Thực hành tiếng tổng hợp for internal use đại học mở hà nội

HANOI OPEN UNIVERSITY FACULTY OF ENGLISH Integrated Language Skills in English (Thực Hành Tiếng Tổng Hợp) (for Internal Use) Edited by Pham Thi Bich Diep, MA Nguyen Thi Kim Chi, MA Ngo Thi Thanh Thao, MA HANOI – 2019 INTRODUCTION Integrated Language Skills in English is designed to help the fourth-year English majors at Hanoi Open University enhance essential practical language skills The book focusing on three skills: listening, reading and writing covers a variety of topics, vocabulary and exercises Integrated Language Skills in English is also a short preparation course of four credits for the students to reach advanced level of English (Common European Framework (CEF) level C1) Integrated Language Skills in English contains three sections Section One: Listening Comprehension aims at consolidating the students’ listening skills such as anticipating, inference, listening for details and main ideas, listening for negative expressions, listening for negatives with comparatives as well as enhancing their vocabulary to help them deal with listening exercises easily Section Two is Reading Comprehension with objectives of improving knowledge of society, science, culture, technology, education and crucial reading skills for the students such as predicting, skimming, scanning, dealing with unfamiliar words from structural clues, finding pronoun referents, determining the tone, purpose, or course Section Three: Written English is aimed at enhancing students’ advanced writing, particularly paragraphing, summarizing, letter-writing and visualbased report writing, not least essay writing Each section is comprised of two main parts Part A – Language Skills – provides the students with theoretical knowledge and illustrated examples Part B – Further Practice – provides the students with chances of applying the language principles they have learnt to exercises The course book features three CDs, and supplement materials are also prepared for teachers Shortcomings should be inevitable in the compilation of the course book, thus feedback and suggestions from students and colleagues would be highly appreciated so as to improve the book CONTENTS INTRODUCTION SECTION ONE: LISTENING COMPREHENSION PART A: LANGUAGE SKILLS Dialogues Strategies for Short Dialogues Skill 1: Focusing on the second line Skill 2: Choosing answers with synonyms Skill 3: Avoiding similar sounds REVIEW EXERCISE (Skills 1-3) Who, What, Where Skill 4: Drawing conclusions about who, what, where Skill 5: Listening for who and what in passives Skill 6: Listening for who and what with multiple nouns REVIEW EXERCISE (Skills 4-6) Negatives Skill 7: Listening for negative expressions Skill 8: Listening for double negative expressions Skill 9: Listening for ‘almost negative’ expressions Skill 10: Listening for negatives with comparatives REVIEW EXERCISE (Skills 7-10) Functions Skill 11: Listening for expressions of agreement Skill 12: Listening for expressions of uncertainty and suggestion Skill 13: Listening for emphatic expressions of surprise REVIEW EXERCISE (Skills 11-13) Contrary Meanings Skill 14: Listening for wishes Skill 15: Listening for untrue conditions REVIEW EXERCISE (Skills 14-15) Idiomatic Language Skill 16: Listening for two- and three-part verbs Skill 17: Listening for idioms 12 15 18 19 23 26 29 31 34 38 41 44 46 49 53 56 58 61 65 66 69 REVIEW EXERCISE (Skills 16-17) Strategies for Specific Details Skill 18: Listening for spelling Skill 19: Listening for numbers Skill 20: Listening for dates Skill 21: Listening for measurements Skill 22: Deciding what to write in the gaps REVIEW EXERCISE (Skills 18-22) Specific Factual Information Skill 23: Identifying distractors Skill 24: Paraphrasing REVIEW EXERCISE (Skills 23-24) Places and Directions Skill 25: Understanding a description of places Skill 26: Following directions Skill 27: Labeling a map REVIEW EXERCISE (Skills 25-27) Conversations Predicting the Topic Skill 28: Anticipating the topics Skill 29: Anticipating the questions Answering the Questions Skill 30: Determining the topic Skill 31: Drawing conclusions about who, what, when, where Skill 32: Listening for answers in order REVIEW EXERCISE 10 (Skills 28-32) Skill 33: Labeling a flow-chart Skill 34: Labeling a diagram Skill 35: Identifying attitudes and opinions Skill 36: Persuading and suggesting Skill 37: Reaching a decision REVIEW EXERCISE 11 (Skill 30-37) 72 74 75 75 76 76 78 79 79 82 83 85 86 87 89 89 91 94 95 96 98 100 102 104 105 106 107 Talks 108 Predicting the Topics Skill 38: Anticipating the topics Skill 39: Anticipating the questions 108 110 Answering the Questions Skill 40: Determining the topic Skill 41: Drawing conclusions about who, what, when, where Skill 42: Listening for answers in order REVIEW EXERCISE 12 (Skill 38-42) Skill 43: Using signposting words Skill 44: Comparing and contrasting ideas Skill 45: Using notes to follow a talk Skill 46: Understanding how ideas are connected REVIEW EXERCISE 13 (Skill 43-46) PART B: FURTHER PRACTICE 113 114 115 118 120 121 123 124 124 126 SECTION TWO: READING COMPREHENSION PART A: LANGUAGE SKILLS 143 143 Prediction Skill 1: Predicting Definition and tips Exercise Exercise 1A Exercise 1B Exercise 1C Exercise 1D Main Idea Questions Skill 2: Skimming Definition and tips Exercise Exercise 2A Exercise 2B Exercise 2C Exercise 2D 143 143 144 144 148 152 157 161 161 161 161 163 165 166 Directly Answered Questions (1) Skill 3: Scanning Definition and tips Exercise Exercise 3A Exercise 3B Exercise 3C Exercise 3D Vocabulary Questions Skill 4: Dealing with unfamiliar words from structural clues Definition and tips Exercise Exercise 4A Exercise 4B Exercise 4C Exercise 4D Skill 5: Dealing with unfamiliar words using affixes Definition and tips Exercise Exercise 5A Exercise 5B Exercise 5C Exercise 5D Skill 6: Guessing the meanings of words from the context Definition and tips Exercise Exercise 6A Exercise 6B Exercise 6C Exercise 6D Indirectly Answered Questions (1) Skill 7: Making inferences Definition and tips Exercise Exercise 7A Exercise 7B 169 169 171 171 172 173 174 178 178 180 180 181 182 185 188 188 190 190 192 193 196 198 198 199 199 200 201 203 205 205 206 206 208 Exercise 7C Exercise 7D Directly Answered Questions (2) Skill 8: Finding pronoun referents Definition and tips Exercise Exercise 8A Exercise 8B Exercise 8C Exercise 8D Overall Review Questions Skill 9: Determining the tone, purpose, or course Definition and tips Exercise Exercise 9A Exercise 9B Exercise 9C Exercise 9D PART B: FURTHER PRACTICE 210 211 SECTION THREE: WRITTEN ENGLISH PART A: LANGUAGE SKILLS 265 265 Paraphrasing and Summarizing 265 Skill 1: Paraphrasing Skill 2: Summarizing Letter Writing Before Writing Skill 3: Understanding the task While Writing Skill 4: Improving your score Writing Practice Skill 5: Organizing a letter A letter of apology A letter of complaint A letter of thanks A letter of inquiry 213 213 215 215 217 221 223 226 226 228 228 231 232 235 239 265 270 274 274 274 277 277 281 281 281 282 284 285 A letter of request A letter of application A letter of suggestion After Writing Skill 6: Checking and correcting your answer Visual-based Report Writing Before Writing Skill 7: Understanding the task While Writing Skill 8: Writing an introduction Ways to start writing an introduction Introductory expressions Skill 9: Improving your Task Achievement score Skill 10: Improving your Lexical Resource score Verbs and nouns for trends Other related verbs Adjectives and adverbs showing amounts and emphasis Mathematic expressions Time expressions Skill 11: Comparing and contrasting Contrasting Sequencing adjectives and nouns Describing changes Describing sharp increases Describing peaks and troughs Describing sharp decreases Describing stability Skill 12: Describing numbers and figures accurately Quantity measurements Other measurements Skill 13: Using compact styles Skill 14: Describing a process Writing Practice Skill 15: Organizing a visual-based report 287 288 290 292 292 294 294 294 297 297 297 298 299 300 301 302 302 303 304 306 306 308 309 310 311 311 312 313 313 313 315 317 319 319 Graphs Bar charts Pie charts Tables Diagrams Maps After Writing Skill 16: Checking your answer Essay Writing Before Writing Skill 17: Understanding the task 319 323 327 331 334 339 343 343 345 345 345 While Writing Skill 18: Writing an introductory paragraph The purpose of an introductory paragraph Strategies to write an introductory paragraph Hints to write functional introductory sentences Skill 19: Writing the developmental paragraph Developing supporting ideas Writing unified supporting paragraphs Skill 20: Connecting paragraphs in the essay Skill 21: Using the correct style Skill 22: Expressing a personal view Skill 23: Writing the concluding paragraph Writing Practice Skill 24: Organizing different types of essays An evaluation and opinion essay A contrasting viewpoints essay A problem-solving essay A theory-based essay After Writing Skill 25: Checking and editing PART B: FURTHER PRACTICE 348 348 388 348 349 354 354 356 358 361 364 366 367 367 367 370 376 381 383 383 385 REFERENCES APPENDIXES 405 406 SECTION ONE: LISTENING COMPREHENSION PART A: LANGUAGE SKILLS DIALOGUES SKILL 1: FOCUSING ON THE SECOND LINE Example On the recording, you hear: (man) Billy really made a big mistake this time (woman) Yes, he forgot to turn in his research paper (narrator) What does the woman say about Billy? In the exercise, you read: A It was the first time he made a mistake B He forgot to write his paper C He turned in the paper in the wrong place D He didn’t remember to submit his assignment The second line of the conversation indicates that Billy forgot to turn in his research paper, and this means that he did not remember to submit it The best answer is therefore answer (D) HINT 1: FOCUSING ON THE SECOND LINE The second line of the conversation probably contains the answer to the question Listen to the first line of the conversation If you don’t understand it, don’t worry because it probably does not contain the answer Be ready to focus on the second line of the conversation because it probably contains the answer Repeat the second line in your mind as you read through the answers in the text EXERCISE 1A Focus on the second line of the conversation, read the question, and then choose the best answer You can probably answer the question with only the second line (man) Can you tell me if today’s matinee is a comedy, romance, or western? (woman) I have no idea (narrator) What does the woman mean? A She has strong ideas about movies B She prefers comedies over westerns and romances C She doesn’t like today’s matinee D She does not know Question The chart below shows the world’s energy use in 2010 Summarize the information by selecting and reporting the main features and make comparisons where relevant Write at least 150 words 393 EXERCISE 12 Question The table below shows the monthly expenditure of an average Australian family in 1991 and 2001 Summarize the information by selecting and reporting the main features and make comparisons where relevant Write at least 150 words 1991 2001 Australian Dollar Per Month Food 155 160 Electricity and Water 75 120 Clothing 30 20 Housing 95 100 Transport 70 45 Other goods and services* 250 270 Total 675 715 * Other goods and services: non-essential goods and services 394 Question The table shows the results of a survey to find out what members of a city sports club think about the club’s activities, facilities and opening hours Summarize the information by selecting and reporting the main features and make comparisons where relevant Write at least 150 words Very satisfied Satisfied Not satisfied Range of activities Female members 35% 35% 30% Male members 55% 40% 5% Female members 64% 22% 14% Male members 63% 27% 10% Female members 72% 25% 3% Male members 44% 19% 37% Club facilities Opening hours 395 EXERCISE 13 Question The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes Summarize the information by selecting and reporting the main features and make comparisons where relevant Write at least 150 words 396 Question The diagram shows how salt is removed from seawater to make it drinkable Summarize the information by selecting and reporting the main features and make comparisons where relevant Write at least 150 words 397 EXERCISE 14 Question The maps below show the village of Stokeford in 1930 and 2010 Summarize the information by selecting and reporting the main features and make comparisons where relevant Write at least 150 words 398 Question The maps below show the changes that have taken place at the seaside resort of Templeton between1990 and 2005 Summarize the information by selecting and reporting the main features and make comparisons where relevant Write at least 150 words 399 ESSAY WRITING EXERCISE 15 (Evaluation and opinion essays) You should spend about 40 minutes on this task Poor students or students from rural areas often find it difficult to have access to university education People think universities should make it easier for them to study at To what extent you agree or disagree? Give reasons for your answer and include any relevant examples from your own knowledge or experience Write at least 250 words EXERCISE 16 (Contrasting viewpoints esssays) You should spend about 40 minutes on this task Some people regard video games as harmless fun, or even as a useful educational tool Others, however, believe that videos games are having an adverse effect on the people who play them Discuss the drawbacks and benefits of video games Give reasons for your answer and include any relevant examples from your own knowledge or experience Write at least 250 words 400 EXERCISE 17 (Problem-solving essays) You should spend about 40 minutes on this task People today move to new cities or new countries more than ever before What challenges they experience? What strategies are there to meet these challenges? Give reasons for your answer and include any relevant examples from your own knowledge or experience Write at least 250 words EXERCISE 18 (Theory-based essays) You should spend about 40 minutes on this task Some people believe that it would be beneficial if employees worked three or four days per week rather than five or six days Why is this? Give reasons for your answer and include any relevant examples from your own knowledge or experience Write at least 250 words 401 REFERENCES Allen, M., Powell, D., and Dobby, D (2008) IELTS Graduation Macmilian Publishers Cambridge First Certificate in English 1, 2, (2010) Cambridge University Press Cambridge IELTS 1-9 Cambridge University Press Cambridge Proficiency Examination Practice (2010) Cambridge University Press IELTS (2013) CUP IELTS Trainers Jakeman, H., and Jakeman, V (2012) Complete IELTS CUP Literacyidea.com Matthews, M., and Salisbury, K (2009) IELTS Practice Test-Plus CUP Mc Carter, S & Whitby, N (2011) Improve Your IELTS Writing Skills Mac Millan Publishers Limited McCarter, Sam (2008) IELTS Test Builder Macmilian Publishers O’Connell, S (2010) Focus on IELTS Person Education Oshima, A & Hogue, A (2007) Introduction to Academic English - Level Pearson Education Oshima, A & Hogue, A (2006) Writing Academic English - Level Pearson Education Phillips, D (2011) Preparation Course For The TOEFL Test Longman Roberts, R., Gakonga, J., and Preshous, A (2004) IELTS Foundation Macmillan Publishers The Official Cambridge Guide to IELTS Wang Hong Xia (2012) 15 Days’ Practice for IELTS Writing Nhà xuất Tổng hợp, TP Hồ Chí Minh 402 APPENDIX WRITTEN LANGUAGE APPENDIXES APPENDIX COMMON EXPRESSIONS IN LETTER WRITING Greeting You must start your letter with a proper greeting Below are few examples of letter opening for certain types of letter a Casual • Hi/Hello + first name or just name followed by a comma Example Hi Sam, / Sam, b Informal • Dear + first name Example Dear Sam, c Formal To known recipients • Dear + title + last name + comma • Dear + full name Example Dear Dr /Mr Spencer, / Dear Peter Brown, To unknown recipient: • Dear + Sir or Madam • Dear + position Example Dear Sir or Madam, / Dear Director, • To Whom It May Concern Opening You also need to tailor your letter opening to the recipient and types of letter a Self-introducing - My name is Mary Kanzen and I was a guest at your hotel last week - My name is Mary Kanzen and I am a student in the Faculty of English - My name is Mary Kanzen I am interested in your course in Basic Computing b Thanking - Thank you for your letter enquiring about a course in Basic Writing 403 - Thank you for your letter of (date) in which you ask for some information about… - Thank you for your invitation to the education exhibition on May 8th c Stating why you are writing - I am writing to complain about the poor service at your restaurant - I am writing to inform you of the loss of my credit card - I would like to ask about details of the course in basic computing d Mentioning the enclosed documentation - I am enclosing / attaching my resume - Enclosed with this letter is my resume Body The part is unique to each letter Below are typical sentence patterns for the body paragraphs, depending on types of letter a Request - Could you please/ possibly…? - Would it be possible…? - I would be grateful if you would/could… - Would you mind + V-ing… - I wondered if you could… - I would appreciate it if you could… b Suggestion - I would like to suggest that… - May I suggest that… - Perhaps we could… - Could you please…? - I would advise you to buy X… - I recommend you to buy X… - In my opinion, X is the book to buy… - If I were you, I would buy…, c Apology - I am terribly sorry, but… - I am afraid I… - I must apologize about (not) + V-ing… 404 d Complaint - I must complaint about… - I am not satisfied with… - I feel something should be done about… Concluding You need to end your letter before signing it off with certain phrases Following are some concluding sentence patterns a Request - Thank you in advance for your attention to this matter - I am looking forward to your reply/response b Apology - Once again, I am sorry for any inconvenience caused - Please accept my apologies once more c Complaint - I expect to hear from you soon - Please give this matter your immediate attention - If I not receive a satisfactory response, I will… d Advice/suggestion - I hope the information is helpful/ useful - Please feel free to contact me if you need any further information - I hope these suggestions have been useful - Please let me know if I can be of any further assistance/help Closing The choice of your closing depends on the recipient and the level of formality You should end your letter appropriately Normally, the greeting and ending have to match Look at the example greeting and closing words/phrases below Greeting Closing a Hi/Hello + first name, → Best/ Best wishes, / Love, / Cheers, / Ever yours → Yours sincerely, /Regards, / Truthfully b Dear Mr./Mrs./Ms + last name, c Dear Sir or Madam, → Yours faithfully, 405 APPENDIX Words, phrases and structures showing similarity Transition words and phrases • likewise • similarly • also • furthermore • in addition • moreover Coordinators • and • both…and • not only…but also • neither …nor Subordinators • as (+ clause) • just like (+ clause) Verbs • compare with/ to • resemble Adjectives • compared with/to • similar to (+ noun) • same as Nouns • comparison • resemblance (to/with) • in comparison (with/to) • similarity (with) Others • • • • (be) alike like (+ noun) just like (+ noun) as as 406 • as well as • as well • in the same way Words, phrases and structures showing differences however in contrast instead differently • on the contrary • on the other hand • rather Transition words and phrases • • • • Coordinators • but • yet Subordinators • while • whereas • although • though • even though Verbs • contrast with • change (from/to) • differ from • differentiate (between) • distinguish (between) • vary (from/ between) Adjectives • different (from) • dissimilar to • distinct (from) Nouns • contrast • difference (between) • distinction (between) • variation (between) • change (from) Others • • • • unlike (+ noun) not a as despite (+ noun) versus 407 • • • • in spite of (+ noun) instead of more/less…than against