180 đề tài nói tiếng anh lê văn sự

Lê Văn Sự Giảng viên Tiếng Anh Trường Đại học Dân Lập Lạc Hồng 180 TOPICS FOR ENGLISH SPEAKING PRACTICE Đặc điểm: • Bao quát nhiều chủ đề • Gồm cấp độ A, B, c • Mỗi câ'p độ có 60 đề tài THU VIEN DAI HOC THUY SAN viên luyện thi chứng ABC môn Nói lớp luyện nói trình độ Cao đẳng Đại học câu lạc tiếng Anh pọ -ĩoyicuÍUJÌ J J _p J iJ \ J c !£ LÊ V Ă N S ự G iả n g v iê n T i ế n g A nh T rư n g Đ ại h ọ c D â n lậ p L ạc H n g 180 ĐỀ TÀI NÓI TIẾNG ANH 180 TOPICS FOR ENGLISH SPEAKING PRACTICE Đ ặc đ iểm : • Bao quát nhiều chủ đề • Gồm cấp độ A , B, c, • Mỗi cấp độ có 60 đề tài D ùng cho: • Học viên luyện thi chứng ABC môn Nói • Các lớp luyện nói trình độ Cao đẳng Đại học • Các câu lạc tiếng Anh NHÀ XUẤT BẢN GIAO THÔNG VÂI TẢI LỜI NÓI ĐẰU Các bạn học viên thân mến, Làm để luyện nói tiếng Anh cách bản, có hiệu quả, phù hợp trình độ từ thấp lẽn cao điều mà người thầy dạy ngoại ngữ tâm huyết trăn trở Theo kinh nghiệm thân người viết, bắt đầu học nói tiếng Anh theo mẫu cảu với lượng từ vừa phải (sách loại xuất ngày gần đây) Kế tiếp, luyện nói theo đề tài có nội dung từ vựng nâng cao dần Từ tích lũy ý tưởng, vận dụng dược cấu trúc cần thiết có đủ vốn từ để ứng dụng vào thực tế giao tiếp cần thiết Trong chiều hướng dó, biên soạn cho mắt tập cẩm nang 180 đề tà i luyện nói tiếng Anh gồm trinh độ A B c Số lượng đề tài phong phú, dựa sở đọc chọn lọc kỹ, có nội dung thiết thực, đáp ứng ba tiêu chí: nội dung, cấu trúc từ vựng Theo sau đọc câu hỏi để luyện trả lời miệng # Hi vọng tập sách tài liệu bổ ích, cung cấp dồi ngữ liệu luyện nói thước đo rõ nét tiến kĩ nói tiếng Anh bạn LÊ VẢN S ự Phó Giám Đôc Trung Tâm Tin Học Ngoại Ngữ Đồng Nai MUC LUC ORAL T O P IC S L E V E L A 13 1A: Talking about daily activities ( ) 14 2A: Talking about what you eat 15 3A: Talking about clothes fa girls 16 4A: Talking about a trip to the zoo 18 5A: Talking about daily activités (2) .; 19 6A: Talking about meals .• 20 7A: Talking about s c h o o l d a y s 21 8A: Talking about sports j 23 9A: Talking about shopping 24 10A: Talking about leisure time 25 11A: Talking about travels 26 12A: Talking about schools (1) Y 28 13A: Talking about schools (2) Y, 29 14A: Talking about the postal system 30 15A: Talking about American football (1) 32 16A: Talking about American football (2) 33 17A: Talking about Thanksgiving Day 34 18Â: Talking about high school activities—yl 35 19A: Talking about winter sports 36 20A: Talking about university life 37 21A: Talking about spring gardening 38 22A: Talking about countries and nationalities 40 23A: Talking about school and education ^ 41 24A: Talking about work and careers & 43 25A: Talking about hobbies and interests 44 26A: Talking about recreation and sports 45 27A: Talking about newspapers and magazines 47 28A: Talking about radio and television 48 29A: Talking about spring cleaning .50 30A: Talking about riding to work .51 31A^Talking about summer and winter) 52 32A: Talking about the human body 53 33A: Talking about gent’s footwear .54 34A: Talking about men’s clothes 55 35A: Talking about trains 56 36A: Talking about the family (1) 57 37A: Talking about means of communication 58 38A: Talking about books 60 39A: Talking about stamp collecting 61 40A: Talking about going shopping 62 41A: Talking about my favourite month 64 42A: Talking about pets 65 43A: Talking about myself 67 44A: Talking about people and jobs 68 45A: Talking about English A 70 46A: Talking about my English class 72 47A: Talking about my house (1) 73 48A: Talking about my house (2) 74 49A: Talking about my favourite film 76 50A: Talking about my family (2), 77 51A: Talking about months and seasons 78 52A: Talking about daily activities (3) 80 53A: Talking about daily life (4) 81 * 54A: Talking about daily life (5) 83 55A: Talking about daily activities (6) 84 V56A: Talking about daily activities (7) 85 57A: Talking about a typical day (8) 86 58A: Talking about going swimming 87 59A: Talking about staying at home on Sunday 88 60A: Talking about a library 90 O R A L T O P IC S L E V E L B 92 IB: Talking about jobs in the future 93 2B: Talking about gray power 94 3B: Talking about English 94 4B: Talking about Jack London 96 5B: Talking about the younger world 97 6B: Talking about the health check-up 98 7B: Talking about a new kind of teaching 99 8B: Talking about children and dogs .100 9B: Talking about world of words 101 10B: Talking about blood 102 1IB: Talking about the riches of the sea 103 12B: Talking about atomic power 104 13B: Talking about English money 105 14B: Talking about cheques/checks 106 15B: Talking about games 108 16B: Talking about the post office (1) .109 17B: Talking about modern offices 110 18B: Talking about shops 111 19B: Talking about hobbies and games 112 -20B: Talking about education 114 21B: Talking about Autumn at the farm about Autumn weather 23B: Talking about the post office (2) 24B: Talking about a fire 25B: Talking about town streets 26B: Talking about means of communication 27B: Talking about street sights 28B: Talking about about town pleasures 29B: Talking about theatres 30B: Talking about museums and galleries 31B: Talking about the zoo >32B: Talking about religion 33B: Talking about mountains 34B: Talking about pleasure and work 35B: Talking about forests 36B: Talking about industry and trade 37B: Talking about measures and money 38B: Talking about shopping 39B: Talking about house building, 40B: Talking about an English village 41B: Talking about village trades 42B: Talking about village entertainments 43B: Talking about birds 44 B: Talking about restaurants 45B: Talking about travelling 46B: Talking about travelling by train 47B: Talking about hunting and shooting, 48B:)Talking aboufsiimmerw eath er ( 49B;!Talking about holidays at the seaside 151 50R: Talking about Bill Gate 153 51B: Talking about diet and exercise .154 52B: Talking about a healthful lifestyle 156 53B: Talking about reading novels 157 54B: Talking about television (1) .158 55B: Talking about living with an English family 160 56B: Talking about television (2) .161 57B: Talking about television (3) 163 58B: Talking about the weekend 164 59B: Talking about the twentieth century 166 60B: Talking about learning by heart 167 ORAL TOPICS LEVEL C 169 1C: Talking about recycling 170 2C: Talking about smoking 171 3C: Talking about watching TV (1) 173 4C: Talking about phone calls 174 5C: Talking about getting around .175 6C: Talking about places to stay 176 7C: Talking about handling your money 177 8C: Talking about getting something to eat 179 9C: Talking about getting sick 180 10C: Talking about your free tim e ^ 182 11C: Talking about being a welcome guest .183 12C: Talking about the best age to be .184 13C: Talking about trees 186 I4C: Talking about taxation 187 • 15C: Talking about sports and games 189 10 16C: Talking about the value of education 190 17C: Talking about women’s rights (1) 192 18C: Talking about freedom 193 19C: Talking about equal pay for equal work .195 20C: Talking about amusements .197 ' 21C: Talking about my hobby 198 22C: Talking about teachers and actors 200 23C: Talking about money 201 24C: Talking about women’s role (2) 203 25C: Talking about reading .205 26C: Talking about single sex schools 206 27C: Talking about the power of music 208 28C: Talking about advertising 210 29C: Talking about wearing a cycle helmet 212 30C: Talking about the harm of sports 214 31C: Talking about horoscopes 215 32C: Talking about pop .218 33C: Talking about television (2) 219 34C: Talking about tourism 221 35C: Talking about better parents 222 36C: Talking about mass media 224 37C: Talking about telecommunication 225 38C: Talking about the increasing number of cars 227 (39Cj/Talking about studying English in an English speaking country V 228 t40C: Talking about the world population 230 41C: Talking about youth drug abuse 232 42C: Talking about nuclear technology 233 ( 43C: Talking about road accidents (1) .235 11 44C: Talking about sedentary life 236 45C: Talking about the misuse of computers (1) 238 46C: Talking about living in cities 239 47C: Talking about road accidents (2) 241 48C: Talking about computers (2) 242 49C: Talking about new technologies .244 50C: Talking about strikes 245 51C: Talking about health care .247 52C: Talking about compulsory schooling 248 53C: Talking about women’s rights (3) : 250 54C: Talking about life without computer 252 ^550: Talking about unemployment 254 56C: Talking about a good parent 255 57C: Talking about the use of pesticides 257 58C: Talking about dangerous sports 259 59C: Talking about high school and university 260 ^OC: Talking about the major problems ofthe world today 262 12 Topic 53C TALKING ABOUT WOMEN’S RIGHTS Much has been said about W omen’s rig h ts, equal opportunities for women and the trium ph of the em ancipated women of our day Does this all m ean th a t a woman’s place is no longer in th e home, th a t she now stands shoulder-to-shoulder w ith fellow men, and women, in the strife and struggle of career, profession or politics? Let us make a brief exam ination of th e role of women in the past Woman, from th e cave-dwelling days of the hum an race, has always been wife, m other and hom e-m aker Life-styles changed through the epochs of history, but the role of woman rem ained unquestioned till not too long ago Man, being physically stronger and more aggressive, was hunter, protector, and la ter in history, breadw inner, while woman, the w eaker sex, biologically handicapped by child-bearing and childminding, busied h erself in the home H er duties, while requiring less physical exertion th a n m an’s, were no less im portant nor less difficult The roles of m an and women were different, but com plementary W hat is the role of women in m odern society? As life-styles changed through the ages, m an the hunter became m an th e farm er and later, w ith industrialization, th e farm er was transform ed to m ere breadw inner Woman of today finds h erself capable of taking over a bread-w inner’s job Moreover, she need no longer be protected by her m en (father, brothers or husband) - she is protected by the law These two drastic changes have brought about the change th a t has taken place in the thinking of women, and m ost men, today Woman is b etter educated now th a n ever before, and justly feels th a t she is the equal of all men She is no longer satisfied w ith being confined to the drudgery of housework 250 W hile it cannot be denied th a t a respectable profession or career is much more exciting th an the routine of household chores, and th a t a m an with a working wife is priviledged with an augm ented household income, it m ust be stressed th a t it is the w om an th a t m akes a home T h e basic unit of society is the family In its sim plest form, the fam ily consists of father, m other and children (or child) While the n eed s of th e family in term s of food, clothing and other modern n ecessities have to be provided for, th e needs of the children m ust not be neglected By h er very nature woman is more loving, caring and w a rm — she is gifted with the elem ents th a t m ake up a home­ m ak er a n d child-m inder In these, she is b etter equipped th a n man It is only logical th a t h er place is in the home F o r all th a t has been said of the liberation of women, most people in society today are still aw are of the im portance of women in th e hom e How often have we heard of women combining career w ith m a rria g e (the la tter, needless to say, m eans home-making) How often too, have we read of highly successful women putting aside all professional m atters to look after th e ir children till they are in d e p en d en t Surely we all know, consciously, or subconsciously, th a t eq u ality is not synonymous w ith sim ilarity! QUESTIONS FOR ORAL PRACTICE W h a t h a s been the role of woman? How w as m an born physically? W h a t type of sex m an and woman belong to respectively? Of w h a t does woman of today find h erself capable? By w h a t is she protected in m odern society? How does woman feel now? W hy does th e woman make a home? W ith w h a t is a m an w ith a working wife priviledged? 251 J In w hat respects is she b etter equipped th a n man? 10 W hat is the conclusion for this sex equality? Topic 54C TALKING ABOUT LIFE WITHOUT COMPUTER (3) Even if you try very h ard you will hardly find an area in our lives which is not dom inated, or a t least influenced, by computers Have a look at your household at home for exam ple and the huge variety of appliances which make life so easy and convenient Most people are simply not aw are of th e fact th a t even our good old gogglebox, the telephone or th e w ashing m achine would not w ork if they were not fitted inside w ith tiny microchips and micro­ processors They not look like computers, but in fact they are some In view of these facts the question arises w h eth er everyday life is possible without com puters a t all There are far more areas th a n the above-m entioned ones w here the use of computers is necessary if not essential Flying an aircraft or running a refinery are very complex procedures which require the help of technical friends M anufacturing com puters and w riting the relevant program m es to make them work properly dem ands a highly qualified workforce We m ust not forget th a t computers are not able to th in k , th a t they have no intelligence The b rain work has to be done by hum ans, as the skills and the performance of the hum an b rain are still unsurpassed All computers are able to is counting noughts and ones but a t a breath-taking speed On the other han d there are areas in our lives computers have not m anaged to influence This is in particular the area in which the social needs of us as hum an beings are affected Bank customers have reluctantly but 252 finally accepted th a t they get th e ir money from a cash dispenser But efforts to autom ate more bank related tran sactio n s and replace th e m by com puters rem ained unsuccessful Life w ithout a telephone h as become unthinkable as tim e and space can be bridged so conveniently by m eans of this sm all m achine And still we prefer to ta lk to people personally, to see each o ther and to socialize C om puters will never be able to su b stitu te hum ans and be th e ir social co u n terp arts The emotional and social aspects of hum an life are far too complex to be calculated So life w ithout com puters is possible in general T here are m any an exam ple of people especially in so-called less developed countries who cope w ith everyday life w ithout com puters And they not seem to be less happy th a n we are A fter all, we have given up a g reat deal of individual independence by relying so much on com puters The vast m ajority use them every day but only a sm all m inority of experts really know how they work Though I am a m em ber of th e m ajority I believe th a t th e com puter-less life is possible The point is w h eth er people a re p rep ared to accept the inconvenience of such a life QUESTIONS FOR ORAL PRACTICE N am e som e appliances which contain microchips and micro­ processors W hat req u ires th e help of our technical friends? W hat m anufacturing com puters and w riting th e relevant p rogram s dem and? W hat of th e hum an brain is still unsurpassed? How can tim e and space be bridged? W hat a re a have computers not influenced? Can som e people in less developed countries cope w ith everyday life w ith o u t com puters? W hen can people lead a com puter-less life? 253 Topic 55C TALKING ABOUT UNEMPLOYMENT U nem ploym ent and all its problem s has become the major problem facing governm ents today This is m ainly due to the technological revolution and w idespread use of com puters in industry and business Many countries have already sta rte d tackling th is problem and have successfully introduced program s to com bat this problem One such program is job sharing, th is has been successful in th e U.K Of course th is doesn’t suit everyone as naturally the pay is lower for fewer hours worked However it is ideal for people who w ant to work part-tim e or gain experience in th e ir field The European Community has provided funds to help governm ents finance program s for school leavers and graduates who are particularly affected by unem ploym ent These program s provide people w ith th e valuable experience needed w hen looking for a job The governm ent encourages businesses to take on graduates or school leavers for a tria l period of say one year D uring th is tim e th e governm ent pays th e ir salary from th ese E.E.C funds and th e graduate gains valuable experience M any businesses welcome th e opportunity to “try out” new employees first and indeed many choose to keep on th e “tra in e e s” if they prove to be successful Although governm ents are trying to create new jobs and set­ up train in g schem es m any people feel th a t businesses could more For exam ple businesses especially large com panies should provide a slot for school-leavers, graduates and older employees who feel “left on th e shelf” They should provide them with on-the-job train in g and experience even if for a lower salary 254 \ In conclusion vve could say th a t by w orking hand in hand governm ents and businesses can help solve w hat is arguably the biggest social and political problem of all time QUESTIONS FOR ORAL PRACTICE W h at are th e two m ain causes of unem ploym ent? W h at is th e program in th e U.K to com bat th is problem? How can governm ents help unem ployed school leavers and graduates? W h at th e se program s provide people w ith? W h at businesses to school leavers and graduates? W h at th e graduates gain during th e trial period of one year in businesses? W h at businesses to successful employees? W h at else could businesses do? How can governm ents and businesses help solve the problem of unem ploym ent? Topic 56C TALKING ABOUT A GOOD PARENT B eing a good p aren t is not easy As a m a tte r of fact, perfect p aren ts n o t exist From my point of view, the th ie e m ost im p o rta n t q ualities required to be a good p aren t are: being affectionate, know ing how to put lim its and being respectful To begin w ith, a good p a re n t m ust be loving C h ild ren need to feel loved They need th e ir p aren ts to kiss them , hug th em , give them a pat on the back w hen they have done 255 som ething right It is vital for p a re n ts to show th e ir love tow ards th e ir children If p aren ts are cold and d istan t, children lose th e ir self-steem , become insecure and feel good for nothing Not only babies should be caressed, but also young children and even teenagers It has been proved th a t those children who have not been kissed or caressed during th e ir up-bringing la te r on develop some kind of psychological problem s I also m entioned before th a t it is very im p o rtan t for a p a re n t to put lim its C hildren need to be show n w hat is rig h t and w h at is wrong If th e ir p aren ts are too perm issive and ju st le t them w hatever they like, they run wild and la te r on find it very difficult to live as honest, good and hard-w orking people A good p aren t, for his child’s own good, should som etim es forbid him to go to certain places which he considers will not him good He should also give him advice and explain to him th e reaso n s for his decision A nother quality needed to be a good p a re n t is being respectful By th is I m ean th a t a good p aren t m ust liste n to his child He m ust try to u n d erstan d his ideas and points of view, and always be ready to listen to his problem s If a p a re n t is respectful he will never press his child w hen he is m aking an im p o rtan t decision, but he will let him choose for him self P a re n ts m ust always let children choose th e ir own life In a nutshell, th e th ree m ost im p o rtan t qualities needed to be a good p aren t are being loving, p u ttin g lim its and being respectful I personally believe it is very h ard to be a good p aren t, as all people have a tendency to w ant th e ir children to be like them selves w ithout lettin g them develop th e ir own personality For th e ir children’s benefit, p aren ts should try to develop these qualities as this is the best way of showing th^m th e ir love QUESTIONS FOR ORAL PRACTICE 256 W hat are th e th re e m ost im p o rtan t qualities to be a good parent? W hat will h ap p en to children if p aren ts are cold and distant? Who should be caressed? W hat has been proved? W hat ch ild ren need to be shown? W hat are th e consequences of perm issive attitudes of parents tow ards th e ir children? W hat should a good p a re n t som etim es do? W hat should th is p a re n t w hen he/ she prohibits som ething? W hat is m e a n t by “a good p aren t should be respectful’? 10 W hat tendency all people have? Topic 57C TALKING ABOUT THE USE OF PESTICIDES The use of p esticides on crops is a very im portant issue and one th a t, I th in k , n eed s to be tak en into more serious consideration, due to th e dam age being done to the environm ent It is u n d e rsta n d a b le th a t in today’s highly com petitive and dem anding food m a rk e t th e re are m any reasons to support the use of pesticides In ord er to survive financially, farm ers tu rn to pesticides to in c re ase th e size of th e ir crops by lim iting th e am ount dam aged or d estro y ed by insects or disease The problem is th a t the insects and d iseases become im m une to th e pesticides after a short while and so m eth in g stro n g er, more poisonous and therefore more harm ful to th e e n v iro n m en t is needed Of course, a n o th e r good reason for using pesticides to increase crop output is th e grow ing dem and for food brought on by overpopulation T h e w orld is growing and we need more food to feed it N evertheless, th e re are o th e r solutions Scientists have been able 257 J to develop new stra in s of certain plants which are disease re s is ta n t and more productive Such high-grade stra in s of rice p lan ts a re now being used by some countries in Asia w ith g reat results S cientists could work h ard er to develop other such stra in s so th a t the use of pesticides could be lim ited Pesticides are harm ful to the environm ent and therefore harm ful to hum an beings T here is no end in sight to th e vicious circle of pesticide use In th e se days of high technology, w here we can send men to th e sta rs we m ust also be able to solve th is u rg e n t problem here on E arth QUESTIONS FOR ORAL PRACTICE Why is th e use of pesticides a very im p o rtan t issue? Why farm ers tu rn to pesticides to increase th e size of th e ir crops? W hat is needed w hen th e insects and diseases become im m une to the pesticides? W hat is th e relationship betw een th e use of pesticides an d overpopulation? W hat have scientists been able to develop? How could th e use of pesticides be lim ited? Describe th e vicious circle of pesticide use 258 \ Topic 58C TALKING ABOUT DANGEROUS SPORTS T here are several categories of dangerous sports Some—such as m ountaineering—are dangerous only for th e individual sp o rtsm an Some involve two opponents, or two en tire team s, in d an g er Boxers m ay receive serious injuries in th e ring, and from tim e to tim e football players are carried off th e field w ith fractures Som etim es th e public suffers—as in accidents w hen car races ta k e place on public roads, or w hen an aeroplane crashes during an a ir display Some sports are cruel to anim als and dangerous to men T horough-bred horses are killed alm ost every year in th e B ritish G n d N ational, for instance, and th e ir jockeys risk breaking th e ir legs, or even th e ir spines Bull-fighting is both cruel to th e bull and dangerous for th e toreador QUESTIONS FOR ORAL PRACTICE W hy people w ant to practise dangerous sports? Do you th in k th a t life nowadays is too safe and therefore people w ant to risk th e ir lives to no good purpose? How far does the desire to m ake money incite people to risk danger? Do sensations really m ake life more enjoyable? Or they m ake everyday life seem very dull, by contrast? Would people still practise dangerous sports if they were not encouraged by the '‘Follow ers” and if th e ir exploits were not reported in th e new spapers and on the radio? Discuss w hat can be said in favour of each of th e dangerous sports Of th e sp o rts term ed “dangerous”, which you think 259 A are w orth the risk s involved, and which you th in k are foolishly dangerous? Why? Ought people to take steps to prevent injury or d eath in sp o rts9 Or is it for the individual to decide w h eth er he w ishes to risk danger to him self, or to encourage others to risk danger? Could some sports be made less dangerous w hile re ta in in g a great deal of th e ir in te re st and excitem ent? (by changing the rules, for example) Topic 59C TALKING ABOUT HIGH SCHOOL AND UNIVERSITY STUDIES In my first sem ester a t the university, I was overw helm ed by how unlike university studies and high school studies were In high school, I had easily been able to finish th e am ount of w ork th a t was assigned, and if on a certain occasion I did not com plete an assignm ent, th e n th e teacher quickly told me to th e work The situation in the university was not at all like th e situation in high school I was greatly surprised at th e volume of work assigned in th e university U nlike high school courses which p erh ap s covered a chapter in two weeks, university courses regularly covered two or th ree chapters in one week and two or th ree o th e r ch ap ters th e next week In high school, I had been able to finish th e assigned chapters, but in the university it was difficult for me to keep up w ith all the chapters even though I made a huge effort The role th a t th e teacher took in m otivating stu d en ts to get work done was also very different in the university In high school, if an assignm ent was unfinished on the date th a t it was due, my teacher would im m ediately let me know th a t I had m ade a m istake 260 and needed to tu rn in th e assig n m en t im m ediately In the university, however, professors did not check up on my work to be sure th a t I was getting work done regularly It was quite easy to put o ft studying in th e beginning and really have to work h ard la ter to tr y and catch up w ith the o th er students D uring my first year in th e university, I had to m ake a decision to get things done by m yself instead of relying on others to w atch over me and ensure th a t I was doing all th a t I needed to W ith so m uch more work, th is was quite a difficult ta sk to accom plish, but I now regularly try to my b est because I dislike falling so far behind It seem s th a t I have turned into a p retty m otivated stu d en t QUESTIONS FOR ORAL PRACTICE W h at was I overw helm ed by in my first sem ester a t the university? How had I finished my highschool work? W h at w as th e university w ork like? How long w ere university courses? How did I keep up w ith th e chapters? How d ifferen t was th e u niversity professors? In w hat tw o points did I realize th a t I needed independence? W hat kind of student have I turned into? role of high school teachers and Topic 60C TALKING ABOUT THE MAJOR PROBLEMS OF THE WORLD TODAY Every day on th e radio, on TV, and in the new spapers, we h ear, see, or read about m any problems in th e world Because of th is we m ust th in k about these problems We m ust also try to find a solution for them Our lives depend on this For example, th e re are pollution problems Air pollution is the first kind It mostly comes from fumes released from cars, airplanes, and train s Also, factories dump w aste anyw here, even in th e city where m any people are living Public safety does not concern the factory owners, who must know th a t people don’t w ant to live in pollution th a t is dangerous for th e ir health Nobody in th is world w ants to breath e dirty air The second pollution problem is sea pollution M any people e a rn th eir living from fishing in the sea, and the fish th ey catch feed many people T heir lives depend on th e fish But th e sea has become so polluted from oil spills and factory w astes th a t th e fish are dying This pollution is not only killing the fish, but is also affecting those people who depend on th e sea for food Seldom you find a place nowadays th a t is not polluted This problem is growing more difficult every day We m ust find a good solution th a t m akes th e world a b etter place to live A good way to keep these dangerous fumes away from the people m ust be found Also, program s about pollution should be shown on TV W hen people understand the bad effect of pollution on the hum an body maybe they will stop doing those things th a t make the a ir or the sea polluted Also, we should plant trees, which are very useful for th e land In conclusion, I hope we can find a solution for every kind of polution in the world 262 \ QUESTIONS FOR ORAL PRACTICE W h e re we know about th e w orld problem s everyday? W h a t is the problem trea ted in th is passage? W h a t are the th re e pollution problem s tre a te d in th is text? W h e re does air pollution m ainly come from? H ow h as th e sea become polluted? W h a t we seldom find? W h a t are th e solutions to pollution problem s? W h ich solution you consider th e m ost im portant? W h a t is th e use of p lan tin g trees? 10 W h a t you to keep th e environm ent green and clean? 263 180 Đ Ề T À I NÓ I T IẾ N G ANH TÁC GIẢ: LÊ VĂN s ự NHÀ XUẤT BẢN GIAO THÔNG VẬI TẢI Chịu trách nhiệm xuất : LÊ TỬ GIANG Biên tập : BAN BIÊN SOẠN NEW ERA In 1.000 cuốn, k h ổ ,5 X ,5 cm , tạ i C ô n g ty cổ phần in B ế n Tre G iấ y p h é p x u ấ t b ả n số: 51-230/X B -Q L X E , cấ p n g y /0 /2 0 In x o n g nộp lưu ch iểu th n g n ă m 2006 „ X \ ...LÊ V Ă N S ự G iả n g v iê n T i ế n g A nh T rư n g Đ ại h ọ c D â n lậ p L ạc H n g 180 ĐỀ TÀI NÓI TIẾNG ANH 180 TOPICS FOR ENGLISH SPEAKING PRACTICE Đ ặc đ iểm : • Bao quát nhiều chủ đề. .. Mỗi cấp độ có 60 đề tài D ùng cho: • Học viên luyện thi chứng ABC môn Nói • Các lớp luyện nói trình độ Cao đẳng Đại học • Các câu lạc tiếng Anh NHÀ XUẤT BẢN GIAO THÔNG VÂI TẢI LỜI NÓI ĐẰU Các bạn... tiếp cần thiết Trong chiều hướng dó, biên soạn cho mắt tập cẩm nang 180 đề tà i luyện nói tiếng Anh gồm trinh độ A B c Số lượng đề tài phong phú, dựa sở đọc chọn lọc kỹ, có nội dung thiết thực, đáp