TB 2 PDF
TB 2 PDF
TB 2 PDF
Contributors ................................................................................................................ i
Module 2 Course overview ......................................................................................... i
Unit 1 Introduction to the workplace............................................................................1
Unit 2 Organisations..................................................................................................17
Unit 3 The working week...........................................................................................28
Unit 4 Socialising ..................................................................................................... 39
Unit 5 Food and Drink ............................................................................................. 54
Unit 6 Sport and Exercise........................................................................................ 62
Unit 7 Attending a meeting ...................................................................................... 69
Unit 8 ASEAN Countries ......................................................................................... 81
Unit 9 Development assistance ............................................................................... 91
Unit 10 Tourist attractions ..................................................................................... 105
Unit 11 Tourism ..................................................................................................... 118
Unit 12 Travel abroad ............................................................................................ 131
Unit 13 Capital cities.............................................................................................. 149
Unit 14 Conference presentations ......................................................................... 165
Unit 15 Changes ................................................................................................... 179
Abbreviations ........................................................................................................ 193
List of positions / jobs ............................................................................................ 194
List of workplaces .................................................................................................. 195
Words used in instructions .................................................................................... 197
Vocabulary ............................................................................................................ 198
Irregular verbs ....................................................................................................... 219
English
For
Lao Government Officials
Module 2
Student Book
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
Module 2 Course overview
Topic Language Focus Vocabulary Skills
Unit 1 Imperatives Office furniture and Speaking/conversation: Introductions in the
Introduction to Prepositions of place/location equipment workplace; to turn on the computer
the workplace Responsible for + noun/ V-ing Workplace actions and Listening: listen and fill in the blanks; listen and
Contraction tasks draw where things are
Reading: Personal ID
Writing: Write about the procedure for arranging
a meeting, using ATM to withdraw money
Unit 2 Imperative use with direction International and local Speaking/dialogue: Asking for and giving
Organisations abbreviations organisations directions,
Gerunds directions survey about work place responsibility
Revise Responsible for + noun/ doing Personal ID information Listening: work place and responsibility
Workplace actions Reading: brochures of the work place
Writing: drawing/describing organisational chart
Unit 3 Present continuous for present and future Arranging to meet Listening: Telephone conversation on arranging
The working meaning Suggesting time to meet to meet
week Connectors of ‘reason’ Duties Speaking/Dialogue: making an appointment and
Dust cleaning diary
Reading: Dust on road needs to....
Writing: an email to arrange a meeting, a
response to the email
Unit 4 Requests – ‘would’ and ‘could’ Invitations and socialising Speaking: appointment for a social event;
Socialising Simple past vocabulary invitations and work responsibility survey;
adverbs of frequency and adverbial Like and dislike activities Dialogue: dinner conversation; leisure activities
phrases Listening: workplace information and duties
Simple present with third person singular Reading: work and duties;
Writing: Survey on work duties and
responsibilities workplace and spare time
activities
ii
Topic Language Focus Vocabulary Skills
Unit 5 How much, How many Foods and Drinks Speaking: Asking recommendation for a place to
Food and There is /There are Places to eat eat, Ordering food and Drink
Drink Some and Any Listening: Breakfast around the world
Countable and uncountable Reading: Food and restaurants
Writing: Favourite dish recipe and ingredients
Unit 6 Like/enjoy/ love+to /v-ing /noun Sport and exercise Speaking and listening: Talking about sport and
Sport and Present simple tense with third person Adverbs of frequency exercise places
Exercise singular Time expressions Reading: Sport and exercise
Time expression Writing: Fact File on favourite sport and exercise
Adverbs of frequency and write a paragraph about sport and exercise
Unit 7 Geographical terms Compass points: north, Speaking/Dialogue: compass points, asking about
Attending a Future with ‘going to’ west, east and south the provincial population, a survey about
meeting Comparisons more/less than Data terminology development needs
Approximations Distance terms Listening: a conversation about Sayaboury ,
geographical information and data
Reading: meeting agenda; geographical text of
Sayaboury Province,
Writing: descriptive geographical texts of provinces
Unit 8 Question words ASEAN countries Speaking: Conversation about Lao PDR
ASEAN Connectors Flags and their meanings geography
Countries Borders Listening: Development gap of young ASEAN
countries
Reading: Laos in ASEAN
Writing: Possible benefits and problems of
ASEAN nations
Unit 9 Comparatives and superlatives Development sector Speaking: economic/ regional information
Development Indefinite articles: a and an vocabulary Listening: Video development assistance in
assistance Future with ‘will’ Meeting agenda Sayaboury
Because and so Reading: Report on development assistance
Writing: Province development assistance
iii
Topic Language Focus Vocabulary Skills
Unit 10 If clauses - first conditionals Travel and tourism place Speaking: Asking for information & places to
Tourist ‘There is’/ ‘there are’ revision vocabulary visit in Laos
attractions Prepositions of time Lao tourist terms: Listening: National game in Oudomxay and
Present perfect Events and festivals Circus to mark Laos National Day
Reading: Cultural attractions for tourist in Laos.
Facts of Champasack Province
Writing: Write about your favourite place
Unit 11 Simple past ‘to be’ Tourist industry Speaking: Asking about well-known places in
Tourism Modals “should” and “shouldn’t” terminology Laos
Comparative and superlative adjectives Listening: A conversation about a place Julie has
Present perfect tense visited
Reading: Newspaper article about festivals & A
Rocket Festival
Writing: A Special event or Festival
Unit 12 Modals-“should” and “could” Travelling terminology Listening: find someone who has been to.....
Travel Abroad Modals- spoken and written form Speaking/conversation: practice saying the
“when” “where” times, Soumaly asks Julie about her trip to the
conference in china next week
Reading: Read about Laos’s tourist visa,
Writing: filling the forms
Unit 13 What’s it like? Hotel, shopping and Speaking: Checking in at the hotel; role play
Capital cities Imperatives restaurant terminology guest/receptionist
Comparatives as revision Listening: At the Hotel
Reading: Tourist information in brochure about
Bangkok
Writing: A city in an ASEAN country you have
visited
iv
Topic Language Focus Vocabulary Skills
Unit 14 questions ‘Which’ How many Development terms Speaking: At the Conference: presentation
Conference Present perfect for time ‘for, since, how Demographic terms abstracts, making choices of the parallel sessions,
presentations long’ Statistics/data information a group discussion and presentation about women
And “in the few years” words status and roles.
Comparatives: fewer, lower, higher, Listening: Conference presentation, world
more population
Reading: Women population statistics, promote
Gender Equality and Empower Women in Laos
Writing: paragraphs about the situation of Lao
women
Unit 15 Superlative adjectives using ‘most’ School vocabulary Listening: A dialogue about changes, some
Changes Present perfect, ‘ever’, ’never’ Language of ‘change’ changes in education, enrolment in Higher
Comparative & superlative of ‘good’ and Education
‘bad’ Reading: a newspaper article on road accidents
Contrast “ago” with “since” and “in the Writing: Report writing about changes in Laos over the
last few years’ last few years about traffic, road, agriculture or
education
Speaking: problems are discussed in the report, causes
of the problems
v
Unit 1: Introduction to the workplace Unit 1 Introduction to the workplace
Language focus:
3rd person singular ‘s’ – simple present
Responsible for + verb + ing
Responsible for + noun
Imperative
Contractions
Prepositions of place
Vocabulary
administration ການປົກຄອງ introduce ແນະນາ press ກ ົດ, ບີບ
ATM ບ ັດ ATM issue ອອກໃຫັ້ procedure ຂນຕອນ
ັ ັ້
budget ງ ົບປະມານ plug (into) ສບໄຟ, ສຽບໄຟ refrigerator ຕູເັ້ ຢັນ
button ປມ
ຸ່ left ເບືອ
ັ້ ງຊາັ້ ຍ right ເບືອ
ັ້ ງຂວາ
first ທີໜຸ່ ງ, ກອຸ່ ນອືຸ່ ນໝົດ pleased ຍິນດີ, ດີໃຈ withdraw ຖອນ
instructions ການແນະນາ
Pre-listening
a) Look at the picture and discuss with your class:
1. Who do you think is in this picture?
2. Where are they?
3. What are they doing?
4. What do you think they are saying?
Ms Julie Wilson is an Australian AID adviser. This is her
first day at work in the office of the Human Resource
Development (HRD) in Vientiane. She meets the office
staff, finds out where everything is in the office, finds out
the office procedures and gets instructions for using the office equipment.
b) Listen to the dialogue and answer the questions below. Do not read while you listen.
You can listen to the dialogue up to 3 times.
Questions:
1. Where are they?
2. What is Mr Khamsene’s position?
3. Where is the director?
c) Listen to the dialogue again and complete. Check the answers with the teacher.
Listen and repeat each phrase or sentence of the dialogue.
At the Office
Mr Khamsene: Good morning, Ms Wilson. Please come in.
Ms Wilson: Good morning.
Mr Khamsene: I’d like to welcome you to the office of
_________________________________________________ .
Ms Wilson: Thank you.
Mr Khamsene: My name’s Khamsene. I’m the _________________________
The Director and Deputy Director are at
___________________ today. They’re sorry they couldn’t be
here to meet you.
Ms Wilson: That’s fine. I’m pleased to meet you, Mr Khamsene.
Mr Khamsene: Pleased to meet you too, Ms Wilson. I’d like to introduce you
to the staff here.
Ms Wilson: That would be good.
2 English for Lao Government Officials Module 2
English for Lao Government Officials Module 2 2
Unit 1: Introduction to the workplace Unit 1 Introduction to the workplace
Speaking
Practice the dialogue in pairs. Practice it until you can say it without looking at your book.
a) Match the English with Lao translations of these workplaces. When you have finished
you can check your answers with the list of workplaces and organizations on the first
page of the unit.
English Lao
(a) Ministry of Education and Sports ັ້ ງການເຈົາັ້ ແຂວງ
_(k)_ ຫອ
(MoES) ___ ຫອ
ັ້ ງການພ ັດທະນາຊ ັບພະຍາກອນມະນດ
(b) Office of Human Resource ___ ກະຊວງກພສິກາ ແລະ ປຸ່າໄມ ັ້
Development (OHRD) ___ ກະຊວງການຕາຸ່ ງປະເທດ
(c) Ministry of Agriculture and Forestry ___ ອ ົງການສະຫະປະຊາຊາດເພືຸ່ອການພ ັດທະນາ
(d) Australian AID ___ ກະຊວງຍຕິທາ
(e) Ministry of Foreign Affairs (MFA) ___ ກ ົມປຸ່າໄມ ັ້
(f) United Nations Development ___ ກະຊວງສກສາທິການ ແລະ ກິລາ
Programme (UNDP) ___ ອ ົງການຊວ
ຸ່ ຍເຫືອສາກ ົນ ຂອງອ ົດສະຕຣາລີ
(g) Ministry of Justice (MoJ) ___ ກະຊວງປອ
ັ້ ງກ ັນຄວາມສະຫງ ົບ
(h) Ministry of Public Security (MPS) ___ ກ ົມອາຊຽນ
(i) Department of Forestry ___ ກະຊວງພາຍໃນ
(j) Department of ASEAN
(k) Governor’s office
(l) Ministry of Home Affairs
a) Work in groups of 4 to ask each other about the workplaces and positions. Use the
vocabulary list of workplaces and positions to complete the chart.
b) Make a class list on the board of workplaces and positions and practice the
pronunciation.
c) Group discussion: Work in small groups. Discuss among the group members about the
questions below. After the discussion, each group can report back to the class.
1. Do foreigners visit your office? When? Why?
2 What countries do they come from?
3. Where do they work?
4. Do you introduce yourself to them?
5. Do you meet foreigners outside the office? Where?
d) Presentation: One person from each group stands up and tells the class about their
group’s discussion. Others in the class must listen for the following information and
take notes:
After each group’s presentation, check your answers with the rest of your group and
then with the whole class.
Listening
a) Listen to the dialogue again and complete. Check the answers with the teacher.
Work in groups of four: Practice the dialogue. Practice it until you can say it without
looking at your book.
f) Find someone who is….: Stand up and walk around the class. Find someone who is
responsible for the work tasks below. You must ask “Are you responsible for ….?”
If someone answers “Yes”, write their names next to each responsibility. If they answer
“No”, ask another person. Try to get a name for each responsibility.
g) Report back. Stand in a circle. Your teacher and / or another student will ask, e.g.
“Did you find someone who is responsible for writing reports?” You will answer,
e.g. “Yes, …Keo…… is responsible for writing reports.” Listen to each other’s
answers.
h) Conversation: Introduce yourself to a partner. Take turns to be ‘A’and ‘B’. Use the
language below. Remember, the listener checks his/her understanding by asking
questions.
A B
My name is …..
I work for…...
I am responsible for… Did you say you work for ….?
I work for ….
I am responsible for ….
Did you say you are responsible for ….? No, I am responsible for …
Walk around the class and introduce yourself to others using the language above.
Remember to check your understanding.
Practice
a) Match the words below with the correct pictures of office equipment.
b) Work alone. What would you find in each room? Write the names of the office
equipment under the correct headings:
Kitchen Administration Library Meeting Room
Room
(e) refrigerator
c) Think of some other furniture items and add them to the list for each room above
in near
Listening
Look at the office building below. Listen to Khamsene telling Julie where things are in
the OHRD office. Write the name of each room, and write or draw where the office
equipment is. You can listen to the information up to 3 times.
After listening, check your answers with a partner and then with the whole class.
Speaking
a) Pair Work: First work alone. Look at the office building ‘A’. Decide what each room is
and what office equipment is in each room. Write or draw on building ‘A’.
Do not show your partner.
Office building A
In pairs, take turns to be student ‘A’ and ‘B’. ‘A’ says what each room is and what is in
each room.
e.g. The library is upstairs on the left. The filing cabinet is in the library.
‘B’ listens to ‘A’ and writes and draws what he/she hears about the arrangement in office
building ‘B’. Remember to use checking strategies.
Office building B
Check with your partner that your building ‘B’ is the same as their building ‘A’.
b) Match the verbs with the phrases below. The first one has been done for you.
4. have d. a meeting
7. make g. photocopies
8. have h. a fax
c) Look again at the picture of the OHRD office you completed in the listening task.
Where can Julie go to do these things?
e.g. send a fax – go to the administration office
With a partner, take turns to ask and answer questions about where you go to do things.
Check your understanding. Use the vocabulary from above.
For example:
A: Where can I make a telephone call?
B: In the administration office.
A: Did you say in the administration office? / Did you say the secretary’s office?
B: Yes, that’s right./ No, the administration office.
Pre-reading
Mr. Vandy is responsible for arranging visas for foreign visitors. He needs Julie Wilson’s
passport. Here are some words and phrases you will find on a passport.
Match the English words below with the Lao word.
Reading
Read the information in the passport below and answer the following questions:
What about you? Fill this form with personal information about yourself. You can get
these information from your passport or ID card.
Nationality: ………………………………..………………………………….....…
Listening
a) Match the words below with the pictures.
b) Listen to the teacher giving two sets of instructions, A and B, about how to do two
different things. Number the instructions in each set from 1-4 as you hear them. You can
listen to each set of instructions up to 3 times.
A B
____ put the paper on the machine ____ press the start button
____ lift the lid ____ lift the handset
____ press the green button ____ put the paper in
____ press the number of copies you want ____ dial the number you want
The imperative form of the verb is used for telling people what to do.
e.g. Give the passport to …
Put the paper in …
Press the red button.
Don’t press the start button.
c) Pair work: Take turns to tell your partner how to turn on the computer using the
language below with the use of sequence words: first, second, … then, next and finally.
A B
Next …
There are some important steps for arranging a meeting. First, …………………………
………………………………………………………………………………….…………
…………………………………………………………………………………….………
……………………………………………………………………………………….……
…………………………………………………………………………………….………
……………………………………………………………………………………….……
After the teacher corrects your writing, take notes of your mistakes and write the
paragraph again correctly. Put up on the wall of the classroom for others to read.
Writing
Write the instructions on how to use the ATM to withdraw money.
Unit 2 Organisations
Language focus:
3rd person singular ‘s’ – simple present
Contractions
Responsible for + verb + ing
Responsible for + noun
Prepositions of place
Imperative
Vocabulary
brochure ແຜນ
ຸ່ ພັບ implement ນາມາປະຕິບ ັດ policy ນະໂຍບາຍ
business card ນາມບ ັດ information ຂມັ້ ນູ project ໂຄງການ
cabinet ຫອ
ັ້ ງການກະຊວງ inspect ກວດກາ report to ລາຍງານໃຫັ້
citizen ປະຊາຊ ົນ knowledge ຄວາມຮູັ້ skills ທັກສະ
description ຄາອະທິບາຍ member ສະມາຊິກ turn (left, right) ລຽັ້ ວ (ຊາັ້ ຍ, ຂວາ)
develop ພັດທະນາ organizationອ ົງການຈ ັດຕງັັ້ plan ແຜນການ (n), ການວາງແຜນ (v)
directions ທິດທາງ objective ຈດປະສ ົງ
Unit 2 Organisataions
Listening
b) Listen to the dialogue again and complete. Check the answers with the teacher.
Julie: Excuse me, Could you tell me where the __________________ is, please?
Soumaly: Yes. It’s not far. _______________ at the corner here and then turn left at
the next corner. ____________ along Lane Xang Avenue for about 200
metres. The Ministry of Education’s on the ___________ .
Soumaly: No. Turn right at the first corner and then left at the next corner into Lane
Xang Avenue.
c) Follow the recording and repeat each phrase or sentence of the dialogue.
Speaking
a) Practise the dialogue in pairs until you can remember it.
Language note: giving direction
between next to on the left on the right turn left turn right walk past
across from near in front of on the corner of go straight on opposite
b) Work in pairs to create a dialogue similar to a dialogue of Julie and Soumaly to practice
asking for direction of the main places on the map. Use the language note to give
direction.
e.g. A: Where’s the Ministry of Education and Sports?
B: Did you say the Ministry of Education and Sports?
A: Yes, the Ministry of Education and Sports.
B: It’s …on …………………………..near ……………………...…………
Or
A: How can I get to the Ministry of Education and Sports?
B: Did you say the Ministry of Justice?
A: No, the Ministry of Education and Sports.
B: Go along ……………………………….. It’s …in front of ……………..
……………………… next to …………………………
Reading a map
a) Match the place names with the abbreviations. There is a list of abbreviations at the
back of the book. Practice the pronunciation.
MoFA
Look at the map of Vientiane. Match these place names with the descriptions of where
they are. Number “1” is done as an example.
Place names:
a. Ministry of Defense f. British Embassy
b. Ministry of Foreign Affairs g. Ministry of Finance
c. Prime Minister Office h. French Embassy
d. Ministry of Justice i. Bus Station
e. Ministry of Education and Sports
c) Look at the map of Vientiane. Listen to the teacher telling you where you are on the
map. Find that place on the map. The teacher will then give the directions from where
you are to another place on the map. The teacher will repeat the directions 3 times.
Follow her directions on the map and write the place to which the teacher is giving
directions.
Remember you can ask your teacher questions to make sure you understand the
directions given, e.g. “Did you say on the left?”
1. You are standing outside the Ministry of Education and Sports. (Find the MoES on
the map.)
The teacher is giving directions to ………………………….
2. You are standing outside Mahosot Hospital on Settathirath Road. (Find Mahosot
Hospital.) The teacher is giving directions to ………………..…………..
3. You are standing outside the Ministry of Foreign Affairs. (Find the MFA.)
The teacher is giving the directions to ……………..…………..
4. You are standing outside the British Embassy. (Find the British Embassy.)
The teacher is giving directions to ……………………………..
5. You are standing outside the Prime Minister Office. (Find the Prime Minister
Office)
The teacher is giving directions to ……………………….……
d) Look at the map. Complete the directions using words and phrases below.
e) Pair work: Work with a partner. Take turns to give directions to somewhere on the
map. Listen to your partner and say where he/she is giving directions to.
Remember to check your understanding by asking:
Pre-listening
a) Soumaly is asking Julie Wilson about her work in Laos. What do you think Soumaly
asks Julie? Brainstorm with a partner then complete the web map below.
Work
In Laos
Listening
a) Listen to the dialogue and circle T (true) or F (false) next to the statements below.
Do not read while you listen. You can listen to the dialogue up to 3 times.
Note:
This is Soumaly’s e-mail address: [email protected]
In e-mail address, “@” is pronounced “at”. A full stop (.) is pronounced “dot”.
For example:
Write; [email protected]
Say: “soumaly at gmail dot org dot com”
Look at Soumaly’s business card. Underline the workplace, her position and e-mail address.
Soumaly Luangbanthao
Head of HRD Secretariat Office
d) Create your own business card then exchange it with your classmates.
Reading
Julie will send Soumaly a brochure about the work of the National HRD Secretariat for
National Commission for HRD.
1. What is the address of the Office for National HRD Secretariat for the National
Commission for HRD?
……………………………………………………………………………………………
……………………………………………………………………………....................
2. ……………………......………………
3. ………………………….....………….
Introduction
Human Resource Development in Laos is important to the party and the government of
the Lao PDR. The objectives of human resource development in the Lao PDR are to:
- educate people to be good citizens who
love the country and live by the laws
- develop the knowledge and skills of
the Lao people.
The National HRD Secretariat for National Commission for HRD was reformed in January,
2014. It has 11 members.
Responsibilities
The National HRD Secretariat for National Commission for HRD is responsible for:
- planning policies for implementing the government’s HRD plan
- assisting ministries and organizations with implementing their HRD plans
Office
The office is responsible for:
- coordinating the work of the SSCHRD
- inspecting the work of the SSCHRD
- reporting to the president or vice- president of the SSCHRD
- reviewing and summarising reports from the ministry and provincial HRD
departments
- preparing documents for SHRD meetings
- reporting to the Cabinet of the Central Party Committee and to the Cabinet of he
Prime Minister’s Office.
e) Find the following words in the brochure and underline them.
1. summarising 5. inspecting
2. reporting to 6. assisting
3. coordinating 7. planning
4. preparing 8. implementing
Speaking
a) Survey: Walk around the classroom and ask four other people about their workplace.
Write their names and answers in the survey table below.
“Is your workplace responsible for ………………..?”
4
3
2
1
Supervising activities
Preparing documents
Summarising reports
Implementing plans
Organising training
Inspecting projects
Planning policy
Writing reports
Names:
b) Report to others in your class about one person whom you have talked to.
e.g. Vandy’s workplace is responsible for coordinating with other organisations, writing
reports and organising training. His workplace is not responsible for planning policy or
inspecting projects.
Writing
a) An organisational chart shows how a workplace is organised and who reports to whom.
In groups of four, look at the organisational chart below and try to complete the missing
information.
………………… bureau
President
……………..…….
Ministry of Education and Sports
Culture
Director
Cabinet of
LCHRD ……………….
Speaking
a) Pair work: Work with a partner to answer these questions about the chart.
1. Whom does the cabinet of the LCHRD report to?
2. How many people work at the cabinet of the LCHRD?
3. Whom does the LCHRD report to?
4. How many members does the LCHRD have in total?
5. Whom does the Central Committee for Organisation and Personnel report to?
Writing
Work individually to choose a workplace or an organisation which you know about.
Draw an organisational chart showing how the organisation or workplace is organised
and to whom it reports. Write a paragraph explaining the organisational chart.
Put your organisational chart and written paragraph on the classroom walls. Walk around
to read the paragraphs and study the organisational charts of the others.
27 English for Lao Government Officials Module 2
27 English for Lao Government Officials Module 2
Unit 33:The
Theworking
workingweek
week
Language focus:
Present Continuous for something happening now
Present Continuous for something planned for the future
Connectors: because and so
ັ້ ນ ັ້ ນ
residents ຜູອ
ັ້ າໄສ
dust ຂີຝ ຸ່ , ປັດຂີຝ ຸ່ workshop ກອງປະຊມວິຊາ
severe ຮນແຮງ ການ
get rid of ປັດສະຈາກ, ກາຈ ັດ
Listening
Soumaly and Julie are talking on the phone about their plans for the week, and arrange to
meet.
a) Listen to the dialogue and complete the information below.
Do not read while you listen. You can listen to the dialogue up to 3 times.
1. ………………………… is telephoning ………………………………….
2. Julie is ………………………………………………while Soumaly is telephoning.
3. Julie sent Soumaly …………………………………………………….…..
March
Sun 17
_______________________________________________________________
Mon 18
_______________________________________________________________
Tue 19
_______________________________________________________________
Wed 20
_______________________________________________________________
Thu 21
_______________________________________________________________
Fri 22
_______________________________________________________________
Sat 23
___________________________________________________
c) Listen to the dialogue again and complete. Check the answers with the teacher.
Receptionist: Good morning, this is the Office of HRD.
Soumaly: Can I speak to Julie Wilson, please?
Receptionist: e.g ……………………………………………………………
Julie: Hello, this ………………..… Julie Wilson ……...…………..
Soumaly: Hello, this is Soumaly Louangkhot.
Julie: Nice to hear from you, Soumaly.
Soumaly: Are you busy, Julie?
Julie: Yes, a little. ………………………………………… .
Soumaly: Thank you for ………………………. about the OHRD to me, Julie.
I’d like to talk to you more about your work. …………………………?
Julie: Yes, of course. What ……you …………on Friday? Are you free?
Soumaly: Sorry, I ………………………… you on Friday because I’m …………
for a workshop. What about Tuesday or Wednesday afternoon?
Julie: I ……………….. a workshop on Tuesday afternoon so I can’t meet
you then. Wednesday afternoon would be good. How about at 2:30?
Soumaly: Did you say 2:30?
Julie: Yes, 2:30.
Soumaly: 2:30 is fine
Julie: Good. So, see you here on Wednesday at 2:30.
Soumaly: See you then. Goodbye.
Speaking
a) Practice the dialogue in pairs. Practice it until you can say without looking at your book.
b) In the dialogue above, Julie is suggesting when to meet. Read the dialogue and
underline these three phrases:
c) Class work: Repeat each phrase or sentence of the mini-dialogues below after your
teacher.
A: What about Friday morning?
B: Sorry, I can’t meet you on Friday because I’m meeting Ms Wilson.
A: How about Tuesday?
B: Yes, Tuesday’s fine.
A: What are you doing on Friday? Are you free?
B: Sorry, I’m attending a workshop on Friday so I can’t meet you.
d) Half the class is ‘A’. The other half is ‘B’. Practice the mini-dialogue above together.
e) Practice the mini-dialogue in pairs. Take turn to be ‘A’ and ‘B’ Practice them until you
can say them without looking at your book.
f) Pair work: Below is the beginning of a telephone conversation. Work with a partner to
arrange the order of the conversation. Number the sentences 1-5.
____ May I speak to Soumaly Louangkhot, please?
____ Good morning, this is the OHRD.
____ Hello, Soumaly this is Julie Wilson.
____ One moment, please.
____ Hello, Soumaly’s speaking.
g) Check the order arragement of the conversation with the class. Then rewrite the
conversation in the correct order below.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
h) Work in groups of three. Practice the telephone conversation above using your own
names and workplaces. Take turn to be each person. Practice until you can say it without
looking at your book.
Practice
a) Work in pairs. Match the phrases (1-10) below with the correct purposes in the left
column of the table. One is done for you.
1. Say why you are phoning. _1_Could we meet to talk about your work?
2. Suggest a day and time to meet. ___ Sorry, I can’t meet on Friday because
I’m getting ready for a workshop.
3. Give reason why not. ___ Are you free on Wednesday?
4. Suggest another day. ___ So, see you on Wednesday at 2:30.
5. Agree on day and suggest time. ___ Yes, 2:30 is fine.
6. Check understanding of time. ___ Yes, see you then.
7. Confirm time. ___ Did you say 2:30?
8. Agree with time. ___ Yes, 2:30.
9. Check day/time. ___ Yes, I am. How about 2:30?
10. Confirm meeting. ___ Yes, what about Friday at 1:30.
Spelling:
Verbs ending in ‘e’ – drop the ‘e’ + ing, e.g. smoke / smoking
Verbs with a short vowel- double last letter, e.g. get / getting
c) Miming: What am I doing? Work as a class. One student mimes to the class something
he/she does at work. Others guess ‘What’s he/she doing?’
e.g. he’s typing a letter.
d) Pair work: Work with a partner. One student looks at Julie’s diary – A’ on this page.
The other students look at ‘Julie’s diary – B’ on the next page. Ask each other questions
to get information to complete Julie’s diary.
e.g. What’s Julie doing on …….. ?
Julie’s diary A
March
Sun 17
Mon 18
Tue 19
Sat 23
After you have finished asking and answering questions, check with your partner to
make sure that both diary pages have the same information.
Julie’s diary B
March
_______________________________________________
Sun 17
_______________________________________________
Mon 18 Attend workshop 8:30-4:30
_______________________________________________
Tue 19 9:30 - meet cabinet staff of OHRD
2:30- Visit UNDP project
_______________________________________________
Wed 20
_______________________________________________
Thu 21
_______________________________________________
Fri 22
_______________________________________________
Sat 23
_____________________________________________________
e) Work alone to fill in the activities in your own diary from 17-23 of March
Diary A
March
_______________________________________________
Sun 17
_______________________________________________
Mon 18
_______________________________________________
Tue 19
_______________________________________________
Wed 20
_______________________________________________
Thu 21
_______________________________________________
Fri 22
_______________________________________________
Sat 23
_____________________________________________________
e) Pair work: Work with a partner. Ask your partner what he/she is doing each day. Write
their answers on the diary page ‘B’ on the next page.
E.g. what are you doing on ………………………………?
What time are you ……………………………………?
Diary B
March
_______________________________________________
Sun 17
_______________________________________________
Mon 18
_______________________________________________
Tue 19
_______________________________________________
Wed 20
_______________________________________________
Thu 21
_______________________________________________
Fri 22
_______________________________________________
Sat 23
_____________________________________________________
f) Report back: Work in a small group. Tell the group about the working week of the
person whom you have talked to.
e.g. “Bounmy’s attending a workshop on Monday morning at 8.30. On Tuesday he's
writing a report. On …………………………………”
Reading
Pre-reading
a) Look at the title of the newspaper article. With your class, predict at least 3 things that
the article might say.
b) Group work: Do you know these words? Discuss the meaning in a small group and then
check against the vocabulary list on the first page of unit 3.
Reading comprehension
1. What causes Vientiane to look dirty?
2. Give an example of a dusty road in Vientiane.
3. What is a frequent cause of accidents?
4. Has there been anything done to deal with the dust? Provide some evidence from the
text.
Speaking
a) Work in group to discuss about dust/rubbish management in your village/community.
b) Make a list of things that can be done to deal with dust/rubbish.
c) Share the information of dust/rubbish management with other students.
d) Report to the whole class.
Writing
a) Pair work: Giving reasons. Work with a partner to connect the two sets of phrases
below using ‘because’ or ‘so’.
I cannot meet you on Monday.
I am attending a workshop on Tuesday.
I am not free on Wednesday.
I am meeting with officials at the Ministry of Education and Sports.
because / so
I cannot meet you then.
I am going to Sayaboury.
I am preparing for a workshop.
I cannot come to the meeting.
Check your answers in a small group and then with the whole class.
Grammar note:
Dear Ammaly,
I would like to meet you later this week to discuss the HRD plan for 2016.
I am attending a workshop on Tuesday and Wednesday, so I cannot meet you
then. Are you free on Thursday at 2 pm? Could you contact me to arrange a
meeting time?
I look forward to hearing from you.
Regards,
Julie
c) Pair work: Work with a partner to put in order the parts of Julie’s fax (1-4).
____ Julie suggests a time to meet.
____ Julie says what she wants Ammaly to do.
____ Julie says why she is writing the fax.
____ Julie gives a reason why she is not free.
Writing
a) Individual writing: Imagine you are Ammaly writing an email reply to Julie including
the following points in your email.
1. Why you are writing?
2. When you are tied-up and why?
3. Suggest a day and time to meet.
4. What do you want Julie do?
b) Exchange your email with a partner. Does his/her email include points 1, 2, 3 and 4?
c) Discuss with him/her about any unclear areas.
d) Edit all mistakes found and then hand in the email to the teacher to check, or write an
email to the teacher telling that you want to make an appointment with him/her, use the
questions above as a guide to write your email.
38 English for Lao Government Officials Module 2
English for Lao Government Officials Module 2 38
Unit 3: The working week
Unit 4 Socialising
Read about the work and social routines of a Lao government official
Language focus:
Polite requests / offers with ‘would' and 'should’
Vocabulary
always ເປັນປະຈາ pick you up ໄປຮ ັບເອົາເຈົາັ້
Unit 4 Socialising
March
_________________________________________________________
Sun 24
________________________________________________________________
Mon 25 Attend workshop 8:30- 4:30
_________________________________________________________
Tue 26 Meet Soumaly at 10:30
_________________________________________________________
Wed 27 9:30 - meet cabinet staff of HRD Office
_________________________________________________________
Thu 28 1:30 Meet – Australian AID office
_________________________________________________________
Fri 29 Lunch with Keiko
_________________________________________________________
Sat 30
_________________________________________________________
Speaking
Pair work: Work with a partner. Look at Julie’s diary. What is Julie doing this week?
What do you think Julie would ask Soumaly?
Listening
Soumaly arrives at Julie’s office for her appointment.
a) Listen to the dialogue and answer the questions below. Do not read while you are
listening. You can listen to the dialogue up to 3 times.
1. Where did Julie go yesterday? What did Julie say about it?
b) Listen to the dialogue again and complete the conversation. Check the answers with the
teacher
Making an arrangement
c) Follow the recording and repeat each phrase or sentence of the dialogue.
d) Half the class is Julie and the other half is Soumaly. Practice the dialogue together.
e) Practice the dialogue in pairs. Practice it until you can say it without looking at your
book.
Practice
a) Class work: Repeat the mini-dialogues below after your teacher.
A: Would you like to go for a picnic this Sunday?
B: Sorry. I can’t go on Sunday because I’m visiting my mother.
b) Practice the mini-dialogues in pairs. Take turns to be ‘A’ and ‘B’. Practice until you can
say them without looking at your book.
eg:
Would you like to go out for lunch?
Would you like a coffee?
eg:
Could you pick me up?
Could I have some paper, please?
c) Pair work: Below is an extract from the conversation between Soumaly and Julie.
Work with a partner to put the conversation in the correct order. Number the sentences 1-8.
Julie Soumaly
e.g __ Hello, Soumaly. __ Ok. I’ll meet you at your office at 11:30.
__ Yes. Could you pick me up at __ Hello, Julie.
my office?
__ Fine thanks. Are you busy?
__ How are you?
__ Well, would you like to go out for lunch
__ Yes, a little. I’m preparing
with me today?
documents for the workshop.
d) Check your answer with the class then rewrite the conversation in the correct order.
Julie: …………………………………………………………………………….
Soumaly: …………………………………………………………………………….
Julie: …………………………………………………………………………….
Soumaly: …………………………………………………………………………….
Julie: …………………………………………………………………………….
Soumaly: …………………………………………………………………………….
Julie: ………………………………………………………………………….…
Soumaly: ……………………………………………………………………….……
e) Conversation: Work in pairs. Complete the conversation below. Use your own words,
then practice the conversation and take turn to be ‘A’ and ‘B’.
A: Would you like to ……………………………………………………… ?
B: Yes, of course.
Listening
Brain storm: What do you talk about when you have dinner with people whom you work
with?
For example, family, politics, sport.
Pre-listening
a) Listen to the dialogue and tick () what Julie says. Do not read the conversation while
you are listening. You can listen to the dialogue up to 3 times.
Julie says:
1. ____ I’m busy at work.
2. ____ I’m preparing a trip to the provinces.
3. ____ I’m organising a workshop.
4. ____ Next month I’m attending a workshop in Champasack.
5. ____ I’m visiting 5 provinces next month.
6. ____ I went to an interesting workshop last week.
7. ____ Yesterday, I went to observe some HRD training.
8. ____ I often travel to Champasack for this project.
9. ____ In Australia I often travelled for work.
c) Listen to the dialogue again. Check the answers with the teacher.
d) Follow the tape recording and repeat each phrase or sentence of the dialogue.
e) Half the class is Julie. The other half is Soumaly. Practise the dialogue together.
Practice
a) Pair work: Some of the sentences below are about work and some about social life.
Write the sentences under the correct headings.
Last weekend, I went fishing at Thalat.
How’s work?
Are you busy at work at the moment?
I don’t often play sport.
What do you do on the weekends?
Do you often travel for work?
Do you like your job?
What did you do last weekend?
How often do you go to the provinces for work?
Do you often watch a video in the evenings?
Work Social
b) Match the questions and answers below. Write the correct answers in the space provided
below for each question.
1. How’s work?
………………………………………………………………………………………..
2. Are you busy at work at the moment?
……………………………………………………………………………………..…
3. Do you often travel overseas for work?
……………………………………………………………………………………….
4. What are you doing at work at the moment?
………………………………………………………………………………………..
5. How often do you work in the provinces?
………………………………………………………………………………………..
6. Do you like your job?
………………………………………………………………......................................
46 English for Lao Government Officials Module 2
English for Lao Government Officials Module 2 46
Unit 4: Socialising Unit 4 Socialising
Yes, very. We are organising a two- week workshop. It starts next week.
c) Pair work: Work with a partner to ask and answer the questions above. Use your own
information to answer those questions.
d) Group work: Work in groups of 4. Tell the group about the person you have
interviewed.
e.g. Souvathana works at …………………………….She is a ……………………… At
work, she ……………………….…………………………………………………………
e) Pair work: Work with a partner to complete the conversation with the phrases given
below.
A conversation between Khamsene and Julie who met each other before in Australia. They
meet each other again at the post office. Use the correct phrase from the list below to add to
the dialogue.
Really?
Check the answers with a partner and then check with the class.
f) Conversation: In pairs have a conversation about work. Take turns to talk about your
work. The listeners make appropriate responses to show interest and to keep the
conversation going. The listener can also check his/her understanding.
Pre-listening
Brainstorm: Do you know the meaning of these words? Discuss the meaning with a partner
and then check against the vocabulary list on the first page of this Unit.
Listening
The Office of the HRD invited Julie to give a short presentation about her work in Australia.
a) Listen to the presentation about Julie’s work in Australia and complete the text below
using the words in the box. You can listen to the text up to 3 times.
Thank you for asking me to give a talk about my work in Australia. I will talk about where
I worked, my position, my (1)…………………………………………. , and what kind of
things I did in my job.
In Australia I worked for the Department of Foreign Affairs and Trade (DFAT) in
Canberra. Canberra is the capital city of Australia. I was deputy (2)……………………..
of the Human Resources Development Department.
I was responsible for finding out the (3) ……………………………. needs of staff and
then (4)…………………………. and (5)……………………….. training. I was also
responsible for (6) ………………………. the work of the 15 staff in the HRD department.
Every week, I had many (7)……………………………. with staff and wrote training plans
and (8)……………………………. After training courses, I met with the staff to hear a
report about the training. I often had to travel to other cities in Australia for meetings and
(9)…….………………. .
So, that’s a short description of my work in Australia. Do you have any questions for me?
After listening, check your answers with a partner and then with the whole class.
In the simple past tense the verb changes. Most verbs are regular verbs and change by
adding ‘ed’ to the end of the verb.
Example: In Laos, I work at the Office of the HRD.
In Australia, I worked at the DFAT.
Some are called irregular verbs whose participles assume different forms. You can
find a list of irregular past tense verbs on the back of this book.
b) Find the past tense of these verbs in the listening text. Write the past tense of each verb.
Check your answers on the back of the book.
Pre-reading
a) Work in groups: Discuss the meaning of these adverbs of frequency:
never usually sometimes often always rarely
b) Use your dictionary to find out the meanings of the words in Lao and then arrange these
adverbs in the correct order along the line below:
Always
……………….
……………….
……………….
……………….
Never
Check your answers with the whole class.
Reading
a) Read the text below about Poumy’s work responsibilities. Then write true or false next
to each sentence.
1. _________ Phoumy always works in Vientiane.
2. _________ He seldom goes to meetings.
3. _________ He usually travels by plane to the provinces.
4. _________ Poumy can use a computer.
5. _________ Poumy never travels to another country.
6. _________ Phoumy has free time on Sunday.
Phoumy’s Work
Phoumy works for Savannakhet Cabinet office. He has many tasks in dealing with the
staff at the district level and he sometimes travels to the district to discuss with the
district governors about annual planning. He often attends the meetings every Monday
and Friday mornings and also attends workshops and seminars in Vientiane about twice a
year. He usually travels by car to the districts but sometimes he goes by motorbike to
monitor and inspect the project work.
After working in the office, he always writes a report. He usually uses the computer at his
office to type his reports. Once a year, Phoumy travels to another country for a meeting
or a conference about budgeting and planning.
Phoumy relaxes in the evenings because he is very busy at work during the week. He
likes to play sport once a week and on Sundays, he sometimes helps his wife selling
handicrafts. He doesn’t often get time to watch TV, but he reads the newspaper every
night. He never has time to visit his friends from Monday to Saturday, so he usually visits
them only once a month, on Sunday.
Phoumy likes his job because the work is interesting, but sometimes he is too busy.
b) Read the text again and complete the information about Phoumy.
What he does How often
Speaking
a) Survey: Walk around and ask others about how often they do things. Write the
information in the survey table below.
“How often do you ….?”
b) Sit in groups of four and tell the others what you have found out.
e.g. Khamsene writes reports once a month.
Writing
a) Find someone who: Stand up, walk around the class and find someone who likes to do
the following activities at weekends.
Ask: Do you like to play sport on weekends?
If they answer ‘Yes’, write their names.
If they answer ‘No’, ask another person.
Try to get a name in a space provided for each activity.
Name
……………………………….. likes to play sport.
……………………………….. likes to read.
……………………………….. likes to work in the garden.
……………………………….. likes to visit friends.
……………………………….. likes to go on a picnic.
……………………………….. likes to watch television.
……………………………….. likes to spend time with his/her family.
……………………………….. likes to go out dancing.
……………………………….. likes to drink beer.
b) Report what you have found out. Stand in a circle. Your teacher or another student asks,
for example, “Who plays sport on weekend?”
Take turns to answer. For example, “Vandy plays sport on weekends.”
Listen to each other's answers.
c) Write five sentences about the people you have talked to.
e.g: Chanthana visits friends on weekends.
Report back: After the group work, report to the class about someone you have talked to.
e.g. “Vankham likes his work because he travels a lot, but he doesn’t like writing reports
when he comes back.”
d) Tell others in your group what you like and dislike about your work. e.g. “I like
organising workshops, but I don’t like going to meetings.”
Practice
a) Pair work: Exchange texts with a partner. Read your partner’s text. Check grammar and
spelling. Choose one of your two texts and show it to another pair.
b) Group work: Work with another pair. Show the text you and your partner have chosen
for the other pair. As a group, choose one of the two texts and show it to another group.
c) Give the text you have chosen to another group. This group has to guess who the person
is.
Language focus:
Vocabulary
bamboo ໄມໄຜ
ັ້ ຸ່ noodles ເຂົັ້າປັ້ນ
bread ເຂົັ້າຈີຸ່ pandan leave ໃບເຕີຍ
chilli ໝາກເຜັ ດ papaya salad ຕາໝາກຮງຸ່
delicious ແຊບ popular ເປັນທີຸ່ ນິຍ ົມ
dish ຈານ/ອາຫານ prawn ກງັ້
favourite dish ອາຫານທີຸ່ ມ ັກ recommend ແນະນາ
food stall ຮາັ້ ນອາຫານແຄມທາງ ັ້
sauce ນາແຈວຸ່
fruit ໝາກໄມ ັ້ sausage ໄສກ
ັ້ ອກ
grilled(adj) ປີັ້ ງ snack ອາຫານວາຸ່ ງ
ັ້
juice ນາໝາກໄມ ັ້ spicy/hot ເຜັ ດ
lemon ໝາກນາວ sticky rice ເຂົັ້າໜຽວ
ັ້
meat ຊີນ waiter/waitress ຜູເັ້ ສີບຍິງ/ຊາຍ
Speaking
a) Work in groups of four to make a list of five common food and restaurants and put them
on the board to share with the class.
b) Match these foods with the pictures
c) Work in pairs. Make a list of five foods that you think are healthy and unhealthy.
Grammar note
Some and any
1. We use some and any with uncountable and plural nouns.
Have……………………………………….. orange juice with your breakfast.
Don’t drink……………………………juice between meals
If you want a snack , try……………………………nuts.
Practice
a) Complete the sentences with some or any.
1. It’s a good idea to drink …………………………fruit juice between meals.
Grammar note
How much and how many
When we ask questions we use:
Underline the correct alternative.
How many with countable/uncountable nouns and
How much with countable/uncountable nouns
Pre-listening
Ask your partner the questions below
What are your favorite foods?
What are the most well-known Lao foods?
What kind of food from other countries do
you like?
Listening
a) ‘Before dinner’
At her office in Laos, Julie asks the staff about places to eat. They talk about different types
of food and well-known restaurants.
Listen to the dialogue and answer the questions below. Do not read while you listen. You
can hear the dialogue 3 times.
Practice
a) Practice the dialogue until you can remember it; you can put your favorite dishes and
drink in the conversation.
b) Work in pairs, ask your partner the following questions and report back to the class.
1. Do you like to eat out? If yes, where would you like to go? If no, ask the next
questions.
2. What are your favourite dishes?
3. How often do you cook/make your own food?
Breakfast
1. Make a list of breakfast food.
2. Work in groups of four. Discuss: “It’s ok not to eat breakfast.”
Give reasons to support your opinion.
a) Listen to five people from different places talking about their breakfast. Fill in the
missing food and drink they usually have for breakfast.
Dimitry Well, for breakfast, when I have time, I have tea, usually, black tea with
lemon and lots of sugar. Never with milk. Then I have bread and cold (7)
…………….. and some cucumber as well. And then I sometimes have a small
(8) ……………….. or some (9) ………………. to finish.
Sonia In Brazil, we have very good tropical (10) ………………, guava, mango and
things like that, and we always have fruit for our breakfast-also we have
(11) …………….., of course, everybody knows in Brazil we have very good coffee,
and may be (12) ……………… and jam.
Jose I don't usually have breakfast. I don't have time because I go to work very early
about seven o'clock in the morning, so I just have a (13)……………….. for
breakfast, in a café with my wife Anita. But I usually stop work for a (14) ………….
at about eleven, half past eleven and go to a café near my office. I have another cup
of coffee and a nice big piece of tortilla-Spanish (15) …………………. made with
potatoes and eggs-it's really delicious.
Pre-reading
Work in pairs to ask
1. What are the traditional Lao dishes?
2. What is the typical Lao meal?
Reading
Read the text and answer the questions below.
2. On the street stalls, you can buy grilled chicken or fish. Another favourite Lao
food is laap. This is chopped meat or fish mixed with vegetables. Noodles are also
very popular. People often go to noodle shops at lunchtime.
3. Laos is famous for sticky rice. This is a special kind of rice and you eat it with
your fingers. Another food is kao lam. This is rice cooked with coconut milk in
bamboo. People like eating it as a snack at festivals especially at Boat Racing and
Thatluang Festivals. Kaiphean (river weed) is well known and goes with
Cheobong (Chilli sauce)and sausages from LuangPrabang.
4. Along the Mekong Bank you can find many bars and restaurants, you can also eat
food from many other countries in Vientiane Capital. There are French, Italian,
Chinese, Japanese, Vietnamese, Korean and Indian resturants and Swedish House
near Namphou. Most of the international restaurants are in the centre of the city.
They are usually more expensive than the Lao food restaurants.
b) Look at the sentences about some popular Lao dishes. Can you write the missing words?
The first two letters of a word are given.
1. Laap is ch……………….. meat or fish mixed with ve…………………………….
2. St…………….. rice is a special kind of rice. You eat it with your
fi……………….……
Writing
First, match the English words with Lao translation
a) Write a recipe and steps of how to make/cook your favorite dish in your note book.
b) Share the description of the dish with your partner and then discuss with each other
about unclear areas.
Start your description with: e.g. The name of a dish “Instant noodle soup”
Ingredients: - a pack of instant noodle
- some vegetables: morning glory, leek, coriander
- one egg
Steps: 1. Boil half a litre of water.
2. Put instant noodle’s seasoning, a little of salt and sugar into the boiling water
3. Add noodle, some prepared vegetables and egg
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4. Wait until the mixture boils and leave it for one minute
5. Pour all the mixture into a bowl and serve.
The name of the dish: …………………………………………………..
Ingredients:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………………………………………………….....
Steps:
1. …………………………………………………………………………………………….
2. …………………………………………………………………………………………….
3. …………………………………………………………………………………………….
4. …………………………………………………………………………………………….
5. …………………………………………………………………………………………….
6. …………………………………………………………………………………………….
7. …………………………………………………………………………………………….
Speaking
Present your favourite dish to the class. Start with the name of the dish, its ingredients and
cooking/making steps. This time you have to use sequence words to tell the steps.
Language focus:
like/enjoy/love + to / v-ing and like/enjoy/love + noun
Present simple tense with third person singular (ending-s and -es)
Time expressions: every morning/afternoon/evening, once/twice …a
week/month/year.
Adverbs of frequency: always, often, sometimes, rarely/occasionally and never.
Write a short paragraph about sport and exercise
Vocabulary
aerobics ການອອກກາລ ັງກາຍຕາມຈ ັງຫວະເພງ petanque ກິລາຕີບນ
ູ
badminton ກິລາຕີດອກປີ ກໄກ ຸ່ play/ player ຫິັ້ນກິລາຫິັ້ນກິລາ/ນ ັກກິລາ
competition ການແຂງຸ່ ຂ ັນ, ການຍາດແຍງຸ່ popular ເປັນທີຸ່ ນິຍ ົມກ ັນ, ມີຄ ົນມ ັກຫາຍ
cycling ຂີຸ່ ລ ົດຖີບ public ຂອງລ ັດ, ສາທາລະນະ
exercise ການອອກກາລ ັງກາຍ river ban k ແຄມນາັ້
finish ເຮັດໃຫແ
ັ້ ລວ
ັ້ , ສາເລັ ດ ັ້ ວາຍ
Sepaktakraw/ratten ball ກິລາກະຕຫ
football ກິລາເຕະບານ sport ກິລາ
gamesການແຂງຸ່ ຂ ັນກິລາ stadium ສະໜາມກິລາ
go jogging ໄປແລນ
ຸ່ ອອກາລ ັງກາຍຊາັ້ ໆ staff ພະນ ັກງານ, ຄະນະພະນ ັກງານ,
healthy ສຂະພາບດີ ັ້ ກິລາລອຍນາັ້
swimming ການລອຍນາ,
ັ້ ັກ
lose weight ການຫດນາໜ traditional ທີຸ່ ເປັນປະເພນີ, ທີຸ່ ເປັນຮີດຄອງ
ັ ັ້ ຈ ັດການ
organise ຈ ັດຕງ, volleyball ກິລາບານສຸ່ງົ
park ສວນສາທາລະນະ watch ເບິຸ່ ງ, ຊ ົມ
Patuxay Monument ປະຕູໄຊ
Speaking
a) Work in pairs. Make a list of sports and exercises that you know and then share your list
with other pairs.
b) Match the sports in the table below with the pictures
playing football playing tennis doing aerobic
running cycling playing volleyball
Listening
a) Listen to the conversation between Julie and Soumaly talking about the sport and places
for exercise.
Julie: Soumaly, where should I go for exercise?
Soumaly: Oh! Do you like playing sport or doing exercise?
Julie: I enjoy both.
Soumaly: What kind of sport do you like to play?
Julie: I like playing tennis and watching football.
Soumaly: Oh! It sounds interesting. To exercise you’d better go to the Mekong River
bank where a large number of people do some jogging, running, walking and
can enjoy fresh air at the same time.
Julie: Really! I may go there after work.
Soumaly: For football matches, you’d better go to the Sea Games football stadium.
There’s going to be a junior match between Malaysia and Cambodia soon.
Julie: I will go there beause I love watching football.
Soumaly:Julie, I’m going to join you.
b) Listen to the conversation again and repeat each sentence after the recording.
Speaking
Practice the dialogue in pairs. Practice it until you can say it without looking at your book.
You can add your own information for sports and exercises and places in the conversation.
Practice
a) Make three sentences using like, love and enjoy base on the rules above.
1. ……………………………………………………………………………………
2. ……………………………………………………………………………………
3. …………………………………………………………………………………....
b) Share your sentences with your partner about the kinds of sports that both of you
like/enjoy/love playing.
Pre-Listening
Ask your partner: What kind of sport and exercise do you enjoy doing?
When/where do you play sport/do exercise?
Who do you play sport/do exercise with?
Listening
Listen to the conversation between Julie and Khamsene talking about sports and exercises.
Take note of what kind of sport and exercise Khamsene enjoys doing. You can listen to the
conversation three times. Use the questions below to help you with the note taking.
Khamsene enjoys …………………………………………………………………………
…………………………………………………………………………………………….
…………………………………………………………………………………………….
He does …………………………………………………………………………………...
…………………………………………………………………………………………….
Share your notes with your classmates and then check the notes with the whole class.
Writing
a) Use the ideas below to write about yourself on a piece of paper. Give yours to the
teacher.
Fact File
Sport: I enjoy ………………………………………………… I also
love………………………………………………………………….
………………………………………………………………………
Exercise: I always …………………………………………………..
……………………………………………………………………….
Name: ___________________________
b) Your teacher will give you another student’s paper. Tell the class about this person, so
the other students can guess who he/ she is.
Example:
This person enjoys playing and
watching football, he also loves to
play badminton with his friends after
work. He usually does aerobics at
weekends. Who is it?
Grammar note
Present simple
1. Which of the following sentence describes:
- habit - something that is always true.
a. Julie likes to go jogging in the evening.
b. Julie comes from Australia.
Adding -s, -es -ies and change its form when a verb follows he/she/it
Notice these: have He has a dog.
go She goes to work every day.
try Kham tries very hard to win the game.
watch My son watches TV every evening.
spend Khamsene spends with his family at weekends.
How often?
2. The phrases below tell us how often things happen.
- every morning/afternoon/evening
- five times a week/month/year
- on Sundays/Mondays/Tuesday…etc.
- always, often, sometime, rarely/occasionally and never
Reading
Pre-reading
a) Match the vocabulary with the correct translation:
Reading task
a) Read the text below and answer the questions:
1. How many kinds of sport and exercise are there in the text?
2. What are they? Make a list.
3. When do most people do exercise?
4. Why are people doing sport and exercise?
5. What do some workplaces organise for their staff?
6. What kind of sport do most people take up at their workplaces after work?
7. What traditional sport can you see around the city?
8. What kind of exercise do people do at Patuxay Monument in the evening?
b) Read the text again and decide whether the sentences below are true or false. Write T or
F next to each sentence. If the sentence is false, correct it.
eg. . _False__ More people do sport and exercise in Vientiane.
1. _______ Many people do exercise at their workplace or in public parks.
2. _______ A lot of people like playing petanque.
3. _______ People go jogging late in the morning when the streets are busy.
4. _______ Only young people do exercise at Patuxay Monument in the evening.
c) Write the correct word in each sentence. The Lao translation is in brackets.
e.g. I do …exercise….. every morning before work. (ການອອກກາລ ັງກາຍ)
1. It is important to eat …………………………………….food. (ສຂະພາບດີ)
2. ັ້ ັກ)
I don’t eat much because I want to …………………………(ຫດນາໜ
3. ັ ັ້
We can ..…………………………………… a meeting next week. (ຈ ັດຕງ)
4. They are playing in a football …………………………………. (ການແຂງຸ່ ຂ ັນ)
5. There are ten ….………………...…….. in my office. (ພະນ ັກງານ)
6. Sepaktakraw is a ………………………………….…..…… sport. (ພືັ້ນບາັ້ ນ)
Practice
a) Put the letters in correct order to come up with the comprehensible words for different
kinds of sport or exercise. You can find all the words in the text.
1. KLAWING ____walking______
2. BLATFOOL ________________
3. MADBINNOT ________________
4. LLOVEYLLAB ________________
5. NATEPQUE ________________
6. NIGGOJG ________________
b) Ask your classmate to find out someone who likes doing sport and exercise.
e.g. 1. Do you go swimming at the weekend? If yes, fill in the name.
1. ……………………… goes swimming at the weekend.
2. ………………… …… likes walking along the Mekong riverbank.
3. ……………………… plays football with his friends.
4. ……………………… plays petanque.
5. ……………………… enjoy doing exercise.
c) Work in pairs to ask each other about the favorite sport and exercise
eg: 1. What is your favorite sport/exercise?
2. How often do you do each one?
3. When and where do you do it?
Writing
Use the notes to write a paragraph about your partner.
Start your paragraph like this:
Many people enjoy sport and exercise to stay healthy. Khamsene’s favorite sports are
……………………………………………………………………………………………
…………………………………………………………………………………………....
…………………………………………………………………………………………....
…………………………………………………………………………………………...
…………………………………………………………………………………………...
Swap the paragraph with your partners to check the mistakes. Rewrite the paragraph on a
piece of paper and then stick it on the wall, so other students can read it.
Language focus:
Vocabulary
area ພືນ
ັ້ ທີຸ່ , ເຂດ, ຂອບເຂດ poor ທກຍາກ
attend ໄປ(ໂຮງຮຽນ), ໄປ/ເຂົັ້າຮວຸ່ ມ(ປະຊມ) population ພົນລະເມືອງ, ປະຊາກອນ
border ເຂດແດນ, ພົມແດນ, ຊາຍແດນ province ແຂວງ
capacity ຄວາມສາມາດ,ສະຕິປນັ ຍາ regionເຂດ, ພາກ, ແຄວັ້ ນ
capital city ນະຄອນຫວງ rich ຮງຸ່ ັ ມີ, ອດ ົມສ ົມບູນ
east ທິດ/ພາກຕາເວັນອອກ rural ກຽຸ່ ວກ ັບຊ ົນນະບ ົດ
ethnic group ຊ ົນຊາດຫືເຜົຸ່ າພັນ south ທິດ/ພາກໃຕ ັ້
kilometers (km) ຫ ັກ, ພັນແມັດ square ສີຸ່ ຫຽຸ່ ມມນທົ
ົ ນ, ຮູບສີຸ່ ຫຽຸ່ ມມນທົ
ົ ນ
Pre-reading
Work in groups of four to find out and take notes of how meetings are organised and run
in different workplaces for example, topics of the meeting, agenda/activities during the
meeting, roles of chairperson and minute taker…etc. Then share the list with the class.
Reading
The Agenda
An agenda is a list of topics to be discussed at a meeting. It includes the name of the
meeting and when and where it will be held. Read the agenda of the meeting and answer
the questions.
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Questions:
1. What is the name of this meeting?
2. When is it being held?
3. Where is it being held?
4. What are they going to talk about in the first item on the agenda?
5. What are they going to talk about in the second item on the agenda?
6. What are they going to talk about in the next item on the agenda?
7. What are they going to talk about in the fourth item on the agenda?
8. What is the last item on the agenda?
Apologies
Members unable to attend the meeting is expected to inform the chairperson before the
meeting, and give their reasons.
For item 1 on the agenda, the chairperson presents their apologies to the meeting.
The chairperson says (for example):
“Mr Souksakhone and Ms Lattana send their apologies. They have left for the provinces
and cannot attend the meeting.”
Who is absent from your class today? Take turns to be the chairperson and give apologies
(with reasons) to the class.
Listening
Pre listening
Agenda item 3 is a report “Background information on Sayaboury Province”.
As a class, brainstorm what you think of the report to be about.
Listening task
Listen to the dialogue and answer the question below. Do not read while you are listening.
You can listen to the dialogue up to 3 times.
Julie and Khamsene are discussing the UNDP meeting that they are about to attend.
Practice the dialogue in pairs. Practice it until you can say it without looking at your book.
Then some pairs perform the dialogue for the class.
Practice
Do you know these words?
Square kilometers (km2) percent (%)
Class discussion: Look at the map and the questions below. Guess the answers to the
questions and discuss them with your classmates.
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Capital
Practice
Agenda item 3: Background information of Sayaboury Province.
a) In groups, read the following questions about Sayaboury Province and guess the
answers. Try to come to an agreement on the answers in your group.
1. What is the area of Sayaboury Province?
a. 17,389 km2
b. 60,389 km2
c. 16,389 km2
2. How mountainous is the province?
a. 56%
b. 65%
c. 69%
3. How much of the province is forested?
a. 32%
b. 42%
c. 52%
4. What is Sayaboury’s population?
a. 291,705
b. 291,507
c. 219,705
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Unit 7: ASEAN countries Unit 8 ASEAN countries
Practice - numbers
a) Practice with large numbers. Look at how we say and write large numbers in English:
16,389 km2 = Sixteen thousand, three hundred and eighty-nine square
kilometers
291,705km2 = Two hundred and ninety-one thousand, seven hundred and
five square kilometers
559 = Five hundred and fifty-nine
Speaking
a) Pair work: Look at the charts of ‘Provincial Populations. Student A looks at Chart ‘A’
and Student B looks at Chart ‘B’ on the next page.
Student A and Student B complete their charts by asking each other for the missing
information. Write the answers on the charts.
e.g. A: What province is the number 1?
B: Attapeu. What is the population of Attapeu?
A: 112,120 (eighty-seven thousand, eight hundred and twelve)
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1 112,120
2 Bokeo
3 225,301
4 Champasack
5 280,938
6 Khammouane
7 145,310
8 Luang Prabang
9 265,179
1 Attapeu
2 145,263
3 Borikhamsay
4 607,370
5 Houaphan
6 337,390
7 Luang Namtha
8 407,039
9 Oudomsay
Check your sentences with a partner and then with the whole class.
Reading
Pre-reading
The whole class discussion: Discuss Sayaboury Province with the use of the questions
below:
1. Where is Sayaboury?
2. How far is it from Vientiane?
3. What other information on Sayaboury do you have?
Reading task
a) Use the words in the box below to complete the missing information in this report about
Sayaboury Province. Check the answers with the class.
Sayaboury Province
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the districts in the north. The districts in the north are underdeveloped and Sayaboury
needs more roads, schools and ……………. services there. In 2013, Sayaboury
founded a new district named Saysathan located in a relatively remote area. The
economic potential of Sayaboury is to build the Hydro Power along the Mekong River
to generate the local income and to alleviate the poverty in line with the government’s
policy.
e) Read the text again and fill in the table below with the information on Sayaboury .
For example:
Practice
a) Rewrite these sentences about Sayaboury using more than, less than, or about.
After writing, compare your sentences with a partner’s sentences.
1. Sayaboury has a total population of 338,669.
……………....……………………….........………………………………
2. Sayaboury has a total area of 16,389 square kilometers.
…………....……………………………………....………………………
3. 65% of the land is mountainous.
………....………………………………………....………………………
4. 42% of the land is forested.
……..…………………………………….....…………………….………
5. Sayaboury comprises 543 villages.
…...………………………………………...………………………..……
6. 38% of the people live in the south of Sayaboury.
...…….……………………………………………...…………………..…
7. 27% of the people settle in the north of Sayaboury.
....……………………………………………………...…………………
Speaking
Look at the list of needs below. Find someone who needs these things in his/her village/
district/ province.
Stand up and go around the class to ask different students: “Do you need …… in your
province village/ district/ province.?” If someone answers “Yes”, write his/her name next to
the need. If he/she says “No”, ask someone else. Try to get someone’s name next to each
need.
a) Find someone who…………
Names:
_______________ needs more roads in his / her ……………………………...…..
_______________ needs more bridges in his / her ………………………......……
_______________ needs more primary schools in his / her …………………....…
_______________ needs more secondary schools in his / her …………………....
_______________ needs more hospitals in his / her ……………………….…......
_______________ needs more health clinics in his / her ………………………....
_______________ needs more airports in his / her …………………………….....
_______________ needs more doctors in his / her …………………………….....
_______________ needs more nurses in his / her ……………………………......
_______________ needs more teachers in his / her ………………………….......
_______________ needs more irrigation systems in his / her …………………...
b) Report your finding. Stand up in a circle. Your teacher and / or students may ask, “Who
needs……….?” Listen to each other’s answers.
e.g. Khamphone needs more teachers in his district.
Sengkeo needs more health clinics in her village.
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Development needs
hospital
school
b) Group discussion:
Work in groups of three or four. Discuss the following information on Luang Prabang
Province. Discuss the borders, the development needs and other important or interesting
information about the province.
Luang Prabang Province
Capital = Luang Prabang
Area = 15,370km2
Forest = 30%
Total population = 210,820
Districts = 7
Villages = 803
Ethnic groups = 60% Khmu
Location = (north? south? east? west? borders?)
Important/interesting facts?
Needs?
c) Work in group of three, write an introductory paragraph for a report on Luang Prabang
Province in your notebook. Read through the Sayaboury reading text again and then use
it as a model of how to write a report on Luang Prabang.
d) Put up your paragraph on the wall of the classroom. Read the paragraphs of the other
groups. Is the information the same in each paragraph? Can you find any grammar or
spelling mistakes in any of the paragraphs? Tell the class what mistakes you have found.
Do others agree or disagree?
e) As a class, decide whether the grammar and spelling are correct and write them on the
board. Ask the group to rewrite the report if necessary.
Writing
a) Work on your own.
1. Look at the Sekong’s statistics below.
2. Add more information on Sekong’s location, important/interesting facts and needs.
3. Write an introductory paragraph for a report on Sekong Province. Try to use ‘more
b) Add more information on one more province which has not been mentioned. Fill in the
table above and then compare the information with that of Sekong Province and
Sayaboury . Write sentences about the population, area and number of villages in the
three provinces using ‘more than’ or ‘less than’.
Write your comparisons in your notebook and then check them with a partner.
e.g. The population of Oudomsay is more than that of Sekong but less than that of
Sayaboury.
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countries
Language focus:
Revision of “WH’ questions connectors
Study of a paragraph structure
Practice of writing a good paragraph relating to the Laos as a member of ASEAN.
Vocabulary
Speaking
a) Brainstorming: What countries does Lao P D R share the border with? Work in pairs
to add countries that share borders with Laos.
Lao PDR
Practice
a) Listen twice to John asking Julie about Laos and then practice it with your partners until
you can remember the dialogue.
b) Role play to act out the conversation in front of the class.
Conversation
John is asking Julie about Laos while they’re working in the office in Australia.
John: Julie, I’d like to visit Laos on my New Year holiday. Can you tell me about
Laos?
Julie: Yes, of course. Laos is a small country sharing border with five neighboring
countries.
John: Oh, really! What are they?
Julie: They are Thailand to the west, Vietnam to the east, Cambodia to the south and
China and Myanmar to the north.
John: Interesting, what is the capital of Laos?
Julie: Vientiane is not so big but there are many interesting things to see.
John: I am looking forward to visiting Laos.
Julie: I am sure you will have a good time there.
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Government Officials
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Unit8:8 ASEAN
ASEAN countries
countries
Practice
a) Pair work: the countries in the region- write sentences describing different countries
sharing borders with Lao PDR.
e.g. Where is Vietnam? Vietnam is in the east of Laos.
1. Where is Cambodia? …………………………………………..……………….
2. Where is Thailand? ……………………………………………………………..
3. Where is China? …………………………………………..……...…………….
4. Where is Myanmar? ………………………………….………….……………….
b) Pair work: Borders with neighboring countries- write sentences describing the countries
sharing international borders with Laos.
e.g. Laos shares an international border with Vietnam to the east.
Write about:
Cambodia ………………………………………………………..………………
China ………………………………………..…………………………………..
Thailand …………………………………………………………………………
Myanmar…………………………………………………………………………
Listening
a) Look at the Map of ASEAN counties below. Ask your partner: Do you know these
countries?
Laos Thailand Philippines Malaysia Myanmar
Singapore Cambodia Indonesia Brunei Vietnam
Laos Thailand
Brunei Myanmar
Singapore Vietnam
Philippines Cambodia
Malaysia Indonesia
……………………….. ………………………..
……………………….. ……………………....
……………….……...
………………………..
……………….……...
……………….……...
……………….……... ……………….……...
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Unit8:8 ASEAN
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The blue represents peace and stability. Red depicts courage and dynamism. White
shows purity and yellow symbolizes prosperity.
Listening
a) Listen to the women talking about the development gap of the young ASEAN countries
and then fill in the missing words. Share the answers with your partner and then check
them as the whole class.
ASEAN members have recognized that there is a “development gap” between the
ASEAN six (Brunei, Indonesia, Malaysia, the Philippines, Singapore and Thailand) and
the (1)………………………….. of newest ASEAN members: Cambodia, Laos,
Myanmar and (2)……………………………., known as the CLMV. Therefore, in order
to give CLMV a (3)……………………………….. to catch up with the rest, the CLMV
counties have an (4)……………………………… three years, until end of 2018, to
implement all of the listed tariff (6)……………………….............. .
Practice
a) Work in pairs; discuss with your partner about the Development Gap text above.
1. What is the full name of ASEAN?
2. What does CLMV stand for?
3. Which countries were the first founding members?
4. Which countries are the newest ASEAN members?
5. What do you think of the benefits to be gained by Lao PDR from being a member
of ASEAN?
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Unit 8: ASEAN countries Unit 8 ASEAN countries
Grammar point
1. There are many two-word questions with how, what, and which
e.g. how long….? Which city….? What kinds of ……?
Reading
a) Can you explain the meaning of the Lao flag in English? Do you know when did Laos
join ASEAN?
b) Find out all of the capital cities of the ASEAN member countries and write them below.
c) Discuss with your partner: What does being a member of ASEAN mean for Laos?
Practice
a) Read the text and match the heading below with the paragraphs. Note that there is one
extra heading you do not need.
Laos in ASEAN
A. Laos, along with Myanmar, became a member of ASEAN on July 23, 1997. In a
speech to mark the 47th anniversary of the establishment of ASEAN, the Prime
Minister of Laos, Mr. Thongsing Thammavong, noted that: “Laos’ ASEAN
membership is the fruit of our consistent foreign policy of peace, independence,
friendship, and cooperation, aimed at contributing to the building of Southeast Asia
as a region of peace, stability and cooperation for development.” (LNTV News,
2014)
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Unit8:8 ASEAN
ASEAN countries
countries
B. Membership of ASEAN has given Laos the opportunity to take part in discussions
with other ASEAN nations on important regional issues, such as trade and
transnational crime. Laos can learn from the experience of the more industrially
developed ASEAN nations, and has received technical support as well as help with
human resource development from ASEAN member states and other dialogue
partners, such as Australia and New Zealand.
C. As ASEAN establishes itself as a single market and production base, Laos will be
better placed to attract more foreign direct investment. In recent years, there has
already been an increase in trade, investment and foreign tourist arrivals in the
country. Laos’ successful chairmanship of ASEAN in 2004-2005 raised the
country’s profile internationally. Subsequently, Laos was entrusted to chair and host
various important regional and international meetings. In 2016, Laos will assume the
ASEAN chairmanship for the second time.
D. There are also, however, challenges for Laos in being a member of ASEAN, namely a
lack of funds and a lack of skilled staff. Attending ASEAN meetings is expensive.
There are more than 500 ASEAN meetings every year, and as there is no funding
provided by ASEAN to attend these meetings, all ASEAN member countries have to
pay for themselves. Travel and per diem costs, as well as contributions to the ASEAN
budget, cost the country more than US$3 million a year.
E. Another challenge for Laos is its lack of skilled human resources. A large number of
English-speaking Lao government officials are needed to attend ASEAN meetings.
They also need to have a good understanding of international law and international
economics. This remains a significant challenge for Laos as it marks its 17th
anniversary of ASEAN membership. As ASEAN moves forward to form an ASEAN
Economic Community by the end of 2015, it is important that the voice of Laos does
not go unheard.
Practice task
a) Decide if the sentences below are true or false. If the sentence is false, correct it.
1. _T_ Laos and Myanmar became members of ASEAN in 1997.
2. ____ Trade and investment in Laos has decreased in recent years.
3. ____ Successfully chairing the ASEAN Summit in 2004 raised Laos’
international profile.
4. ____ Laos will assume the ASEAN chairmanship for the third time in 2016.
5. ____ ASEAN will form an ASEAN Economic Community by the end of 2015.
6. ____ It is important that the voice of Laos is heard at ASEAN meetings.
b) Complete the sentences with one of the words or phrases below.
Writing
Grammar: Connectors
Connectors are used to add new ideas: and, also, in addition, moreover, furthermore,
e.g. Not everyone enjoys staying at home watching television. Some people prefer going
out to movies instead. Also/In addition, some people prefer staying at home doing other
things such as reading books and working around the house. However, some people love
to stay home
Connectors are also used to contrast our ideas: but, although, while, in contrast,
however
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Unit8:8 ASEAN
ASEAN countries
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Sentence structure
a) Group discussion: Being an ASEAN Community could bring several advantages for
ASEAN nations. What are the possible benefits for ASEAN member states?
b) Brainstorm: Work in groups of 4 or 5 and have discussion on the topic below with
your group and then take notes of what your group has talked about and write it down in
the table below:
boost foreign direct investment (FDI), Govt. will lose some revenue by lowering
therefore bringing more jobs tariffs on imports
Writing
a) Work in pairs: Write a paragraph about the benefits and possible problems of the
ASEAN nations.
Topic: The benefits and possible problems of the ASEAN nations
Topic sentence: There are some benefits and possible problems of the ASEAN nations.
Benefit 1: What is it? Give at least one example.
Benefit 2: What is it? Give at least one example.
Problem 1: What is it? Give at least one example.
Problem 2: What is it? Give at least one example.
Second,……..……………………………………………………………………………...…
…………………………………………………………………………………………………
……………………………………………………………………………………….....….
However, ……………………………………………………………………………..........
………………………………………………………………………………………………
……………………………………………………………………………………......…….
……………………………………………………………………………………......…….
Activity
a) Exchange your paragraph with other partners to share ideas and check whether there are
mistakes or not.
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Language focus:
Comparative adjectives e.g. poorer than
Superlative adjectives e.g. the poorest
The indefinite article ‘a’ / ‘an’
Future with ‘will’/ because /s
Vocabulary
assistance ການຊວ
ຸ່ ຍເຫອ
ື development ການພ ັດທະນາ northern ທາງເໜືອ
assist ຊວ
ຸ່ ຍເຫືອ district ເມືອງ presentation ການນາສະເໜີ
ັ້
build ສາັ້ ງຂນ import ນາເຂົັ້າ southern ທາງໄຕ ັ້
Speaking
a) Work in group: Do you know these words and phrases? Discuss their meaning with your
group and then check the vocabulary list in the first page of the unit.
b) Work in Group: Work in small groups. Look at the map of Sayaboury Province and
answer the questions below.
Capital
1. What can you remember about Sayaboury Province from the last unit?
2. What else do you know about Sayaboury ?
3. What kind of crops does Sayaboury grow?
4. What does it export?
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Dialogue
a) Listen to the dialogue and answer the questions below.
Do not read while you are listening.
You can listen to it up to 3 times.
Follow-up tasks
a) Listen to the dialogue again and complete it. Check the answers with the teacher.
b) Listen and repeat each phrase or sentence of the dialogue.
c) Practice the dialogue in pairs. Practice it until you can say it without looking at your
book.
Spelling:
The spelling of adjectives in comparative sentences changes:
1. adjective + er
e.g. poor - poorer
2. If the adjective has a short vowel, double the last letter and + er
e.g. hot - hotter
3. If the adjective ends in ‘e’, + r
e.g. nice - nicer
4. If the adjective ends in ‘y’, change ‘y’ to ‘i’ + er
e.g. easy - easier
a) Pair work: Look at the table. Put the adjectives under the right headings.
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c) Pair work: Work with a partner to make sentences comparing provinces in Laos. Use
the adjectives below.
…………………….……………………………………………………………………
…………………….……………………………………………………………………
…………………….……………………………………………………………………
…………………….……………………………………………………………………
…………………….……………………………………………………………………
…………………….……………………………………………………………………
e) Ask your partner to check your sentences and then check as whole class.
Name:
______________________ 1. Where is the biggest waterfall in Laos?
______________________ 2. Where is the oldest temple in Laos?
______________________ 3. What is the longest river in Laos?
______________________ 4. What is highest mountain in the world?
______________________ 5. What is the longest river in the world?
______________________ 6. What is the smallest province in Laos?
h) Quiz: Work in groups. Think of three more questions like those above.
1. ………………………………………….……………………………..
2. ………………………………………….……………………………..
3. …………………………………………….…………………………..
Each group takes turns to ask the other groups the questions they have written.
Any group that answers a question correctly gets a point. The teacher will write the points
for each team on the board. When all groups have asked their questions, the group with the
highest points is the winner of the quiz.
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i) Conversation: In small groups, one person starts talking about an important region or
place in Laos and gives reasons why he/she thinks so. The others make appropriate
responses to keep the conversation going, ask questions to check their understanding and
add more information. Everyone in the group takes turns to be the presenter and the
audience.
Listening
Julie and Khamsene are going to watch a report relating to issues on the agenda at the
meeting. The item is about the development assistance in Sayaboury . Watch this video
and complete the tasks below.
https://www.youtube.com/watch?v=vVyQQiLDQFw
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2. What is the MDG maternal health goal for Laos for 2020?
………………………………………………………………………………………….
………………………………………………………………………………………..…
3. What was the purpose of the visit by the ADB Country Director to Sayaboury
Province?
…………………………………………………………………………………………
…………………………………………………………………………………………
8. What are the major constraints (problems) faced by the implementation for the Health
care strategy in Lao PDR
………..............................................................................................................................
…......................................................................................................................................
After listening, check your answers with your group and then with the whole class.
Practice
a) Survey: Walk around and ask the others in the class about development projects in their
provinces. Write the information in the table below.
… build roads
… improve education
… build schools
… build hospitals
b) Report back: After the survey, report to your group about two of the projects you have
found out.
c) Work alone: Write 3 sentences about the projects you have found out.
e.g. The Japanese government assists with a project to improve hospitals in Sayaboury
.
Reading
After the meeting, Kelly will read a report about development assistance in Sayaboury
Province.
a) Brainstorm: What do you think the report will say about development assistance in
Sayaboury ? Work in small groups and write down your ideas.
Development
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b) Report reading: Read the text and then answer the questions
Before the health project began, there were no health facilities outside the provincial and
district hospitals. Maternal and infant death rates were very high. Health staff were under-
trained. Transport and communication was limited and there was a lack of medical
equipment.
Save the Children trained village health volunteers and traditional birth attendants. They
also established and operated village clinics for mothers and babies and provided essential
equipment to district hospitals and clinics. They promoted exclusive breastfeeding until
children were aged 6 months and gave families some recipes for healthy foods made from
local products.
By 2009, health indicators had improved. Life expectancy in the province was 71 years
(both genders) compared to 56 years nationally. The maternal death rate had decreased
from 218 per 100 000 live births in 1998 to 110 per 100 000 in 2009; the infant mortality
rate was 2.4% compared with a national average of 8%. The rate of exclusive
breastfeeding at 4 months of age increased from 28% in 1999 to 66.2% in 2004. Finally,
94% of the population now lived within 5 kilometres or 60 minutes’ walk to a fixed health
facility.
https://www.youtube.com/watch?v=vVyQQiLDQFw
Questions:
1. Why did Sayaboury Province receive development assistance?
2. How many organisations assisted Sayaboury Province in 1996?
3. List three ways in which health had improved by 2003.
4. What did Save the Children do to improve children’s health?
5. What does 2.4 % refer to?
c) Check your answers with someone else and then with the class.
Practice
a) Brainstorm: What does your province grow? Work in groups of four. Write your
answers below.
Grow
b) Survey: What do you grow in your province and what do you export? Walk around and
ask four other people the following questions.
Write the answers in the table below. 1 is done as an example.
1. What province are you from?
2. What does your province grow?
3. What agricultural products does your province export?
4. Where does it export them?
No Name Province Agricultural Exports Where?
. products
1 Somchai Champasack coffee, rice coffee Thailand
c) Conversation: In small groups, talk about what you have found out in your survey.
As you listen, use strategies to check your understanding and to show interest in the
conversation
That’s interesting
Show interest
Also, ………
Add information Yes, and did you know that……?
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d) Complete the following text about Sayaboury . Use ‘because’ , ‘so’ and the past tense of
the verbs below.
The districts in the north of the province are the poorest (3)……………………… they
(4)……………………….. the most assistance. UNDP(5) ……………...……….. roads
and irrigation systems(6) ………………….…. people can grow and export more
agricultural products. UNICEF (7)………..……………………………….….. develop
schools and (8)……………………...….primary school teachers(9) …………………
more children can go to school. The Japanese government built more hospitals(10)
…………………………... there were not enough hospitals.
Writing
a) Group presentation preparation: Work in groups of 4 or 5 to prepare a presentation
about a province. Use information from your discussions, the survey and your own
knowledge to help you do this.
b) Choose a province that you know something about. Brainstorm information about the
province. Write them under the correct headings below:
d) Group presentation: Each group presents their information to the class. Other groups
listen for the following information and write the answers below.
Report back after each presentation: After the presentations, check your answers with
the rest of your group, then with the whole class.
e) When all the presentations are completed, divide into four groups.
Each group chooses one of the topics below.
1. Exports
2. Development needs
3. Types of projects
4. Development assistance partners
f) Brainstorm all the words you can think of associated with your group’s topic. Write
them on a piece of paper. Put up the paper on the classroom walls so that everyone can
see it. Walk around and read the other group’s ideas. If you don’t know some of the
words, ask “Excuse me, what does ……… mean?”
Writing
Individual writing
Write about 100 words the province your group has chosen for your presentation. Use the
text about Sayaboury as a model and use information from your group presentation.
Further practice
a) Swap texts with a partner. Read each other’s texts. You can ask questions to find out
more information.
e.g. When will UNDP assist with education?
Why does Sayaboury need more schools?
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Touristattractions
attractions
Language focus:
First conditionals (If he comes to school early, he will understand the lesson well.)
There is/ there are
Prepositions of time: in, on, at
Present perfect tense
Vocabulary
accommodation ບອ
ຸ່ ນຢູຸ່ damage ຄວາມເສຍຫາຍ ັ ັ້
rocket festival ບນບງໄຟ
acknowledged ເປັນທີຸ່ ຍອມຮ ັບ declare ແຈງ,
ັ້ ບອກໃຫຮ
ັ້ ູັ້ scattered ແຕກຫືຢາຍກະຈ ັກ
agricultural products ຜະລິດ delicious ແຊບຫາຍ ກະຈາຍ
ຕະພ ັນກະສິກາ dolphin ປາໂລມາ, ປາດ ົນຝິນ stupa ທາດ
attraction ດງດູດຄວາມສ ົນໃຈ event ເຫດການ ັ້ ດ
suggestion ຂຄ ິ ເຫັ ນ
ັ້ ລະເບີດ
bombing ການຖິມ export ສຸ່ງົ ສິນຄາັ້ ອອກ
surprise ຄວາມຕືຸ່ ນ, ຄວາມປະ
burial rituals ພິທີຝ ັງສ ົບ ັ້
happen ເກີດຂນ
ຫາດໃຈ
celebrate ສະຫອງ massage clinics ຄຣີນກ
ິ ນວດ
tourist ນ ັກທອ
ຸ່ ງທຽຸ່ ວ
commerce hub ສູນກາງການຄາັ້ mystery ຄວາມລກລ ັບ
unexploded bombs ລະເບີດບຸ່
competition ການແຂງຸ່ ຂ ັນ national holiday ວ ັນພ ັກແຫງຸ່ ຊາດ ທັນແຕກ
complex ຫຍງັ້ ຍາກ, ສ ັບສ ົນ parade ການແຫຂ
ຸ່ ະບວນ unique ມີຢອ
ຸູ່ ັນດຽວໃນໂລກ
contact ການຕິດຕຸ່ ພ ົວພ ັນ relaxing atmosphere ບ ັນຍາກາດ World Heritage site
ພ ັກຜອ
ຸ່ ນຢອ
ຸ່ ນອາລ ົມ ສະຖານທີຸ່ ມລະດ ົກໂລກ
Speaking
a) Look at the picture and discuss with a partner:
Have you ever been to these places? Match the pictures with the places. Write the name
of a place under each picture.
1. ……………………………... 2. ……………………..………
3. ……………………………... 4. ………………....………….
b) Group work: In small groups discuss interesting places to visit in Laos. Tell the class
where your group would advise a foreign visitor to go and give reasons.
c) Listen to the dialogue and then work with a partner to ask and answer the questions
below. Do not read while you listen. You can listen to the dialogue up to 3 times.
1. Where is Champasack?
2. How can you get there?
3. How long does it take to get there?
4. What is there to see in Champasack?
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d) Listen to the dialogue again and complete it. Check the answers with your teacher.
Julie: Khamsene, I have a week’s holiday soon. Where’s a good place to go?
Khamsene: Well, you could go to Luang Prabang. It’s always interesting there.
Julie: Mmm
Khamsene: Or you could go to Champasack ____________. It’s an interesting
province. Wat Phou, a temple that is older than Angkor Wat, is located
in Champasack.
Julie: Sounds interesting.
Khamsene: If you go to Champasack this month, you will see ________________.
Julie: Oh? How can I get to Champasack?
Khamsene: Well, you could go __________________ or ___________________.
Julie: If I go by bus, how long will it take?
Khamsene: It usually takes about ______________, but sometimes it takes longer
because some part of the road from Borikhamxay to Khammouan is
under the reconstruction and some part from Savannakhet to Pakse’s as
well.
Julie: Really? Twelve hours!
Khamsene: Yes, But if you go by plane, it takes only ________________.
Julie: I see.
Speaking practice
a) Follow the record and repeat each phrase or sentence of the dialogue.
b) Practice the dialogue in pairs. Practice it until you can say it without looking at your
book.
Further practice
a) Pair work: Find phrases in the dialogue that match 1-3 below.
1. Asking for suggestions:
………………….……………………...…...……….…..………….........................
2. Making suggestions:
………………………………………………...………….....……..….....................
…………………………………………………………………………...................
c) Find and underline the if sentences in the dialogue and write them below.
.………………. …………………………………………..……………………………..
..………………………………………………………………………………………….
……………………………………………………………………..…………………….
d) Class work: First read the mini-dialogues below. Then listen and repeat each phrase or
sentence of the mini-dialogues.
A: Where’s a good place to stay in Luang Prabang?
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Listening
a) Do you know these words? Match the English with Lao words. Then check with your
classmates. Number 4 is done as an example.
Practice
a) Listen to what events are on in Oudomxay in the year 2014. Complete the missing
information of the events below. You can listen to the text up to 3 times. After listening,
check your answers with a partner and then with the class.
What’s On
The northern province of Oudomxay will host the National Games with 25 different
sports involved in the competition. The games will help to………………….. Lao
professional sports and boost local development and tourism in the province. It is
expected to draw ……………………………. of sports enthusiasts, players and
visitors to the province.
How to go: Visitors from Vientiane can get there by airplane or by bus from the
Northern Bus Station.
Date: November 25-30 at 7pm for weekday shows Saturday will have three shows
each at 9:30 am, 3:30 and 7:30.
There is and there are don’t need a subject (there takes the place of the subject)
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Follow-up tasks
a) Write about ‘What’s on in Vientiane Capital from Vientiane Times and Sethakhit
newspapers using there is / there are, and information from the listening.
b) Group work: Work in groups of four to discuss when these festivals or national holidays
are held. Write the month and / or dates to complete the information below.
c) Discuss among the group members about the activities people do in each festival or
national holiday and then share your group’s information with the other group
d) Work in pairs. Match the phrases below with the language from a to j. Check the
answers with the class.
Language
1. If you stay in a ………..……., it’ll …….……….., or, if you stay in a …………….,
it’ll .........................………………
2. How can I get there?
3. You could go to see……………………..….. or …………………………………
4. Sounds interesting.
5. If you go by ……………………….., it’ll take ………………………, or if you go
by……….………………….., it’ll take …………………..………………
6. That sounds interesting. And where's a good place to stay?
7. Where’s a good place to go for…………………………….?
8. I see. And is there anything interesting to see?
9. Really?
10. You could go to ………….…..…….. or you could go to ……………………….
a) Conversation: In pairs, have a conversation about a trip in Laos. Take turns to be the
one who wants to go on holiday somewhere. Ask your partner for his/her advice about
where to go.
Your partner makes suggestions and explains alternatives on where to go, how to get
there, what to see and where to stay. The listener shows interest and keeps the
conversation going by using the strategies below.
Reading
a) Brainstorm: Work as a whole class. What do you know about cultural attractions for
tourists in Laos? Write down your ideas.
…….…. temple
Cultural
attractions
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Unit 10 Tourist attractions
Practice 1
a) Work in groups of three, each one reads the texts about Lao cultural attractions below
and then report each other the main idea of each text.
Cultural attractions for tourists in Laos
Practice 2
a) Read the text and complete the table below using information from the text about
Champasack and check the answers with the class
Champasack Province
Champasack Province is located in the southern part of the country, and shares borders
with Thailand to the west, and Cambodia to the south. It is the third biggest province in
Laos, with a population of over 640 000, including Lowland Lao, Highland Lao, Khmers
and many unique ethnic minority groups. It has an area of 15 415 square kilometers. The
province is also famous for the production of Lao coffee, tea, rattan and other agricultural
produces. The capital city is Pakse.
The easiest way to get to Champasack is to fly to Pakse, but you can also go by road.
Pakse is about 12 hours drive from Vientiane. From Pakse you can travel by road to other
places in the province of Champasack.
Pakse (Pakxe) is the capital city of Champasack Province of southern Laos, and the fourth
largest town in the country. It is as a major transport and commerce hub for southern Laos.
If you plan to go to the Bolaven Plateau, Wat Phou, Si Phan Don (4,000 Islands), the Xe
Pian National Protected Area, or Lao Ngam and Tad Lo (water fall) in neighboring
Salavan Province. Pakse is an ideal base. The city has friendly locals with its relaxing
atmosphere on the Mekong and Sedone Rivers. There are riverside restaurants and bars,
and numerous massage clinics.
There are also many tourist attractions in Champasack. In the south there is the Khon
Phapeng Waterfall, the largest waterfall in Asia. It is also known as the “Niagara Falls of
the East’. Near the group of Four Thousand Islands (Si Phan Don) on the Mekong River,
you may see the fresh water dolphins living in the river. They can be sighted during the
dry season. Two hours drive east of Pakse is the coffee growing region of the Bolaven
Plateau. They grow delicious coffee there and export it to many countries.
Province:
Location:
Area:
Population:
Tourist Attractions:
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Unit10:
Unit 10:Tourist
Touristattractions
attractions
b) Work in pairs to ask each other about the text. Follow the example below.
A: Can you tell me what countries Champasack shares the border with?
B: Yes, Laos shares the borders with ………………………………..…….……….
A: How many people are there in Champasack Province?
B: …………………………………………………………………………………….
A: What are the tourist attractions in Champasack?
B: ……………………………………………………………………………………..……………….
Writing
a) Work in pairs to tell each other about the favorite place you have been to recently. Take
note while your partner is telling you about the place he/she has been to.
e.g. I’ve been to WatPhou. There are……………….. etc.
c) Use present perfect to make true sentences for you. Use ever, never, just, yet, since, for
and already in your sentences.
1. Send message in English
2. Eat out
3. Visit a famous place
4. Have a virus on your computer
Writing practice
a) Write about your favorite place you have been visited to promote it as the tourist
sightseeing in your notebook.
You can use the following points as a guide for your writing:
- The name of a place and its attraction (its beauty, location, size)
Eg. VangVieng is a small town in Vientiane province. It is situated on the Xong river and
the town is surrounded by the mountains. …..etc.
b) Exchange your writing with your classmate sitting next to you to check any mistakes,
discuss with each other for unclear information.
c) Edit your writing for a final draft and then rewrite it in a big piece of paper and stick it
on the wall so other students can read it.
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Unit11: Tourism
Unit 11 Tourism
Language focus:
Vocabulary
ັ ັ້
rocket festival ບນບງໄຟ What a pain! ເປັນຕາເຈັບແສບເດ!
tourism ການທອ
ຸ່ ງທຽຸ່ ວ What a pity! ເປັນຕາອີຕ ົນເດ!
That’s awful/terrible! ໂອເປັນຕາຢາັ້ ນແທ!ັ້ What a shame! ເປັນຕາເສຍດາຍເດ!
Unit 11 Tourism
Toursm
ັ ັ້
rocket festival ບນບງໄຟ What a pain! ເປັນຕາເຈັບແສບເດ!
tourism ການທອ
ຸ່ ງທຽຸ່ ວ What a pity! ເປັນຕາອີຕ ົນເດ!
That’s awful/terrible! ໂອເປັນຕາຢາັ້ ນແທ!ັ້ What a shame! ເປັນຕາເສຍດາຍເດ!
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Lao Government
Government Officials
Officials Module
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Unit 11:Tourism
Unit11: Tourism
Speaking
Practice asking and answering questions with your partner. One person plays the role of
Julie and the other Soummaly. You can put your own places in the conversation.
Practice
a) Use your own name and place to make up a new conversation and then practice it in
pairs until you can remember.
b) Hold the conversation in front of the class without looking at the paper or the textbook.
Listening
a) Listen to the dialogue and complete the sentences below. Do not read while you are
listening.
You can listen to the dialogue up to 3 times.
1. KongLor Cave was ……………………………………….……..…………………..
4. The guest house was very …………....…. but the food was very ………..……..
b) Listen to the dialogue and fill in the missing information in the dialogue below. You can
listen to the conversation for up to three times.
A conversation between Khamsene and Julie about a place Julie has been to.
Khamsene: How was your trip to Champasack, Julie?
Julie: Well, Khone Phapeng Waterfall was _________________, and Wat Phou
was very interesting, and there were enough ____________________.
Khamsene: Oh! Please tell me more!
Julie: First, I went to a hotel, but there wasn’t any room available. So I went to a
big guest house, but it was full too.
Khamsene: Oh dear!
Julie: So, finally, I found a room in ___________________________, but it
wasn’t ________________ and the food was very ______________.
Khamsene: Oh, what a pity!
Julie: Yes, I think they should _____________________________________.
Khamsene: Yes, I think so too.
Julie: Also, there wasn’t enough information for tourists about what to see in
Champasack, and how to ________________________________ there.
Khamsene: Really? I think the ____________ authorities should provide more
information.
Julie: Yes, I agree with you. Anyway, let’s have a coffee, and you can tell me
about what’s happening here.
c) Listen to the dialogue again and complete it. Check the answers with the teacher.
d) Listen and repeat.
e) Practice the dialogue in pairs.
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Government Officials
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Unit 11:Tourism
Unit11: Tourism
Practice
Grammar note: Reminder - simple past tense of verb ‘to be’
Present Past
is was
isn’t wasn’t
are were
aren’t weren’t
a) Read the dialogue. Underline the sentences that have the simple past tense of the verb
‘to be’.
b) Rewrite the sentences below using simple past tense of the verb ‘to be’:
1. There aren’t enough hotel rooms in Champasack.
...........................………….…………………………………….......………………
2. The guest house is very clean.
.………………………………………………………...........................................
3. The food isn’t expensive.
…………………………………………………………….…..……………………
4. There is enough information for tourists.
…………………………………………………………….…..……………………
5. There are enough places to eat.
……………………………………………………………....….…………………..
To show interest in what people are saying about problems they have, you can use
the following responses.
a) Work alone: Read the dialogue. Underline where Khamsene uses these responses.
Practice saying these responses.
Other modals like must and have to are used to tell someone the necessity of doing
something.
Eg: You have to take off your shoes at the temple.
A woman mustn’t touch a monk.
Read the dialogue again and underline the parts where they do these.
c) Pair work: Practice these mini-dialogues with a partner. Practice them until you can say
them without looking at your book.
A: I think more tourist information should be made available in the provinces.
B: I agree with you.
A: I think food shouldn’t be so expensive during festivals.
B: I think so too.
A: I think the tourist authority should inspect the cleanliness and service of those
hotels and guest houses.
B: I agree with you.
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Government Officials
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Unit 11:Tourism
Unit11: Tourism
Listening
a) Match the name of the places with the right pictures.
The Plain of Jars That Luang Stupa Phou Si That Ing Hang
(a)……………………........ (b)…….....….……………
Listening task
a) Listen to the following monologues from 1-4 and write the name next to each one
below.
Monologue 1: …………………….…………………………….
Monologue 2: ………………….……………………………….
Monologue 3: …………………………………………………..
Monologue 4: …………………………………………………..
Practice
a) Look at the tape scripts of each place at the back of the book and then choose two places
to make comparison between them. Look at the grammar note in the box provided
below to help you with the comparison sentence.
e.g: That Luang is older than That Ing Hang.
That Ing Hang is smaller than That Luang.
There are spelling rules when making change to the adjectives. Look back at Unit 8 to
review the spelling of comparative adjectives.
Adjectives with three syllables: Adjectives with three syllables do not change in their
spelling, but ‘more’ is used before the adjective in a comparative sentence.
Eg: Lao food is more delicious than French food.
Luang Prabang is more beautiful than Vientiane.
Reading
a) Brainstorm: Work in small groups. What should the government do to promote the
National Games and ensure everything goes well? Write down your ideas.
National Game
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Unit11: Tourism
Reading practice
a) Work in group: Read the newspaper article about the Stupa Festival and answer the
questions below.
b) Work in group. Read the texts about Elephant and That Phonh Festivals. Answers the
questions for each text to help you summarize the main ideas of the festivals.
Questions
1. When and where is the
ElephantFestival held?
2. Why is it organised?
3. What can we do at the festival?
Savannakhet
province will hold
its annual Phra That Questions
Phonh Festival next
month. The stupa 1. When and where is the That Phon
was built in the 16th Festival held?
century and is one
of the most revered
2. How long is the Festival?
in the country. 3. What can we do at the festival?
Activities:
Religious
ceremonies and
trade fair.
Where:
Xayphouthong
district.
When: February 2-3
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Unit11: Tourism
Reading practice
a) Read the text about the Rocket Festival and match the following parts to the correct
place in the text. Write the name of each part above the paragraph.
Closing sentence(s) - How do people feel about the festival? How has it changed?
Details- What happens? What do people do?
Introductory sentence(s) -What is the festival called? When is it held? Why is it held?
1. ……………………………………………….
The Rocket Festival, or ‘Boun Bang Fai’, is an exciting, colorful and noisy festival held
at the end of the hot season, in about mid-May, every year. The purpose of the festival
is to ask gods for some rain. The rain is vital to growing rice and other crops. Villagers
launch rockets to the sky gods in the hope of receiving rain in return.
2. ………………………………………………….
In the morning, a religious ceremony is held at the village temple. By the afternoon, the
people start gathering in the nearby field to launch rockets made by the villagers. There
is a competition for the best rockets that can travel the furthest up in the sky. Men dress
as women to make the gods angry so that they would send rain. Playing Khene and
beating drums, groups of young men mingle with the crowd.
3. ……………………………………………
Boun Bang Fai is a traditional Lao festival still celebrated in various villages. But now
in the cities there are fewer Rocket Festivals because of the serious risk of having
houses and people living nearby hit by big rockets. Many visitors visiting Lao can
travel to villages outside Vientiane to enjoy the Rocket Festivals there.
Practice
a) Group work: Work in small groups. What do you think of the rocket festival?
Summarize the group’s ideas on the festival and report to the class, including both
positive and negative points of view.
Writing
a) Short Presentation: Each person in the class prepares a five-minute presentation on the
festival or special day that he or she enjoys the most. Use the following questions to
help you with the preparation:
e.g. We always went to the Boat Racing Festival. My family and I sat near the river all
day. We …………………….
Or I like Lao New Year the best because I have four-day holiday.
Writing practice
Uses the information above or choose any festival or special day in Laos to write about.
Make sure your writing includes these parts:
Title
Introductory sentence(s) - name of the festival or special day; and
- where or when or why it is held; who takes part.
Details- what happens: preparations, ceremonies, food, clothes, performances
Closing sentence(s) - your personal thought on the festival or special day;and
- potential changes of the way to celebrate.
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Unit11: Tourism
a) Use the following questions to guide you in finding out information about the festival:
What is the festival?
Where / when is it held?
Who takes part?
Why is it held?
What happens at the festival? (Performances, special food, ceremonies)
How do people feel about the festival?
Do people enjoy it? Why?
Is it celebrated in the same way as it used to be?
b) Exchange your writing with a student sitting next to you to compare the writing and
then hand in your writing to your teacher after completion.
Note: You may visit the following websites on the internet to collect any necessary
information:
http://www.visit-laos.com/sabbaidee/festivals.htm
http://www.threeland.com/Laos_festivals_events.htm
http://asiarecipe.com/laofestival.html
http://www.vis.laopdr.com/llps/festivals_fold/festivals.htm
Language focus:
Modals - ‘should’ and ‘could’
Modals - spoken and written form
‘When’ and ‘where’ as sentence connectors
Vocabulary
applicant ຜູສ
ັ້ ະໝກ
ັ fine (verb) ປັບໃໝ
ັ , ຄາຮອ
application ໃບສະໝກ ັ້ ງ flight number ຖຽັ້ ວບິນເລກທີ
ັ້ ຫືເຂົັ້າເຮືອບິນ
board (verb) ຂນ luggage ຫີບເດີນທາງ
boarding pass ບ ັດຜາຸ່ ນເຂົັ້າເຄືຸ່ ອງບິນ overstay ຢູເຸ່ ກີນການ ົດ
check-in counter ບອ ັ້ ັ້ ຍ ົນ
ຸ່ ນແຈງປີ passenger ຄ ົນໂດຍສານ
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Unit 12: Travel abroad
Unit12
Listening
a) Group work: Find someone in your group who has:
1. Mr/Ms……………………….. been to Bangkok.
b) Survey: How would the individual(s) in your group like to travel? By car, bus, train or
plane? Why? Complete the chart below.
“How would you like to travel?” “Why”
Name Likes to travel by…. Why?
Listening
a) Listen to the dialogue and complete the chart below. You can listen to the dialogue
twice.
Nong Khai
$ 30
Plane
Soumaly: Julie, Khamsene told me that both of you are going to a conference in
Bangkok next month.
Julie: Yes, we are.
Soumaly: Well, Khamsene’s visa is not required, so you don’t have to get one. I’m
also making the ___________and ______________bookings.
Julie: Oh, good. How are we getting there?
Soumaly: Well, if you go by from Nong Khai, it’ll take and
cost about ________________.Then you take a plane to Bangkok.
Julie: Mmm.
Soumaly: But if you ___________ it’ll take ________and cost about $30, and if
you __________, it’ll take an hour and cost______________ one way.
Julie: I see. Well…. Oh, excuse me, Khamsene. How do you think we should
get to Bangkok for the ____________________ next month?
Khamsene: Maybe we should go by___________, or ___________because you’ll
have a chance then to see a little of that part of Thailand. We could cross
the border early and have lunch and look around before leaving for
Bangkok.
Julie: Yes, that’s a good idea. If we_______________ we’ll have time to visit
Nong Khai and Oudone Thani.
Khamsene: Sounds good. Soumaly, could you arrange for the tickets please?
b) Listen to the dialogue again and complete the dialogue. Check the answers with the
teacher.
c) Listen and repeat.
d) Practice the dialogue in pairs.
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Unit 12: Travel abroad
Unit12
Practice
a) Work alone. Read the dialogue. Write the name of the person who is:
giving choices: ……………………………..…….
making suggestions: ……………………………..…….
asking for advice: ………………………………..….
agreeing: …………………………..……….
making a polite request: …………………….……….…….
b) Underline the parts of the dialogue that match these phrases and then write them below.
giving choices ………………………………………………….……………..….……
making suggestions ...……………………………..………………………………..…
asking for advice ………………………………………………….………………...…
agreeing …………………………………………...……………………………….…..
making a polite request ...………………………………………………..……....……
Check the answers with the class.
c) Pair work: Practice the mini-dialogues below until you can say them without looking at
your book.
A: If you go by train, it’ll be cheaper than by plane.
B: I see.
A: You could fly to Bangkok from Oudone Thani because it’s cheaper than from
Vientiane.
B: Yes, that’s a good idea.
A: Maybe we should drive to Savannakhet.
B: No, it takes too long.
A: Where do you think we should stay?
B: I think we should stay in a small guest house.
A: Yes, I agree.
A: Could you book a hotel room for me in LuangPrabang, please?
B: Yes, of course.
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Unit 12: Travel abroad Unit12 Travel abroad
d) Pair work: Julie wants to go to the Friendship Bridge to cross over to NongKhai. She
asks your advice on how and how much time to get there and its cost. Write few
sentences explaining some alternatives.
If you go by bus ……………………………………………..……………...…………
If you go by ……………………………….………………………………………...…
But if you ………………………………….………………………………………..…
Read your sentences to another pair.
Speaking
a) Listen to your teacher and practice saying these times. Then write them in numbers,
e.g. two thirty p.m. - 2:30 p.m.
1. Four thirty p.m. ……………….
2. Eight fifteen a.m. ……………….
3. Nine forty-five p.m. ……………….
4. Six fifteen a.m. ……………….
5. Three forty-five p.m. ……………….
6. Seven thirty-five a.m. ……………….
7. Four fifty p.m. ……………….
8. Eight twenty a.m. ……………….
9. Two twenty-five p.m. ……………….
10. Nine forty a.m. ……………….
11. One fifty-five p.m. ……………….
b) Listen to what your teacher says and write down the time you hear.
e.g. You hear: Six thirty in the evening You write: 6:30 p.m.
…………………………………………………………………………..……………..
……………………………………………..………………………………..……...….
………………………………………………..……………………………..……...….
……………………………………………………….……..………………..……...…
c) Write these times using the 24-hour clock.
e.g. 7:30 p.m. - 19:30
8:15 p.m. - ………………….
3:15 p.m. - ………………….
9:30 p.m. - ………………….
10:45 p.m. - ………………….
6:45 p.m. - ………………….
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Unit 12: Travel abroad
Unit12
Speaking practice
a) Listen to the conversation two times without reading through the conversation and then
answer the questions below.
1. When is Julie leaving for China?
2. What is her flight number?
3. What time does she have to leave for the airport?
b) Practice the conversation in pairs until you can remember the conversation and then you
can change your own name, country, time and date in the conversation.
c) Read out the conversation loud with your partner so the class can hear you.
Soumaly is asking Julie about her trip to the conference in China next week
Soumaly: Julie, when are you leaving for the conference in China?
Julie: I am leaving on Tuesday next week.
Soumaly: What’s the date?
Julie: On January, 31st.
Soumaly: Oh, so soon. What’s your flight number, then?
Julie: QV 235.
Soumaly: How long does the flight take? Is it a direct or indirect flight?
Julie: It’s a direct flight for 2 hours and 15 minutes.
Soumaly: What time do you have to be at the airport?
Julie: My flight leaves at 9:00 am so I have to be at the airport 2 hours before the
departure time.
Soumaly: Enjoy your trip!
Julie: Thank you.
Practice
a) Pair work:One person looks at ‘Ticket A’. The other person looks at ‘Ticket B’. Ask
each other questions to complete the missing information. Write down the missing
information in the spaces (……….) provided. When you have finished, check if the
tickets are the same.
TICKET ‘A’
Date: Flight: NW 70
Departs: Taipei-Chiang Kai Shek, Taiwan (TPE) at………………
Arrives: Osaka-Kansai Airport, Japan(KIX) at 12:00N
Class of Service: Economy Class (W) Seat: 36-F
Flight Duration:…………… Approximate Miles: 1,063
Meal Service: Breakfast Aircraft: Boeing 747-400
TICKET ‘B’
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Further practice
a) Work alone: Find the answers to the following questions as quickly as you can, using
information from the Lao Airlines’ flight schedule on the next page.
1. How many flights are there per week from Vientiane to Bangkok?
2. What time does the flight leave for Bangkok on Monday?
3. What days are there flights to Phnom Penh?
4. What time does flight no. QV 921 arrive in Phnom Penh.
5. What time does flight no. QV 512 leave for Siem Reap.
6. What days can you fly from Vientiane to Hanoi?
7. What days are the flights to Chiang Mai?
8. What is the flight number of the flight to Kunming?
Lao Airlines – International Routes
Departures from Vientiane (VTE)
b) Pair work: Take turns to ask each other questions about the flight schedule. Check your
answers with each other.
Listening
a) Match the verbs with the nouns.
Verbs Nouns
1 receive (a) a staff member
2 nominate (b) a visa
3 attend (c) a presentation
4 prepare (d) a trip
5 apply for (e) a conference
6 book (f) a fax/e-mail
7 organize (g) a ticket
b) Group work: In your group, who has been to a mass meeting or conference in another
city or abroad?
Find out: Where did they go?
What was the conference about?
What had to be arranged before they left?
Who was responsible for making their arrangements?
Listening
a) Listen to the text about what Julie, Khamsene and Soumaly have to do in preparation for
the trip.
Tick () the things each person has to do. You can listen to the text twice.
b) After listening, check your answers with a partner then with the whole class.
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Unit 12: Travel abroad
Unit12
Practice
a) Listen to the text again. Listen for what Julie has to do. Write ‘has to’, ‘doesn’t have to’
or ‘should’ in the chart on the previous page.
b) Write 3 sentences about what Julie has to do to prepare for the trip.
c) Work in pairs: A friend has an important trip to Europe next week. Give him/her advice
about what is needed to do before the trip. Use ‘should’, ‘must’, ‘have to’ and ‘mustn’t’,
e.g. ‘You should get a visa and should pack enough warm clothes.’
Tell the class 2 things on which you have given advice to your friend of what to do.
d) Work in groups: One member in your group is leaving to Australia next week. What
should you do if things go wrong? Take turns to ask and answer.
e.g. If your car breaks down on the way to the airport, you should take a taxi.
What should I do if … I lose my air tickets?
… I lose my passport?
… the airline loses my luggage?
… someone steals my wallet?
… I get sick?
… I miss my plane home?
Reading
a) Do you know the meaning of these words? Discuss with your group and then check the
meaning with your class.
application, fine, return ticket, valid, extend, fee, passenger, luggage, claim,
overstay, regulation, extension, transit, applicant, check-in counter, boarding pass,
passport control, departure hall, gate, customs, immigration, arrival card.
Skim the text about Laos’ tourist visa to find the answers to the questions only.
Do not read every word.
1. How long is the Lao tourist visa valid?
…………………………………………………………………………………….
2. How much is the tourist visa for Canadians?
…………………………………………………………………………………….
3. How much is the tourist visa for ASEAN member counties?
…………………………………………………………………………………….
4. If you want a visa on arrival, can you pay by credit card?
……………………………………………………………………………………
5. How can you extend a tourist visa?
………………………………………………………………………………………
6. What happens if a tourist overstays their visa?
………………………………………………………………………………………
7. How much is the departure tax for tourists leaving Laos?
……………………………………………………………………………………….
Extensions
Extending a tourist visa is straightforward and can be arranged at the immigration office in
Vientiane. An extension costs US$ 2-3 per day depending on whether you handle it
yourself or work through a travel agent, i.e., US$ 30 for extra ten days.
Validity issues
All tourist visas are single-entry only. The visa sticker for visas issued from an embassy
are full page, so bear that in mind if you do not have many pages left in your passport. No
big deal, if you want to stay in Laos longer than a month, you could leave for Thailand and
come back on a new tourist visa for another 30 days.
Overstays
While it isn’t big deal to overstay a visa in Laos, at US$10 a day, it is expensive. If you’re
looking at an overstay of anything more than a couple of days, you’re better be off leaving
on time and coming back on another visa.
Things to watch out for
If you get your visa beforehand from a Lao embassy, it should be valid for 30 days, but
pay attention to the stamped visa because it may only be for 15 days instead.
Departure tax
There is no departure tax if using a land crossing, though on weekends and evenings you
may be required to pay a small “overtime fee”, generally no more than US$ 1. If you’re
flying out of Vientiane or Luang Prabang International Airport, there is a departure tax of
US$ 10, but as of early January 2009 this fee was included in the airline ticket, so no
longer does one need to pay in person at the airport.
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Unit 12: Travel abroad
Unit12
Border crossings
For information on border crossings and to read traveller report, please see our Lao border
crossing page, or the exhaustive Border Crossing FAQ which includes reports from
travellers who have recently crossed.
Practice
a) Fill in the blanks with the words in the table below.
boarding pass customs gate departure
departure hall check-in counter arrival card
Things to do at the airport
You have to get to the airport about one and a half hours before the plane leaves when you
travel abroad because there are many things to do.
First you have to go to the ………………………………. to have your ticket checked and
your luggage weighed. The airline staff will give you your ……………………..…………
It will tell you what time to go to the boarding gate and board the plane.
You should check your flight departure time and what ………………….. your plane
leaves from, on your boarding pass or on the TV monitors in the departure hall.
You should do all these things before your flight boarding time, so you can have some
time to shop or relax in the ………………………..……..
Also, you should go to the boarding gate on time, so that you do not miss your flight. Fill
in the …………………….…… when you have time during the flight. After you collect
your bags, you must go to…………….…………, where your bags may be inspected.
b) Check the answers with a partner and then with the class.
c) Complete the sentences below with the words/phrases from the text above.
1. If you want to extend your visa, it can be done at………………………………….
2. Visa on arrival is not available at ………………………………………………….
3. All tourist visas are ……………………………………………………… entry.
4. If you have an overstay, you need to pay…………………………………………
5. There is no …………………………………………… if using a land crossing.
Note: Time
When speaking, to make clear if a time is before or after noon, we add a.m or p.m.
after the time, e.g. See you at 9 p.m. on Tuesday.
Travel timetable and air tickets use the 24-hour clock system to make the travel
time clear.
e.g. 11 a.m . = 11:00
11 p.m. = 23:00
8 a.m. = 08:00
2 p.m. = 14:00
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Government Officials
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Module 22
Unit 12: Travel abroad
Unit12
Practice
a) Work alone: Look at the four boarding passes on the next page. Answer the questions
below using information from the boarding passes.
1. What is the Thai flight number from Sydney?
…………………………………………………………………………………..
2. When is Mrs Keovongsa flying to Vientiane?
…………………………………………………………………………………..
3. Who is going to Manila?
………………………………………………………………………………..
4. Where is Mr Meng going?
...............................................................................
5. Which boarding gate is for Lao Aviation flight from Bangkok to Vientiane?
………………………………………………………………………………….
6. Where is Mr Warren traveling from?
............................................................................................................................
7. What is Ms Wallis’s seat number?
...........................................................................................................................
8. What is the boarding time for the Singapore Airlines flight to Kuala Lumpur?
………………………………………………………………………………..
b) Pair work: Ask and answer more questions using information from the boarding
passes. Use the questions above as models.
MENG K MR WARREN C MR
NON-SMOKING FLIGHT
NON-SMOKING FLIGHT
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Lao Government
Government Officials
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Module 22
Unit 12: Travel abroad
Unit12
Writing
a) Pair work: Work with a partner to match the words below.
Practice
a) Work in pairs: Fill in the arrival visa on the next page by using some of your
information.
b) Work alone: Use your own personal information to complete the Lao departure and
arrival cards on the next page.
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for Lao
Lao Government
Government Officials
Officials Module
Module 22
Unit 12: Travel abroad
Unit12
Speaking
Exchange your cards with your partner’s and then discuss with him/her about any confusing
information and then check with the whole class.
Language focus:
What’s it like?
Imperatives
Vocabulary
air-conditioned ມີເຄືຸ່ ອງປັບອາກາດ porter ຄ ົນຂ ົນເຄືຸ່ອງ, ພະນ ັກງານຫິັ້ວກະເປົາ
card ບ ັດ reception ຫອ
ັ້ ງຮ ັບແຂກໃນໂຮງແຮມ
cash ເງິນສ ົດ receptionist ພະນ ັກງານຕອ
ັ້ ນຮ ັບ
ັ້ ອງຕິດໜີັ້ທຸ່ ີທະນາຄານອອກໃຫ ັ້
credit card ບ ັດຊືຂ relax ຜອ
ຸ່ ນຄາຍ,ພ ັກຜອ
ຸ່ ນ
department store ຮາັ້ ນສ ັບພະສິນຄາັ້ reservation ການຈອງທີຸ່
ຸ່ ພ ັກ/ ຫອ
ັ້ ງນອນ
double room ຫອ
ັ້ ງຄູຸ່ room service ພະແນກບລິການໃນໂຮງແຮມ
fresh ສ ົດ, ໃໝ,ຸ່ ສ ົດຊືຸ່ນ safe (noun) ຕູເັ້ ສັ ບ / ຕູນ
ັ້ ລ
ີ ະໄພ
gift ຂອງຂວ ັນ seafood ອາຫານທະເລ
jewelry ເຄືຸ່ ອງເພັ ດພອຍ sign (noun) ປັ້າຍ, ເຄືຸ່ ອງໝາຍ
lift (noun) ລິຟ, ຕູສ ັ້ ລ ົງຈາກຕກຊນ
ັ້ າລ ັບນາຄ ົນຂນ ັ ັ້ sign (verb) ລ ົງລາຍເຊັ ນ
ໜຸ່ ງໄປອີ
ຸ່ ັ ັ້ ຸ່ ງໃຊແ
ກຊນໜ ັ້ ທນຄ ັນໄດ single room ຫອ
ັ້ ງດຽຸ່ ວ
modern ສະໄໝໃໝ,ຸ່ ທັນສະໄໝ souvenir ຂອງທີຸ່ ລະລກ
money exchange ແລກປຽຸ່ ນເງິນ swimming pool ສະລອຍນາັ້
parking ບອ
ຸ່ ນຈອດລ ົດ wake-up call ໂທລະສ ັບເພືຸ່ອປກໃຫລ
ັ້ ກ
popular ເປັນທີຸ່ ນິຍ ົມກ ັນ, ມີຄ ົນມ ັກຫາຍ
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Government Officials
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Module 22
Unit 13: Capital cities
Unit13
Speaking
Introductory tasks
a) Pair work: Look at the picture and discuss:
1. Where do you think Julie and Khamsene are?
2. What do you think they are doing?
b) Pair work: Discuss with your partner the meanings of these words. Check the meanings
on the first page of the unit.
c) Julie and Khamsene check in at the hotel. Listen to the dialogue and tick the sentences
you hear. You can listen to the dialogue twice.
1. Can I help you?
2. What are your names?
3. Do you have a reservation?
4. We have a reservation.
5. How long are your staying?
6. Could you fill in these forms, please?
7. Here are some forms.
8. Could the porter take our luggage?
9. The porter will take your luggage.
10. Could you book a table for us at 8 pm, please?
11. Could you book a taxi for us at 8 am, please?
12. I’d like a wake-up call, please.
13. I’d like to make a phone call.
d) Listen to the dialogue again and complete the information below. Check the answers
with the teacher.
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Unit 13: Capital cities
Unit13
e) Read through the dialogue above and complete the information below.
Evergreen Laurel Hotel,
Reservation Information
Reservation: Yes
Number of nights:
Number of rooms:
Single / Double:
Room number(s):
Special requests: 1 ……………. Time: 8.00 am
2 Wake-up call Time: ……… (Room 314)
Speaking
a) Listen to your teacher and repeat each phrase or sentence of the dialogue after him / her.
b) Practice the dialogue in groups of three. Take turns to play different role in the dialogue.
Pair work
a) Work in pairs: Take turns to be the guest and the hotel receptionist. Use the dialogue
above as an example and practice with a partner.
In your dialogue, use this information:
Your own name
One double room for 3 nights
Ask the receptionist to book a table for you for dinner at 8 pm.
Find out what time the restaurant opens for breakfast.
Ask the receptionist to book a table for you for breakfast at 7:30 am.
Now, use another new set of information for practice:
Your own name
One double room for 2 nights
Ask the receptionist to book the hotel meeting room the next day at 8:30 am.
Find out what time the restaurant closes.
Ask the receptionist to book a table for dinner at 7:30 pm.
b) Work alone: Fill in this hotel registration card with your own information.
Dialogues
a) Pair work: Use the following sets of questions / responses, work with a partner to make
3 sets of dialogue for 3 different situations – “Going to the airport”, “Dinner at the
restaurant” and “Going to the Embassy”. Choose a suitable sentence / response from
each set to form a dialogue for each situation. Write down the dialogues below.
Set 1 When does the hotel bus leave for the airport?
What time does the restaurant open?
How far is the Australian Embassy?
Set 2 About 10 minutes by taxi from here.
At twelve fifteen.
At 6 p.m.
Set 3 Would you please ask a porter to collect my bags from my room at twelve?
Would you please book a table for five people at six thirty?
Would you please call a taxi for me?
Set 4 Certainly.
Of course.
Yes, I will.
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English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22
Unit 13: Capital cities
Unit13
Listening
Introductory task
a) Pair work
What do these signs mean in a hotel?
Match the words with the pictures from 1-12
Listening
a) Listen to the receptionist talking about the facilities at Evergreen Laurel Hotel. Tick on
the list below the facilities you hear. You can listen to the text twice.
Before you listen, check the meanings of the words in the list and then discuss with
others.
1. restaurant
2. coffee shop
3. children’s playroom
4. swimming pool
5. business centre
6. bar
7. tennis court
8. nightclub
9. room service
10. hairdresser
11. gift shop
b) Look at the plan of the hotel. Listen to a set of descriptions telling you where the hotel
facilities are. Write the correct name next to each number on the plan. You can listen to it
twice.
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for Lao
Lao Government
Government Officials
Officials Module
Module 22
Unit 13: Capital cities
Unit13
Practice
a) Pair work: One person looks at the plan ‘A’ and the other at ‘B’.
Ask and answer the questions to complete the plans.
Plan ‘A’
Plan ‘B’
Phonecard
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Lao Government
Government Officials
Officials Module
Module 22
Unit 13: Capital cities
Unit13
Reading
a) Work in groups: Discuss the following questions:
Have you ever been to Malaysia?
If you have, what do you like/ dislike about it?
If you have not, what would you like to see in Malaysia?
b) Group work: Do you know these words? Discuss them with your group. Find their
meanings in the vocabulary list on the first page of the unit for the unknown words.
c) Match the words in part b with the headings below. Write the words under each
heading.
d) Pair work: Do you know the meanings of these adjectives? Discuss them with a partner
and check their meanings on the first page of the unit.
popular relaxing delicious modern
crowded fresh interesting
e) Pair work: Choose the correct adjective from the box above and complete each phrase
or sentence.
Big office buildings and ……………….. streets
Reading
a) On the next page, read the tourist information in the brochure about Bangkok.
Then check your answers in part e above.
b) Read the brochure again. Choose True (T) or False (F) for the following statements.
1. Visitors to Bangkok can see both modern and traditional Thai buildings.
2. Thai food is cheap in food centers and large shopping centres, but it is expensive in
the restaurant.
3. There are not many shopping places in Bangkok.
4. There is a wide choice of transport in Bangkok.
5. There is nothing to see in Bangkok for people interested in animals.
Bangkok
City Facts
Bangkok, the capital city of Thailand, has a population of about 10 million. The Chao
Phraya River runs through Bangkok. It is a very modern city with large number of tall
buildings, big shopping centres, large factories, offices of international businesses and
crowded streets. There are also numerous places of cultural interest in Bangkok such as
temples and palaces. Bangkok is famous for its food, shopping and nightlife.
Food
Thai food is always delicious and not so expensive. Food centres, in large shopping malls,
are popular and cheap. Garden and riverside restaurants are relaxing and also not
expensive. The cheapest way to eat out is to try food sold on the street. Seafood in
Thailand is fresh. Try some spicy prawn soup or fresh fish and crab.
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Lao Government
Government Officials
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Module 22
Unit 13: Capital cities
Unit13
Shopping
Thai silk and cottons, jewellery and handicrafts are good gifts and souvenirs. There is a
wide choice of places for shopping such as Silom and Suriwong Roads with a large
number of silk shops and clothing stores. Chatuchak is a big market not far from the
Central Plaza Hotel where merchandises produced or grown in Thailand are sold at low
cost.
Transport
Public buses are plentiful and cheap, with a minimum fare of 3.50 baht to most
destinations within the city. Air-conditioned blue buses have minimum and maximum
fares of 6 and 16 baht respectively. Orange air-conditioned buses charge 8 – 18 baht. Air-
conditioned microbuses charge a flat fare of 20 baht for all routes. The BTS sky train
(Bangkok Mass Transit System) is another way to travel around the city. It can transport
up to 50,000 people per hour in one direction. There are 23 stations altogether. The total
distance is 23.5 kilometres. Hotel and airport taxis have fixed rates. Taxis on the city
streets are metered. They charge a minimum of 35 Baht for the first 3 kms, and
approximately 5 Baht per km thereafter. Tuk-tuks or three-wheeled ‘open-air’ motorized
taxis are popular for short journeys. Fares must be bargained in advance. Minimum fares,
for journeys of up to 3 kms, are approximately 30 Baht.
Tourist Attractions
Bangkok’s tourist attractions include Wat Phra Keo temple and the Grand Palace. Other
temples to see are Wat Arun and Wat Pho. Vimannek Palace, the favourite palace of King
Chulalongkorn, is the world’s largest golden teak-wood building. There is also the
interesting snake farm where they are fed daily. Jim Thompson’s House, where you can
see beautiful Asian art, is also a nice place to visit. The world’s largest Crocodile Farm
and an open-air museum called the Ancient City are near Bangkok. Bangkok also offers
many amusement parks such as Siam Water Park and Safari World Zoo.
Updated information from http://www.bangkoksite.com
Practice
a) Look at the information about Hanoi and Singapore. What information is relevant to
which city? Write the name of the correct city at the beginning of each text.
b) Match the headings below with the information about each city. Write the correct
heading following headings with each part of the information.
Headings
Background information
Food
Shopping
Transport
Tourist Attractions
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for Lao
Lao Government
Government Officials
Officials Module
Module 22
Unit 13: Capital cities
Unit13
Writing
Introductory tasks
a) Group Work:
Work in groups of four. Choose a city among the ASEAN countries for a group
presentation. You can choose Hanoi, Singapore, Vientiane etc. Each group has to choose a
different city.
Look for information online about the city your group has selected. Use the following
headings to help you collect information.
General background information about the city
Tourist attractions
Shopping
Food
Transport
You may use the resource books or internet to help in the collection of information.
b) Group Presentation
After collecting the information, use it to prepare a draft for the presentation. Decide who
will be responsible for each section. Prepare the draft and visual aids such as maps or
pictures that your group will use during the presentation.
Your teacher will inform you of the date of the presentation. Each group will take turns to
give their presentation. Listen and record the information in the following table:
Name of city
Location
Tourist
Attractions
Type of Food
Kind of Transport
Shopping
/Souvenirs
Other Interesting
Information
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Unit 13: Capital cities
Unit13
Follow-up task
a) After each presentation, make sure that you have the correct information in your notes.
b) Ask the presenters questions to verify the accuracy of your note. Use the following
language for question such as: ‘Did you say…?’ ‘What did you say about…?’ ‘How
many……..did you say?’
Writing task
In your group, write a paragraph or more about the city you have presented. Using the plan
you have made, write in about 100 words about the city. You have 30 minutes to complete
the task. Check the following in your group writing:
Has your writing met the requirement of 100 words?
Have you had a good introductory sentence(s)?
Have you used at least 3 different conjunctions to link the information (and, so, but,
because)?
Are your grammar, vocabulary, spelling and punctuation correct?
Make any necessary changes before handing in your work to your teacher.
Language focus:
Question: ‘Which?’How many?
Present perfect with ‘for’ or ‘since’ and ‘in the last few years’
Vocabulary
about (approximately) ປະມານ lack ການມີບຸ່ ພ, ຄວາມຂາດແຄນ life expectancy ອ ັດຕາສະເລັຸ່ຍ
ລະດັບອາຍຍືນຂອງຄ ົນ
about (concerning) ກຽຸ່ ວກ ັບ ັ້ ງັ ສື, ອາຸ່ ນອອກຂຽນໄດ ັ້
literate(adj) ຮູໜ
ູ ຸ່ ວ
prevalent ທີຸ່ ມີຢຸ່ທ ົ ໄປ, ແຜຫ
ຸ່ າຍ victims ຜູຖ contribute ບລິຈາກ, ໃຫກ
ັ້ ານຊວ
ຸ່ ຍ
ັູ້ ກ
ື ເຄາະຮາັ້ ຍ
ເຫືອ
proportions ອ ັດຕາສວ
ຸ່ ນ wage ເງິນເດືອນ
decision-making ການຕ ັດສິນໃຈ
workforce ກາລ ັງແຮງງານ dynamics ພະລງັ
billion (1,000,000,000) ພັນລາັ້ ນ/ຕືັ້
trigger ສາເຫດ
disseminate ເຜີຍແຜຸ່
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Module 22
Unit 14: Conference presentations
Unit14:
Speaking
a) Pair work: Look at the picture.
Discuss:
Where do you think Julie and Khamsene are?
What do you think they are doing?
b) Pair work: Below are abstracts of three
presentations at the conference Khamsene
and Julie are attending. Read the abstract
and match the correct titles below with the
texts.
Provide an appropriate title for each abstract.
c) Pair work: Discus with your partner: Which presentation do you think Julie or
Khamsene will attend? Why? Which presentation would you go to? Why?
Abstract one
…………...…………..........................................................................................................
Abstract two
……………………………………………………………………………….
By Gerri Brightwell, Nick Dimmit and Pierre Walter.
How can teachers and curriculum planners in development projects improve education for
poor communities? This was the question the writers of this paper had to answer when they
were asked to help organise and develop an HRD training program for the Department of
Agriculture and Forestry in Savannakhet province. A series of training workshops were
developed and conducted in 1999. In this paper we will describe the training methods
used in the workshop, the objectives of the training, and the plans for future cooperation.
Abstract three
……………………………......................................................................................
By Lynda Clarke
As the population of the world increases so do inequalities around the world-inequalities
between rich and poor, and between men and women.
This presentation will give some of the latest statistics on world population and then talk
in more detail about some inequalities. Gender equality will be one of the main topics
discussed.
d) Listen to the dialogue: Complete sentences 1-3 with the correct phrases below. You can
listen twice.
- looks interesting
- looks relevant to work of the OHRD
- will provide some useful information for Julie
The presentation on:
1. INTAN training …………………………………………………………
2. HRD training in Laos …………………………………………………...
3. World population ……………………………………………………….
e) Listen again and complete these sentences with the phrases given below.
- HRD training in Savannakhet
- can learn more about HRD training in Laos
- world population
- needs some information for a report
Julie is going to the presentation on ………………………………..…………………
because/so she …………………………………………………………………………
Khamsene is going to the presentation on …………………………………………….
because/so he ………………………..…………………………………………………
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English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22
Unit 14: Conference presentations
Unit14:
Speaking
a) Repeat each sentence or phrase of the dialogue after your teacher.
b) Practice the dialogue in pairs.
Dialogue
a) In the dialogue Julie and Khamsene are discussing the different possible choices and
trying to decide what to do. Underline these phrases in the dialogue.
b) Practice the mini-dialogue with a partner. Practice them until you can say them without
looking at your book.
Listening
Pre-listening
a) Match: Match the words in the first column with the definitions in the second column.
Number 1 is done as an example.
1. average life expectancy cannot use something because you do not have it
2. poor quality differences between groups of people
3. increase things of value, like money or property
4. malnourished unable to read and write
5. lack access to not having enough food to eat to stay healthy
6. illiterate 1 the number of years most of the population live
7. inequalities become more
8. wealth not good enough for its purpose
b) Pair work: Work with a partner to complete these sentences about Laos. Try to
understand the context and put in the most suitable answers.
In Laos the life expectancy of men is about ……………………………..……………
In Laos about ……………………….…. % of the population are illiterate.
In rural areas many people lack access to ……………………………………………..
In Laos about ………..….. % of children under five years old is malnourished.
c) Compare: Compare your answers with others in the class.
d) Guess: Read the statistics below about world population and guess the missing numbers
(write in the ‘Guesses’ column).
World Population
Guesses Actual
In 2014, the world population reached ………. ………. billion.
100 years ago the population was ………. ………. billion.
Average life expectancy has increased to ………. ………. years.
Guesses Actual
………..% …… % of the population own 59% of the wealth.
………..% …… % live in poor quality housing.
………..% …… % do not have enough food (are malnourished).
………..% …… % do not have (lack access to) clean water.
………..% …… % cannot read (are illiterate).
………..% …… % of small businesses is run by women.
………..% …… % of the housework and child-raising is done by women
169169 English
English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22
Unit 14: Conference presentations
Unit14:
Listening
a) Presentation: Conference presentation: Listen to the conference presentation. Complete
the information above (write in the ‘actual’ column). You can listen to the presentation
twice.
b) Work in pairs: Compare your answers after listening to the presentation.
Data commentary
a) Work in pairs: Look at the graphs below. Complete the sentences about the graphs.
Graph 1 Graph 2
Graph 2
The proportion of students enrolled in Lower Secondary was higher (consisting of
........................................) than the numbers of students enrolled in Non-formal
Education covering ................................................ in 2012/13.
b) Group discussion: What do you think about Lao Basic Education today?
Will the number of pupils go up? Why?
c) Giving information: Work in pairs. One partner is ‘A’ and the other is ‘B’.
Do not look at each other’s graphs. Give each other information to complete the graphs.
Graph A
Graph B
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Lao Government
Government Officials
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Module 22
Unit 14: Conference presentations
Unit14:
d) Complete: Look at the graphs and complete the sentences below using one of the
following words:
Reading
a) Brainstorm: Women population statistics: The pie charts show statistics of Lao
women in 2013. Discuss with the class:
What is each chart about?
e.g. Chart 1 is about woman population in Lao PDR.
What does each graph show us?
e.g. Chart 1 shows us that 50.2% of Lao population are women.
Answer these questions about each chart. Write your answers under the charts
173173 English
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Lao Government
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Module 22
Unit 14: Conference presentations
Unit14:
Source: Research Report of Female Leadership in Local Governance, Lao PDR (2013)
Reading
a) Pair work: Answer the questions about the picture
1. Where do you think she is?
2. What is a woman doing?
3. What do you think the people in the picture are doing?
b) Do you know these words? Discuss their meanings and then check the vocabulary list on
the first page of the unit.
gender equality targets tertiary education human trafficking
garment factories agricultural industries sex trade
c) Work alone: Read the text about ‘Promote gender equality and empower women in
Laos’. Then answer the questions below.
1. Do men and women have equal opportunities in the workforce? Give an example to
your answer.
.........................................................................................................................................
.........................................................................................................................................
2. Who are the victims of human trafficking in Laos? Give examples of the working
places.
.........................................................................................................................................
.........................................................................................................................................
3. What does the government do to solve the problem of human trafficking?
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Promote Gender Equality and Empower Women in Laos
The Lao PDR has made steady progress on its gender equality targets. It is on track to
realize parity between boys and girls by 2015. In higher education, however, equality is
not as prevalent; falling to 77 girls per 100 boys by the time they reach tertiary education.
Women and men account for equal proportions of the total workforce, but there is a wage
gap between male and female workers. A quarter of the national parliament in 2012 was
composed of women, giving the the Lao PDR one of the highest proportions of women in
parliament in the region.
The Lao PDR remains primarily a source country for victims of human trafficking. Young
women and girls, especially those from economically disadvantaged demography, may be
forced into Thailand’s commercial sex trade or domestic service, garment factories and
agricultural industries. Approximately 72% of trafficked children are young girls under 18
years of age. The Government has adopted several laws, regulations and plans to combat
trafficking and is a signatory to numerous regional MOUs that seek to prevent, combat and
assist human trafficking victims.
Meeting the goal targets requires a better understanding at all levels of the dynamics that
sustain and/or create gender inequalities, as well as targeted policies, strategies, actions and re-
prioritised public expenditures. In turn, this requires committed leadership and political will to
trigger social change, because gender inequality has been deeply rooted. Establishment of the
Lao National Commission for the Advancement in Women (Lao NCAW) provides an
excellent opportunity for the Government to consider gender issues across sectors. A need
exists to further collect and disseminate data specific to women and men.
Adapted from Millennium Development Goals of Laos (2013) “Promote Gender Equality and Empower Women”
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Government Officials
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Unit 14: Conference presentations
Unit14:
d) Work alone: Refer to the text above, write true or false next to these sentences.
1. ........ The proportion of boys and girls are equal in the tertiary education.
2. ........ There is no gap between men and women in the workforce.
3. ........ There is a high percentage of Lao women elected to the parliament.
4. ........ Many young women and girls from the disadvantaged districts are the
victims of human trafficking.
5. ........ Many trafficked girls are teenagers.
e) Work in pairs: Underline the sentences in the text that are in the present perfect tense.
Then complete these sentences about Laos.
3. About …………. % of Lao women have learnt how to read and write.
Speaking
a) Work in pairs: Complete this dialogue between Julie and another participant during the
coffee break in the lobby after the conference presentations.
Participant: The one about HRD training in Laos . What about you?
Participant: Oh really?
Presentation
a) Group work: Work in groups of fours. Each group will prepare a presentation on ‘The
situation of women in Laos’. Come up with a chart or graph you may need to help you
with your presentation. Talk about the situation of women in health, education, the
workplace, the home and society.
Use the Lao statistics above and any other information you may have to make your group
presentation on the situation of Lao women.
b) Presentation: Each group is to gives their presentation. Listen for the following
information and write it down under the headings below. You will need these notes later
for your writing task.
Health: Education:
Workplace: Home:
Society:
c) Report back: After each presentation, review the information in your notes.
Ask the presenters: ‘Did you say…?’ ‘What did you talk about…?’ ‘How many… did
you say?’
Writing
Work in pairs: Use your note, and as a group devise a plan of a short essay,
e.g., The situation of women in Laos. You could also add other information if necessary.
Group work
a) First writing: Work in groups of 4. Write a paragraph or more about the situation of
women in Laos. Using the plan you have made, and write an essay of about 100 words.
You have 30 minutes to finish the task. Everybody should share ideas.
b) After writing, check the following points and make any necessary change in your group
writing:
Have you met a 100-word requirement, inclusive of any additional information?
Do you have a good introductory sentence(s)?
Did you use at least 3 different conjunctions to link the information, e.g., and, so,
but, because?
Are your grammar, vocabulary, spelling and punctuation correct?
c) Exchange text with another group and then check with the whole class.
d) Pick someone in your group to provide some feedback.
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Lao Government
Government Officials
Officials Module
Module 22
Unit 14: Conference presentations
Unit14:
Follow-up tasks
a) Each group’s chosen speaker takes turn reading their writing aloud. Following the
reading, think of one question to ask the group about their note taking.
b) Class work: Imagine what changes would take place for women in the next 10 years.
Discuss what the future trend would be like for women in term of health, education,
workplace, family responsibility, society and so on.
e.g. The number of Lao women in high positions has significantly increased.
Health
Education
Workplace
Family
Society
Politics
Unit 15 Changes
Language focus:
Superlative adjectives using ‘most’
Present perfect with ‘ever’ / ‘never’
Comparative and superlative of ‘good’ and ‘bad’
Contrast ‘ago’ with ‘since’ and ‘in the last few years’
Vocabulary
accident ອປະຕິເຫດ inhabitants ພ ົນລະເມືອງ primary school ໂຮງຮຽນປະຖ ົມ
advantage ການໄດປ
ັ້ ຽບ, ຜ ົນ disadvantage ຄວາມເສຍປຽບ, problem ບ ັນຫາ
ປະໂຫຍດ ຂເັ້ ສຍປຽບ school ໂຮງຮຽນ
ago ມາແລວ
ັ້ , ທີຸ່ ຜາຸ່ ນມາແລວ
ັ້ electricity ກະແສໄຟຟາ
ັ້ , situation ສະຖານະການ,
alcohol ເຫັ້ົ າ ໄຟຟັ້າ ສະພາບການ
ົັ້
cause ສາເຫດ, ຕນເຫດ lower secondary school ໂຮງ upper secondary school
ໂຮງຮຽນມ ັດທະຍ ົມປາຍ
change ປຸ່ຽນ, ປຸ່ຽນແປງ ົັ້
ຮຽນມ ັດທະຍ ົມຕນ
achieve ບ ັນລຜ ົນ
crowded ຄ ົນແໜນ
ັ້ , ຄ ົນເຕັມ never ບຸ່ ເຄີຍ
skew ບິດເບືອນ,ອຽຸ່ ງ
enrolments ການລ ົງທະບຽນເຂົັ້າຮຽນ polluted ທີຸ່ ມີເປັນມ ົນລະພິດ
179179 English
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for Lao
Lao Government
Government Officials
Officials Module
Module 22
Unit
Unit15:
15 Changes
Unit 15 Changes
Listening
Pair work: Look at the pictures and talk about the differences,
e.g. Twenty years ago DongDok did not have that many buildings but now…
Dongdok in the past and Dongdok at present
b) Listen to the dialogue again without reading it and answer the questions below.
1. When did Julie go to the National University of Laos?
2. How much change has taken place since 2000?
3. Why was Julie at the National University of Laos?
Listening 1: Dialogue
Vandy: Hi Julie. I haven’t seen you for a while. Have you been busy?
Julie: Yes, I have. I’ve spent the last week at the National University of Laos. So
much has changed since I was last there. Have you been there recently?
Vandy: No, not recently. I studied there back in the 1990s.
Julie: That’s a long time ago. It has changed so much since 2000 when I was last
there. It was very interesting to see it again. So many more modern buildings
and students but some old buildings are still there. There are beautiful gardens
and a lot of cars of course. I was stuck in a traffic jam trying to leave the
University.
Vandy: Yes, the traffic has increased so much in Vientiane. It’s becoming difficult to
get around sometimes. Dongdok’s campus is crowded now. What were you
doing at the University?
Julie: More research really. I interviewed two female professors about the place of
women in the workplace in Laos. I got some excellent information about how
things have changed about women in recent years. Women are involved more
in making decisions. There are more women in high positions.
Vandy: That’s good.
Julie: Yes, more and more changes. I hope most of the changes are for the better!
Vandy: Yes, me too.
Speaking
a) Listen and repeat each phrase or sentence of the dialogue.
b) Practice the dialogue in pairs. Practice it until you can say it without looking at your
book.
c) Work in pairs to come up with a conversation about changes in your hometown.
e.g. A: What change has taken place in your hometown over the last ten years?
B: A few things have changed in my hometown. For example, more houses have
been built; a new primary school was constructed five year ago; and also a new
access road to the town was built in 2013. What about your hometown?
A: It has seen quite a few changes too. A number of restaurants, banks, and stores
are on the increase including a new shopping mall built two years ago.
B: Oh, a lot of things have changed in your home town!
A: That’s right.
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Government Officials
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Unit
Unit15:
15 Changes
Further practice
a) Survey: Ask the students in the class “Have you ever…?”
Write the names of the people you ask and write yes or no on the chart below.
Example: Have you ever been to Malaysia?
Yes, I’ve been to Malaysia.
No, I’ve never been to Malaysia.
Have you ever…? Name Yes/no
been to National University of Laos? ………………… ……………..
been to Singapore? ………………… ……………..
travelled on a train? ………………… ……………..
attended a conference abroad? ………………… ……………..
seen Wat Phou? ………………… ……………..
eaten French food? ………………… ……………..
had an accident? ………………… ……………..
studied abroad? ………………… ……………..
b) Group work: Turn in the report to your group on two people with whom you have had
a conversation.
e.g. Bounmy has never seen Wat Phou.
Ammaly has studied abroad.
c) Pair work: Complete the chart with the correct forms of adjectives
Adjective Comparative Superlative
(1)……………... (2)…………….… the most modern
polluted (3)…………….. (4)……………………
(5)…………….... worse than (6)……………………
(7)………………. more crowded (8)……………………
interesting (9)…………..…. (10)…………...………
d) Pair work: Complete each sentence below with an adjective from the chart in (f).
The traffic in Vientiane is (1)………….. ……….……......... five years ago.
Manila is one of (2)……..……. …………….. ………….….. cities in Asia.
Shanghai is one of (3)………..….. ……….…….. ………….…….. cities in the world.
Luang Prabang is (4) …………..…… ………………… for tourists than Vientiane.
Singapore is a (5)…………..… ……………….…… city than Penang.
Check the answers with the class.
e) Pair work: Discuss the changes taking place in Vientiane Capital as compared to the
past. Write three sentences about how things have changed over the last ten years.
e.g. The traffic in Vientiane Capital now is worse than ten years ago.
1……………………………………………………………………………………
2……………………………………………………………………………………
3……………………………………………………………………………………
Read your sentences to another pair.
Reading
Pre-reading
a) Work in groups of 4: Discuss about what has changed in Vientiane since 2000
Fill in the chart below.
2000 Now
eg. In Vientiane there were a few banks eg. Now there are many banks
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Government Officials
Officials Module
Module 22
Unit
Unit15:
15 Changes
Reading
a) Brainstorm: Do you know these words?
Vientiane Today
If we compare Vientiane in 2000 and Vientiane now, there are many changes to note. The
roads have much been improved with many new major thoroughfares as well as the
surfacing of many smaller roads. In the center of the city the footpaths and gutters have been
newly built.
Better roads are important because of the traffic flow in recent years plus a sharp increase in
the number of cars on the roads. Traffic jams are now part of the daily life of most
commuters in Vientiane. Fleets of new buses help keep the number of cars down, but traffic
continues to be a growing issue in Vientiane. The increase in cars and motorbikes has also
meant the increase in the number of road accidents. Fortunately, a new fleet of ambulances
in the capital helps cope with the increase in road accidents.
An enormous amount of high-rise buildings are becoming a common sight in the city.
Shopping centres, new government facilities, hospitals and schools can be seen all around
Vientiane. On top of this, a number of new banks and particularly the introduction of
Automatic Teller Machines (ATMs) are also noticeable.
Internet is more widely available throughout Laos and certainly in Vientiane Capital. Wi-Fi
is freely available at home, and numerous cafes also offer free Wi-Fi to their customers.
As Laos is about to enter the 21st century, a lot of more changes in Vientiane and all over the
country are to be expected.
c) Read the text and check whether these sentences are true or false
1. Vientiane has changed a lot for more than a decade. T/F
3. Recently the number of cars has sharply been on the increase in Vientiane. T/F
d) Read the text and discuss with your partner what changes have taken place in Vientiane.
Further practice
a) Discuss with your friend what changes occured in your hometown/district/ province and
report back to the class.
b) Work in groups of 4. Discuss about four disadvantages and four advantages for that
changes. Write down the information on the chart below.
Advantages Disadvantages
c) Find someone: Ask him/her to stand up and walk around the class.
Use the following chart, ask any student ‘Have you been to………………..?’
Ask ‘Where was that? ‘When was that?’ and ‘Have things changed?’
d) Report back: share your information and give your comments. Use ‘is’ if the situation
is the same now. Use ‘was’ if things have changed.
e.g. Student A says:
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for Lao
Lao Government
Government Officials
Officials Module
Module 22
Unit
Unit15:
15 Changes
Vandy has been to Toumyai in Champasack Province where there was no electricity.
Life was difficult with no electricity because the villagers used oil lamps and it was very
dark at night.
Some things have changed; there is electricity in almost houses now, a better road
connected to the city and a newly built primary school in a village.
Listening
Pre-listening
a) Group work: Do you know these words? Discuss their meanings and then check against
the vocabulary list on the first page of the unit 15.
b) Look at the graphs below. What is each graph about? Complete these sentences about the
graphs.
Graph 1 is about ………………………………………………………………...
Graph 2 is about ………………………………………………………………...
Graph 1 Graph 2
Listening 2
Khamsene has found some statistics on changes in education from Lao Edu- Info website.
a) Listen to what Khamsene telling Julie about the number of students’ enrolments and
then complete the following sentences. You can listen to the talk twice. Then compare
your answers with what you have heard.
1. The number of students attending Lower Secondary school in 2012-2013 was
……………………………………………………………………………………...….
2. There were.......…...... students attending Upper Secondary Schools in 2012-2013
b) Group work: Compare the two graphs, which level of education (lower secondary or
upper secondary) had the highest number of students attending school? Why?
c) Group work: What do you think of the items as shown in the list below?
Has there been an increase or decrease, or does it remains the same in Laos over the last few
years? Discuss why do we see such a change.
Population of Laos
Traffic
Tourism
Road accidents
Illiteracy
The number of villages with no access to clean water
The number of villages with no electricity
The number of girls attending school
The number of women in high position in government
Life expectancy
The number of poor people
The number of wealthy people
Agricultural production
The number of small businesses
Malnutrition
The number of rural areas with no access to a health clinic
The number of people who can speak English.
d) Report back: Teacher will invite students to share the facts and their opinions.
Students can say:
Agricultural production has increased because many projects have helped farmers with
learning how to grow crops that provide security of sustainable income.
The percentage of illiteracy has decreased because more schools are built in the rural
areas, thus enabling more children to attend school.
Reading
Pre-reading
a) Brainstorm with your group: What are the advantages and disadvantages of more people
able to afford to buy cars and motorbikes?
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Lao Government
Government Officials
Officials Module
Module 22
Unit
Unit15:
15 Changes
Advantages Disadvantages
Reading task
a) Read the text below and answer the questions.
1. Looking at the topic of the report what does it tell you?
2. According to the traffic police what are the main causes of the road accidents?
3. What should the public help to reduce the road accidents?
4. What should the concerned ministries do to solve the road accidents?
Speaking
a) Group work: What problems are discussed in the report? What other traffic problems
are there in Vientiane? What are the causes of these problems? How could these
problems be solved?
c) Report back: Teacher will invite students to share their ideas and ask for comments
from others in class.
d) Role play: Work with a partner. One student plays the role of a traffic police officer
and another student plays the character of a motorist who rides his motocycle with high
speed and with no helmet, thus got stopped by the police officer. Come up with a
conversation between the two of them and have it written down.
Police: Stop! Stop! Stop!
Motorist: What did I do wrong?
Police: Well, ………………………………………………………………..
Motorist: ………………………………………………………………………
Discussion
e) Teacher-student discussion: ‘What has changed in your province?’ Use the chart
below to conduct the discussion. Invite students to share information and opinions.
In the last five years, what type of change has taken place in your province/ Laos?
What are the results of those changes?
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for Lao
Lao Government
Government Officials
Officials Module
Module 22
Unit
Unit15:
15 Changes
Writing
Pre-writing
a) Group discussion
Divide the class into four groups. Two groups (A & B) will talk about why they agree with
this statement: ‘No more cars should be imported into Laos.’
They will prepare statements about why no more new cars should be imported to Laos.
The other two groups (C & D) will talk about why they disagree with the above statement.
They will prepare statements about why more cars should be imported to Laos.
Agree Disagree
Individual Writing
a) Brain storm: Think about something that has changed in Laos over the last few years.
Traffic Education Roads Exports/imports Agriculture
b) Choose one of the above topics that you would like to write about, or choose another
topic of your choice. Brainstorm for ideas for your chosen topic. You can use
information and statistics from other units in this book and other information sources.
Use the following questions to guide you:
What is the situation now and the one in the past?
How have things gone through some changes?
Why have things gone through some changes?
Give some advantages and disadvantages of the changes?
What are we looking forward to in the next few years?
c) Work alone: Using your notes, organize the information for the writing about
“Changes in …………....... Laos”.
d) Write a report: Write of about 100 words related to the changes under the topic you
have chosen.
You have 30 minutes to finish the task.
Further practice
a) Group work: Work in groups of 4-5. Read your report to your group. Your group is
listen and take notes for the questions given below while you are reading them :
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Lao Government
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Unit
Unit15:
15 Changes
b) After each report presentation, check your answers with the speaker.
What did you say about…………….?
Could you tell me the statistics again please?
c) Hand your individual report to your teacher for marking. The following checklist will be
used to grade your writing.
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Lao Government
Government Officials
Officials Module
Module 22
List of positions / jobs
Academic Staff ພະນ ັກງານວິຊາການ
Administration Manager ຜູຈ
ັ້ ັດການຝາຍບລິຫານ
Adviser ທີຸ່ ປກສາ
Agriculturalist ກະເສດຕະກອນ/ຊາວສວນ
Chairman of Economy, Planning & Finance ປະທານກາມະທິການເສດຖະກິດ, ແຜນການ ແລະ ການເງິນ
Committee
Chairman of Committee for Legislative Affairs ຫົວໜາັ້ ກາມະທິການກ ົດໝາຍ
Chairman of External Affairs Committee ຫົວໜາັ້ ກາມະທິການ ການຕາຸ່ ງປະເທດ
Chairman of Minority Committee ຫົວໜາັ້ ກາມະທິການຊ ົນເຜົຸ່າ
Chairman, chief, head of, boss ຫົວໜາັ້
Civil Servant ລ ັດຖະກອນ
Dean ຄະນະບດີ
Deputy Chief of Cabinet ຮອງຫົວໜາັ້ ຫອ
ັ້ ງວາຸ່ ການ
Deputy Dean ຮອງຄະນະບດີ
Deputy Director General ຮອງຫົວໜາັ້ ກ ົມ,ຮອງຜູອ
ັ້ ານວຍການ
Director General ຫົວໜາັ້ ກ ົມ/ຜູອ
ັ້ ານວຍການ
Director for Information Collection & Analysis ົັ້
ຫົວໜາັ້ ກ ົມຄນຄວ າັ້ ສ ັງລວມ
Director of Administration & Management ຫົວໜາັ້ ກ ົມບລິຫານ ແລະ ຄມ
ັ້ ຄອງ
Department
Director's Assistant ຜູຊ
ັ້ ວ
ຸ່ ຍຫົວໜາັ້ ກ ົມ
Economist ນ ັກເສດຖະກິດ
Extension Worker ພະນ ັກງານສຸ່ ງົ ເສີມ
Government official ພະນ ັກງານລ ັດ
Governor ເຈົາັ້ ແຂວງ
Governor's Office ຫອ
ັ້ ງວາຸ່ ການແຂວງ
Head of Party Organisation, Protection & ພະຫົວໜາັ້ ຫອ ັ ັ້ ັ້ອງກ ັນ ແລະ ບລະນະປັບປງ
ັ້ ງການຈ ັດຕງ-ປ
Improvement
Head of Section ຫົວໜາັ້ ພະແນກ
Minister ລ ັດຖະມນຕີ
ົ
Project Coordinator ຜູປ
ັ້ ະສານງານໂຄງການ
Project Counterpart ຄູຮ
ຸ່ ວ
ຸ່ ມງານໂຄງການ
Project Manager ຜູບ
ັ້ ລິຫານໂຄງການ
Prime Minister ນາຍ ົກລ ັດຖະມນຕີ
ົ
Rector ອະທິການບດີ
Secretary ເລຂາທິການ
Vice Governor ຮອງເຈົາັ້ ແຂວງ
Vice Minister ລ ັດຖະມນຕີ
ົ ຊວຸ່ ຍວາຸ່ ການ
Vice Rector ຮອງອະທິການບດີ
Volunteer ອາສາສະໝັກ
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People's Supreme Court ສານປະຊາຊ ົນສູງສດ
Planning & Cooperation Division ພະແນກແຜນການ ແລະ ການຮວ
ຸ່ ມມື
Politburo Central Committee ຄະນະກາມະການສູນກາງພັກ
Provincial Education Division ພະແນກສກສາແຂວງ
Presidential Palace ສານ ັກງານປະທານປະເທດ
Prime Minister's Office ສານ ັກງານນາຍຍ ົກລ ັດຖະມນຕີ
ົ
Propaganda & Training Cabinet ຫອ
ັ້ ງການຄະນະໂຄສະນາອ ົບຮ ົມສູນກາງ
Propaganda & Training Division ພະແນກໂຄສະນາອ ົບຮ ົມ
Provincial Administration/ Governor's Office ຫອ
ັ້ ງວາຸ່ ການປົກຄອງແຂວງ
Road & Bridge Construction & Maintenance ພະແນກກຸ່ ສາັ້ ງ ແລະ ສອ
ັ້ ມແປງຂ ົວທາງ
Division
Secretary Department ກ ົມເລຂານການ
Social Welfare Division ພະແນກສະຫວ ັດດີການສ ັງຄ ົມ
Teacher Training Department (TTD) ກ ົມສາັ້ ງຄູ
The Lao Women's Union ສະຫະພັນແມຍິ
ຸ່ ງ
The National Assembly ສະພາແຫງຸ່ ຊາດ
World Peace Committee ຄະນະກາມະການສ ັນຕິພາບໂລກ
197197 English
English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22
Vocabulary
abroad ຕາຸ່ ງປະເທດ
abstract ັ້ ໃນຫຍທ
ເນືອ ັ້ ຸ່ ີ ຍ ົກອອກມາຈາກບ ົດຂຽນຕາຸ່ ງໆ
access ນາໃຊ ັ້
accident ອບ ັດເຫດ
administration ການບລິຫານ
administration office ຫອ
ັ້ ງການປົກຄອງ
advantage ເປັນປະໂຫຍດ
advertise ໂຄສະນາ
after ຫ ັງຈາກ
afternoon ຕອນທຽຸ່ ງ
age ອາຍ
agency ຕ ົວແທນ
agenda ວາລະກອງປະຊມ
agriculture ກະສິກາ
airport ສະໜາມບິນ
alcohol ເຫົັ້າ
alternative ທາງເລືອກ
ancient ບູຮານ
announce ປະກາດ
annual ປະຈາປີ
applicant ຜູສ
ຸ່ ະໝັກ
application form ຟອມສະໝັກ, ໃບຄາຮອ
ັ້ ງ
April ເດືອນເມສາ
architecture ສະຖາປະຕິຍະກາ
arrive ມາຮອດ
as a result ັ້ ຍເຫດນນັ ັ້
ດວ
as well as ເໝືອນການ
asset ຊ ັບສິນ
assist ຊວ
ຸ່ ຍເຫືອ
assistance ການຊວ
ຸ່ ຍເຫືອ
attend ເຂົັ້າຮວ
ຸ່ ມ
attractive ດງດູດຈິດໃຈ, ງາມ
August ເດືອນສິງຫາ
authority ອານາດການປົກຄອງ
average ສະເລຍ
ຸ່
badminton ກິລາຕີດອກປິ ກໄກ ຸ່
bank ທະນາຄານ
beautiful ງາມ
because ເພາະວາຸ່ , ຍອ
ັ້ ນວາຸ່
bed ຕຽງ
beer ເບຍ
before ກອ
ຸ່ ນໜາັ້
behind ທາງຫ ັງ
benefit ຜ ົນປະໂຫຍກ
between ລະຫວາຸ່ ງ
bicycle ລ ົດຖີບ
big ໃຫຍ
ຸ່
bilateral organisation ັ ັ້
ອ ົງການຈ ັດຕງລະຫວາຸ່ ງສອງລ ັດຖະບານ
birthday ວ ັນເກີດ
boarding pass ັ້ ຍ ົນ
ບ ັດຂນ
199199 English
English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22
boring ໜາັ້ ເບືຸ່ ອ
boss ຫົວໜາັ້
bottom ັ້ ງລມ
ເບືອ ຸ່ ສດ
box ແກັດ, ກອ
ຸ່ ງ
breakfast ອາຫານເຊົັ້າ
bridge ຂ ົວ
brochure ແຜນ
ຸ່ ພັບ
brother ອາັ້ ຍ, ນອ
ັ້ ງຊາຍ
budget ງ ົບປະມານ
bus ລ ົດເມ
but ແຕວ
ຸ່ າຸ່
button ປຸ່ມກ ົດ
cabinet ຫອ
ັ້ ງການກະຊວງ
calculator ຈ ັກຄິດໄລເຸ່ ລກ
can ສາມາດ
car ລ ົດໃຫຍ
ຸ່
cash ເງິນສ ົດ
cause ສາຍເຫດ
cave ຖາັ້
celebrate ສະເຫີມສະຫອງ
ceremony ງານສະເຫີມສະຫອງ
cheap ລາຄາຖືກ
chicken ໄກ ຸ່
citizen ສ ັນຊາດ
climb ັ້ , ໄຕຂ
ປີ ນຂນ ັ້
ຸ່ ນ
close ປິ ດ
clown ຕ ົວຕະຫ ົກ
coastline ຊາຍຝຸ່ງັ
colony ັ້
ຫົວເມືອງຂນ
committee ຄະນະກາມະການ
competition ການແຂງຸ່ ຂ ັນ
competitive ລ ັກສະນະແຂງຸ່ ຂ ັນ
component ສວ
ຸ່ ນປະກອບ, ໜວ
ຸ່ ຍງານທີຸ່ ເປັນສວ
ຸ່ ນປະກອບ, ອ ົງປະກອບ
computer ຄອມພີວເຕີ
congress ສະພານິຕບ
ິ ັນຍ ັດ, ກອງປະຊມ
ຸ່ ໃຫຍ
ຸ່
consequently ັ ັ້ ດງ
ເພາະສະນນ, ຸ່ ັ ນນ,
ັ ັ້ ຕາມລາດ ັບ
contribute ຊວ
ຸ່ ຍເຫືອ, ສະໜັບສະໜູນ
contribute (verb) ອະນເຄາະ, ປະກອບສວ
ຸ່ ນ, ຊວ
ຸ່ ຍເຫືອ
contribution (noun) ການອະນເຄາະ, ການປະກອບສວ
ຸ່ ນ, ການຊວ
ຸ່ ຍເຫືອ
cook ແຕງຸ່ ກິນ
cool ເຢັນ
cooperate (verb) ຮວ
ຸ່ ມມື
cooperation, (noun) ການຮວ
ຸ່ ມມື
coordinate (verb) ປະສານງານ
copy ອ ັດສາເນົາ
cotton ຝາັ້ ຍ
201201 English
English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22
crime ອາດຊະຍະກາ
culture ວ ັດທະນະທາ
currency ສະກນເງິນ
customs ພາສີ
daughter ລູກສາວ
day ມືັ້
debt ໜີັ້
December ເດືອນທັນວາ
decimal ຕ ົວເສດ
dentist ໝປົວແຂວ
ັ້
department store ຮາັ້ ນຊ ັບພະສິນຄາັ້
departure ເດີນທາງອອກໄປ
describe ພັນລະນາ
destination ຈດໝາຍປາຍທາງ
develop ພັດທະນາ
development ການພັດທະນາ
dial ໝູນໂທລະສບ
ັ
dinner ເຂົັ້າແລງ
director ຜູອ
ຸ່ ານວຍການ
discuss ປກສາຫາລື
disease ພະຍາດ
district ເມືອງ
document ເອກະສານ
dolphin ປາໂລມາ
donor ຜູບ
ຸ່ ລິຈາກ, ຜູໃຸ່ ຫທ
ັ້ ືນຊວ
ຸ່ ຍເຫືອລາັ້
double room ຫອ
ັ້ ງຕຽງຄູຸ່
down stairs ລ ົງລມ
ຸ່
draw ແຕມ
ັ້
dry ແຫງັ້
earthquake ແຜນ
ຸ່ ດີນໄຫວ
east ທິດຕາເວັນອອກ
eastern ພາກຕາເວັນອອກ
economy ປະຢັດ
effective ຢາ
ຸ່ ງມີປະສິດທິຜ ົນ
efficient ຢາ
ຸ່ ງມີປະສິດທິ ພາບ
either ເໝືອນກ ັນ, ໜຸ່ ງໃນສອງ
electricity ໄຟຟາັ້
e- mail ຈ ົດໝາຍທາງອິນເຕີເນັດ
embassy ສະຖາທູດ
emergency ສກເສີນ
engineer ວິສະວະກອນ
enough ພຽງພ
enterprise ວິສະຫະກິດ
203203 English
English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22
equipment ວ ັດຖອບປະກອນ
evening ຕອນແລງ
ever ເຄີຍ
excuse ຂໂທດ
expand ຂະຫຍາຍ
expensive ລາຄາແພງ
expire ໝົດອາຍໃຊ ັ້
family ຄອບຄ ົວ
far ໄກ
father ພຸ່
fax ແຟັກ/ໂທລະສານ
February ເດືອນກມພາ
firstly ັ ັ້
ຂນຕອນທາອິດ
fishing ຫາປາ
fluctuate ັ້ ໆລ ົງໆ
ຂນ
foot ຕີນ
football ກິລາບານເຕະ
for sale ຕອ
ັ້ ງການຂາຍອອກ
fourth ລາດ ັບທີ 4
free ຫວາຸ່ ງ
fresh ສ ົດ
Friday ວ ັນສກ
gender ເພດ
gift ຂອງຂວ ັນ
gods ພະເຈົາັ້
good ດີ
goodbye ລາກອ
ຸ່ ນ
governance ການປົກຄອງ
government ລ ັດຖະບານ
gradual ຕາມລາດ ັບ
grant ທນຊວ
ຸ່ ຍເຫືອລາັ້ , ເງິນຊວ
ຸ່ ຍເຫືອລາັ້
grilled ປິັ້ ງ
grow ປູກ
growth ການເຕີບໃຫຍ
ຸ່
guessing from context ການກະຕວງຈາກສະພາບຕ ົວຈິງ
205205 English
English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22
guest ແຂກ, ຜູມ
ຸ່ າຢຽັ້ ມຢາມ
guesthouse ເຮືອນພັກ
happen ັ້
ເກີດຂນ
health ສກຂະພາບ
hello ສະບາຍດີ
holiday ວ ັນພັກ
home ບາັ້ ນ
hospital ໂຮງໝ
hot ຮອ
ັ້ ນ
hotel ໂຮງແຮມ
house ເຮືອນ
housework ວຽກບາັ້ ນ
however ແຕວ
ຸ່ າຸ່
human ມະນດ
husband ຜ ົວ
illiterate ກກໜັງສື
immunisation ັ້
ການພົນຈາກເຂດອ ັນຕະລາຍ, ການສ ັກຢາກ ັນພະຍາດ
implement ັ ັ້
ການຈ ັດຕງປະຕິ ບ ັດ
implement (verb) ັ ັ້
ຈ ັດຕງປະຕິ ບ ັດ
improve ປັບປງໃຫດ
ັ້ ຂ ັ້
ີ ນ
in ໃນ
in conclusion ັ້ , ເວົັ້າລວມແລວ
ສດທາັ້ ຍ, ໃນທີຸ່ ສດ, ໂດຍສ ັງລວມ, ສະຫູບແລວ ັ້
increase ັ້ ຂນ
ເພີມ ັ້
independent ເອກະລາດ
instructions ັ້ ນະນາ
ຂແ
interview ສາພາດ
introduce ແນະນາຕ ົວ
invest ລ ົງທນ
January ເດືອນມງກອນ
ັ
Japanese ຄ ົນຍີຸ່ປຸ່ນ
jewellery ອ ັນຍະມະນີ
job ອາຊີບ
July ເດືອນກລະກ ົດ
jump ັ້
ກະໂດດ, ເຕັນ
207207 English
English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22
June ເດືອນມິຖນາ
know ຮູຈ
ັ້ ັກ
labour ກາມະກອນ, ແຮງງານ
lastly ັ ັ້
ຂນຕອນສ ດທາັ້ ຍ
laws ກ ົດໝາຍ
letter ຈ ົດໝາຍ
library ຫອ
ັ້ ງສະໝດ, ຫອ
ັ້ ງໜັງສື
lid ຝາປິ ດ
life expectancy ການກນ ົດສະເລຍ
ຸ່ ອາຍ
lift ັ້
ຍ ົກຂນ
lift (noun) ັ ັ້
ຂນໃດໄຟຟັ້
like ມກັ
listener ຜູຟ
ຸ່ ງັ
literacy ການລ ົບລາັ້ ງການກກໜັງສື, ການອາຸ່ ນອອກຂຽນເປັນ
live ອາໃສຢູຸ່
loan ເງິນກູຢ
ັ້ ື ມ
lovely ໜາັ້ ຮ ັກ
luggage ກະເປົາເດີນທາງ
macro ສວ
ຸ່ ນໃຫຍ
ຸ່ , ມະຫາພາກ
major ົັ້
ສາຄ ັນ, ຕນຕ
management ການຄມ
ັ້ ຄອງ, ການຈ ັດການບລິຫານຄມ
ັ້ ຄອງ
manager ຜູຈ
ຸ່ ັດການ
market ຕະຫາດ
member ສະມາຊິກ
micro ສວ
ຸ່ ນທີຸ່ ນອ
ັ້ ຍ, ຈລະພາກ
midday 12 ໂມງທຸ່ຽງ
million ລາັ້ ນ
ministry ກະຊວງ
modern ທັນສະໄໝ
Monday ວ ັນຈ ັນ
month ເດືອນ
moreover ັ ັ້ ນອກຈາກນນັ ັ້
ຍິຸ່ ງກວາຸ່ ນນ,
morning ຕອນເຊົັ້າ
mother ແມ ຸ່
motorbike ລ ົດຈ ັກ
mountains ພູເຂົາ
multilateral organisation ັ ັ້
ອ ົງການຈ ັດຕງລະຫວາຸ່ ງລ ັດຖະບານ
municipality ກາແພງນະຄອນ
my ຂອງຂອ
ັ້ ຍ
name ຊືຸ່
nationality ສ ັນຊາດ
near ໃກ ັ້
209209 English
English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22
never ບຸ່ ເຄີຍ
new ໃໝຸ່
newspaper ໜັງສືພມ
ິ
next ຕຸ່ ໄປ
night ກາງຄືນ
north ພາກເໜືອ
northern ທາງພາກເໜືອ
November ເດືອນພະຈິກ
o’clock ໂມງ
objective ຈດປະສ ົງ
observe ສ ັງເກດການ
October ເດືອນຕລາ
office ຫອ
ັ້ ງການ
Official Development Assistance ການຊວ
ຸ່ ຍເຫືອດາັ້ ນການພັດທະນາ
often ເລືັ້ອຍ
on average ໂດຍສະເລຍ
ຸ່
on the left ັ້ ງຊາັ້ ຍ
ຢູເຸ່ ບືອ
open ເປີ ດ
opportunity ໂອກາດ
overstay ຢູກ
ຸ່ າຍການ ົດ
pack ຕຽມເຄືຸ່ ອງໃສກ
ຸ່ ະເປົາ
palace ພະລາດຊະວ ັງ
parade ຂະບວນງານແຫຕ
ຸ່ າຸ່ ງໆ
parking ສະຖານທີຸ່ ຈອດລ ົດ
passenger ຜູໂ
ຸ່ ດຍສານ
passport ໜັງສືຜາຸ່ ນແດນ
passport control ບອ
ຸ່ ນກວດກາໜັງສືຜາຸ່ ນແດນ
peace ສ ັນຕິພາບ
performance ການສະແດງ
picnic ການອອກໄປກິນເຂົັ້າປາ
ຸ່ , ກິນເຂົັ້າປາ
ຸ່
plan ວາງແຜນການ
plane ຍ ົນ
plateau ພູພຽງ
pleased to ສະແດງຄວາມຍິນດີ
policy ນະໂຍບາຍ
politics ການເມືອງ
polluted ທາລາຍສະພາບແວດລອ
ັ້ ມ
polluted ເປັນ ພິດ
poor ທກຈ ົນ
population ພົນລະເມືອງ
position ຕາແໜງ
ຸ່
211211 English
English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22
post office ຫອ
ັ້ ງການໄປສະນີ
practise ຝກຫັດ
prepare ກະກຽມ
press ັ້
ກ ົດ, ເນັນ
prevent ັ້
ປັ້ອງກ ັນ, ຫີກເວັນ
price ລາຄາ
primary school ັ ັ້
ໂຮງຮຽນຊນປະຖ ົມ
problem ບ ັນຫາ
project ໂຄງການ
promotion ັ ັ້ າແໜງ
ການເລືຸ່ ອນຊນຕ ຸ່
provide ຈ ັດຫາໃຫັ້
province ແຂວງ
publish ຈ ັດພິມຈາໜາຸ່ ຍ
push ຍູ,ັ້ ຊກ
quarter to ຍ ັງ 15 ນາທີ
radio ວິທະຍ
rapid ໄວວາຸ່
reason ເຫດຜ ົນ
reception ບອ
ຸ່ ນຕອ
ັ້ ນຮ ັບ
receptionist ພະນ ັກງານຕອ
ັ້ ນຮ ັບ
reduce ຫດຜອ
ຸ່ ນລ ົງ
refrigerator ຕູເັ້ ຢັນ
region ຂ ົງເຂດ
regulation ັ້ ານ ົດ
ຂກ
relax ພັກຜອ
ຸ່ ນ
reliable ໜາັ້ ເຊືຸ່ ອຖື, ໄວໃັ້ ຈໄດ ັ້
rely on ໄວໃັ້ ຈ
resettlement ັ ັ້ ນຖານຄືນ
ການກ ັບມາຕງຖິຸ່
resources ຊ ັບພະຍາກອນ
restoration ການຊອ
ັ້ ມແຊມ, ການປະຕິສ ັງຂອນ, ການບູລະນະຄືນ
restore ຊອ
ັ້ ມແຊມ, ປະຕິສ ັງຂອນ, ບູລະນະຄືນ
return ticket ປີັ້ ເດີນທາງໄປ-ກ ັບ
rich ຸ່ ັ ມີ
ຮງ
river ຸ່ າັ້
ແມນ
rocket festival ັ ັ້
ບນບງໄຟ
rural ຊ ົນນະບ ົດ
sanitation ການສຂະພິບານ
Saturday ວ ັນເສົ າ
scan ັ້ ນ
ຊອກຫາຂມ ູ ສະເພາະ
school ໂຮງຮຽນ
sculpture ັ້
ຮູບແກະສະລ ັກ, ຮູບປັນ
seafood ອາຫານທະເລ
season ລະດູການ
213213 English
English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22
secondary school ັ ັ້ ດທະຍ
ໂຮງຮຽນຊນມ ັ ົມ
secretary ເລຂາ
security ຄວາມປອດໄພ
seldom ດ ົນໆເທືຸ່ອໜຸ່ ງ
senior ຜູອ
ຸ່ າວໂສ
September ເດືອນກ ັນຍາ
sharp ແນນ
ຸ່ ອນ, ທຽຸ່ ງຕ ົງ, ແຫມຄມ
ົ
shelves ຸ່ ືັ້ ມ
ຖາັ້ ນໃສປ
show ສະແດງ
sick ເປັນໄຂ ັ້
sign (noun) ປາ
ັ້ ຍ
sign (verb) ລ ົງລາຍເຊັ ນ
signature ລາຍເຊັ ນ
since ັ ັ້
ຕງແຕ ,ຸ່ ເພາະວາຸ່
sing ຮອ
ັ້ ງເພັງ
single ອ ັນດຽວ, ເປັນໂສດ
single room ຫອ
ັ້ ງຕຽງດຽຸ່ ວ
sister ເອືັ້ອຍ, ນອ
ັ້ ງສາວ
sit down ຸ່ ັ ລ ົງ
ນງ
situation ສະຖານນະການ
slide ເລືຸ່ ອນ
slight ັ້ ຍໜຸ່ ງ
ເບົາໆ, ໜອ
small ນອ
ັ້ ຍ
small business ທລະກິດຂະໜາດນອ
ັ້ ຍ
smuggling ການຄາັ້ ຂອງເຖືຸ່ ອນ, ການລ ັກລອບໜີ ພາສີ
solve ແກໄັ້ ຂ
sometimes ັ ັ້
ບາງຄງຄາວ, ບາງເວລາ
son ລູກຊາຍ
south ພາກໃຕ ັ້
southern ທາງພາກໃຕ ັ້
spicy ເຜັດ
sport ກິລາ
stand up ັ້
ຢື ນຂນ
standard ມາດຕະຖານ
statistics ສະຖິຕິ
status ສະຖານະ
steady ັ້ ົງ
ໝັນຄ
steamed ໜັ້ງ
sticky ໜຽວ
stupa ທາດເຈດີ
suggest ແນະນາ
suitcase ກະເປົາເດີນທາງ
summarise ສະຫບ
ູ
Sunday ວ ັນອາທິດ
supervise ໃຫຄ
ັ້ າແນະນາ, ດູແລ
215215 English
English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22
survey ສາຫວດ
sustainable ຢື ນຍ ົງ
swing ແກວ
ຸ່ ງໄກວ
syllable ພະຍາງ
telephone ໂທລະສ ັບ
television ໂທລະພາບ
temple ວ ັດ
therefore ັ ັ້ ດງ
ເພາະສະນນ, ຸ່ ັ ນນ
ັ ັ້
thousand ພັນ
Thursday ວ ັນພະຫັດ
time ເວລາ
timetable ຕາຕະລາງ
tired ເມືຸ່ ອຍ
to sum up ສະຫບ
ູ ແລວ
ັ້ , ສ ັງລວມແລວ
ັ້
today ັ້ ີັ້
ມືນ
toilet ັ້ ງນາັ້
ຫອ
tomorrow ັ້ ຸ່ ນ
ມືອ ື
tourism ການທອ
ຸ່ ງທຽຸ່ ວ
tourist attraction ການດງດູດນ ັກທອ
ຸ່ ງທຽຸ່ ວ
trade fair ງານວາງສະແດງສິນຄາັ້
tradition ຮີດຄອງປະເພນີ
traditionally ແບບປະເພນີ
traffic ການຈະລາຈອນ
transit ເດີນທາງຜາຸ່ ນ
trek ການເດີນທາງທອ
ຸ່ ງທຽຸ່ ວຍາຸ່ ງໄປຕາມສະຖານທີຸ່ ຕາຸ່ ງໆ
trip ການເດີນທາງ
tuktuk ລ ົດຕກໆ
turn ລຽັ້ ວ
twice ັ ັ້ ສອງເທືຸ່ ອ
ສອງຄງ,
type ຕີພມ
ິ
typewriter ຈ ັກພິມດິດ
under ທາງກອ
ັ້ ງ
upgrade ຍ ົກລະດ ັບ, ປັບປງ
upstairs ັ ັ້
ຊນເທິ ງ
usually ປົກກະຕິ
valid ອອກອະນຍາດ
variety ຫາກຫາຍ
vet ສ ັດຕະວະແພດ
wake- up call ັ້ ຸ່ ນ
ສ ັນຍານປກໃຫຕ ື
waterfall ັ້ ົກ
ນາຕ
weather ອາກາດ
Wednesday ວ ັນພດ
week ອາທິດ
welcome ຍິນດີຕອ
ັ້ ນຮ ັບ
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English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22
west ທິດຕາເວັນຕ ົກ
western ທາງພາກຕາເວັນຕ ົກ
wet ປຽກ
what ແມນຫຍ
ຸ່ ັງ
why ເປັນຫຍ ັງ
wife ເມຍ
work ວຽກ
workshop ກອງປະຊມ
world ໂລກ
worried ກ ັງວ ົນ
year ປີ
yesterday ັ້ ານ
ມືວ
your ຂອງເຈົາັ້
219219 English
English for
for Lao
Lao Government
Government Officials
Officials Module
Module 22