TIENG ANH 8 TAP 1 kho tài liệu học tiếng anh

- ~ -,.- , " 'll n ,'I "{ \:~ > / I I f '; / BO GIAO Dl)C vA DAa T~\O HoANG VAN VAN (Tong chu bien) - LUONG QUYNH TRAN(i (Chu bien) NGUYEN TH! CHI - L~ KIM DUNG - PHAN CHf NGHIA - NGUYEN THVY PHUONG LAN Voi c(mg tckcua DAVID KAYE sv , \ I ~~~ rAp f\l\OT Sach thf di~m vO MAl TRANG "'f :~ ~ ., ANH is the third of four-level English language textbooks for Vietnamese students in lower secondary schools learning English as a foreign language (EFL).It follows the systematic, cyclical, and theme-based syllabus approved by the Min.istry of Education and Training in January 2012, which focuses on the use of language (pronunciation, vocabulary, and grammar) to develop the four language skills (listening, speaking, reading and writing) TI(NG THE COMPONENTS OF THE TEXTBOOK The complete learning set of TlfaNG ANH consists of THE STUDENT'S TEACHER'S BOOK, THE WORKBOOK and THE CD THE STUDENT'S BOOK, THE BOOK The Student's Book contains: Book map: Introduction to the basics of each unit 12topic-based Units,each covering seven sectionsto be taught in seven45-minute lessons Four Reviews, each providing revision and further practice of the previous three units, to be dealt with in two periods Glossary: Giving meaning and phonetic transcription of the new words in the units THE TEACHER'S BOOlt The Teacher's Book gives full procedural notes for teaching different parts of each unit The answer keys to the exercises in the Student's Book and the transcriptions are also given in the Teacher's Book THE \/VORKBOOlt The Workbook mirrors and reinforces the content of the Student's Book It offers: Further practice of the language and skills taught in class Four additional tests for students' self-assessment THECD The CD provides recorded scripts of all listening exercises a,nddialogues THE COMPONENTS OF EACH UNIT • " There are 12 main units in the Student's Book Each unit has seven sections and provides language input for seven classroom lessons of 45 minutes each These 12 richly illustrated, cross-curricular and theme-based units focus on offering students motivation, memorable lessons, and a joyful learning experience At the 'beginning of each u,nit there are explicit learning objectives that clearly state the main language and skills to be taught in the unit SECTION 1: GETTING STARTED This section occupies two pages and it is designed for one 45-minute lesson in class Itbegins with a conversation followed by activities which introduce the topic of the unit It then presents the vocabulary and the grammar items to be learnt and practised through the skills and activities of the unit SECTION 2: A CLOSER LOOK A Closer Look and A Closer Look are each designed to be taught in one 45-minute lesson INTRnOLJL~fllJf\: III A Closer Look presents and practises active vocabulary of the unit is given in for students to memorise Two or three targeted and practised in isolation and on intensive practice of vocabulary and A grarrrna( item may alsc be included the vocabulary and pronunciation of the an interesting and illustrated way so that sounds, which frequently appear in the in context There are different exercises pronunciation unit The it is easy unit, are focusing in this section SECTION 3: A CLOSER LOOK This section deals with the main grammar point(s) of the unit The new language points are presented in a short text or a talk/interview There are grammar tables and exercises which are well illustrated to help students remember and use the grammar items effectively The 'Remember' boxes appear wherever necessary and help students to avoid common errors A Closer Loo!e dnd A Closer Look cover three pages and mainly give language practic.e of receptive skills focus and SECYION 4: COMMUNICATION This section is designed to help students use the functional language in everyday life contexts and to consolidate what they have learnt in the previous sections It also gives students opportunities to learn and apply the cultural aspects of the language learnt The communication section provides cultural information about Viet Nam and other countries in the world The vucabUiary is clearly presented in boxes wherever it is needed SECTION 5: SKllLS Skills and Skills 2, each covers one page and is designed to be taught in one 45-minute lesson Skills comprises redding (receptive skill) and speaking (productive skill) " ,: :'.> This section aims to develop students' reading abilities In order to make the activity achievable, the reading text is often based on the vocabulary and structures that students have previously acquired The reading always links with the topic of the unit and is interesting and relevant to the students Important new vocabulary is introduced in the text and practised in a follow-up activity The reading also provides input for the speaking that follows This sec.tion aims to provide further practice which supports students in their production of spoken English The section uses the recently introduced items in combination with previously learnt language in new contexts ~ECTtOI\!6: SK~llS Skills is composed of listening (receptive skill) and writing (productive skill) The lisrening section provides students with an opportunity to develop This section trains them to listen for general and specific information their listening skills This section focuses on developing students'writing skills There is a writing tip or a guideline which is very useful to help them to write effectively The result of the writing section must be a complete piece of writing (which is ideally assessed by the group! class/ teacher) SEc-nON 7: l.OmUNG BACK & PROJECT This section covers two pages and should be dealt with in one 45-minute lesson Looking Back recycles the language from the previous sections and links it with umt topics Various activities and exercises are designed to help students consolidate and apply what they have learnt in the unit Through the students' performance in this section, teachers can evaluate their study results and provide further practice if necessary ~n.>.">" •._,,,,,,~ •• "nUMb • 4i] iIIldi 1.:U'UL21RKJIIU.'JIlJUil iIII Iill •J.ftuUU•.( jJJ k.rt.L.~ ~;r; ~ ~ " ~ - t The ; easy it, are using ' ) ;','.' - t" " - ~ ' r , ""• 04! '1:' ~'I' I'" ~ ',~ ,,' ~ ~ ~ The Project helps students to improve their ability to work by themselves and in a team It extends their imaginations in a field related to the 'unit topic The teacher can use this as an extra-curricular activity (for groupwork) or as homework for students to individually REFERENCE ON SKILLS AND LANGUAGE TEACHING • ente~ tr~ted ppear sand ltexts dents :ation j, The TEACHING REAOIN~~: "i '.' ,~' Reading is the first of the four language skills that receives special attention The reading activities in Tieng Anh aim to help students skimming for gist and scanning for details develop in Th!ng Anh sub-skills such as In developing reading skills, students are taughtto read aloud This provides an opportunity for students to practise their pronunciation and intonation Explanations should be given to students when they not understand the meaning of a word, Some reading strategies such as focusing' on familiar words, guessing unfamiliar words in context, etc should be taught to students Before teaching the text, the teacher should encourage about, what new words will appear in the text, etc students to guess what the text is TEACHING SPEAKING son There are two forms of speaking in Thing Anh 8: spoken interaction and spoken production The first refers to the ability to ask and answer questions and handle exchanges with others The second refers to students' ability to produce language appropriately and correctly Speaking activities should include: • tivity den~s ~st.ing t a~ on of ously Pronunciation: is practised through dialogues, games, rhymes and songs Through these forms, students practise the stress, rhythm and intonation patterns of English in a natural way It is crucial to provide students with a lot of models and to build up their confidence with acceptance of approximate correct pronunciation Repetition: helps students to memorise vocabulary and 'chunks' of language Repetition and classroom routines build up an expanding repertoire of English that helps students understand and respond to a situation as a part of communicative interactions in class One strategy is to provide a lot of opportunities for students to practise with a secure feeling through choral repetition of action rhymes and games It is also important to establish classroom routines (such as greetings and saying goodbye) at the beginning and the end of the lessons Asking for permission, saying common classroom expressions such as: I don't understand Could you say it again, please? May I ask you a question? or answering a question, I don't know I think/guess , and Perhaps are important language tasks for students to practise daily Pair work/ group work and class presentations help students to talk freely in a language situation related to the topic of the unit They also make students feel secure and promote skills their confidence in speaking leline Error correction should be done cautiously by the teacher When students are talking, the teacher should not stop them to correct their mistakes Mistakes should be analysed and only common errors should be highlighted afterwards and corrected collectively rm!st TEACHING LISTENING Jpics what 's can Through listening, students become familiar with the sounds, rhythms and intonation of English When listening to English, students are actively engaged in constructing meaning and making sense of what they hear, using their knowledge and the clues provided by the context It is very important to teach students to be aware of the purpose, the content, and intonations of the listening text INTRODUCTION V , if' Before listening, teachers should motivate and engage students in the listening activity; encourage them to predict the listening content; and introduce to them the new language or vocabulary which occurs in the listening text The listening activities aim to help students understand spoken English and develop sub-listening skills such as listening for gist and listening for details TEACHING WRITING The writing activities aim to develop students' basic writing skills in English Its emphasis is on providing writing techniques for a particular genre (e-mail, an informal letter, a webpage for example) aswell aspractising the spelling offamiliar vocabulary and sentence patterns Teaching writing can be divided into three stages: before writing, while writing and after writing helps students understand why they write and provides them with the language input to express their ideas in English Before writing While writing helps students write independently under the teacher's guidance and supervision After writing helps students perfect their writing They share their writing with peers and teacher for comments After that, they revise (i.e rereading the writing to improve the content and organisation of ideas) and edit (i.e rereading the writing to correct errors and mistakes in grammar, vocabulary, spelling, etc.) it They then submit their writing to the teacher for evaluation TEACHING PRONUNCIATION Teaching pronunciation consists of teaching phonetics (sounds in isolation and in context), rhymes, chants, and songs With the knowledge of phonics learned in previous years, students are able to improve their speaking and reading skills because they can identify the spelling and pronunciation patterns of listening texts and decode them quickly Teachers focus students' attention on the letter(s) and its/ their sound(s) in words, and model the new sounds a few times for students to repeat In teaching pronunciation it is advisable that the teacher should engage the students by using varied techniques including: • Visual aids (flashcards, pictures, etc.) e Miming • Letter/ sound focus and repetition • Line by line repetition and clapping • Focus on syllables • Pair/ group practice; performance TEACHING VOCABULARY Teaching vocabulary helps students understand, memorise and use words appropriately in their specific contexts Students at lower secondary level still learn 'chunks' of English which combine vocabulary and grammatical patterns in an unanalysed way Therefore, it is crucial to give students plenty of time to practise, memorise, recycle, and extend their vocabulary and grammar in meaningful contexts Regular recycling of vocabulary helps students recognise the same words embedded in different contexts and activities again and again When teaching vocabulary, it is important to help students recognise, practise and memorise vocabulary These can be done by using visual aids, by allowing students to listen and repeat the word, by explaining their meanings, using definitions, pictures, flashcards, and translation if necessary, and finally, by getting students to practise, using the word with a range of spoken or written activities which can be done individually or in pairs VI \j ,i~i l[ '\ 'I -, il )f\ :tivity; guage =velop :-":"iY ? IS IS on l~ for aching TEACHING GRAMMAR Teaching grammar specific contexts helps students use correct grammatical patterns to express their ideas in Grade students of English already know some English grammar based on formulaic sequences and a lot of grammar points met in the context of dialogues, readings, chants, rhymes, stories and songs they have learnt in primary schools, grade and grade One way to raise students' language awareness is drawing their attention to specific language patterns or features of grammatical forms and, if necessary, comparing or contrasting these with corresponding patterns and forms in Vietnamese The appropriate techniques to be used to teach students are: ith the Focusing students' attention :e and Providing models for students to practise the new grammatical activity, using the cued pictures or prompts in their books Reinforcing !rs and ,ve the errors ting to on the new grammatical the new grammatical '" I '? using item in a spoken or written item with a variety of spoken and written activities SEQUENCING Students should be given clear instructions about what they are expected The following are some suggested teaching procedures Whole class Elicit/ Teach the focus language them on the board ntext), Jdents 19~nd Jdel'its' ; a,Jew patterns in the texts to and say (words, phrases or structures) Then write Model Perform the focused materials yourself or ask a pair to demonstrate in front of the class Help and guide them to interact in a reasonably structured manner This will enable the freer stage of independent pair work/group work that will follow Pairs/groups Students necessary practise in pairs or groups Monitor Performance Ask a confident the class pair or some volunteers the activity to perform Whole class At the end of the activity, there should be some writing/ activities to reinforce or consolidate students' understanding and offer help if the task for the rest of speaking (productive) It is noted that all of the procedures written in this book are only suggestions Teachers may adapt these or design their own ones to suit their real teaching contexts and students tely in which lCi~1 to ryand, 09 nise Khing Ju""ry )rd~by essary, vritten' INTRODUCTiCJN VII ',.I." " ~','il:""; ''''.'7,~~:uritrys'id~: Mongolian nomadic life -1 - Listening for specific information.about a traditional speciality - Reading for specific information about an ethnic group • , Y • I , ' REVIEW Unit 4: OtU custonlS an~ Festivals in Viet Nam , - Reading for specific information about family customs and traditions - Listening for specific information about a traditional dance of an ethnic group in Viet Nam - Reading for specific information about two festivals in Viet Nam - Listening for general and specific information about a traditional festival traditions Unit 5: ,( -1 I f f I Unit 6: I Folk tales , Reading for specific ' " ' ' , "t information ab04.tafairYttal~ ' ':'1 f -Listening for specific , Informattonabout a fairy tale " , n.eV!EW , • ".t.;, ~ J -, Speaking mum\]• ,." • • 'R Read the fable The Starfruit Tree Then find the following words and underline them in the story What they mean? iortu'1e L- filled starfrLJit tree ripe I_o_a_d r_e_pa_y lead;'1 Title: SaintGiong Genre:legend Maincharacters:Thanh Giong Plot:Thanh Giong lived in the village ~ ••••.•• , • •• •••• ••• • Read the questions / story What did the older brother? What did the brother? eagle " .• " • " again •• / •.•••' and brother .•••• /_,~ the Title: Chung Cakes, Day Cakes Genre: folk tale Main characters: Prince Tiet Lieu, to the younger What did the elder brother when found out how his younger brother became rich? What did the elder brother the place of gold? What happened starft ripe filled repa~ lip)'- ~:$ Now complete the details of the fable Character1:The younger brother He is kind and honest i Main Character2:The elder brother He is (l) characters Characters3:The eagle It is grateful Plot: Once upon a (2) , there was a rich man beginning : living in a village Key: HI It ,:t l; Ht i -' if First, to sh Plot:Emperor Hung Vuong announced in the end? disc • "\ his wife, and Emperor Hung Vuong when he got to to the elder brother fortu about how fast he could lUlL.' The tortoise challenged him to a rare The hare soon left the tortoise behind The hare believed that he would win, "' and he stopped to take a nap When he woke up, he found that the tortoise ! arrived before him give his younger promise Key: load •.••.• answer the s Title: The Tortoise and the Hare Genre:fable Tma Maincharacters:a hare, and a tortoise they Plot: The hare always boasted l :i \" fhe eJgle W.fili' th.e elder Drvrher osk"d It to take him to thj !)(I,., , Jf qoid, fhe qr "pdy brother hlled a very large bag and all hi) pc, ," [) r!lifl qold un Cfle way hum!::.Dewule the load was too 'iF), ,hI:' "oyle qui ,if PC Jnd dropped 111m infO the 5ea '-0. "" ~ Asi;,fj\;":,,,,'.:-_ /~-: ,•• ,I f'i , >" fj t CD St"JillP storios fOild oach other's \:"Jit~l vo~r stOIl"~Qs dc!S!Smc~osO~tf; 65 Ask ~ that - ,~~ ~~ ~._,~ kJ< ~ boan )S.A."':'~'t"""'Jfu.n'I'-ll'I'; :'~ ,~~ S~ILLS 20~Ile)JJI~t~~~'J~':1'($:2f'.) I~ ~ - • ~ "~1;~~~'~'~~::~~~'~1k~~~~~j;:t~.~~~~~~@ ftI.)~Jpifl~iF(~~fllMliJfb'w:@@;pill~1 Mk;u~}; :W~ffAWm>1J~o/iiJ!I f1t1).li1f!i~l!W~f1I@i"iIi11J) :., - ':", - _' , _ (t~J('~fhtl~'EJL~ I~~irm i)J1lJ:;iM!.JpjJXl.1) !)Nf1h~ f(•.II~Jltdt~ """.":,',, "/, , " ' ',' 'i:-"~"-'::~'i:';.;.~ill\ 'l:~o/>j ~ ' ,, ,_ ,_ _ _ _"' "' )1 Listening omlsed led the ue her led the ,! W, tower First, have 5s cover the right side of the page where the story is written out in the green box Ask 5s to read the statements carefully and underline the key words Play the recording and ask 5s to correct the statements Then ask two or three 5s to write their answers on the board Play the recording again for 5s to check their answers Ilf~ -' ' ' 'il Ip The i : a big ,: -, -' Key: "-, Once upon a time, there was a king, a queen and a princess away ) One night an ogre capturec;l the princess and put her in his tower m the " One day a dragon heard the princess cry for help .j.i~l»)\ I' _4_._A_t_t_h_e_e_n_d_o_f_th_e_s_t_o_ry_,_th_e_d_,_a_g_o_n_m_a_r_r_ie_d_t_h_e_p_r_in c_e_ss_.~, J Ild the ' Jd Into~., ~cess.,:- j _'~""'_", _ . ,_ Audio script: I~;; ; Once upon a time, there was a king and a queen who lived in a castle with their beautiful daughter .',' One night an ugly ogre captured the princess and put her in his tall, dark tower, The king and the queen j) were very sad They promised to give gold to the knight that rescued the princess Many knights wanted to rescue her But they all ran away when they reached the tower and saw the ogre roaring with anger One day a dragon was flying over the tower when he heard the princess cry for help The dragon flew j down to the tower, took a big fiery breath and blew the ogre far away The dragon rescued the princess from the tower and gently put her on his strong back They flew back to the castle The king and the '-~, • I~ I: itefairy ~l'_.""- .• I , _ - !I " ~- ~ I !~_._:~ jJ I - - I queen were so happy The dragon turned into a handsome prince and married the princess They all lived happily ever after I _._ _ _ ._ '" - ' -'''',- Ask 5s to read the story carefully information they heard in j] 5s may work in pairs to discuss what may be missing by using the Play the recording again and have 5s find the missing words as they listen 5s can share their answers with their partners T may play the recording more times until 5s have chosen all their answers Call some 5s to write their answers on the board (Key: castle g~ve goi~ _- Wi;h ,,-~~e~_4._brith ! O:del .,;~ Ask 5s to make notes about one of their favourite i'3 ! I 5: strong ba~k J WIl'B~illl!i 'Y tale I fairy tales or invent their own fairy tale Remind them that they not have to write full sentences and they can use abbreviations 00 and ~ Ask 5s to refer back to the reading passage in Sldlls for useful language necessary expressions and language on the board and ideas, and note some Ask 5s to work individually to write the first draft T can display all or some of the stories on the wall/ board Other 5s and T give comments 5s edit and revise their stories as homework is and I Jr'it 6/ Folk Tales 651 " •• n "' c:-=====_-:.::=::= ~~~~~._ -_ r 'I I \ -~ -::-.:.~ , () Thin!t 01 an eltample the bolt /"/: " The following people \!'Jere at home i:lt p.rn yesterday What \!'Jere they doing11J'~'or~tin pairs, as!t and ans\!'Jer questions for each type of story in ,', ' ,': '~iisis the ',",at-they '-,~yhave fol!, tale fable fairy tale / AsRSs TheAdventures of Robin Hood is a legend /' s exam~' \ Write the correct \!'Jords under the pictures _ -_.- and :: before r can us , ' ,;:i , '- ' _ - • _'0 , •• _~ ••• witc j ?, If" $' ,- ? • f ~.'.?'\ A A~ " 6t1: ;/' ~ ~ ( ) , \ I l) -I, \ ~~~',~., , ' - tl!ltJ~I;l! '-,._, ~., I J I / Nam/ play video games A: Was Nam playing video games? B: No, he wasn't He was playing the piano Mrs Lan/ the gardening Mr Hung/ write a letter Hoa and Hai/ play table tennis S Duong/ Mai/ homework listen to music 6, I' , - c/j ~, , '" I / ,J '- lr ! ) n I J ~\) Put the words Enthe bolt into the correct coBumns ,' I: !• ,Pt""'f hrdYf eagle ,lIlL, )yrt' 01,',,1, ,L:L'" '.il (r,a', ,"' ,' :ludcthd Porsoniility ' 'It,;[.: What were you doing at the fonot'Jing times? Work in pairs As!t and anst'Jer questions, as Ii~ the eltample First, n At 10 p.m yesterday evening Key: A: What were you doing at ten o'clock yesterday evening? B I was watching A\ 8: t A:.: TV At a.m this morning This time last week ~ At lunchtime Two hours ago GS Worlt in pairs Malte e){clamatory sentences about your partner or other classmates EU tj yesterday ,~ \ 8:'1 r and, : provid Fxample: What a lovely shirt you're wearing! 66 if help ••• w ••• _ _._ .-. "", J ,-_ _._,~,_ , ~ LOOKING BACK p.m \in •• :This is the review section of the unit, so 'encourage 5s not to refer back to the unit pages Instead they can use what they have learnt during the unit to help them answer the questions That will help T and 5s see how far they have progressed, and which areas need further practice ;',1 Ask 5s to think of as many examples of different examples in front of the class " types of stories as possible Then ask some 5s to say their -'r:',' ,2 and Ask 5s to these exercises individually at first Then they can check their answers with a partner before discussing the answers as a class However, tell 5s to keep a record of their original answers so they can use that information in their self-assessment Key: 2 hare ,: es? ~s in fairy tortoise woodcutter witch dragon fairy giant hare emperor tortoise knight ogre eagle Buddha 10.~ , 'l' 4; ogre ; , giant dragon cruel kind generous mean wicked cheerful fierce evil cunning brave greedy Grammar First, model this activity with a more able student Then ask 5s to work in pairs T may go around to provide help if necessary Call some pairs to practise in front of the class Key: A: Was Mrs Lan doing the gardening? B: No, she wasn't She was cooking A: Was Mr Hung writing a letter? B: No, he wasn't He was reading a newspaper A: Was Duong listening to music? B: No, he wasn't He was watching TV A: Was Mai doing her homework? B: No, she wasn't She was sweeping the fluor A: Were Hoa and Hai playing table tennis? B: Yes, they were and Model these activities with a more able first Then ask 5s to work in pairs T may go around to provide help if necessary Call some pairs to practise in front of the class Unit 6/ " Folk Tales 66T ~- ~ r ,~_._ ~:'",; •• • ~ + ••• teomlna ~.•• •• Ii.' d Number the lines of the dialogue in the correct order I I tried to cal you What film did YOll see? - ' It's about a green ogre named Shrek He rescues a princess named Fiona Shrek What were you doing yesterday afternoon around p.m.? Not exactly The characters are really funny and the story is surprising You should see it I don't know it It sounds like a typical fairy tale It's a cartoon It was really good Yesterday afternoon? I was watching a film Why? What's it about? anSWE Key: ! Finished! Now I can ~ - - - - - _ _ - j:') 1.0 + use words and phrases for different characters in 'Finishe folk tales Finally as :.> use the past continuous further pr and distinguish it from the simple past !:;) use exclamatory sentences PR4 to express emotions E talk about favourite folk tales G write a narrative of a Ask S' the pi Aske fairy tale l thepc c' ~ ~-' _ _ _ I ",- _ JI~' ••• ,,- •.•••• unde If the I homE + :~ Read the fairy tale Sleeping Beauty " ,,"'nee upon a time, there lived a /; good king and his queen They had no children for many years and were very sad Then one day, the queen gave birth to a lovely baby girl The king was very happy He held a big celebration and all the fairies in his land were invited But the king forgot to invite an old and wicked fairy She came to the celebration anyway but was very angry She came near the baby and said, "When you are sixteen, you will touch a spindle and die!" A good fairy quickly chanted a magic spell to change the curse, "The princess will fall into a deep sleep instead of dying" When the princess was sixteen, she became a very beautiful girl Her mother was always careful to keep her away from spindles But one day, the princess saw an old servant spinning and so she sat down to spin When the princess touched the spindle she fell into a deep sleep At that moment, everyone in the castle was also put to sleep The princess slept for one hundred years until a prince arrived at the castle He kissed her and she woke up They fell in love, got married and lived happily ever after 67 / : ,iI., l" , First" \ Imagine you are a character in Sleeping Beauty You can be the king, the queen, the princess, the prince, a good fairy, or the old and wicked fairy Write two or more entries in your diary from the point of view of your character Then, draw a picture to describe what was happening on that day t3 12"0t:t0kr My {iltfter R",I morlter were RWRY , IIRd norlting to Wilen' WRSwRndering tlrrougll ritecRJtfe, 'SRW Rn oM sel"flRnfspinning , aSKedlIer, " Wltat is rltis? MRy' fry?" " Of course, my pretty Dfffe girt' sRid riteoM ftld!J 'sat down to spin , \: Share your entries with your classmates Wher some creat i.Communication ~7 First, ask 5s to the task individually to number the lines of the dialogue Then ask them to check their "fdlk/ thuQcvI"du muc paddy field (n) /'pa:>di fi:ld/ dong lua tkra:ft kIt! bQdung c~ lam thu cong cultural event (n) i'kAltfar~1 I'vent/ I~ ki~nvan hoa pasture (n) I'pa:stf~(r)1 dong co detest (v) !dl'test/ ghet pick (v) /plk/ hai (hoa, qua ) racing motorist (n) /'reIS1~ m~ut~rtSt/ nglloi dua xe may vast (adj) /va:st/ rQngIIjn,bat ngat DIY (n) /,di: al 'wal/ W lam, t~ Slia don't mind (v) /d~unt malnd/ khOngng~i,khong ghet lam hang out (v) !ha:>~ autl di chai voi b~n be ancestor hooked (ad j) !hukt! yeu thich (ai gi generat offsprir oblige ( palm (r pass d( prong I reflect sharp"'"' f ~ \' ; sense (n) i; /'a:>nsest~(r)/ ong cha, t6 tien s(;fial basic (adj) /'bemkj co ban complicated /'kompltkeilId/ tinh vi, phuc t~p spot infom (n) !'kostju:m! trang ph~c spray curious (adj) I'kju~ri~s/ til mo, muon lim hieu spreal custom (n) /'kAst~m/ t~p quan, phong wc! (n) (adj) fIts rail Ap mal stri:ti !lung vi cua to! join (v) Id3)tn/ tham gia leisure (n) !'Ie3a/ slllhll gian nghi ngai diverse (adj) /dal'v3:s! da d~ng table (n, ph diversity (n) tip (n ho~t dQngthll gian nghl ngai IIIda d~ng, phong phu I'le3~ a:>k'tIvati/ / dal'v3:s~ti / leisure activity (n) ethnic (adj) j'e8ntk/ (thuQc)dan tQc unity leisure time (n) I'le3~ talm! thoi gian thll gian nghi ngai ethnic group (n) !'e8ntk gru:p/ (nhom) dan tQc upwa /net'lt~g~u/ ngon ngfl dung de giao tiep Irenm~ng ethnic minority people (n) /'e8ntk net/lngo (n) nglloi dan tQcthieu so 'pi:pl! You'r (idior /'pi:p! wotfl~j ngam nglliliqua I~i gather (v) /'ga:>b~(r)1 thu th~p, hai 11I(lm people watching (n) heritage (n) I'hentId3! di san /hAnt/ san b.lt / ,Inslg'ntftk~nt! kh6ng quan IrQng, kh6ng y nghia majority (n) /m~'d30r~tif da 50 minority (n) !mal'nor~ti/ thieuso street! (idiom) costume relax (v) In'la:>ksl thllgian satisfied (adj) !,sa:>lISfa!d! hai long socialise (v) I's~ufillalz/ giao tiep /If t~o moi quan h~ weird (adj) /wI~d! kicuc /'wtnd~u di choi ngam d6 bay Clia hang multicultural ao (chico Iren mang) shawl (n) window shopping virtual (adj) 70 hunt (v) insignificant (n) i'v3:tfu~\! 'fopl~1 recognise (adj) (adj) (v) mal'nor~ti !,mAlti'kAltf~r~1 i'rekagnalz/ I f):1/ f da van hoa cong nhan, xac nh~n khan quang ' '.,.~ [jJ~ accept craft kit (n) It's right up my uniq~ r.:;;q, ~ annil arch\ it carOl cerel '(Iasl com com com defE I speCiality (n) /,speJi'a!latil d~csan emperor (n) /'empara(r}! deche stilt house / stIlt haus / nhi!san float (v) /flaut/ thatroi noi terraced field I'terast fi:ldl ruQngb~cthang gong (n) /gol]/ cong (nh~cc~dan tQc) /tra'dIJn/ truyen thong rice flake (n) /raIs flelk/ com /ju'ni:k/ dQcnhat, dQcdao incense (n) /'rnsens/ hlluog, nh~~g • ':tradition (n) unique (adj) waterwheel • (n) I'w):tawi:// I accept (v) icMongCo chap nh~n nh~n break with (v) /brelk wx'O/ khongtheo cockVfise (adv) / kokwalz/ theo chieu kim dong ho procession /pra'seJn/ damNac preserve (v) (n) /prr'Z3:V/ baa ton ritual (n) /'ntJual/ nghi thffC(trong IehQi,ton giao) royal cou rt m u s ic I'mal regret (v) /rr'gret/ scenery (n) !,si:nari/ canh quan worship (v) I'W3:JIp/ ton tho, tho cling /'kllt/ari/ bQdo an (gom thla, dia, dao) l'fIlmstrrp/ do~n phirn host (n) /haust/ chu nha (nam) hostess (n) I'haustas/ chu nha (nil) / ,d3ena'reIJ n/ theh~ offspring (n) I'ofsprrl]/ cai oblige (v) /a'blald3/ b~t bUQc brave (adj) Ibrelv/ dung cam, gan d~ palm (n) /pa:ml long ban tay Buddha I'buda/ Blit,Duc ph~t pass down (v) (n) (0) kJ:t 'mju:zIk/ nha nhac cung dinh hoi han Ipa:s daunt truyen cho cruel (adj) /'kru:al/ dQcac prong (n) /prol]/ dau dia (pMn co rang) cunning (adj) /'kllnIl]/ xao quy~t, gian giao reflect (v) /rr'flekt/ phan anh dragon (n) I'dra!gan/ conrong /Ja:pl chfnh xac, dling emperor(n) I'empara(r)/ hoang de evil (adj) /'i:vl/ xau xa ve m~t daD duc Isens av bI'lol]ll]/ cam giac than thuQc fable (n) /'felbl/ truy~n ngli ng6n social (adj) /'sauJi/ thuQcve xa hoi fairy (n) /'feari/ tien, nang tien spot on (adj, informal) /spot on/ chinh xac fairy tale (n) I'feari tell/ truy~n than tien, spray (v) Isprel/ xit fierce (adj) /fras! dfl,dflton spread (v) /spred/ Iantruyen folk tale (n) Ifauk tell/ truy~n dan gian /'telbl 'ma!na(r)! quy t~can uong ban an, phep t~(an uong fox(n) /fDks/ CaD generous (adj) /'d3enaras/ hao ph6ng, rQng rai /tIp/ tien boa,boa giant(n) /'d3aI~nt/ ngl1l1ikhong 10 /'ju:nati/ 5\1 thong glitch (n) /glrtJ/ mli phu thuy I'llpwadz/ hllOnglen tren hare(n) /hea(r)/ tho /jua kldll]/ B~nnoi dua the thaI! knight(n) /nart/ hi~psi legend (n) -l'led3and/ truyen thuyet Iion(n} I'laIan/ Sl1tlt mean (adj) /mi:n/ keDki~t, bun xln ogre!n) I'auga(r}/ quy an thit ngl1lJi; yeutinh princess (n) /,pnn'ses/ c6ngchua Jortdi.Se (fl), I't):tas/ ,cornua truy~n than kl v) (n) " \upwatds (adv) \you're kidding! il/dlom) ('KHf','.if';ao t,o, T~p ctoim Xuat ban Giao dl,lc Pe~rson TIENG ANH - SACH GIAO VIEN - T~P MQT (Sach thi ctiem) Ma so : 2G82684 S6 dang ky KHXB: 1275 - 2014/ CXBI3-1001/ GD In 500 cuOn ( QD: 15TC) kh6 20.5x29 em S6 in: DT-85 In t~i C6ng ty CP in Ha Nt.>i.Khu eOng nghi~p NgQC H6i - Thanh Trl - Ha N()i In xong va nt.>pluu ehieu thang 07 nam 2014 ,P' ... DC ~ .13 U U-:l',' Leisure ac.tlvities _ PRO i~U 1 ' (1. 1-": -10 1 1 Clusters: /br/ and 10 r/ GRA.!fiiviJ.'.R Verbs of liking T gerunds Verbs of liking + to-inftnitive~ COillijiJj U~1C1.W10l" Talkmg... your ideas with other pairs th nc 11 " ., ',"'i' "" •.•.fU'll*'!lilI'IlIll11lllllllN!l1IIIIII:•••••• q_ l!l!ll IMIIII.II.I •• iIXIII!•• 11 .' ••• 11 . 1: ••• &1- Iiax •• ISIII.•• £I'I' •.•• JiI•.••... ~ething " _~ _.,_ , l~n~~bx (11 :.x~) " ~O~UN~~TI~~_J r'lI'li: ~1, ~ 11 .;o.~I~;>c;WldWl!,!/ 1 Qili ,'.l~Ii.;~'l ,rJ:! .11 ;~~(b)J~lY~"-l, !%h;li :~rtl;ljt~~., @)( ~~'l~1l1r m,.l~'l9.l",Kt lilel '~~l-::.:di: