Giáo trình English for Business I Intensive Reading được biên soạn nhằm cung cấp các kiến thức hữu ích cho các trường có đào tạo các ngành kỹ thuật - nghiệp vụ và đông đảo bạn đọc quan tâm đến vấn đề hướng nghiệp, dạy nghề. Nội dung của giáo trình gồm có 7 Chapter trình bày các nội dung: English - speaking countries, foreign languages, holidays and recreation, environment and health, background to business, business structure and organization, marketing. Phần 1 của giáo trình trình bày nội dung từ chương 1 đến chương 3, mời các bạn cùng tham khảo.
s GIÁO DỤC VÀ Đ À O TẠO G I Á O HÀ NỘI T R Ì N H s G I Á O D Ụ C V À Đ À O T Ạ O H À N Ộ I LÝ L A N HƯƠNG - NGUYÊN T H Ị BÍCH NGỌC G I E N G L I S H Á O T F R I N T E N S I V E (Dùng R Ì B U N S H I N E S S I R E A D I N G trường THCN) Ị Đ ậ l ẩ Ụ C T M NGUYỀN Ị TRUNG TẦM HỌC L l g ũ N H À X U Ấ T B Ả N H À N Ộ I - 2007 N H À XUẤT B Ả N H À N Ộ I - TỐNG DUY TÂN, Q U Ậ N H O À N KIẾM, H À N Ộ I Đ T : (04) 8252916 - F A X : (04) 8257063 GIÁO TRÌNH ENGLISH F0R BUSINESSI • INTENSIVE READING N H À X U Ấ T B Ẳ N H À N Ộ I - 2007 Chịu trách nhiệm xut NGUYỄN KHẮC OANH Biên tập P H Ạ M QUỐC TUẤN Bìa ĐẶNG VINH QUANG Kỹ thuật vi tính HẢI Y Ế N Sửa in P H Ạ M QUỐC TUẤN P H Ạ M GIA M I N H In ĩ o n , k h ổ 17x24cm, t i N h in H N ộ i - C ô n g ty S c h H N ộ i 67 P h ó Đ ứ c Chínhí - Ẹ a Đ ì n h - H N ộ i Q u y ế t định xut bản: - 0 / C X B / m ^ G Ĩ - ' / H N số ĩ / C X B / n g y O / / 0 Số in: 332/2 I n xong nộp lưu c h i ể u q u ý H I n ă m 2007 L i giới thiêu ước ta bước vào thời kỳ cơng nghiệp đại hóa nghiệp văn minh, Trong nhân nhằm đưa Việt cách mạng hành Đại hội Đảng Trung toàn nước to lớn đó, cơng lực ln giữ vai trò quan Chấp trở thành cơng đại nghiệp Ban Nam hóa, ương quốc trọng Báo cáo Chính Đảng ln tác đào Cộng sản thứ IX Việt tạo trị Nam rõ: " P h t t r i ể n g i o dục v đ o tạo m ộ t đ ộ n g lực quan trọng t h ú c đ ẩ y n g h i ệ p cơng nghiệp hóa, đại hóa, đ i ề u k i ệ n đ ể p h t t r i ể n n g u n lực c o n n g i - y ế u t ố c b ả n đ ể p h t t r i ể n x ã h ộ i , tăng trưởng k i n h t ế nhanh b ề n vững" Quán triệt chủ trương, nhận thức giáo trình nghị Sở Giáo ủy ban nhân cho phép án biên soạn học chuyên quan nâng lực Thủ Trên thành chương nghiệp phố Hà Hà Nội tâm sâu sắc Thành cao chất lượng đào đào số tạo thực đê định ủy, UBND tạo phát định thành triển sở chương trình khung kinh nghiệm Bộ Giáo Trung thể phố nguồn nhân dục Đào rút từ thực tế đào tạo, Sở Giáo dục Đào tạo đạo trường soạn 231912003, trường Quyết đề tạo ban hành biên trình, Quyết nước tạo, theo ngày dục Đào giáo trình (THCN) lượng Nội Nhà chương tạo Hà Nội, Sở Giáo trình, trọng cao chất dục Đào dân Đảng đắn tm quan việc nâng 5620ỈQĐ-UB việc Nghị chương trình, giáo trình cách THCN khoa tổ học, chức hệ thống cập nhật tượng học sinh THCN Bộ giáo trình trường Hà ỏ Hà Nội, hữu ích cho trường dạy đồng dạy học tập thòi tài liệu tham khảo có đào tạo ngành đảo bạn đọc quan tổ chức đào tạo Thủ "50 năm Thăng tâm đến kỹ thuật - nghiệp vấn đề hướng biên nhiều hoạt chương động lập ngành - Hà trình, thực thiết để kỷ niệm thành Long soạn "50 năm nghiệp, " hướng ủy, UBND, nghiệp chuyên gia đu nhà doanh gia Hội đồng nghiệm Đây biên gắng Chúng ngành, đồng giảng phản mong để bước ngành giáo dục tới kỷ niệm Thủ đô ", "1000 năm viên, cảm ơn phố, nhà giúp Hội trình, tiên Sở Giáo thành giáo dục quản đỡ, đóng đồng Thành Vụ Giáo tạo, nhà khoa kiện biện, thu chương soạn Thành tạo điều ln đu chức ngành Bộ Giáo dục Đào nghiệp tham trình Nội" sở, ban, chuyên giáo giải phóng Sở Giáo dục Đào tạo Hà Nội chân đối nghề Việc đọc hợp với Nội tài liệu giảng THCN vụ đông thức thực tiễn phù kiến thẩm học, lý, góp ý định dục các kiến, Hội trình Đào tạo Hà Nội chương trình, giáo trình Dù hết chắn khơng tránh khỏi thiếu sót, bất cập ý kiến đóng góp bạn nhận hồn thiện giáo trình sức tổ ln cố tái sau G I Á M Đ Ố C SỞ G I Á O D Ụ C V À Đ À O T Ạ O I N T R O D Ư C T I O N English for Business ì- Intensive Reading is the first i n a series o f reading skills texts T h e complete series has been designed to meet the needs o f students i n business f r o m elementary to intermediate levels and includes the following: • English for Business ì- Intensive • English for Business li- Intensive • English for Business IU- Intensive Reading (Elementary) Readỉng Reading (Pre Intermedỉate (Intermediate ) ) A n s w e r keys are available f o r each o f the there titles i n the series There are chapters vvith 21 units i n this b o o k Each u n i t presents a short reading and plentiíul activities thát íòcus ơn predicting, comprehension, f i n d i n g the m a i n ideas, understanding details, and m a k i n g inferences T h e R e a d i n g Passage A s the students read, the passạge the first time, they should be encouraged to read ideas I n E n g l i s h , ideas are i o r n i u l a t é d and described i n groups o f w o r d s , in sentences, and i n paragraphs, n ó t i n i n d i v i d u a l vvords A í t e r the students read the passage to themselves, the teacher m a y want to read the passage a l o u d to the students Á t the b e g i n n i n g level students are very keen ô n p r o n u n c i a t i o n and f e e l t h t this practice is h e l p í u l to t h è m M o r e o v e r , such practice provides the students vvith an appropriate m o d e l f o r p r o n u n c i a t i o n and i n t p n t i o n tqò^ĩi A m a i n feature o f this text is t h t the vocabulary items are systematically recycled t h r o u g h o u t T h e r e í o r e , Ít is recommended t h t the units are studied i n the s é | u e r i c e presented i n the text,*so students are n ó t overvvhelmed b y n e w vocabulary items The word lists are translated into Vietnamese and consolidated i n a glossary i n alphabetical order át the end o f the b o o k The text does assume an understanding o f basic structures and v o c a b u l a r y Personal pronouns, i n c l u d i n g the r e f l e x i v e f o r m s , past participles as adjectives, gerunds, and such connectors as aỉthough, nevevtheìess, whether, yet, and so are used Activity Types • Pre-reading Each unit begins w i t h a series o f pre-reading questions t o generate interest and give students a reason f o r e x p l o r i n g the topic T h e questions encourage students to share b a c k g r o u n d knovvledge and express o p i n i o n s about the u n i t topic, provide p r e l i m i n a r y vocabulary f o r the reading passage i t s e l í T h e students should try to relate the topic to their o w n experience and t o p r e d i c t w h a t ứ i e y are going to read about The m o r e attention students g i v e t o the pre-reading activities, the more successfully they w i l l be able to interact w i t h the text T o f u r t h é r stimulate discussion and spark interest, each u n i t opens w i t h a photograph, i l l u s t r a t i o n , or m a p • U n d e r s t a n d ỉ n g the Readỉng This section i n each u n i t includes the f o l l o w i n g three a c t i v i t y types: C o m p r e h e n s i o n Q u e s t i o n s These questions ask f o r s p e c i f í c i n í o r m a t i o n f r o m the reading T h e y h e l p students r e v i e w the m a i n points o f the r e a d i n g , and allovv the instructor to gauge the students' level o f u n d e r s t a n d i n g O n e o r t w o of the questions might i n í o r m a t i o n presented require students to make i n the reading ( A U questions require students to m a k e i n í e r e n c e s are preceded iníerences based ơn or activity items thát b y an asterisk [ * ] ) The questions can be answered o r a l l y or i n w r i t i n g and can easily be assigned f o r h o m e w o r k as w e l l D e t a ỉ l s Several í o r m a t s , i n c l u d i n g true/false and m u l t i p l e c h o i c e , are used to focus students' attention ô n specific details i n the r e a d i n g T h i s a c t i v i t y type gives students m a n y opportunities to practice the essential r e a d i n g s k i l l s o f s k i m m i n g and scanning f o r i n í o r m a t i o n M a i n I d e a s T h i s a c t i v i t y type gives students practice i n i d e n t i f y i n g the m a i n ideas o f the reading T h i s reading s k i l l is o í t e n d i f f i c u l t f o r students, and is h e l p f u l t o discuss w i t h t h è m the d i f f e r e n c e betvveen m a i n ideas and supporting details I n a f e w units, the students m u s t categorize information f r o m the reading i n t o m a i n ideas and supporting details • Working with Vocabulary This section provides students w i t h chances to practise u s i n g n e w w o r d s i n the context o f the reading and i n d i f f e r e n t contexts ( N o t e t h t the w o r d s are used repeatedly throughout the other activities i n the unit and i n the units t h t f o l l o w ) • W o r d S t u d y Sections The w o r d study section i n each unit is designed to enhance and r e i n í o r c e students' understanding o f E n g l i s h structures and w o r d f o r m s and t o expand their vocabulary A s an i n t r o d u c t i o n to the w o r d f o r m exercises i n this b o o k , Ít is recommended t h t the teacher f i r s t r e v i e w parts o f speech, especially verbs, nouns, adjectives and adverbs Teachers should p o i n t out each w o r d f o r m ' s position i n a sentence Students w i l l develop a sense f o r w h i c h part o f speech is missing i n a given sentence Teachers should also point out clues to tense and number and vvhether an idea is a f f i r m a t i v e or negative T h e teacher can the example vvith the students b e í b r e the exercise or as an assignment after the exercise is completed Each section has its o w n instructions depending ô n the particular pattern vvhich is being introduced Some o f the activities deal w i t h prefixes and s u f f i x e s and demonstrate h o w m a n y E n g l i s h w o r d s can change i n f o r m A U o f the vvords presented i n these activities are based ô n n e w words f r o m the readings O t h e r activities provide practice w i t h prepositions, irregular verb f o r m s , and i d e n t i í y i n g antecedents o f n o ụ n substitutes • V o c a b u l a r y Revievv This a c t i v i t y type is a q u i c k revievv o f new vvords f r o m previous units Formats i n c l u d e m a t c h i n g synonyms or antonyms, sentence c o m p l e t i o n s , and m u l t i p l e choice • Follow-up Activities This section contains various activities appropriate to the i n í o r m a t i o n i n the passages Some activities are designed f o r pair and s m a l l - g r o u p w o r k Students are encouraged t o use the i n í o r m a t i o n and vocabulary f r o m the passage b o t h orally and i n w r i t i n g T h e teacher may also use these questions and activities as home or in-class assignments • CIoze q u i z The C L O Z E exercises are guided and vary t h r o u g h o u t the text I n each C L O Z E , certain types o f vvords are missing These words may be articles, prepositions, verbs, pronouns or q u a n t i f i e r s • Topics f o r Discussion a n d W r i t i n g : This section provides ideas or questions f o r the students to discuss o r to w o r k ô n alone, i n pairs, or i n small groups provides the students vvith the opportunity to w r i t e Appendỉx The A p p e n d i x provides some reading skills w h i c h are h e l p í u l t o students t o understand and use Glossary T h i s section contains w o r d s and phrases f r o m a ỉ l the chapters f o r easy r e í e r e n c e Students vvill s t i l l need to use their o w n d i c t i o n a r i e s f o r e x a m i n i n g the range o f meanings o f a w o r d , and f o r words n ó t i n c ỉ u d e d i n the glossary Answer Key The A n s w e r K e y provides the ansvvers f o r the exercises WORD LIST 40 '(•Mi,.-, b ó t ỉ í", Smart(adj) T h ô n g m i n h , s n g sủa, l a n h l ẹ Broadcast(v) Truyền hình Classical(adj) Cổ điển Commercial(adj) Thương mại Complex(adj) Phức t p Complicated(adj) Phức t p Describe(v) M ô tả Develop(v) Phát triển Drum(n) Cái trống Electronic(adj) Điện tử Entertainment(n) G i ả i trí Experience(v) Trải nghiệm Feeling(n) Cảm giác Instrument(n) C ô n g cụ M o v e to(v) Chuyển tới Museum(n) V i ệ n bảo tàng Musician(n) Nhạc c ô n g Orchestra s y m p h o n y ( n ) D n nhạc giao h n g Ordinary(adj) Thông thường Original(adj) N g u y ê n gốc Records(n) Đĩa nhạc " Rhythm(n) Giai điệu Sadness(n) N ỗ i buồn Serious(adj) N g h i ê m trọng Show(n) Buổi trình d i ễ n Soldier(n) N g i lính Souvenirs(n) Q u lưu n i ệ m Spread(v) Lan rộng, truyền bá Station(n) T r m , đ i ( p h t t h a n h ) , n h ga Studio(n) Xưởng(vẽ, phim, điêu khắc) Traditional(adj) D â n gian Wonderful(adj) Tuyệt vời A C O M P R E H E N S I O N A I m a i n idea T i c k (V) t h e t w o m a i n ỉdeas o f t h e r e a d i n g — C o u n t r y music comes f r o m the A p p a l a c h i a n M o u n t a i n s and f r o m the West „ ^ z l M a n y people f r o m the South m o v e d n o r t h to w o r k i n í a c t o r i e s Nashville, Tennessee, has m a n y r e c o r d i n g studios — - - C o u n t r y music is very popular because Ít is about r e a l - l i f e events and h u m a n feelings M o d e m l i f e is complicated A R e a d t h e t e x t a n d ansvver the q u e s t i o n s Ì W h y is c o u n t r y music very popular? H o w does c o u n t r y music sound? W h e r e does c o u n t r y music come f r o m ? W h y d i d m a n y people move to the Northeast and the M i d w e s t d u r i n g World War li? W h y d i d other people go to the South? W h a t c i t y is the center o f country music? W h a t can visitors i n Nashville, Tennessee? W h o likes c o u n t r y music today? A3 Multiple-choice C i r c l e t h e l e t t e r o f t h e best a n s w e r T h e q u e s t i o n s w h i c h a r e starred (*) c a n n o t be a n s w e r e d d i r e c t l y f r o m t h e t e x t Ì Country music is about a d i f f e r e n t countries -tf h u m a n feelings and events c W o r l d W a r l i d N a s h v i l l e , Tennessee C o u n t r y music comes f r o m "ụ, the A p p a l a c h i a n M o u n t a i n s and the West 41 b the Northeast and the Midvvest c a r m y camps d í a c t o r i e s Thousands o f Soiitherners went to w o r k i n a the Appalachian M o u n t a i n s b N a s h v i l l e •^{c factories d the West Nashville probably does n ó t have a many T V and recording studios b large, b e a u t i í u l homes c a baseball h a l l o f f a m e d a c o u n t r y music hall o f f a m e * I f y o u vvant to be a country singer, a go to N a s h v i l l e b become a covvboy c study music i n a b i g c i t y d get a g o o d edụcation * W h e n countries become more m o d e m , a people move north and vvork i n í a c t o r i e s b radios broadcast country music i n E n g l i s h c people sing about h u m a n í e e l i n g s _ậ l i f e becomes more c o m p l i c a t e d * C o u n t r y music is popular allover the vvorld because a most people live i n the country b everyone likes to hear songs i n E n g l i s h c m a n y visitors g o to N a s h v i l l e / \ d people l i k e songs about h u m a n feelings and events 42 B V O C A B U L A R Y B I Vocabulary in context Choose the best word for each sentence/rom the list below Army Broadcast Sỉmple Studio Events Traditional Programme Human Fame Complicated Ordinary Smarter Tours Entertainment Record C i t y people sometimes t h i n k they are cwệ\?r people People w h o live i n cities o f t e n laugh át the w a y o f l i f e i n the country Perhaps c o u n t r y music is very popular because Ít is about strong .7.' feelings and c o m m o n A s l i f e becomes m o r e about and d i f f i c u l t , Ít is g o o d to hear people C o u n t r y music comes f r o m the m u s i c o f the A p p a l a c h i a n M o u n t a i n s and f r o m covvboy music D u r i n g W o r l d W a r l i , many soldiers vvent to camps i n the South T h e y learned about country music i n these camps I n 1925 the radio program called "Grand Ole Opry" started to f r o m Nashville, Tennessee There are m a n y studios i n Nashville where musicians can their music 24 hours a day People w h o visit N a s h v i l l e can also go ô n homes o f f a m o u s country music singers 10 The C o u n t r y M u s i c H a l l o f is l i k e a m u s e u m f o r visitors w h o want to see pictures and souvenirs o f í a m o u s c o u n t r y m u s i c stars B2 V o c a b u l a r y in n e w context Choose the best word for each sentence/rom the list below Army Broadcast Simple Human Event Traditional Programme Still Fame Complicated Ordinary Visitors Tours 43 A m e r i c a n people usually eat turkey ô n T h a n k s g i v i n g T h i s c u s t o m started more than 0 years ago N o w t u r k e y , mashed potatoes, and p u m p k i n pie are part o f a Thanks g i v i n g d i n n e r M a r i o was very happy ô n the day he g ó t m a r r i e d ! í t was a very important i n his l i f e What's y o u r í a v o r i t e radio station? ì l i k e the station t h t jazz music a l l day It's great! Yesterday was n ó t a very special day ì went to school, d i d m y h o m e vvork, and vvrote some letters to m y f a m i l y and í r i e n d s Y e s t e r d a y was j u s t an day M o n i c a t h i n k s reading books i n E n g l i s h is N ó t me! ì think reading i n E n g l i s h is very d i f f í c u l t ! John alvvays returns television to his apartment t 7:30 P.M His íavorite begins át 8:00, and he doesn't w a n t t o m i s s Ít W a s h i n g t o n D C , is a very í a m o u s c i t y E v e r y year m i l l i o n s o f f r o m a l l around the w o r l d go there to see the W h i t e H o u s e and the Washington Monument Julia never uses a computer She t h i n k s they are v e r y d i f f i c u l t and to use ì don't agree ì t h i n k computers are easy t o use I n m a n y countries, y o u n g m e n must j o i n the f o r t w o years vvhen they are 18 years o l d T h i s is n ó t true i n the U n i t e d States 10 M e n , w o m e n , and c h i l d r e n are c W O R D STUDY Prepositions use the preposition of to show t h t s o m e t h i n g belongs to s o m e t h i n g else w i t h numbers w i t h d e f i n i t e and i n d e í i n i t e amounts o f t h i n g s to show a relationship betvveen t w o nouns beings Here are some examples: - Jack alvvays sits i n the f r o n t o f the classroom A n n a put her coat ô n the back o f the chair - One o f the students i n m y class is f r o m Japan Thousands o f people f r o m the South m o v e d N o r t h A m e r i c a n s eat a lót o f hamburgers! - H a l f o f m y í r i e n d s speak E n g l i s h very w e l l C o u n t r y - W e s t e r n is a k i n d o f music Compìete each sentence Ì What kind Six with o f , ô n , o r i n c& \ h music y o u like? the students i n this class are f r o m A s i a There is a c o u n t r y music concert San l u â n is a c i t y Dị Friday Puerto R i c o Christopher C o l u m b u s a i v e d i n Puerto R i c o ịty 1493 The "Grand O l e O p r y " started to broadcast c o u n t r y m u s i c ô n the r a d i o 1925 One ^ the m a n y places to visit i n N a s h v i l l e is the C o u n t r y M u s i c H a l l o f Fame Today y o u can hear country music OM m a n y r a d i o stations D V O C A B U L A R Y R E V I E W Look right-hand át the wo) ds in the ỉeỊt-hand coìumn Write column the corresponding and find ìetters in the their meanings in the bìanks coast a h o w m u c h something vveighs í a v o u r i t e b vveather w e i g h t c a place where ships arrive and leave unpopular d h o w good something is areas e something y o u l i k e the most i n c o m p l e t e f places c l i m a t e g people don't l i k e Ít port h the place where land and sea c o m e together 45 —CẢ- q u a l i t y i someone w h o runs — V - 10 runner j nót fmished E VVRITING W h a t are some o f the h u m a n feelings t h t c o u n t r y singers s i n g about? M a k e a list T h e n shovv y o u r list to another student Can y o u a d d n e w w o r d s to your list? A D D I T I O N A L READING A L O O K Á T VVESTERN M U S I C Music is a language which speaks to everyone- from the day we are bom we hear music o f some k i n d most days o f our lives B ú t there are as many d i f f e r e n t kinds o f music as there are d i f f e r e n t languages, and Ít is i m p o s s i b l e to describe t h è m a l l Here are j u s t a f e w w e l l - k n o w n types Classical music T h i s is serious W e s t e r n European music f r o m the M i d d l e A g e s to the present ( 0 to t o d a y ) and Ít was o í t e n vvritten f o r a large orchestra, e.g a symphony, or f o r a s m a l l g r o u p o f players, e.g a quartet o r a duet M a n y instruments can be used A lót o f music vvas also w r i t t e n t o be sung-as opera Classical music is very popular and schools o f t e n teach this t y p e o f m u s i c Jazz Jazz developed i n the Southern States o f N o r t h A m e r i c a át the b e g i n n i n g o f this century The b l a c k people o f these States, w h o w e r e o r i g i n a l l y slaves f r o m A í í i c a , had their o w n r h y t h m s Jazz b r o u g h t classical m u s i c a n d rhythms together 46 Aírican Blues This was o r i g i n a l l y black country music vvhich also came f r o m the Southem States át the b e g i n n i n g o f this century í t is s l o w , usually sad music vvhich is o f t e n sung b y one person w i t h a guitar R h y t h m a n d Blues This developed f r o m the Blues i n A m e r i c a i n the '40s í t became í a s t e r and more complex and used more instruments, e.g saxophone, guitar, piano, drums The music was o f t e n about c i t y l i f e and w h i t e musicians started p l a y i n g Ít was w e l l Rock and R o l l Musicians i n the '50s developed R o c k and R o l l f r o m R h y t h m and Blues and became popular w i t h y o u n g people spread to Europe i n the '60s and is novv knovvn in most countries A lót o f pop music comes f r o m R o c k and R o l l Pop m u s i c This developed f r o m R o c k and R o l l i n A m e r i c a , B r i t a i n and Europe i n the '60s and is n o w i n every country The name is used f o r most c o m m e r c i a l music The miịsic w e can b u y ô n records and hear ô n pop radio is usually played by groups w h o o f t e n use electronic instruments and m a k e videos to go with their records Answer the f o l l o w i n g questions a What is the name o f a classical piece o f music w h i c h is sung? b What is the name f o r a large g r o u p o f classical m u s i c i a n s p l a y i n g a symphony? c What pop musicians o f t e n make to go w i t h their records? d Where d i d Jazz and Blues start? e H o w m a n y players y o u t h i n k there are i n a quartet? I n a duet? f W h e n d i d R o c k and R o l l become popular vvith y o u n g people 47 U n i t O U T D O O R H O L I D A Y S Pre-reading L o o k t these d i f f e r e n t h o l i d a y s o f f e r e d b y a t r a v e l c o m p a n y i) L e t us show y o u y o u r o w n area Join one o f o u r l o c a l centres and we can show y o u e v e r y t h i n g y o u want to see near y o u li) E n j o y a week i n the sun i n M a j o r c a M i l e s o f beach, n o t h i n g to i f y o u don't want to, plenty o f n i g h t l i f e i f y o u l i k e Ít ? i i i ) Spend a vveek horse r i d i n g and c l i m b i n g i n the south o f France and e n j o y the outdoor l i f e vvith our q u a l i í i e d guides i v ) H i r e a car and m a k e your o w n h o l i d a y ! Y o u can h i r e any size o f car f r o m us f o r seven days f o r the price o f f i v e Non' look át these four peopỉe's Sally ideas of the hoìiday they want: Wiliams 'ỉ vvant a h o l i d a y w i t h lots t o see and d o - ì love w a l k i n g , c l i m b i n g , r i d i n g ì don't l i k e s i t t i n g a r o u n d doing n o t h i n g ì t h i n k ĩ m quite energetic Davỉd Hodges T d rather stay át home than go abroad — n ó t very adventurous Im ì don't l i k e t r a v e l i n g and I'd rather go out f o r short visits and c o m e h o m e in the evening.' 48 Stephen Brown 'ì love d r i v i n g , f i n d i n g n e w places, staying i n a d i f f e r e n t t o w n every n i g h t ì l i k e m e e t i n g n e w people and eating d i f f e r e n t f o o d ĩ m very independent.' Jane Carpenter 'ì want a h o l i d a y b y the sea ì just like l y i n g i n the sun d o i n g n o t h i n g ĩ m terribly lazy.' Which holiday you think suits each person best - ì, li), Hi) or iv) Sailly W i l l i a m s Stephen B r o w n D a v i d Hodges Jane Carpenter W h a t a b o u t y o u ? D o y o u l i k e h o l i d a y s ? W h i c h h o l i d a ỵ w o u I d y o u l i k e ? Camping h o l i d a y s are alvvays popular vvith students and y o u n g peoplethey are a cheap and easy w a y to see a c o u n t r y People o f t e n t r a v e l b y t r a i n , by coach or ô n f o o t So one i m p o r t a n t t h i n g to r e m e m b e r b e í o r e starting is thát you can o n l y take w i t h y o u what y o u can c a r r y - u s u a l l y i n a rucksack ô n your back I f you travel w i t h a í r i e n d , o f course some items can be shared-a tent, a gas stove, f o o d Other things must be taken b y each person— clothes, f o o t w e a r , a sleeping bag So you must be sure o f h o w m u c h y o u can carry M o s t people f i n d 10 k g about right M u c h m o r e than t h t and y o u need another h o l i d a y w h e n y o u get home A n d remember, i f the vveather is wet y o u r rucksack is heavier M a n y people w h o go c a m p i n g f o r the íìrst t i m e take too m u c h and then f i n d they have f o r g o t t e n the essentials-a t i n o f beans is n o g o o d vvithout a t i n opener! B ú t w i t h practice and good advice y o u can have a fantastic h o l i d a y 4.GT ENGLISH FOR-A 49 WORD LISH 50 Smart ( a đ j ) T h ô n g m i n h , s n g sủa, h ì n h l ẹ Broadcast(v) Truyền hình Classical(adj) Cổ-điển Commercial(adj) Thương mại Complex(adj) Phức t p Complicated(adj) Phức tạp Describe(v) M ô tả Develop(v) Phát triển Drum(n) Cái trống Electronic(adj) Điện tử Entertainment(n) G i ả i trí Experience(v) Trải nghiệm Feeling(n) Cảm giác Instrument(n) C ô n g cụ M o v e to(v) Chuyển tới Museum(n) V i ệ n bảo tàng Musician(n) Nhạc c ô n g Orchestra s y m p h o n y ( n ) D n nhạc giao h n g Ordinary(adj) Thông thường Original(adj) N g u y ê n gốc Records(n) Đ ĩ a nhạc Rhythm(n) Giai điệu Sadness(n) N ỗ i buồn Serious(ádj) Nghiêm trọng Show(n) Buổi trình d i ễ n Soldier(n) N g i lính Souvenirs(n) Q u lưu n i ệ m Spread(v) Lan rộng, truyền bá Station(n) T r m , đ i ( p h t t h a n h , n h ga Studio(n) Xưởng (vẽ, phim, điêu khắc) Traditional(adj) D â n gian Wonderful(adj) Tuyệt vời A COMPREHENSION A I R e a d t h e t e x t a n d ansvver t h e s e q u e s t i o n s Ì W h o o f t e n goes camping? Hovv people o f t e n travel? W h a t is one important t h i n g to remember b e f o r e staring? W h a t three things can t w o people share? W h a t three things must each person take? A2 Write T before true statements Write F before false statements Ì C a m p i n g holidays are popular vvith most people C a m p i n g holidays are o f t e n n ó t cheap People rarely travel ô n f o o t W h e n traveling w i t h í r i e n d s , y o u can share e v e r y t h i n g Y o u must be sure h o w m u c h y o u can carry B V O C A B U L A R Y B I Find the w o r d in the p a s s a g e w h i c h m e a n s the s a m e as things most important n ó t expensive shoes B2 Now find the word in the passage vvhich means the opposite of d i f f i c u l t d r y remember lighter c DISCUSSION ỉmagine the class you (tre going Work in pairs camping Ịor two weeks and decide which oị.these in Europe items with (ỉ /riencl are essential Make in a 51 list of what more each person than lũ kg ai! many ì will carry Total weight 52 must items carry and remember can be kg thát nobody wants to carry shared My friend will carry Total weight kg D W R I T I N G Wrừe a short paragraph describing your last hoỉiday A D D I T I O N A L READING AN IDEAL HOLIDAY Jim Beales is a 37 year old international airline pilot Here is his account of an ideal h o l i d a y 'Because ì travel f o r a l i v i n g ĩ m n ó t t a l l interested i n t r a v e l l i n g f o r pleasure B ú t m y í a m i l y always want to go away to Europe, t o A m e r i c a w e even went to A u s t r a l i a one year My ideal h o l i d a y w o u l d be to n o t h i n g át Ì! I'd love to stay át h o m e for four vveeks s o m e t h i n g ì never ĩ d r e a l l y e n j o y sleeping i n m y o w n bed, g e t t i n g ú p w h e n ì vvanted to í t w o u l d be w o n d e r f u l to stay i n the same t i m e zone f o r a b í t t õ o I ' m always a d d i n g and subtracting hours I ' d spend m y t i m e vvorking i n the garden, m a y b e d o i n g some decorating I ' d love to have m o r e t i m e w i t h m y c h i l d r e n after school Sometimes they o n l y see m e three times a w e e k and then I ' m usually ready to collapse ĩ d l i k e to take t h è m out, have f u n vvith t h è m 53 So there y o u are m y ideal h o l i d a y probably sounds v e r y d u l l to some people Bút f o r me Ít w o u l d be paradise Answer the following questions Ì W h a t does J j m Beales ? W h a t w o u l d he l i k e to f o r f o u r vveeks? W h a t does his f a m i l y want to ? W h a t d o y o u t h i n k " Ĩ I Ĩ always adding and subtracting"? W h a t y o u t h i n k " ĩ m usually ready to collapse"? 54 ... following: • English for Business - Intensive • English for Business li- Intensive • English for Business IU- Intensive Reading (Elementary) Readỉng Reading (Pre Intermedỉate (Intermediate )... e choice • Follow-up Activities This section contains various activities appropriate to the i n í o r m a t i o n i n the passages Some activities are designed f o r pair and s m a l l - g r... H À N Ộ I - 2007 N H À XUẤT B Ả N H À N Ộ I - TỐNG DUY TÂN, Q U Ậ N H O À N KIẾM, H À N Ộ I Đ T : (04) 8252 916 - F A X : (04) 8257063 GIÁO TRÌNH ENGLISH F0R BUSINESSI • INTENSIVE READING N H