• To infer, you have to combine what you hear and what you already know.

Listen for key words

• A key word is an important word in a sentence, and it is usually stressed.

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Speak ing Skills Speak ing Skills Speak ing Skills

Apply grammar rules

• A well-formed sentence should observe grammar rules. This helps improve accuracy and avoid misunderstanding.

• Tenses, parts of speech and subject-verb agreement are some of the areas that you should pay attention to.

Guess the pronunciation of unfamiliar words

• Phonological knowledge is very useful in guessing the pronunciation of unfamiliar words.

• First, observe the spelling of the new word. Then, think of what sounds it might indicate.

If you know words of similar spelling, they may also help you guess.

Make simple sentences

• It is impossible to maintain communication using only unconnected words. Complete phrases or sentences must be produced to convey messages.

• Most complete sentences (e.g. I am hungry. I eat an apple.) have at least has a subject (e.g. ‘I’), a verb (e.g. ‘am’ and ‘eat’), and a description (e.g. ‘hungry’) or an object (e.g. ‘an apple’).

Response skill

• To maintain a fluent exchange of ideas and information, it is important to respond to what others have said.

• To respond appropriately, listen to what others have said first. Find out the question words (5W + 1H) and other key words. They are useful for identifying the kind of information that you should provide.

Use formulaic expressions

• Formulaic expressions are what people usually say in certain situations. They help you sound natural and polite.

• There are formulaic expressions to express greeting (‘Good morning.’), farewell (‘Goodbye.’), thanks (‘Thanks a lot.’), etc.

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Pan Lloyds High-flyers — Listening and Speaking 22

Part 1 Part 1

Date:

Marks:

Skills focused /14

• Categorisation skill

• Guess the meaning of unfamiliar words

Mum is telling Sophie a story.

Listen to the story. Choose the best answer by blackening the circle.

1. Which of the following pictures shows Allen when he was a little boy?

A. B. C. D.

2. What couldn’t Allen do?

A. throw a ball B. kick a football C. sit still

D. play games

3. What did Allen win in the All City children’s running race?

A. first place

B. second place C. third place D. fourth place

After- school fun After- school fun

5

track 19

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Marks:

/4 /3

Reading Aloud Part 1

Part 1

Skill focused

• Make simple sentences

After listening to the story and doing the interview, Sophie wrote down what she must do.

Read what she wrote.

Sophie is asking you some questions.

Answer the questions. Compare your answers with a partner and practise the conversation.

1. What is your favourite subject in school?

2. What is your favourite after-school activity?

3. How much time do you spend on this activity?

‘Must’ is the strongest modal verb. So speak with confidence when using ‘must’.

Professor English

Teacher’s Notes

track 21

Expression of Personal Experiences Part 2

Part 2

I must not spend all my time playing with my friends.

I must finish my homework every day.

I must study and prepare for tests.

I must balance hobbies and schoolwork.

= stress

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Date:

Assess ment Assess ment Assess ment

Pan Lloyds High-flyers — Listening and Speaking 30

Marks:

/13

Dad is talking to his son, Ryan.

Listen to the conversation. Choose the correct answer by blackening the circles.

1. Ryan’s dad doESn’t have to go to tomorrow.

A. sleep B. lunch C. school D. work

2. Where does Dad suggest they go?

A. the beach B. the cinema

C. the Japanese restaurant D. swimming pool

3. What does Ryan’s mum dislike?

A. hot weather B. cool weather

C. going out in the day D. sitting on the grass

4. What activity does Ryan suggest?

A. basketball B. badminton C. a car ride D. swimming Part 1

Part 1

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Picture Description Part 4

Part 4

Ryan is showing you a picture.

Study the picture and answer the questions.

1. Where are these children?

2. What did the boy in the middle win?

3. What is he holding?

4. How does the boy on the left feel?

track 33

Marks:

/4

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