Tập bài giảng kỹ năng đọc hiểu 2

TẬP BÀI GIẢNG KỸ NĂNG ĐỌC HIỂU Phúc Yên, tháng năm 2015 TABLE OF CONTENTS Unit 1: Elephants: Gentle Giants of the Earth I. Objectives II. Pre-reading II.1. Questions for preparation II.2. Vocabulary III. Reading Reading text III.1. Questions for scanning III.2. Comprehension III.3. Reading Analysis III.4. Vocabulary in context IV. Post-reading Unit 2: The extinction of dinosaurs: What happened? I. Objectives II. Pre-reading II.1. Questions for preparation II.2. Vocabulary III. Reading Reading text III.1. Questions for scanning III.2. Comprehension III.3. Reading Analysis III.4. Vocabulary in context IV. Post-reading Unit 3: The birth of the United States of America I. Objectives II. Pre-reading II.1. Questions for preparation II.2. Vocabulary III. Reading Reading text III.1. Questions for scanning III.2. Comprehension III.3. Reading Analysis III.4. Vocabulary in context IV. Post-reading Unit 4: Twins - how alike are they? I. Objectives II. Pre-reading II.1. Questions for preparation II.2. Vocabulary III. Reading Reading text III.1. Questions for scanning III.2. Comprehension III.3. Reading Analysis III.4. Vocabulary in context IV. Post-reading Unit 5: Adoption-the search for happiness I. Objectives II. Pre-reading II.1. Questions for preparation II.2. Vocabulary III. Reading Reading text III.1. Questions for scanning III.2. Comprehension III.3. Reading Analysis III.4. Vocabulary in context Page 1 1 2 3 6 7 7 9 11 12 13 13 13 13 14 15 15 15 17 18 19 19 19 19 20 21 21 21 24 24 25 25 25 25 26 27 27 27 31 IV. Post-reading Unit 6: Secondhand smoke I. Objectives II. Pre-reading II.1. Questions for preparation II.2. Vocabulary III. Reading Reading text III.1. Questions for scanning III.2. Comprehension III.3. Reading Analysis III.4. Vocabulary in context IV. Post-reading Unit 7: A healthy diet for everyone I. Objectives II. Pre-reading II.1. Questions for preparation II.2. Vocabulary III. Reading Reading text III.1. Questions for scanning III.2. Comprehension III.3. Reading Analysis III.4. Vocabulary in context IV. Post-reading Unit 8: Oil - an important world resource I. Objectives II. Pre-reading II.1. Questions for preparation II.2. Vocabulary III. Reading Reading text III.1. Questions for scanning III.2. Comprehension III.3. Reading Analysis III.4. Vocabulary in context IV. Post-reading Unit 9: Earthquakes: What are they and how they happen? I. Objectives II. Pre-reading II.1. Questions for preparation II.2. Vocabulary III. Reading Reading text III.1. Questions for scanning III.2. Comprehension III.3. Reading Analysis III.4. Vocabulary in context IV. Post-reading Unit 10: Alfred Nobel - a man of peace I. Objectives II. Pre-reading II.1. Questions for preparation II.2. Vocabulary III. Reading Reading text III.1. Questions for scanning III.2. Comprehension III.3. Reading Analysis III.4. Vocabulary in context IV. Post-reading 31 32 32 32 33 33 34 34 35 37 37 38 38 38 38 39 39 40 40 43 43 44 44 44 44 45 45 46 46 48 49 50 50 50 50 50 51 52 52 54 54 55 55 55 55 55 57 57 57 59 60 PREFACE LỜI NÓI ĐẦU Đối với Tiếng Anh hay ngôn ngữ khác kỹ năng: Nghe, Nói, Đọc, Viết quan trọng. Kỹ đọc nói riêng kỹ khác nói chung yêu cầu người học phải thường xuyên luyện tập, trau dồi liên tục để hình thành kỹ ngôn ngữ cho cá nhân. Hiện nay, có nhiều tài liệu giúp người học cải thiện kỹ đọc hiểu Tiếng Anh, song chúng đóng vai trò tài liệu tham khảo trình dạy học học phần Đọc hiểu giáo viên sinh viên trường Cao đẳng Vĩnh Phúc chúng biên soạn theo mục đích sử dụng khác nhau. Tập giảng Đọc hiểu (Reading 1) soạn dựa việc nghiên cứu, chọn lọc nội dung học từ giáo trình, tài liệu tham khảo nước để đưa vào sử dụng phù hợp với chương trình khung mà Bộ Giáo dục Đào tạo qui định nhằm giúp sinh viên có giáo trình học tập tốt trình học tập trường. Tập giảng Đọc hiểu (Reading 1) tài liệu học tập thức cho học phần Đọc hiểu sinh viên cao đẳng chuyên ngành sư phạm Tiếng Anh học kỳ I, năm thứ nhất, với 04 ĐVHT (tương đương với 60 tiết lên lớp) Tập giảng gồm 09 chương (09 chapters), ứng với 18 (18 units), chương xoay quanh chủ đề lớn, đọc có nội dung thuộc chủ đề lớn nêu trên. Dựa vào việc khai thác chủ đề bài, tập giảng trọng phát triển ngôn ngữ, nâng cao vốn từ vựng, cấu trúc diễn đạt câu; nắm bắt ý đọc ngắn Tiếng Anh. Từ đó, sinh viên làm quen với văn dạng đơn giản người ngữ, phát triển dần cải thiện khả đọc văn mình. PREFIX Unit 1: Elephants: Gentle Giants of the Earth Elephants are large mammals of the two species which are traditionally recognised, the African elephant and the Asian elephant, although some evidence suggests that African bush elephants and African forest elephants are separate species. Elephants are scattered throughout sub-Saharan Africa, South Asia, and Southeast Asia. Male African elephants are the largest extant terrestrial animals and can reach a height of m (13 ft) and weigh 7,000 kg (15,000 lb). All elephants have several distinctive features the most notable of which is a long trunk orproboscis, used for many purposes, particularly breathing, lifting water and grasping objects. Their incisors grow into tusks, which can serve as weapons and as tools for moving objects and digging. Elephants' large ear flaps help to control their body temperature. Their pillar-like legs can carry their great weight. African elephants have larger ears and concave backs while Asian elephants have smaller ears and convex or level backs. Elephants prefer to stay near water. They are considered to bekeystone species due to their impact on their environments. Females ("cows") tend to live in family groups, which can consist of one female with her calves or several related females with offspring. The groups are led by an individual known as the matriarch, often the oldest cow. Elephants have a fission-fusion society in which multiple family groups come together to socialise. Males ("bulls") leave their family groups when they reach puberty, and may live alone or with other males. Adult bulls mostly interact with family groups when looking for a mate and enter a state of increased testosterone and aggression known as musth, which helps them gain dominance and reproductive success. Calves are the centre of attention in their family groups and rely on their mothers for as long as three years. Elephants can live up to 70 years in the wild. They communicate by touch, sight, smell and sound. Elephant intelligence has been compared with that of primates and cetaceans. African elephants are listed as vulnerable while the Asian elephant is classed as endangered. One of the biggest threats to elephant populations is the ivory trade, as the animals are poached for their ivory tusks. Other threats to wild elephants include habitat destruction and conflicts with local people. Elephants are used as working animals in Asia. In the past, they were used in war; today, they are often put on display in zoos and circuses. Elephants are highly recognisable and have been featured in art, folklore, religion, literature and popular culture. Unit 2: The extinction of dinosaurs: What happened? Dinosaurs are a diverse group of animals of the clade Dinosauria. They first appeared during the Triassic period, 231.4 million years ago, and were the dominant terrestrial vertebrates for 135 million years, when the Cretaceous–Paleogene extinction event led to the extinction of most dinosaur groups (and some three-quarters of plant and animal species on Earth) at the close of the Mesozoic Era. The fossil record indicates that birds evolved from theropod dinosaurs during the Jurassic Period and, consequently, they are considered to be modern dinosaurs. Some birds survived the extinction event that occurred 65 million years ago, and their descendants continue the dinosaur lineage to the present day. Dinosaurs are a varied group of animals from taxonomic, morphological and ecological standpoints. Dinosaurs are represented on every continent by both extant species and fossil remains. Evidence suggests that egg laying and nest building are additional traits shared by all dinosaurs. While modern dinosaurs (birds) are generally small due to the constraints of flight, many prehistoric dinosaurs were large-bodied — the largest sauropod dinosaurs may have achieved lengths of 58 meters (190 feet) and heights of 9.25 meters (30 feet inches). Still, the idea that non-avian dinosaurs were uniformly gigantic is a misconception based on preservation bias, as large, sturdy bones are more likely to last until they are fossilized. Although the word dinosaur means "terrible lizard", the name is somewhat misleading, as dinosaurs are not lizards. Instead, they represent a separate group of reptiles that, like many extinct forms, did not exhibit characteristics traditionally seen as reptilian, such as a sprawling limb posture or ectothermy. Through the first half of the 20th century, before birds were recognized to be dinosaurs, most of the scientific community believed dinosaurs to have been sluggish and cold-blooded. Most research conducted since the 1970s, however, has indicated that all dinosaurs were active animals with elevated metabolisms and numerous adaptations for social interaction. Since the first dinosaur fossils were recognized in the early 19th century, mounted fossil dinosaur skeletons have been major attractions at museums around the world, and dinosaurs have become an enduring part of world culture. The large sizes of some groups, as well as their seemingly monstrous and fantastic nature, have ensured dinosaurs' regular appearance in best-selling books and films, such as Jurassic Park. Persistent public enthusiasm for the animals has resulted in significant funding for dinosaur science, and new discoveries are regularly covered by the media. Unit 3: The birth of the United States of America The Declaration of Independence is the statement adopted by the Continental Congress meeting at Philadelphia, Pennsylvania on July 4, 1776, which announced that the thirteen American colonies, then at war with Great Britain, regarded themselves as thirteen newly independent sovereign states, and no longer a part of the British Empire. Instead they formed a new nation — the United States of America. John Adams was a leader in pushing for independence, which was unanimously approved on July 2. A committee of five had already drafted the formal declaration, to be ready when Congress voted on independence. The term "Declaration of Independence" is not used in the document itself. The sources and interpretation of the Declaration have been the subject of much scholarly inquiry. The Declaration justified the independence of the United States by listing colonial grievances against King George III, and by asserting certain natural and legal rights, including a right of revolution. Having served its original purpose in announcing independence, references to the text of the Declaration were few for the next four score years. Abraham Lincoln made it the centerpiece of his rhetoric (as in the Gettysburg Address of 1863), and his policies. Since then, it has become a wellknown statement on human rights, particularly its second sentence: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. This has been called "one of the best-known sentences in the English language", containing "the most potent and consequential words in American history". The passage came to represent a moral standard to which the United States should strive. This view was notably promoted by Abraham Lincoln, who considered the Declaration to be the foundation of his political philosophy, and argued that the Declaration is a statement of principles through which the United States Constitution should be interpreted. It provided inspiration to numerous national declarations of independence throughout the world. Historian David Armitage, after examining the influence of the American "Declaration" on over 100 other declarations of independence, says: “The American Revolution was the first outbreak of the contagion of sovereignty that has swept the world in the centuries since 1776. Its influence spread first to the Low Countries and then to the Caribbean, Spanish America, the Balkans, West Africa, and Central Europe in the decades up to 1848 Declarations of independence were among the primary symptoms of this contagion of sovereignty. Unit 4: Twins - how alike are they? Twins are two offspring produced by the same pregnancy. Twins can either be monozygotic ("identical"), meaning that they can develop from just one zygote that will then split and form two embryos, or dizygotic ("fraternal"), meaning that they can develop from two different eggs, each are fertilized by separate sperm cells. In contrast, a fetus which develops alone in the womb is called a singleton, and the general term for one offspring of a multiple birth is multiple. The twin birth rate in the United States rose 76% from 1980 through 2009, from 18.9 to 33.3 per 1,000 births. The Yoruba have the highest rate of twinning in the world, at 45–50 twin sets (or 90–100 twins) per 1,000 live births, possibly because of high consumption of a specific type of yam containing a natural phytoestrogen which may stimulate the ovaries to release an egg from each side. In Central Africa, there are 18–30 twin sets (or 36–60 twins) per 1,000 live [10] births. In Latin America, South Asia, and Southeast Asia, the lowest rates are found; only 6–9 twin sets per 1,000 live births. North America and Europe have intermediate rates of 9–16 twin sets per 1,000 live births. Multiple pregnancies are much less likely to carry to full term than single births, with twin pregnancies lasting only 37 weeks (3 weeks less than full term) on average. Women who have a family history of fraternal twins have a higher chance of producing fraternal twins themselves, as there is a genetically linked tendency to hyper-ovulate. There is no known genetic link for identical twinning. Other factors that increase the odds of having fraternal twins include maternal age, fertility drugs and other fertility treatments, nutrition, and prior births. Unit 5: Adoption-the search for happiness Adoption is a process whereby a person assumes the parenting of another, usually a child, from that person's biological or legal parent or parents, and, in so doing, permanently transfers all rights and responsibilities, along with filiation, from the biological parent or parents. Unlike guardianship or other systems designed for the care of the young, adoption is intended to effect a permanent change in status and as such requires societal recognition, either through legal or religious sanction. Historically, some societies have enacted specific laws governing adoption; where others have tried to achieve adoption through less formal means, notably via contracts that specified inheritance rights and parental responsibilities without an accompanying transfer of filiation. Modern systems of adoption, arising in the 20th century, tend to be governed by comprehensive statutes and regulations. Unit 6: Secondhand smoke Passive smoking is the inhalation of smoke, called second-hand smoke or environmental tobacco smoke, by persons other than the intended "active" smoker. It occurs when tobacco smoke permeates any environment, causing its inhalation by people within that environment. Exposure to second-hand tobacco smoke causes disease, disability, and death. The health risks of second-hand smoke are a matter of scientific consensus. These risks have been a major motivation for smokefree laws in workplaces and indoor public places, including restaurants, bars and night clubs as well as some open public spaces. Concerns around second-hand smoke have played a central role in the debate over the harms and regulation of tobacco products. Since the early 1970s, the tobacco industryhas viewed public concern over second-hand smoke as a serious threat to its business interests. Harm to bystanders was perceived as a motivator for stricter regulation of tobacco products. Despite the industry's awareness of the harms of second-hand smoke as early as the 1980s, the tobacco industry coordinated a scientific controversy with the aim of forestalling regulation of their products. Unit 7: A healthy diet for everyone A healthy diet is one that helps maintain or improve overall health. A healthy diet provides the body with essential nutrition: fluid, adequate essential amino acids from protein, essential fatty acids, vitamins, minerals, and adequate calories. The requirements for a healthy diet can be met from a variety of plant-based and animalbased foods. A healthy diet supports energy needs and provides for human nutritionwithout exposure to toxicity or excessive weight gain from consuming excessive amounts. Where lack of calories is not an issue, a properly balanced diet (in addition toexercise) is also thought to be important for lowering health risks, such as obesity, heart disease, type diabetes, hypertension and cancer. Various nutrition guides are published by medical and governmental institutions to educate the public on what they should be eating to promote health. Nutrition facts labels are also mandatory in some countries to allow consumers to choose between foods based on the components relevant to health. The idea of dietary therapy (using dietary choices to maintain health and improve poor health) is quite old and thus has both modern scientific forms (medical nutrition therapy) and prescientific forms (such as dietary therapy in traditional Chinese medicine). III. Reading 10 15 20 25 30 35 In the early 1800s, Americans needed salt, so they drilled wells to bring salty water to the surface. When the water evaporated in the sun, they had a supply of salt. Sometimes, the salty water was mixed with oil. The people were very disappointed because they couldn't use the oil. However, circumstances began to change in the 1820s. In those days, people used whale oil to light their lamps and to make candles. Unfortunately, many whales were killed, and it was very difficult to find them, so whale oil became very expensive. People needed another source of oil to light their homes. The oil that came from the ground suddenly became useful. In 1859, in Titusville, Pennsylvania, a man named Edwin Drake drilled the first oil well, and started the American oil industry. Oil is usually called petroleum. Petroleum is very complex, but it is made up of only two elements; carbon (C) and hydrogen (H). Together carbon and hydrogen are called hydrocarbons. Hydrocarbons are the remains of ancient plants and animals. These plants and animals lived and died millions of years ago. When they died, they were covered by mud, and bacteria broke down the organic remains. Over thousands of years, more plants and animals died and were covered by more mud. The weight of the upper layers and the heat from the pressure eventually changed the-mud into solid rock, called sedimentary rock. It also changed the organic material into oil and natural gas. When petroleum first comes out of the ground, it is called crude oil. This oil is impure. In other words, it is dirty, and people need to clean it. When they clean, or refine it, they manufacture different products. They put the oil into a furnace to heat it. The lightest part of the oil becomes natural gas. We use natural gas to heat our homes and to cook with. The heaviest part of the oil becomes asphalt. We use asphalt to pave road and parking lots. In between the natural gas and the asphalt, this process produces gasoline, kerosene, heating oil, and lubricating oil. We use gasoline to operate our cars. We need lubricating oil to grease machines and other metal objects with moving parts, for example, sewing machines. Petroleum products are called petrochemicals. Many of the products we see and use every day are petrochemicals, for instance, synthetic rubber and synthetic fibers such as nylon, Orlon and Dacron. The detergent we use to wash dishes and clean our clothes, the vitamins we take, and some of the drugs that our doctors prescribe are petrochemicals. Plastic containers and toys, shampoo, lipstick, and hand lotion are petrochemicals, too. In fact, more than six thousand products we buy and use are petrochemicals. III.1. Questions for scanning and skimming Read the passage. Then try to answer the following questions. Do not look back at the passage. Work in pairs to compare their answers with their partner's answers. 45 1. a. What did people use to light their homes before the oil industry began? …………………………………………………………………………………… b. Why did it become expensive? …………………………………………………………………………………… 2. a. What does the lightest part of the oil become? …………………………………………………………………………………… b. What we use it for? …………………………………………………………………………………… 3. a. What does the heaviest part of the oil become? …………………………………………………………………………………… b. What we use it for? …………………………………………………………………………………… 4. What are some petrochemical products that we use everyday? …………………………………………………………………………………… III.2. Comprehension Read the passage once. Then read the following statements. Check whether they are true (T) or false (F). If a statement is false, change the statement so that it is true. Then go back to the passage and find the line that supports their answers _____ 1. Before 1850, people used whale oil to light their homes. _____ 2. The American oil industry began in the early 1800s. _____ 3. Petroleum is another word for oil. _____ 4. Crude oil is ready to use. _____ 5. The lightest part of the oil becomes natural gas. _____ 6. We not use petroleum products very often. III.3. Reading analysis Read each question carefully. Either circle the letter of the correct answer or write the answer in the space provided. 1. What is the main idea of this passage? a. Oil is dirty when it comes from the ground and needs to be cleaned. b. Both oil and natural gas are natural resources. c. Oil is an important natural resource that has many everyday uses. 2. "In the early 1800s, American drilled wells." The early 1800s refers to the years a. 1800 - 1850 b. 1800 - 1830 c. 1820 - 1850 3. "People couldn't use the oil that was mixed with the salty water. However, circumstances began to change in the 1820s. In those days, people used whale oil to light their homes. Unfortunately, many whales were killed, and it was very difficult to find them, so whale oil became very expensive. People needed another source of oil to light their homes." a. What does circumstances mean? i. prices ii. whales iii. conditions 46 b. What were the circumstances that changed? i. Oil was mixed in the salty water, and it was difficult to get the oil out of the water. ii. Whale oil was expensive because it was hard to find whales, so people wanted a new, cheap kind of oil. c. In these sentences, what does in those days refer to? i. 1820 – 1825 ii. 1826 – 1829 iii. 1820 – 1829 4. "In 1859, in Titusville, Pennsylvania, a man named Edwin Drake drilled the first oil well." What is Titusville? a. a state in the United States b. a city in Pennsylvania c. a country in North America 5. "Hydrocarbons are the remains of ancient plants and animals that lived millions of years ago. When these plants and animals died, bacteria broke down the organic remains" a. In these sentences, remains are i. the places where the dead animals and plants lived. ii. the bodies of the animals and plants. b. The adjective organic means i. any living or dead plants or animals. ii. only living plants and animals. 6. "When the oil comes out of the ground, it is impure. In other words, it is dirty, and people need to clean it." a. What does impure mean? i. oil ii. dirty iii. from the ground b. What type of information follows the phrase in other words? i. an example ii. additional information iii. the same information in different words 7. "People put the oil into a furnace to heat it. Many homes and apartment buildings have furnaces. People use furnaces to … ” a. supply fresh air for buildings. b. keep the air in buildings clean. c. supply heat for buildings during cold weather. 8. "Many of the products we see and use everyday are petrochemicals, for instance, synthetic rubber and synthetic fibers such as nylon, orlon and Dacron." a. Which phrase is a synonym of for instance? i. in addition ii. for example iii. in contrast b. What are nylon, Orlon and Dacron? …………………………………………………………………………………… 47 c. How you know? …………………………………………………………………………………… d. Synthetic means i. manmade ii. natural e. Cotton, wool, silk and linen are also fibers. Are they also synthetic fibers or are they natural fibers? …………………………………………………………………………………… 9. "Plastic containers and toys, shampoo, lipstick and hand lotion are petrochemicals, too. In fact, more than thousand products we buy and use are petrochemicals." a. What does in fact mean? i. really ii. however iii. also b. Complete the following sentence with the appropriate choice. "Yesterday was a very cold day. In fact, … ” i. I had to wear a heavy coat. ii. it snowed all day long. iii. the temperature was 100F below zero. c. What kind of information follows in fact? i. the same information as the information before it, but in different words. ii. specific information to emphasize the information before it. iii. new information about a different topic than the information before it. III.4. Vocabulary in context Read each sentence below. Fill in each space with the correct word from the list below. Use each word only once impure refine organic complex material in other words unfortunately In fact source mix 1. When sugar can is cut down, factories _______ it to clean it and prepare it for sale 2. Nylon is a very strong _______, so clothing and parachutes are made of nylon. 3. Amanda studied hard for her math test. _______, she was sick the day of the test, so she didn't very well. 4. Thomas comes from a large family. _______, he has six brothers and five sisters! 5. The water in many lakes and rivers is _______. As a result, it needs to be cleaned before people can drink it. 6. A car is a very _______ machine. However, a bicycle is a very simple machine. 7. The sun is a powerful _______ of light and heat. 8. Grass and leaves are _______, but rocks and glass are not. 9. If you _______ blue and yellow, you will get the color green. 10. Mario is a matriculated undergraduate student. _______, he is attending college in order to graduate and get a bachelor's degree. 48 IV. Post-reading Topics for Discussion and Writing 1. Think about people's lives at home, at work, at school, etc. Describe how oil makes life easier for people. 2. The reading passage explains the process of changing oil into different products. Think of another process where something is changed into a useful product. Describe it, for example, how people change wood into paper. 3. There are many other scientific advances that make life better or easier for us. Work with a partner and make a list, then select one advance and describe it. 4. Imagine that there is no more oil in the world. Describe a day in your life without oil. 49 Unit 9: Earthquakes: What are they and how they happen? I/ Objectives By the end of this unit, students will be able to + improve their knowledge about the danger of earthquake, its causes and predictions. + improve their vocabulary about world earthquakes. + have many chances to practise and improve their English skills, especially reading comprehension and expressing ideas about the earthquake – its causes and happening. II. Pre-reading II.1. Questions for preparation 1. Look at the image. Why did it happen? 2. What is an earthquake? 3. What happens during an earthquake? 4. Why are earthquakes dangerous? 5. Can scientists predict earthquakes? Why is this important? 6. Where in the world earthquakes occur? II.2. Vocabulary Find out the meanings, functions in each of the following words or phrases. earthquake push fear directly take place inside crust squeeze brake predict plate uncertain lie on intensity continent announce direction resist region survive III. Reading Earthquake! People all around the world fear earthquakes. However, many people not understand them very well. 50 10 15 20 25 To understand what causes earthquakes, we need to understand the nature of the Earth and the changes that are slowly taking place in the Earth's crust, or surface. The crust is made of rock. The crust covers the Earth, but it is not in one piece. It is broken into a number of large pieces called plates. These plates are always moving because they lie on top of liquid rock. They slide over the hot, melted rock. The continents ride on top of the plates and move with them. The plates move very slowly, usually at a rate of a few inches per year. The plates move in different directions. The difference in motion causes the rocks to break. This is an earthquake. Earthquakes happen in different ways. In some areas of the Earth, the plates move apart. This happens in the middle of the Atlantic Ocean. The plates are sliding past one another in other regions of the world, for example, at the San Andreas fault zone in California. In other places, plates push directly against each other, and one plate moves downward under the other plate. For example, this happens off the western coasts of South and Central America and off the coast of Japan. Earthquakes also take place inside of plates throughout the world. For instance, China is being squeezed in two directions, from the east by the Pacific plate and from the south by the India-Australia plate. Many scientists are trying to predict earthquakes, but these predictions are very uncertain. Scientists cannot predict the exact location, time, or intensity of an earthquake. Furthermore, the predicted earthquake may not take place at all. As a result, they not think it is a useful idea to announce that an earthquake will take place on a specific day. Instead, people are trying to design structures such as buildings, dams, and bridges that can resist earthquakes. They are also tiding to teach the public how to prepare for and survive earthquakes. III.1. Questions for scanning Read the passage. Then try to answer the following questions. Do not look back at the passage. Work in pairs to compare their answers with their partner's answers. 1. Describe the crust of the earth. ………………………………………………………………………………………… 2. a. How earthquakes happen? ………………………………………………………………………………………… b. How many different ways can earthquakes happen? ………………………………………………………………………………………… c. Describe the different ways earthquakes can happen. ………………………………………………………………………………………… 3. a. Can scientists predict exactly when and where earthquakes will happen? ………………………………………………………………………………………… b. How can people prepare for earthquake? ………………………………………………………………………………………… 51 III.2. Comprehension Read the passage. Then read the following statements. Check whether they are true (T) or false (F). If a statement is false, change the statement so that it is true. Then go back to the passage and find the line that supports their answers ___ 1. The crust covers the earth in one piece. ___ 2. The continents of the world are above the plates. ___ 3. All the plates move in one direction. ___ 4. Sometimes earthquakes happen when the plates move apart. ___ 5. Scientists know when and where an earthquake will happen in the future. III.3. Reading Analysis Read each question carefully. Either circle the letter of the correct answer or write the answer in the space provided. 1. What is the main idea of this passage? a. Earthquakes happen in different ways in different parts of the earth. b. Earthquakes kill many people and cause a lot of damage. c. It is difficult to predict when an earthquake will happen. 2. “People all around the world fear earthquakes. However, many people not understand them very well.” a. These sentences mean that i. many people are afraid of earthquakes, but they not know very much about them. ii. many people are afraid of earthquakes because they not know very much about them. b. However means i. because ii. but iii. and 3. “We need to understand the changes that are slowly taking place in the Earth's crust, or surface.” In this sentence, which word is a synonym of crust? ………………………………………………………………………………………… . 4. “The crust is broken into a number of large pieces called plates. These plates are always moving because they lie on top of liquid rock. They slide over the hot, melted rock. The continents ride on top of the plates and move with them.” In this paragraph, which words describe what liquid rock is like? ………………………………………………………………………………………… . 5. " In some areas of the Earth, the plates move apart. This happens in the middle of the Atlantic Ocean. The plates are sliding past one another in other regions of the world, for example, at the San Andreas fault zone in California." In these sentences, which words are synonyms of area? ………………………………………………………………………………………… . 52 6. "Plates push directly against each other, and one plate moves downward under the other plate. For example, this happens off the western coasts of South and Central America. Earthquakes also take place inside of plates throughout the world. For instance, China is being squeezed from the east by the Pacific plate and from the south by the India-Australia plate." a. In this paragraph, which phrase is a synonym of example? …………………………………………………………………………………… b. These two phrases introduce i. explanation ii. results 7. “Many scientists are trying to predict earthquakes, but these predictions are very uncertain. Scientists cannot predict the exact location, time, or intensity of an earthquake. Furthermore, the predicted earthquake may not take place at all.” a. Predict means i. stop something from happening ii. tell something will happen before it happen iii. understand something by reading about it b. What information comes after furthermore? i. more information about the same subject. ii. the same information in different words. iii. the result of the information before furthermore. 8. "Many scientists are trying to predict earthquakes, but these predictions are very uncertain. The predicted earthquake may not take place at all. As a result, they not think it is a useful idea to announce that an earthquake will take place on a specific day." a. Complete the following sentences correctly. “Elizabeth read several interesting books about earthquakes. As a result, …” i. she became a better reader. ii. she decided to live in California. iii. she learned many new facts about earthquakes. b. As a result means i. moreover ii. consequently iii. however 9. " People are trying to design structures such as buildings, dams, and bridges that can resist earthquakes." a. Which one of the following sentences does such as belong in? i. Ann bought many vegetables _____ potatoes, carrots, and broccoli. ii. Ann bought many vegetables _____ fruit, cereal, and milk. iii. Ann bought many vegetables _____ boil, bake, and fry. b. Such as means i. in addition ii. in contrast iii. for example c. Some buildings can resist earthquakes. If there is an earthquake, these buildings i. will be unsafe and will fall down. ii. will be safe and will not fall down. 53 III.4. Vocabulary in context Read each sentence below. Fill in each space with the correct word from the list below. Use each word only once apart downward for example however predict regions resist structures throughout furthermore 1. Weathermen can usually ________ rain and snowstorms correctly. 2. Helen wants to drive ________ the United States. She plans to see all the states in three months. 3. Harry wants to go to the movies tonight. ________, he has to study for a mathematics test tomorrow. 4. Dams are very big ________. They are built to hold a great deal of water and to produce electricity. 5. Jane took the clock ________ to see how it worked, but she doesn’t know how to put it back together. 6. Earthquakes can damage many utilities, ________ gas lines, electrical lines, and water pipes. 7. Most new buildings in Japan ________ earthquakes because they are carefully designed. 8. Siberia is one of the coldest ________ in the world. 9. David needs clothes. He has to buy shirts, sweaters and pants. ________, he needs shoes and a new coat. 10. The elevator was on the tenth floor. It moved ________ to the first floor when Fred pushed the button. IV. Post-reading Topics for Discussion and Writing 1. Imagine that an earthquake took place where you live. Describe the experience. What happened immediately before the earthquake? What happened during the earthquake? What happened after the earthquake? What did you think about? How did you feel? 2. If you know someone who experienced an earthquake, interview that person. Then write a composition describing that person’s experience. 3. Imagine that you are a teacher. Prepare a set of instructions for students. Tell them what to if an earthquake occurs. 54 Unit 10: Alfred Nobel - a man of peace I/ Objectives By the end of this unit, students will be able to + improve their knowledge about the real person of Alfred Nobel and get more information about the Nobel Prize. + improve their vocabulary about people, science and prize. + have many chances to practise and improve their English skills, especially reading comprehension and expressing ideas about the history of a famous person. II. Pre-reading II.1. Questions for preparation 1. Look at the photograph. Whose picture is on the award? What is this award? Who can receive it? 2. Who was Alfred Nobel? What kind of man you think he was? 3. What is dynamite? Who invented it? 4. What are some different uses of dynamite? What are some helpful uses? What are some destructive uses? II.2. Vocabulary Find out the meanings, functions in each of the following words and phrases announce weapon invent image explosive fortune dynamite inspiration mistake testament error award peace honor violence science tunnel literature construct establish III. Reading The headline in the newspaper announced the death of Alfred Nobel on April 13, 1888. The reporter called him a salesman of death, “The Dynamite King,” because he invented the powerful explosive dynamite. In fact, Alfred Nobel’s 55 10 15 20 25 30 35 40 dynamite business had made him a very rich man. The newspaper story continued, giving Alfred Nobel's age, nationality, and other information about his business. However, the words "The Dynamite King" were all that the 55-year-old Swedish man read. Alfred Nobel sadly put down the newspaper. No, he wasn't dead - his brother Ludwig had died the day before, and the French newspaper made a mistake. All the same, Alfred Nobel was disturbed. Was this the way the world was going to remember him? He did not like that idea at all. He had spent his life working for peace in the world. He hated violence and war. He had invented dynamite to save lives - lives that were lost because other explosives were dangerous to use. He wanted people to remember him as a man of peace. Alfred Nobel invented dynamite at a perfect moment in time. Many countries were beginning to build railroads and tunnels, and needed a safe, powerful explosive to construct railroad tracks through mountains. People also needed dynamite to blow up stone in order to construct buildings, dams, and roads. Alfred Nobel invented dynamite for these peaceful uses. Moreover, he believed that if all countries had the same powerful weapons, they would see how impossible war was, and wars would end. In fact, this was a popular idea of his day. Nobel was very upset about the image that the world had of him, but he did not know what to about it. He thought about his problem for years. He wanted to think of the best way for people to use his fortune of nine million dollars after his death. Then, in 1895, an adventurer named Salomon August Andree made plans for an expedition to reach the North Pole. People all over the world were excited about Andree's journey. Nobel read about Andree's plan, too, and had an inspiration. He finally knew what to with his fortune. He wrote his Last Will and Testament. In his will, he instructed people to use all his money for an annual award to honor leaders of science, literature, and world peace. He stated that these leaders could be men or women of any nationality. Alfred Nobel died on December 10, 1896, at the age of 63. He was unmarried, and had no children. People all over the world wondered who was going to get Nobel’s money. They were amazed when they learned of Alfred Nobel’s plan to award annual prizes in the fields of physics, chemistry, medicine, literature, and peace. The first Nobel prizes were awarded in 1901, and they very' soon became the greatest honor that a person could receive in these fields. In 1969, an award for economics was added. The report of Alfred Nobel’s death had been a mistake, but die decision that he made because of this error gave the world the image he wanted. Alfred Nobel established the Nobel Prize, and the world thinks of him the way he wanted to be remembered: Alfred Nobel, man of peace. 56 III.1. Questions for scanning Read the passage. Then try to answer the following questions. Do not look back at the passage. Work in pairs to compare their answers with their partner's answers. 1. When Nobel read the newspaper on April 13, 1888, why did he become upset? ………………………………………………………………………………………… 2. How did Nobel become rich? ………………………………………………………………………………………… 3. a. What were some uses of dynamite? ………………………………………………………………………………………… b. Why did Nobel believe he invented dynamite at a perfect moment in time? ………………………………………………………………………………………… 4. a. Did Nobel believe that dynamite could stop wars? ………………………………………………………………………………………… b. Why or why not? ………………………………………………………………………………………… 5. How did he decide what he wanted people to with his fortune after his death? ………………………………………………………………………………………… 6. What instructions did Nobel leave in his Last Will and Testament? ………………………………………………………………………………………… 7. Who can receive the Nobel prize and in what categories? ………………………………………………………………………………………… 8. What image does the world have of Alfred Nobel? ………………………………………………………………………………………… III.2. Comprehension Read the passage once. Then read the following statements. Check whether they are true (T) or false (F). If a statement is false, change the statement so that it is true. Then go back to the passage and find the line that supports their answers ___ 1. Alfred Nobel wanted people to remember him as the "Dynamite King". ___ 2. Alfred Nobel died in 1888. ___ 3. Alfred Nobel invented Dynamite ___ 4. Alfred Nobel hated violence. ___ 5. Only men can receive a Nobel Prize. ___ 6. In 1895, Salomon August Andree received the first Nobel Prize III.3. Reading Analysis Read each question carefully. Either circle the letter of the correct answer or write the answer in the space provided. 1. What is the main idea of this passage? a. Alfred Nobel wrote his will after Andree went to the North Pole. b. The Nobel Prize is an internationally famous award. c. Alfred Nobel was a peaceful man who gave the world a great prize. 57 2. "The newspaper story gave Nobel's age, nationality and other information about his business. However, the words "The Dynamite King" were all that the 55-year-old Swedish man read." a. What does however mean? i. and ii. but iii. then b. Complete the following sentence correctly. "Robert wanted to go to the beach. However, … " i. it rained, so he stayed at home. ii. he asked his friends to go with him. iii. he brought his lunch and a big umbrella. 3. "The French newspaper made a mistake about Nobel. Ludwig Nobel died, not Alfred Nobel. All the same, Alfred Nobel was disturbed." These sentences mean that a. because the news was a mistake, Alfred was not upset any more. b. it did not matter that the news was a mistake, Alfred was still upset. 4. "The world was going to remember him as "The Dynamite King". Alfred Nobel did not like that idea at all" This sentence means that a. he liked the idea a little. b. he liked the idea a lot. c. he did not like anything about the idea. 5. "Nobel invented dynamite to save lives - lives that were lost because other explosives were dangerous to use." What follow the dash (-)? a. a contrast b. an example c. an explanation 6. "Alfred Nobel invented dynamite for peace uses. Moreover, he believed that if all countries had the same powerful weapons, they would see how impossible war was, and wars would end. This was a popular idea of his day" a. Moreover means i. however ii. in addition iii. as a result b. Complete the following sentence correctly. "Robert needed to learn English because he wanted to go to college in the United States. Moreover, … ” i. he had to speak English to get a good job. ii. he hated to study and was a poor student. c. His day refers to … i. the day Nobel invented dynamite. ii. the year 1895. iii. the time that he lived. 58 7. Nobel wanted to think of the best way for people to use his fortune of nine million dollars after his death. What is a synonym of fortune? a. will b. inspiration c. wealth 8. "Alfred Nobel had a plan to award annual prizes in the fields of physics, chemistry, medicine, literature and peace." a. What does fields mean? …………………………………………………………………………………… b. Give some examples of fields …………………………………………………………………………………… 9. "The report of Alfred Nobel's death was a mistake, but the decision that he made because of this error gave the world the image he wanted." In this sentence, which word is a synonym of mistake? …………………………………………………………………………………… III.4. Vocabulary in context Read each sentence below. Fill in each space with the correct word from the list below. Use each word only once upset perfect mistake violence headline nationality too at all peaceful all the same 1. Ellen saw the ________ "Earthquake Strikes the West Coast" on the front page of the Tribune and bought it to read the terrible news. 2. Philip got an A on his math test because it was ________. It did not have any errors. 3. Everyone agrees that the lake area is a very ________ place for a vacation. It is very quiet and restful. 4. William wants to go to the movies tonight. I want to see a movies, ________. 5. The weatherman reported sunny weather for today. ________, I am going to bring my umbrella to work. 6. Linda became very ________when she lost her job. She needs the money. 7. Carlos in Peruvian; Hiro is Japanese. What ________ are you? 8. Mahatma Grandhi wanted independence for his country, but he did not believe in ________. He worked for the independence of India without fighting. 9. The weather was extremely dry last month. It did not rain ____. I hope it rains soon! 10. Dominick found a small ________ on the third page of his term paper. He wrote unpossible instead of impossible 59 IV. Post-reading Topics for Discussion and Writing 1. Pretend that you are wealthy. What you want to happen to your property and money after you die? Write instructions. 2. Write a composition describing how you want people to remember you. 3. Nominate a famous person for a Nobel Prize in one of the six categories. Describe the person, and explain why you believe he or she deserves a Nobel Prize in that field. 4. Go to the library. Use an almanac to find the list of all the Nobel Prize winners. Select a Nobel Prize winner from any country in any field. Write about that man or woman and why you think this person deserved the award. 5. Write a short biography of one of the Nobel Prize winners who interested you. 60 [...]... University Press, 20 05 2 Blundell J., Higgens J & Middlemiss N Function in English, Oxford University Press, 19 82 3 Greenall S Language to go - phrasebook (Elementary & Pre-Intermediate), Longman, 20 02 4 Kay S., Jone V and Kerr P Inside out (Pre-Intermediate), Macmillan publishers Limited, 20 02 5 Nguyễn Thị Thanh Yến Bạch Thanh Minh Bồi Dưỡng Kỹ Năng Đọc Hiểu Tiếng Anh, Nxb Tổng hợp TP.HCM, 20 08 6 Patricia... REFERENCES 1 Nhiều tác giả Reading focus, ĐHNN-ĐHQGHN, 20 09 2 Jacobs, R.A English syntax: A grammar for English Language Professionals, Oxford University Press, New York, 1995 3 Lorraine C Smith and Nancy Nici Mare Insights for today, Heinle & Heinle Publishers, 1993 4 Nguyễn Thị Thanh Yến Bạch Thanh Minh Bồi Dưỡng Kỹ Năng Đọc Hiểu Tiếng Anh, Nxb Tổng hợp TP.HCM, 20 08 1 Arline Burgmeier Inside Reading: The Academic... similar b different 10 "Over the last 20 years, people have studied elephants and how they live Consequently, we are beginning to understand these fascinating giant creatures Unfortunately, their numbers are quickly decreasing As a result, people are worried that they may become extinct a Over the last 20 years means i from 20 years ago until now ii from now until 20 years in the future iii from ten... are elephants! 5 Elephants are the largest land animals on Earth An adult male African elephant can weigh six tons and be 12 feet tall Females weigh about half as much as males, and are about four feet shorter than males A newborn elephant, called a calf, weighs about 26 0 pounds (26 0lb) and stands about three feet tall Elephants usually have two tusks These are long, pointed teeth that extend from the... lot of 20 practice In the same way, baby elephants also learn how to use their trunks well Over the last 20 years, people have studied elephants and how they live Consequently, we are beginning to understand these fascinating giant creatures Unfortunately, their numbers are quickly decreasing People are killing elephants to make money by selling their tusks An elephant’s tusks are made of ivory 25 People... of Immanuel Nobel (1801–18 72) , an inventor and engineer, and Carolina Andriette Nobel (1805– 1889) The couple married in 1 827 and had eight children The family was impoverished, and only Alfred and his three brothers survived past childhood Alfred Nobel's interest in technology was inherited from his father, an alumnus of Royal Institute of Technology in Stockholm In 18 42, the family joined him in... Look at the photograph Where do these elephants live? 2 Discuss what you know about elephants For example, what do they eat? How many babies do they have? How long do they live? 3 What do they use their trunks for? 4 What do they use their tusks for? 5 Some people kill them Do you know why? 6 Read the title of this unit What do you think it means? II .2 Vocabulary Find out the meanings, functions in each... passage Then try to answer the following questions Compare their answers with their partner's answers 1 How are elephants similar to people? Please explain the answers …………………………………………………………………………………… 2 2 a Describe a full - grown male elephant …………………………………………………………………………………… b Describe a full - grown female elephant …………………………………………………………………………………… c Describe a newborn elephant ……………………………………………………………………………………... people kill elephants? …………………………………………………………………………………… III .2 Comprehension Read the passage Then read the following statements Check whether they are true (T) or false (F) If a statement is false, change the statement so that it is true Then go back to the passage and find the line that supports their answers _ 1 An elephant's tusks are long _ 2 Female elephants weigh about six tons _ 3 Elephants... been of magnitude slightly over 9, although there is no limit to the possible magnitude The most recent large earthquake of magnitude 9.0 or larger was a 9.0 magnitude earthquake in Japan in 20 11 (as of March 20 14), and it was the largest Japanese earthquake since records began Intensity of shaking is measured on the modified Mercalli scale The shallower an earthquake, the more damage to structures . các kỹ năng: Nghe, Nói, Đọc, Viết đều rất quan trọng. Kỹ năng đọc nói riêng và các kỹ năng khác nói chung đều yêu cầu người học phải thường xuyên luyện tập, trau dồi liên tục để hình thành kỹ năng. viên có được giáo trình học tập tốt nhất có thể trong quá trình học tập tại trường. Tập bài giảng Đọc hiểu 1 (Reading 1) là tài liệu học tập chính thức cho học phần Đọc hiểu 1 của sinh viên cao. TẬP BÀI GIẢNG KỸ NĂNG ĐỌC HIỂU 2 Phúc Yên, tháng 8 năm 20 15 TABLE OF CONTENTS Page Unit 1: Elephants: Gentle Giants of the