READING 4 VB1 Bài giảng Reading 4 VB1 Thư Viện Tài Liệu Tổng Hợp Com READING 4 VB1

DETAILED LESSON OUTLINE SUBJECT: READING  Chapter 1: Education and Student Life pp.12-21  Topic : Campus Life is Changing  Skill practiced : Reading  Skill Focus: - Skimming for the

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DETAILED LESSON OUTLINE SUBJECT: READING 4

 Chapter 1: Education and Student Life (pp.1-11)

 Topic : Education: A Reflection of Society

 Skill practiced : Reading

 Skill Focus:

- Previewing the topic and vocabulary

- Identifying the topic and main idea

- Skimming for the topic and main idea

- Predicting content of a reading

 Pre – reading:

1 Previewing the topic: Students look at the photos and answer the questions:

- Where is each scene taking place?

- What might be similar about education in these countries?

- What might be different about education in these countries?

2 Getting Meaning from Context:

- one the one hand / one point of view

- on the other hand / another point of view

1 Identifying the main ideas: Students are asked to read the passage silently within a time limit (10 – 15 minutes):

- From paragraph A: The educational system is a mirror that reflects the culture

- From paragraph F: It is clear that each educational system is reflection of the larger culture – both positive and negative aspects of its economy, values, and social structure

2 Understanding reading structure: Students are required to look back at the reading on pages 7 – 8 and find out the topic of each paragraph

- Conclusion: Education as a reflection of society (paragraph F)

- A country that places a lot of importance on education and makes students take difficult exams (paragraph C)

- A country that offers education to everyone but also has problems in its schools (paragraph E)

- A country where equality and national unity are important (B)

- A country where social class is very important (D)

- Introduction: Education as mirror of a culture (a)

3 Checking vocabulary: Write words or expressions that fit the definitions

- a paper containing the laws that a country is based on: constitution

- Indians: native / indigenous people

- far away from town or cities: isolated

- a school for job training: vocational

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4 Organizing Information: Using a T-chart: Fill out the positive and negative aspects

of the 4 countries in the reading

Mexico: Education is free, compulsory,

universal; supports national unity; leads to

improvement of people

Difficult to provide in rural areas; not enough schools or teachers; some Indians groups do not send children to school

Japan: Education is free and egalitarian; 88%

finish high school; children with high test scores

bring high status to family

Students needs discipline; must give up hobbies, sports, social life to study for exams

Britain

United States

Post reading: Students are required to answer these questions about their own country

- Are there both private schools and public schools?

- Is public education free, or do students need to pay tuition?

- Do most students go to secondary school? Do most students complete high school?

- Do many students go to college or university?

- What are some advantages of the educational system? Disadvantages?

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DETAILED LESSON OUTLINE SUBJECT: READING

 Chapter 1: Education and Student Life (pp.12-21)

 Topic : Campus Life is Changing

 Skill Focus:

- Understanding Pronoun Reference

Reading B:

Topic: Learning styles of nontraditional students

Main idea: Nontraditional students prefer the sensing styles of learning, or getting experience first and the ideas later

Reading C:

Topic: Learning styles of traditional students Main idea: Traditional students prefer intuitive style of learning or getting theory before practice

Reading D:

Topic: Preference of college professors

Main idea: Most college professors prefer the intuitive style so nontraditional or sensing students are at a disadvantage

Reading E:

Topic: Changes in interests of students

Main idea: Students went from being politically active to being interested in making money, but now they are a combination of the two

Reading F:

Topic: Changes in technology on Campus Main idea: Advances in technology allow students to performs many tasks online, for example, send applications, register, take classes, do researches, take exams, contact professors

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2 Understanding Pronoun Reference: Explain the difference between nouns (the name

of a person, place or thing) and pronouns (word that takes the place of a person, place or thing)

Example: boy = he, girl = she chair = it cars = they we / you they (Paragraph A, line 2) = most undergraduate students

they (Paragraph A, line 8) = non-traditional students

them (Paragraph A, line 15) = non-traditional students

their (Paragraph D, line 37) = students in the sensing group

their (Paragraph E, line 41) = students in the 1980s

them (Paragraph F, line 55) = professors

- Are students today different from students in the past? If so how are they different?

- How has technology changed campus life in your country?

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 Chapter 2: City Life

 Topic : A City That’s Doing Something Right

 Skill Focus:

- Previewing the topic and vocabulary

- Getting meaning from context

- Identifying the main idea

- Identifying supporting details

1 Previewing the topic:

- Think of 5 adjectives to describe your city?

- What are the five best features of your city?

- What are the five worst problems in your city?

2 Getting Meaning from Context:

- predict: say in advance that something will happen

- gridlock: traffic that doesn’t move

- commute: go from home to work and back

- affluent: rich

- priorities: list of what was most important

- trash: garbage

- produce: fruit and vegetables (oranges and potatoes)

- recycling plant: factory or place where glass bottles, plastic and cans are made into new products

- mass-transit: a system of transportation for many people

- agricultural operation: farm

2 Identifying the main idea

- Paragraph B: The city of curitiba, Brazil, proves that it’s possible for even a city in developing country to offer a good life to his residents

- Paragraph G: Curitiba is truly, as Lewis Mumford once said of cities in general, a

“Symbol of the possible.”

3 Identifying supporting details:

Curitiba created a “Green Exchange” cleans the streets of trash

to help the city exchange trash for fresh produce

Recycle two-thirds of garbage Gives jobs to poor people Curitiba created an unusual decreases traffic

mass-transit system to deal makes commuting more pleasant

with traffic helps solve problems of air pollution

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- What is the population of the major cities in your country? Is overcrowding a problem?

- What are some problems in your city?

- Are there homeless people in your city? If so, is there a program to help them?

- What programs are there to protect the environment in your city?

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 Chapter 2: City Life

 Topic : Sick-Building syndrome

 Skill Focus:

- Identifying topic sentence and main idea

- Understanding pronoun reference

- Making predictions:

- motorcycles, cars, buses, trucks - smoking cigarettes, cigars, pipes

- factories, industrial complexes, - chemicals in household cleaners

- plants that produce electricity natural gas, petroleum, nuclear power

While reading:

1 Skimming for topic and main idea:

Paragraph A:

Topic: Sick-building syndrome

Main idea: Some buildings create their own indoor air pollution

Paragraph B:

Topic: Indoor air pollution

Main idea: The air inside some buildings is full of pollutants

Paragraph C:

Topic: Types of indoor air pollution

Main idea: Many products give off chemicals we can’t see but breathe in

Paragraph D:

Topic: How indoor air becomes polluted

Main idea: Some products release chemicals into the air and lack of ventilation makes

the situation more serious

Paragraph E:

Topic: Solutions to sick-building syndrome

Main idea: Experts must determine the causes and workers must remove it

Paragraph F:

Topic: Plants as a solution

Main idea: Some plants remove pollutants from the air

Paragraph G:

Topic: More research is necessary

Main idea: Plants may offer an important pollution control system for 21st century

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2 Understanding Pronoun Reference

- they (paragraph A, line 4): teachers and students

- they (paragraph C, line 26): people

- them (paragraph C, line 31): chemicals

- these (paragraph D, line 37): sources

- these (paragraph E, line 50): solutions

- they (paragraph E, line 53): workers

- they (paragraph G, line 73): plants

- Is there a problem with smog in your city? When is it the worst? What are the causes?

- Have you ever experienced sick-building syndrome? If so, what were your symptoms?

- How many possible pollutants can you find in your home and classroom?

- In your home country, do people usually houseplants? Why or why not?

- In your opinion, why wasn’t sick-building syndrome a problem in the past?

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 Chapter 3: Business and Money

 Topic : Banking on Poor Women

 Skill Focus:

- Using parts of speech to understand vocabulary

- Think about these questions

- What might people be doing in the photo of the bank?

- What is necessary in order to get a business loan (to borrow money) from a bank?

- What are the problems of very poor people?

- What are the possible solutions for them?

2 Getting meaning from context:

- entrepreneurs: people who own and run their own small businesses

- peer pressure: group members make sure that each person pays back his / her loan

- social ills: violence and lack of education

3 Using parts of speech to understanding vocabulary:

- lift (v): bring / carry

- eradication (n): elimination / removal

- subsidiary (adj): side, minor

- fund (n): account, group, money

- grant (n): not loans, money given

- plow (v): put, return

1 Organizing ideas using a Venn diagram

How does it work? How does it work?

- lend money character gives grants

- borrowing groups capacity solutions to social ills

- 98% repayment rate helps women no payment necessary

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 Chapter 3: Business and Money

 Topic : Consumerism and the Human brain

 Skill Focus:

- Identifying the topic and main idea

- Think about these questions

- Who are consumers? What do they do?

- What are some reasons that people choose one brand of a product instead of a similar brand of the same product?

- How does advertising influence people?

Topic: Human fears

Main idea: Our fears of offending people is greater than logic

Paragraph C:

Topic: Need for good self image

Main idea: Our need for a good self-image leads us to irrational decisions about products

Paragraph D:

Topic: Identical products

Main idea: Even though products are the same, people choose one based on sensory

information

Paragraph E:

Topic: Self-fulfilling prophecy

Main idea: When we buy products, we believe what advertising say about them, and it

comes true

Paragraph F:

Topic: Making choices

Main idea: We may not make choices independently, marketers may make them for us

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Post reading:

- their (paragraph A, line 10): advertisers and marketers

- they (paragraph B, line 18): dentists

- they (paragraph C, line 28): men

- it (paragraph D, line 58): a product

- he (paragraph D, line 64): Dr Alan Hirsch

- their (paragraph E, line 74): consumers

2 Talk about your own buying habits

- Do you always buy the same brand of each product?

- If so, can you give a reason for your choice?

- Does advertising influence your choice of products?

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 Chapter 4: Jobs and professions

 Topic : Changing Career Trends

 Skill Focus:

- Finding the main idea

- Recognizing Cause and Effect

- What are the advantages of working from home? What are the disadvantages?

- Can you think of some ways in which work has changed in the past 20 to 50 years?

2 Getting meaning from context:

Read the sentences (p.73), use both clues in those sentences and your own logic to determine the meanings of the underlined words or expressions

- livelihood: work / job / profession

- posts : positions / jobs

- secure: permanent / safe

- self-confidence: belief in their own ability / self assurance

- upgrade: improve / advance

- keep up with: continue in / maintain skills in

- telecommuting: work at home / work via the computer, phone, fax …

- distract: take attention away

- drawback: disadvantages / unfavorable aspect

- leisure: free time, time away form work

- globalization: work done all over the world, companies in different countries

- flexible: changeable, adjusting well to change

- rigid: not flexible

- workaholism: addiction to working / unable to stop working

While reading:

Post reading:

- Finding the main idea of the whole reading:

It is important for people to be flexible in this changing world of work and to continue their education because they may need to change jobs several times in their lifetime

- Recognizing Cause and Effect

A decrease in manufacturing jobs

A lack of job security Employers’ need to hold down costs

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Cause Effect

Employers’ need to hold costs down more temporary jobs

Outsourcing

Well-educated workforce (in India)

Educated people fluent in English

- Are you a workaholic?

- Is job-hopping popular in Vietnam?

- How has technology changed the way in which you live and work?

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 Chapter 4: Jobs and professions

 Topic : Looking for work in the 21st

Century

 Skill Focus:

- Where do people usually find out about job openings? Make a list of the places

- How do people prepare for a career? What steps do they need to take?

While reading:

1 Identifying the topic and main idea:

Paragraph A:

Topic: Finding a job

Main idea: In the past, finding a job was a simple process with only a few steps

Paragraph B:

Topic: Job hunting now is more complex

Main idea: Now you have to go through more complicated steps to find a new job

Paragraph C:

Topic: Career counselors

Main idea: People go to career counselors who tell them to find a job they love Paragraph D:

Topic: Job hunting on the Internet

Main idea: Many employers advertise jobs online and many people apply for them Paragraph E:

Topic: Job hunting on job boards

Main idea: People post their resume on the Internet, and some companies can do the

interview online as well

Post reading:

- they (paragraph A, line 2): people

- them (paragraph B, line 11): kind of job

- it (paragraph C, line 32): their dream job

- them (paragraph D, line 36): job board

- this (paragraph E, line 45): their next step

- it (paragraph E, line 50): job hunting

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