10. LETTER OR AUTHORIZATION FOR DELIVERING AND RECEIVING DOCUMENTS-1

10. LETTER OR AUTHORIZATION FOR DELIVERING AND RECEIVING DOCUMENTS-1 tài liệu, giáo án, bài giảng , luận văn, luận án, đ...

Elementary English for Tourism and Hospitality LESSON 10 – Giving Directions STUDY NOTES Characters Leo: Receptionist Mona: Guest Jack: Guest Joe: Taxi driver The story Mona and her father, Jack, take a taxi ride with Joe, the driver. Language Practice -Small talk When Mona and Jack get in the taxi, Joe asks them some questions to start a conversation. These types of questions about common interests are sometimes called small talk. When you have just met someone, it is better not to ask them personal questions. For example, questions about age, marital status, income and family may be too personal for some Australians. Below are some model questions that are suitable for small talk. Read them out loud. Where are you from? How long will you be staying? Have you been here before? Do you enjoy travelling? What do you do? Is it difficult to find a job in your country? Do you like sport? Language Practice - Contractions using will As we learnt in lesson 10, “that’ll be” is a short way of saying “that will be”. Here are some other examples of contractions using will. Read them out loud. I’ll get this. He’ll be back at 6 p.m. It’ll take about half an hour. We’ll see you on Thursday. You’ll be here in time for dinner. They’ll wait for you in the lobby. That’ll be ten dollars thanks. EXERCISES 1. Key vocabulary Look up the meaning and pronunciation of these words in your dictionary. change driver entrance here keep know little long main stay quick worry 2. Language Practice - Small talk Create questions from the following words. 1. where / from? _________________________________________ 2. like / weather / here? _________________________________________ 3. how / will / staying? _________________________________________ 4. have / been / before? _________________________________________ 5. do / sport? _________________________________________ 3. Vocabulary Choose the correct word from the box at the top of this page to complete the sentences. Not all of the words will be used. 1. How long would you like to _________? 2. The _____________to the museum is in Main Street. 3. Do you ___________what time he’ll be back? 4. Thank you. You can keep the _____________. 5. How ________ does it take to get there by train? 4. The Chant Practise saying this chant out loud. Where to? Where to? Don’t worry, I know the way. Nice to meet you Nice to meet you Hope you enjoy your stay! Suggested Answers: 2. 1) Where are you from? 2) Do you like the weather here? 3) How long will you be staying? 4) Have you been here before? 5) Do you like sport? 3. 1) stay 2) entrance 3) know 4) change 5) long GIẤY ỦY QUYỀN / LETTER OF AUTHORIZATION V/v giao, nhận chứng từ / Delivering and receiving payment document TP Hồ Chí Minh, dated ……………………… - Căn Bộ Luật Dân Sự nước Cộng Hòa Xã Hội Chủ Nghĩa Việt Nam ban hành năm 2005 Pursuant to the Civil Code of the Socialist Republic of Vietnam issued on 2005 - Căn vào văn pháp luật hành Pursuant to current Laws I BÊN ỦY QUYỀN/Mandator (“hereinafter referred to as “We”) Tên tổ chức (Organization’s name) : Giấy chứng nhận đăng ký doanh nghiệp (Business Registration Certificate No): Ngày cấp (Issued Date): Nơi cấp (Place of Issued): Người đại diện theo pháp luật (The legal representative): Chức vụ (Position): II/ Bên ủy quyền (Bên B)/ Authorized Party (hereinafter referred to as “Party B”): CÔNG TY CHỨNG KHOÁN / Securities Company …………………………………………… Người đại diện / Representative: ………………………………………………………………………… Chức vụ / Position: ………………………………………………………………………………………… Địa chỉ/ Address:………………………………………………………………………………… Điện thoại/ Phone Number:……………………………………………………………………… Số Fax/ Fax Number:……………………………………………………………………………… III/ Nội dung ủy quyền/ Content of Authorization: - Bên A ủy quyền cho Bên B thực việc giao, nhận giấy tờ toán giao dịch liên quan đến tài khoản tiền gửi bên A mở Chi nhánh Ngân hàng TMCP Đầu tư Phát triển Việt Nam / Party A authorizes Party B to deliver and receive all payment documents related to Party A’s accounts opened at all branches of the Bank for Investment and Development of Vietnam JSC (BIDV) - Bên B ủy quyền lại cho nhân viên bên B để thực nội dung ủy quyền nêu / Party B’s staffs are allowed to conduct above authorization contents - Bên B có trách nhiệm thông báo danh sách nhân viên thực nội dung cho Chi nhánh Ngân hàng TMCP Đầu tư Phát triển Nam Kỳ Khởi Nghĩa / Party B has to inform BIDV - Nam Ky Khoi Nghia branch of specific staffs to conduct above authorization contents IV/ Thời hạn ủy quyền/ Period of Authorization: - Giấy ủy quyền không hủy ngang có hiệu lực từ ngày ký đến ngày đăng ký lại / This Authorization is irrevocable and effective as from the signing date to the date of re-registration - Giấy ủy quyền lập thành 02 (hai) Mỗi bên giữ có hiệu lực Trong trường hợp có hiểu không đồng ngôn ngữ tiếng Việt tiếng Anh tiếng Việt ưu tiên / This Authorization shall be made into two (02) copies Each party keeps one (01) copy of equal validity In case of having any conflict between Vietnamese and English language, Vietnamese shall be prevailed Bên ủy quyền The Mandator Bên ủy quyền For and on Behalf of the Authorized Party Xác nhận Phòng ……………./Cơ quan nhà nước có thẩm quyền Confirmation of Individual Service Division or the relevant departments 1Bài 10: Ngoài Đường - chào hỏi, nói chuyện phiếm với khách; xin trả tiền xe Transcript Quỳnh Liên và toàn Ban Tiếng Việt, Đài Úc Châu, xin thân chào quí bạn. Trong Bài Học 9, các bạn đã học cách chỉ đường; đề nghị và diễn tả thời lượng cần thiết để làm một công việc nào đó. Trong bài học 10 hôm nay, cô Mona và cha cô, ông Jack, đã đón tắc xi. Người tài xế tắc xi là anh Joe. Các bạn sẽ nghe một số lời chỉ dẫn được lập đi lập lại. Các bạn sẽ học và thực tập một số câu hỏi, chẳng hạn như hỏi xem người nào đó từ đâu tới. Ngoài ra, các bạn cũng sẽ học cách nói cho khách hàng biết tiền lệ phí hay giá vé là bao nhiêu. Thế nhưng, trước khi tiếp tục cuộc đối thoại, chúng ta hãy nghe lại phần đầu cuộc đối thoại nói về đề tài chỉ đường. Leo: Good morning, Ms. White, Mr. Webber. Jack: Good morning, Leo Mona: Hi Leo. Is there a major shopping centre nearby? Leo: The Starlight Mall has over a hundred shops. I'm sure you'll find what you want there. Mona: And how do we get there? Leo: Well, turn right outside the hotel, and left at the traffic lights. Go straight up the street, cross at the next set of lights and turn right at the pink tower. Mona: Oh dear, that's too hard to remember. Leo: Well then, what about a taxi? You can get one just outside the hotel. Jack: I don't mind walking, Mona… We turn right outside the hotel, Leo? Leo: Yes, that's right. Then left at the traffic lights. Jack: Turn left? Leo: That's right. Then walk straight up the street (and ) Mona How long does it take to walk there? Leo: It takes about 10 minutes. Mona: Then let's get a cab, Dad. Thanks anyway, Leo. Và bây giờ, chúng ta sẽ tiếp tục theo dõi đề tài Chỉ Đường trong Bài Học 10. Joe: Where to? 2 Mona: Do you speak English? Joe: Just a little. Mona: Starlight Mall please. It's left at the traffic lights. Joe: Don't worry, I know the way. Where do you come from? Jack: Australia. Joe: Aaah! How long are you here for? Jack: Three weeks. Joe: Three weeks in the city? Jack: No, we're going north on Saturday. Sau đây, mời các bạn nghe lại cuộc đối thoại bằng cả tiếng Anh lẫn tiếng Việt: Joe: Where to? (Đi đâu vậy?) Mona: Do you speak English? (Anh biết nói tiếng Anh không?) Joe: Just a little. (Chỉ nói được một chút thôi.) Mona: Starlight Shopping Centre please. It's left at the traffic lights. (Xin anh chở chúng tôi tới khu thương mại Starlight. Nó nằm bên trái đèn giao thông.) Joe: Don't worry, I know the way. (Dạ đừng lo. Tôi biết đường mà.) Joe: Where do you come from? (Thế quí khách từ đâu tới vậy?) Jack: Australia. (Úc.) Joe: Aaah! How long are you here for? (Thế à! Ông sẽ ở đây bao lâu?) Jack: Three weeks. (Ba tuần.) 3Joe: Three weeks in the city? (Ở thành phố này ba tuần à?) Jack: No, we're going north on Saturday. (Dạ không, chúng tôi sẽ đi lên mạn bắc vào thứ Bảy.) Xin các bạn nghe anh Joe hỏi hành khách xem họ định đi đâu nhé. Joe: Where to? 'Where to' ('đi đâu') là dạng nói tắt và được hoàn toàn chấp nhận khi cần phải sử dụng kiểu nói này để thay cho câu 'Where are you going to?' ('ông (bà) đi đâu vậy?). Mời các bạn nghe và lập lại. Where to? Where to? Xin các bạn để ý xem anh Joe hỏi như thế nào khi anh muốn biết cô Mona và ông Jack từ nước nào tới đây. Anh hỏi: Joe: Where do you come from? (Quí khách từ đâu tới vậy?) Các bạn cũng có thể hỏi một cách vắn gọn hơn, "Where are you from?" Nào chúng tay tập nói xem sao. Mời các bạn nghe và lập lại. Where do you come from? Where do you come from? Where are you from? Where are you from? Sau đó, anh Joe muốn biết hai người khách sẽ ở đây bao lâu. Mời các bạn nghe lại câu hỏi ấy. Joe: How long are you here for? Quí khách sẽ ở đây bao lâu? Jack: Three weeks. Ba tuần. Anh ta cũng có thể hỏi, "How MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY VO THI THUY LINH SOME SUGGESTED ACTIVITIES FOR TEACHING AND LEARNING THE WRITING SECTIONS IN THE TEXTBOOK “ENGLISH 10” maSTER thesis in education Vinh - 2011 2 HiÖu Photocopy - Vi tÝnh S¬n Lan Photo - In mµu Laser - M¹ nhò vµng Sè 18 Ph¹m Kinh Vü - BÕn Thñy - TP Vinh Tel: 0383. 5555 88 - Mobile: 090. 345 9796 Email: sonlanphoto@yahoo.com.vn MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY VO THI THUY LINH SOME SUGGESTED ACTIVITIES FOR TEACHING AND LEARNING THE WRITING SECTIONS IN THE TEXTBOOK “ENGLISH 10” (MỘT SỐ HOẠT ĐỘNG GỢI Ý CHO VIỆC DẠY VÀ HỌC KỸ NĂNG VIẾT TRONG SÁCH GIÁO KHOA “TIẾNG ANH 10”) FIELD: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 SUPERVISOR: ASSOC. PROF. DR. LE HUNG TIEN VINH - 2011 i STATEMENT OF AUTHORSHIP I, the undersigned, hereby confirm that I am the sole author of this study. The study is submitted in partial fulfilment for the Master degree of Theory and Methodology of English Language Teaching at Vinh University and has not been submitted elsewhere in any other form for the fulfilment of any other degree or qualification. Signature Vo Thi Thuy Linh ii ACKNOWLEDEGEMENTS Firstly, I would like to express my deepest gratitude to my supervisor, Assoc. Prof. Dr. Le Hung Tien, who has supported me throughout my thesis with his enthusiasm and knowledge. I attribute the level of my Master degree to his encouragement and advice and without him this thesis, too, would not have been completed. Secondly, I am grateful to all lecturers at Faculty of Foreign Languages, Vinh University, College of Foreign Languages, University of Danang and University of Languages and International Studies, VNU for their endless enthusiasm, valuable teaching and assistance that have enlightened my research path. I also wish to express my sincere gratitude to all colleagues and students at Nguyen Truong To upper-secondary school who willingly participated in my study. Finally, many thanks are for my family, whose support has been very important to me. This thesis would not have been successfully conducted without their support and encouragement. iii ABSTRACT This study investigates how the writing sections in the textbook “English 10” are taught at some upper-secondary schools in Nghe An with reference to designing and utilizing activities. The study addresses issues of teachers’ and students’ attitudes towards teaching and learning writing skill, difficulties confronting both students and teachers, teachers’ adaptation and use of activities in their writing classes, the influences of adaptive activities on teaching and learning writing from teachers’ and students’ perspectives, together with useful implications to the teaching of writing at upper-secondary schools, and some suggested activities for each stage in teaching writing, which are illustrated by particular writing tasks in the textbook. To achieve the aims of the study, two questionnaires for 100 students and 20 teachers were designed and used as the data collection tools. Both qualitative and quantitative methods were employed to analyze collected results and create a detailed description of the real r EXERCISE Complete the sentences with a suitable form of the words defined above. 1. I am to carry on with the exhausting task of caring for an old and woman, 2. This arrangement left her with the responsibility of her younger son's education, which she decided to a private tutor. 3. I believe the of men's jobs to women's is 8 to 1. 4. Your course leader will be to help you. 5. We can not accept the housing conditions and will take whatever action is necessary READING COMPREHENSION 1. It is obvious in the passage that the writer criticizes A) the situation of the institutions which provide care to the old people, B) the mental hospitals where the aged are treated. C) the boring and meaningless nursing homes. D) people who have little to do but wait for their deaths. E) the wide attention that nursing homes receive, 2. The writer points out that noone A) shows unwillingness to concern for the institutions. B) asks about the facilities for old people. C) places a parent in an institution. D) is happy about the therapy equipment available. E) is interested in what is going on in the institutions. 3. The same lack of interest in the institutions for the old people A) are not true for the mental hospitals. B) is only the characteristic of people on the outside. C) has nothing to do with the attitude of society. D) is considered to be boring and meaningless. E) can be seen in the relatives of those placed in these institutions. PASSAGE 68 Regression, one of the defense mechanisms, is withdrawal into the past. If the rejected fellow regressed in a childlike way, he would behave as a child. He might burst into tears, or pout, suck his thumb, throw things, scream, and have a tantrum. Regression calls for a return to earlier ways of handling problems. It is generally used when a person is deeply upset and cannot cope in a mature manner. Young children who have been toilet-trained and taught to drink from cups often regress and forget their training when a new baby arrives in their home. The older child does not know how to win parental affection in the new situation. Consequently the child must resort to previous methods for gaming attention and love. The result is regression. VOCABULARY > DEFINITIONS Defense: protection To call for: To require Withdrawal: departure, retreat To resort to: To turn to Tantrum: fit, fit of temper To regress: to go back, To burst into: To break into Affection: love, care To pout: to show displeasure Rejected: abandoned To handle: to deal with, to cope with, To cape: to handle To suck: to draw into the mouth by the use of lips Parental: relate'd to parents ^ EXERCISES Complete the sentences with a suitable form of the words defined above. 1. Some broken bones are enough to cause your from competition, regardless of the stage you are at. 2, She sees nothing wrong in smacking a toddler who is having a 3. When he is asked what he will do after his own group splits/ he usually humor. 4. We are satisfied with the way in which our complaints were 5. I him to an earlier period in this life to find the roots of his fear. READING COMPREHENSION 1. If a person cannot find the love and care he expects, he A) only cries to get help for his problem. B) does the things that are not suited to an adult. C) wishes to handle his problems in a mature way. D) must behave as a child and suck his thumb. E) should turn back to earlier ways of solving problems. 2. Young children often regress because A) they have been toilet-trained by their parents. B) the arrival of the new baby makes them so happy that they forget all they learnt. C) Regulatory Europeanization, National Autonomy and Regulatory Effectiveness: Marketing Authorization for Pharmaceuticals Jürgen Feick 02/6 Max-Planck-Institut für Gesellschaftsforschung Paulstrasse 3 50676 Köln Germany Telephone 0221/2767 -0 Fax 0221 /2767-555 MPIfG Discussion Paper 02/6 E-Mail info@mpi-fg-koeln.mpg.de ISSN 0944–2073 Website www.mpi-fg-koeln.mpg.de November 2002 2 MPIfG Discussion Paper 02/6 Abstract The EC harmonized market entry regulation for pharmaceuticals from the early sixties on, but it achieved neither its goal of uniform national regulatory decisions nor that of automatic mutual recognition. Subsequent attempts to Europeanize the procedures themselves resulted in two alternatives in 1995: a Centralized Procedure for innovative pharmaceutical products implemented at the EU level, and a Decentralized Procedure which tries to assure mutual recognition. First, the paper analyzes the distinctive modes of Europeanization employed in these regulatory alternatives, examining both their im- pact on the effectiveness of European governing and the balance they strike between European interventionism, national participation and national autonomy. Second, it tries to assess whether Europeanization furthers the goals of pharmaceutical market entry policy as defined in European regulations – public health protection, creation of a single market and the reduction of regulatory costs to industry. There is little evidence that the public’s health is less well protected when regulation is Europeanized. Only the Central- ized Procedure contributes significantly to the goal of establishing a single market. Regulatory costs in terms of approval time did go down especially for pharmaceutical firms using the Centralized Procedure, mainly because of efficiency-enhancing legal pro- visions and institutionally induced regulatory competition between national authorities. Zusammenfassung Seit Anfang der sechziger Jahre hat die EG das Zulassungsrecht für Arzneimittel harmo- nisiert, ohne damit das Ziel uniformer nationaler Zulassungsentscheidungen bzw. die gegenseitige Anerkennung derselben zu erreichen. In einer zweiten Stufe kam es zu Ver- suchen, die Verfahren selbst zu europäisieren, was 1995 in die Einführung von zwei euro- päischen Zulassungsverfahren mündete – eines zentralisierten mit europäischer Imple- mentationsstruktur für innovative Medikamente und eines dezentralen, das die gegen- seitige Anerkennung nationaler Entscheidungen prozedural durchsetzen soll. In diesem Papier werden zunächst die in diesen Verfahren verwirklichten Formvarianten regu- lativer Europäisierung und das je charakteristische Verhältnis zwischen europäischer Intervention, nationaler Partizipation und nationaler Autonomie analysiert sowie nach der Effektivität europäischen Regierens gefragt. In einem weiteren Schritt wird abzu- schätzen versucht, wie sich diese Europäisierungsstrategien auf die in der europäischen Regulierung verankerten Ziele des öffentlichen Gesundheitsschutzes, der Binnenmarkt- etablierung und der Industrieförderung auswirken. Es spricht wenig dafür, dass die Eu- ropäisierung des Zulassungsverfahrens den Gesundheitsschutz systematisch vernach- lässigt. Zur Verwirklichung des Binnenmarkts bei Arzneimitteln trägt bislang eindeutig nur das zentralisierte Verfahren bei. Schließlich: Insbesondere durch rechtliche Vorgaben und einen institutionell induzierten regulativen Wettbewerb zwischen nationalen Be- hörden wurden die regulativen Kosten – gemessen in Zulassungszeiten – speziell für die Unternehmen reduziert, die das zentralisierte Verfahren nutzen können. Feick: Marketing Authorization for Pharmaceuticals 3 Contents 1Introduction 5 2 Context and Goals of European Market Entry Regulation for Pharmaceuticals 9 2.1 The Context 9 2.2 The