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O GIAO DUC VA DAO TAO

A^

PEARSON NHA XUAT BAN GlAO DUC VIET NAIVI

BO GIAO DUC VA DAO TAO

HOANG VAN VAN (Tong Chu bien) - HOANG THj XUAN HOA (Chu bien) PHAN HA - HOANG TH| H6NG HAI - KIEU TH| THU HUONG VO TH| LAN - OAO NGOC L0C - CHUNG THE QUANG Vdi sifcong tac cua DAVID KAYE

Page

INTRODUCTION Ill

-^—^BOOK MAP— .-TT-.v.^,.,,,„ ,,, UNIT1: LIFE STORIES 6T UNIT2: URBANISATION 18T UNIT 3: THE GREEN MOVEMENT 30T

4-R | V IEW1 42T UNIT 4: T^E MASS MEDIA 46T UNIT 5: CULTURAL IDENTITY 58T

REVIEW 2 70T GLOSSARY 74

- Review: the pastsimple vs thepast continuous

- Definite andindefinite

Reading for specific information about two people's life

Vowels: Diphthongs

Assimilation

- Words / phrasesrelated to

urbanisation andits features

- Word formation:

CompoundadjectivesWords / phrases

articles

- Omission ofarticlesThe subjunctive in friar-clauses after certain verbs and expressions

an article abouturbanisation and its causesReading for

UNIT The green

advantages and disadvantages of a

compound, and complex sentences

general ideasand specific informationgreen lifestyle - Relative clauses

with which

referring to the whole clause

in an articleabout soot pollution

REVIEW 1

UNIT The mass The verb ending -ed Words / phrases - Prepositions Reading for

- The past perfect

vs the past simple

information

in an article about forms

of mass media

UNIT Cultural Assimilation Words / phrases - The present Reading for

identity present perfect information in

Repeated comparatives to say that something is changing

a newspaper column about cultural identity

in today's modern society

REVIEW 2

Talking about a

historical figure Listening for specific information in a talk

show about privacy and disclosure of people's private lives

Writing a life story The creator of Sherlock

Holmes Preparing for a Public Speaking

Contest: A famous person you admire

Describing a line graph about the rate of

urbanisation

Urbanisation in Bangkok, Thailand Finding out how a city or a country

has undergone urbanisation

Go Green initiative

essay about the advantages and disadvantages of a green lifestyle

The greenest countries andcities in the world

Conducting a survey to find out how many students inyour class have chosen a green lifestyle

language-learning apps

chart showing the use of online resources

Conducting a survey

on students' favourite social networking sites and apps

argumentative essay about the most important feature that defines someone's cultural identity

Festivals that help ethnic groups in Viet Nam to maintain their cultural identity

Preparing for a presentation on the cultural identity of

an ethnic group in Viet Nam

LIFE STORIES

Listening for general Writing

Listening for specific Describing a pie Social media apps

Listening for general Writing an

GETTING STARTED

The person I admire

This unit includes:

LANGUAGEVocabulary

1 *and phrases related to Wor

People's lift;-stories

Pronunciation

• Homophones Grammar * Tne Past simple vs th'pnact-^ «.•

-—Omission of articles - SKILLS

-" Se^:s cinfo ™ io -^tw 0

-lives yandd,sdosureofpeople'spriVatealifestory^

COMMUNICATION AND CULTURE

• Family stories

1 The creator of Sherlock Holmes

6 Unit 1 Life stones

By the end of this unit, Ss can

• use words and phrases related to people's life stories

• identify and pronounce homophones correctly

• use the past simple and past continuous to talk about past actions or events; use articles correctly Read for specific information about two people's life stories

Talk about a historical figure

listen for specific information in a talk show about privacy and lessons learnt from people's life stories

• write a person's life story

GETTING

STARTED -The person 1 admire

Lead-in: Inform the class of the lesson objectives: getting to know the topic, some vocabulary

related to people's life stories, and the two grammar points: revision of the past simple vs the pastcontinuous and use of articles

-• -Write the heading ('The person I admire') on the

board. -• Ask Ss to work in pairs and tell their partner who they admire

-• Elicit answers from Ss and write them on the board

% 1 Hung and Quang are talking about

famous people Listen and read.

Hung: The topic for tomorrow's presentation is

really interesting Have you decided who totalk about, Quang?

Quang: Not yet I'm still wavering between

two

famous people, Steve Jobs and

Michael

Jackson I admire them both

But who's had a greater impact on

you?

I'm not sure Steve Jobs's work

stimulates my creativity and

innovation^

-wMe-^c4iae4Jac4aot^s-nFwsic-

i«spifed-me to learn to play a musical

instrument What do you think?

Well, both of them were very

talented jndJnfluenlial,JmtJ^ I think

Michael Jackson was a great dancer,

but not an excellent singer In his

later years, his singing voice became

weak and thin and wasn't as good as

before

I see What about you? Who are

you

Quang.

going to talk about?

Hung: Christine Ha.

Quang: You mean the lady who won the

US MasterChef trophy in 2012?

Hung: That's right.

Quang: I know your dream is to become a

famous chef Is that why you want to

talk about her?

Hung:

Yes What's more, Christine is a blind

chef and a gifted writer She's very

talented and determined It was

absolutely amazing to watch her use

all the kitchen tools and prepare the

dishes I agree I remember how

excited I felt when Christine was

creating those great-looking

dishes and even anxious when

the judges were tasting them By the

way, do you know where she was

born? In Viet Nam or the US? In

California, but she was inspired by

memories of her mum's cooking

It seems you know quite a lot about

her Good luck with your presentation

2 Decide whether the following statements

are true (T), false (F), or not given (NG), and

tick the correct box.

Quang can't decide who he is going to

talk about tomorrow

Quang wants to become as famous as

I Steve Jobs and Michael Jackson

| Hunq likes Michael Jackson's singing

Hung learnt to play a musical

instrument because he was inspired

by Michael Jackson's songs

Both Quang and Hung admire—

Christine Ha

Christine was blind when she took |

part in the MasterChef competition

Discuss with a partner.

If you were Quang, who would you choose to

talk about, Steve Jobs or Michael Jackson?

Hung: The same to you!

1 Ask Ss to look at the picture of the two students and guess who they are talking about.

• Christine Ha (May 9,1979) is an American chef, the first blind contestant of theTV show MasterChef

and winner of its third season in 2012

• Tell Ss that they are going to listen to a conversation between the two students

• Play the recording Ask Ss to listen and read silently

Ask Ss to work individually first, and then in pairs to decide whether the statements are true, false, or not given

Encourage Ss to provide reasons for their answers Ask them to refer back to the conversation to get the necessary information

3 Have Ss read the question and discuss their answers with a partner

• Elicit some answers and write the best ones on the board

4 Explain briefly to Ss that many English words (or combinations of words) may have the same

pronunciation, but different spellings and different meanings They are called homophones

• Have Ss say aloud the five given words

Ask Ss to read the conversation again and find the words that have the same sound as the given ones

| Key 1 too 2.1 3 see 4 won 5 know

5 This activity focuses on revision of the past simple and the past continuous

Ask Ss to give the correct tenses of the verbs in brackets first, and then have them read the

conversation to check their answers

Key 1 became, wasn't 2 felt, was creating

Unit 1 Life stories 7T

•

one or famous in some way

something well

people

proper and correct

^gi\

something despite difficulties

1

a)My English class is at two o'clock.

b)It's never too late to learn another language a) His father is a guitarist, but he wasn't _ to play any musical instruments until heiwas 15.

b) Please read the letter _to us a) You can _your life story and post

it on this website.

b) I hope we're doing the _thing a) J.K Rowling's.

novelwiUcome out next month.

b) I _where he was hiding, but I didn't know why he was wanted.

a) Beethoven composed some of his finest works in this house.

b) Did you the latest news about

Steven Spielberg's film.' a) She has _involved in many community projects.

b) Yan has just posted his latest _ soup recipe on the Internet You should try it out.

WST liM- w§.

Listen and repeat the sentences in 1.

°° YOU KNOW ?

board - bored you're - your there's - theirs knew - new wtrether^ weather council - counsel genes-jeans

Pronunciation Homophones

* 1 Listen to pairs of sentences Write the correct

words in the gaps The first pair has been done

as an example.

■ kindness or willingness to give

2 Complete the sentences with the correct forms

of the words in 1.

1 It takes and hard work to

achieve your goals.

2 Alexandre Yersin, who had quite a _

career in medicine, devoted his life to the poor and sick

people in Viet Nam.

3. After a series of successful initiatives as an

environmentalist, she became one of the leading

_in the Green Party.

should be given more opportunities to develop their

skills.

5 The new album is one of his greatest .

It sold 50,000 copies just in the first week.

6 After my father got a well-paid job at an

international company, we moved to a

neighbourhood.

your You should learn to give wisely.

8 Unit 1 Life stories

-fr

Homophones are words (or combinations of words) that have different spellings and meanings, but the

same pronunciation Examples:

two - too - to (strong form)

piece - peace there-their father - farther

whose - who's^

Vocabulary

1 Ask Ss to match the words with their meanings Check answers as a class

r

Key 1 figure 2 talented 3 distinguished 4 respectable

5 perseverance 6 generosity 7 achievement

2 Ask Ss to pay attention to the grammar when using the words in 1 When using a noun, Ss need to consider its suitable form (singular or plural)

• Have Ss complete the sentences individually, and then compare their answers in pairs Check answers

as a class

Key 1 perseverance 2 distinguished 3 figures 4 talented

5 achievements 6 respectable 7 generosity

Play the recording Pause after the first pair of sentences and focus Ss'attention on the homophones

Play the rest of the recording Ask Ss to write down all words with the same pronunciation while listening.Explain that they will have a chance to select the correct one later on Pause the recording after each pair ofsentences, if necessary

Have Ss work in pairs, discussing the meaning of each word and choosing the correct one for each sentence.Check answers as a class

Key 2 a) allowed b) aloud 3 a) write b) right 4 a) new b) knew

5 a) here b) hear 6 a) been b) bean

2 Play the recording again Have Ss repeat each sentence chorally Then ask them to read the sentences in pairs

Audio script

1 a) My English class is at two o'clock b)

It's never too late to learn another language.

2 a) His father is a guitarist, but he wasn't allowed to play any musical instruments until

he was 15 b) Please read the letter aloud to us.

3 a) You can write your life story and post it on

this website b) I hope we're doing the right thing.

4 a) J.K Rowling's new novel will come out next month ■

b) I knew where he was hiding, but I didn't know why he was wanted.

5 a) Beethoven composed some of his finest works here in this

house b) Did you hear the latest news about Steven Spielberg's film?

6 a) She has been involved in many community projects b) Yan has just

posted his latest bean soup recipe on the Internet You should try it out.

Grammar

The past simple vs the past continuous

1 Put the verbs in brackets in the past simple or the

past continuous.

1 This morning when the alarm clock (go) off, I (have) , a sweet dream.

2 Carol (meet) _ „„ her husband while

she (travel) _~ irrEurope:

3 I (work) „ _„ „„„ on my computer when

there (be) _ a sudden power cut

and all my data (be) „ lost.

4 When we (share) a room two

years ago, Lin (always, fake) _' _

my things without asking.

5 When Tom (call). yesterday, I (do)

the washing-up in the kitchen,

ttrrorhear)

„„■„ ^:„„:::„;-rlhephone^—^ -so

6 Frank (constantly, ask) _ _for

money last year when he (be)

still out of work.

7 Mark (request) _ „ complete silence

when he (compose) _ _music.

8 In 1417, Nguyen Trai (join) _the army of

Le Loi, who (then, lead) the resistance

movement in the mountainous regions.

Is United Arab Emirates part of _ South Asia or Middle East?

Last summer, we travelled to many places We visited Taj Mahal in India,climbed _Mount Everest in _Himalayas, and took a cruise to Bahamas.

I love Spain I find _Spanish very friendly, but I can't say much in _ Spanish

8 My favourite pastime is playing guitar, but

my best friend prefers playing tennis.

The definite article the is generally used before a

singular or plural noun when we talk about a

specific thing or action Examples:

Thrdog that bit trreranawayr ~~ / like the films directed by Steven Spielberg

Other rules

1 Use of the before Examples

names of musical instruments names ufoceans, rivers, seas, deserts, ranges of mountains, island groups

REMEMBER

• The past continuous is used to talk about a past

action in progress, and the past simple to talk

about a shorter actiorrthatinterraptedtt

Example: A storm hit the island while I was enjoying my

holiday there last year.

• The past continuous can be used with always/

constantly to describe repeated or irritating actions

or events in trie past It is similar to 'used to', but

usually has negative meaning.

Example: Our neighbour was always complaining about the

noise in the building.

Definite articles and omission of articles

2 Complete the gaps with the where necessary If an

article is not necessary, write a cross (X).

2 There are some reports on _oil slick in

_Mediterranean Sea.

3 kangaroos are found only in _

Australia.

^"Angelina is working for a charitable~organisatiorr

that helps _people with disabilities.

geographical areas, names of countries with 'kingdom' or'states' in their names, plural names of countries names of organisations, museums, hotels, important buildings adjectives used as nouns, people of a country unique objects, transport systems

names of newspapers, mass media

2 Omission of articles before

sports, means of transport streets, lakes, bays, mountains, islands, most countries, states, cities, continents

academic subjects, nationalities and languages magazines

the Middle East, the United States, the Netherlands

the United Nations, the Louvre, the Grand Hotel, the Twin Towers the rich, the poor, the Japanese

the sun, the London Underground The Washington Post, the Internet

Examples

play tennis, travel by underground Baker Street, Sword Lake, Easter Island, Mt Everest, New York, Africa

history, geography, -Japanese- -=

New Scientist

Unit 1 Life stnrifis"

play the piano the Pacific Ocean, the Red River, the Sahara, the Andes, the Bahamas

The past simple vs the past continuous

1 Have Ss review the use of the past simple and the past continuous

• Ask Ss to look at the Remember box Draw their attention to the examples and ask them guiding questions:

In the first example, which verb indicates an action in progress? Which verb indicates a shorter action that interrupts it? What kind of action does the second example indicate? Why is the adverb 'always' used?

.»_ A_sk_S_s to read each sentence carefully and decide which action isirLprogress and which^neJsa shorter

action that interrupts it Draw their attention to sentences 4 and 6, in which always and constantly are used.

• Have Ss complete the sentences in pairs

• Check answers as a class

Key 1 went, was having 2 met, was travelling

3 was working, was, were 4 shared, was always taking

5 called, was doing, did not hear 6 was constantly asking, was

7 requested, was composing 8 joined, was then leading

Definite articles and omission of articles

2 Ask Ss to study the Do you know ? box Draw their attention to the special cases (use of the and omission of

articles)

• Ask Ss to read the sentences carefully and underline the nouns / noun phrases after the gaps

• Tell Ss to pay attention to the forms and kinds of these nouns / noun phrases (singular or plural, countable or

—uncountable, common or proper) before deciding whether Lo use an article or not in each case

• Ask Ss to complete the gaps with the or a cross (X) if an article is not necessary.

Have Ss compare their answers with a partner

•

5 the, X, the 6 the, X, X, the, the 7.X,the,X 8 the,X

Unit 1 Life stories 9T

chance that she'll win

the competition again

the bagpipe really well

5 I'm not talking about

problem in our city

6 The teacher gave us

test on indefinite

articles yesterday It wasn't

easy,

but I could get _

good mark in the test

7 I like _ice cream,

but I'm not in the mood for

ice cream now

She askecTme to stay in

bed for two days

4 Read the following story and complete each

gap with an article Write a cross (*) if an

article is not necessary.

I had (1) very bad experience

(2) _last Sunday I bought (3) _

—flashdrivs-from-<4) - computer-store-in

-(5) local shopping centre When I

went back (6) home, I inserted it into

my computer, but it was not recognised I took

it back to (7) _ store, but (8)

store manager got very angry He pointed at :

(9) crack on (10) flash drive,

and said his store was not responsible for such j_(11) defect because it had probablybeen caused by my carelessness I couldn't say(12) _ word, and had to buy another -flash drive

->-°0 YOU KNOW ?

In general, a/an is used before singular, countable

nouns No articles are used before plural anduncountable nouns when they are used in airabstract, general meaning

Examples:

I have a cat (car: singular, countable noun)

Children should not stay up late at night, (children:

plural noun, general meaning)

We need more information and advice, (information,

advice: uncountable nouns)

Other rules

Use of a/an

TO Unit-1 Life

stories-Examples

What a magnificent house!

We shouldn't go out in such

Exceptions: have (the)

I've got a headache/a cold.

Indefinite articles

3 Ask Ss to study the Do you know ? box.

• Ask Ss to complete the gaps with an indefinite article or a cross (X) if an article is not necessary Draw their

attention to sentences 7 and 8, in which the nouns {icecream, coffee) can be countable or uncountable.

V _: _ _ _J

/ ~ " " ' ~ .' ~~" " ~ x Note: Some nouns can be bothrcountableranchjncountable, with a change ofmeaning

Examples:

coffee (uncountable) = a kind of hot drink; a coffee (countable) = a cup of coffee

ice cream (uncountable) = a kind of sweet frozen food; an ice cream (countable) = a small amount of ice cream for one person

v „ . „_™ _ _— _- _^y

4 Tell Ss that to do Activity 4, they need to consider whether to use a definite article, an indefinite article, or noarticles at all for each gap in the story

• Ask Ss to read the whole story first to understand the context before completing the gaps

• Have them compare their answers with a partner

• Check answers as a class

]

]

LESSON OUTCOME

• AskSs: What have you learnt today?

What can you do now?

• Elicit answers: I can pronounce homophones correctly I have reviewed the use of the past simple and past

continuous, and I can use them to describe past actions or events I have learnt when to use definite and indefinite articles, and when not to use an article.

Unit 1 Life stories 10T

READING

Giving back to the community

1 Discuss with a partner.

Who do you think the people in

the pictures are? What do they

need? What can you do to help

them?

Use the words under the

pictures to answer the

questions

stiabby classroom /study equipment

2 Read two people's life stories and complete the table with facts about them.

Born

Died

Nationality Health

problem

Dedicated life to

Larry Stewart came from humble beginnings

Born in Mississippi in 1948, he was brought up

by his grandparents In 1971, Larry found himself

jobless and starving for several days After a free

meal given by a restaurant's owner, he vowed to

help others whenever he could

Larry then moved to Kansas City, where he

was fortunate enough to make money in cable

television He began helping the less fortunate

in 1979, and stories of 'Secret Santa' started to

emerge from the city For over 26 years, he

handed out thousands of dollars every Christmas

to the needy in public places - without ever

revealing his identity The more he gave, the

more stories of his generosity spread across the

United States Secret Santa became famous, yet

still anonymous

He kept his identity hidden until 2006, when he

was diagnosed with cancer, which later claimed

his life Since Larry Stewart's death in 2007, his

example has inspired others to continue his

mission of kindness and charitable work

Born in 1988, Le Thanh Thuy was

awarded the title 'Ho Chi Minh CityOutstandinprYoung Citizen' in 2006, a/ear before she passed away As soon

as Thuy started high school in 2003, shewas diagnosed with bone cancer anddoctors decided to amputate her leg tosave her life

Thuy's repeated hospitalisations over four years didnot stop her from helping other patients Her dreamwas to initiate a fund to help young cancer patients.Whenever Thuy could move around, she organiseddifferent charity activities to relieve the young patients'pain Thuy's meaningful work was welcomed andsupported by the community As a result, Thuy's DreamProgramme was launched and is currently managed bytheTuoi Tre newspaper

The Tuoi Tre newspaper has continued to holdannual events to support her^programme.The mostimportant one is the Sunflower Festival, wherechildren and their families get together and have

M J

4un, Gifts are gwefi=to-#te=yQtm§=ps

memory of Thuy is kept alive by retelling her

story about love and sharing.-1J—Unit-4- Life -stories

Giving back to the community

Lead-in: Inform the class of the lesson objectives: scanning a text for specific information about two people's

life stories and carefully reading it for more detailed comprehension

1 Ask Ss to look at the pictures and answer the questions

Suggested answers

Who and what they need

a flood victims who need food and shelter

b students studying in a shabby/dilapidated classroom who need

study equipment and a decent place to study

What to do

donating money, rice, old clothes donating books, money

c young cancer patients who need care and comfort visiting them and giving gifts; organising

different fun activities

2 Tell Ss that they are going to read the life stories of two people and then complete the table with facts about them

~i Ask Ss to study the table and consider what kind of information they should look for (e.g year of birth or death, nationality, etc.)

• Have Ss read the stories and find the information to complete the table Check answers in pairs and then

Unit 1 Life stories 1TT

3 Find the words or expressions in the text that have the following

figure

^rtyStewart^

4 Read the stories again Answer the questions.

17 Wrwdia^L^r7y3tewa7fdoTo~help those"iriTneeci?

2 Why was he called 'Secret Santa'?

2 How has his act of kindness influenced

other people since his death?

3 What did Thanh Thuy do to help other people?

4 What title was Thuy awarded?

6 How does the Tuoi Tre newspaper manage Thuy's

Dream Programme?

5 Discuss with a partner.

Have you ever taken part in the Sunflower Festival to

support Thuy's Dream Programme? a If yes, what did

you do during the festival?

?ou like to do it in the future and how

would you help? Give your reasons

John: Hi, Van What are you doing? Why are you

talking to the mirror?

Van: Well I'm practising for the storytelling

contest next week (1)

John: I see The topic is the life of a historical

figure, isn't it?

Van: That's right I've decided to talk about

Nguyen Trai

John: Nguyen Trai? (2) Van: He was a talented scholar and a skilled

strategist He was born in

1380 He helped King Le Loi

to free our country from the invaders in the 15,h century Iadmire him because of hisdedication f] to ournation

John: Wow! He is a real national

hero (3)

Van: Yes I'll tell the mystery of the

Lychee Garden It's about an incident which led to thedeaths' of Nguyen Trai'sextended families

iohn: Gosh (4)

wasnominated a World Cultural

to someone - b Well, in a way, but twenty years later his reputationJ3^nknowjUoj3theripeople — was restored

4 remove a body part in a c Do you know anystories about nim? An interesting

medical operation story wi" hold tne attention of your audience and

the examiners

frorrrthe-past W See my expression while l<m speaking

orrtart, make something -—' - —

important begin

2 Practise the conversation with a partner.

John: OK I will I really want to know more about this famous man.

12 Unit 1 Life stories

3 Have Ss work in pairs Ask them to read the definitions and discuss any possible answers without referring tothe text Encourage them to write as many words as they can think of Then ask them to read the text and findthe words or expressions that have these meanings

4 amputate 5 memory 6 initiate

4 Ask Ss to read the stories individually again and answer the questions by writing complete sentences or just

taking short notes Then have Ss work in pairs, takjng tumsjo ask and answer the questions _

• Check answers as a class

Key

1 Every Christmas, Larry handed out thousands of dollars to needy people in public places

2 Because he gave money to people during the festive season of December while his identity hidden

was -3 People have been inspired to continue his mission of kindness and charitable work

4 Thuy organised charity activities to relieve young cancer patients' pain

5 3h^waTawarde^dthe^itle'Ho ChrMinh City Outstanding

3 The newspaper organises annual events to support her programme One of them is the

Sunflower Festival, where children and their families get together and have fun Gifts are given to

the young patients, and the memory of Thuy is kept alive by retelling her story about love and

sharing

V _)

5 Have Ss work in pairs and discuss the questions

• If Ss have never heard of Thuy's Dream Programme or the Sunflower Festival, encourage them to search the Internet for information before they answer question b

• Ask some pairs to present their answers in front of the class Encourage other Ss to ask further questions

or give feedback

LESSON OUTCOME

• AskSs: What have you learnt today?

What can you do now?

• Elicit answers: / have learnt about two people who dedicated their lives to the poor or cancer victims despite

their health problems I have improved my reading skills by scanning a text to get specific information to

complete a table and by reading in detail to answer comprehension questions.

SPEAKING A

historical figure

Lead-in: Inform the class of the lesson objective: talking about a historical figure's life story.

1 Ask Ss to read the conversation quickly to get the main idea Then have them read it again and match the sentences (a-e) with the gaps (1-5) in the conversation

2 Ask Ss to practise the conversation in pairs

Unit 1 Life stories 12T

3 Choose one topic Use the information

below or your own ideas to make a similar

conversation.

King Le Loi / Le Thai To d 385 -1433)

Facts:

- determined leader of Lam Son uprising

against the Ming invaders (1418-1427),

suffered hardship and difficulties

- freed the country and became King in 1428

Reason for being respected:

- his perseverance during the ten years'war

Interesting legend:

- the history of Sword Lake in Ha Noi: the

return of the magical sword to a golden

turtle after the war ^235SS*Wsh

against the invaders *"'■>; >

- responsible for a large number of

encyclopaedic, historical and philosophical

works

Reason for being respected:

- his sharp wit and wide knowledge

Learning from people's lives

1 Why are people often interested in the life of celebrities or famous people? Tick the possible reasons and add some more, if you can.

D People are curious

□ They want to know more about their idols

—-□ They^can4^ave^something-to gossifr about

□ They want to learn lessons from famous people'sfailures or successes

□ They can criticise or slander the person they do not like _

0 □

&

2* Listen to a talk show with host Cindy Brown and guest speaker Andy Lewis, a sociologist Choose the best=answer=to complete each statement.

1 According to Cindy, our audience are

stories about celebrities and famous people

4 Reading a person's life story critically means

A reading it while making judgements

B criticising it

C reading it without finding any faults or merits

i3 Listen again Answer the questions.

1.What life skills does Andy think people shouldhave?

2 According to Andy, what questions should we askourselves when reading or hearing a life story?3.What can we benefit from learning about aperson's failures or successes?

4 Do you agree with Andy that everyone's life story

is like a book that can teach us something.' Discuss with a partner.

13 Unit 1 Life stories

4 Work with a partner Talk about a historical

figure well-known in Viet Nam or around the

world.

3 Have Ss work in pairs, choose one historical figure

and make a similar conversation.

• Encourage Ss to add more information about King Le Loi

or Le Quy Don and their legends or stories.

Le Quy Don's poem ('Ran dau bieng hoc'): Chang phai

liu diu van giong nha Ran dau bieng hoc le khong tha

Then den ho Ida dau long me,

-Nay thetTnal~gam

ratcochav -Rao mep chiquen Wong leu Ido, Lan lung cam chiu vet

nam ba Ttfnay Trau Lo xin sieng hoc,

KeoMmangdanhtiengthegia, Note: The highlighted words

are used with double meanings.

v _ „ „„ „. „_„ _„ s

4 This activity provides freer speaking practice for

more advanced students.

-» Encourage Ss to look for information about a historical

figure in Viet Nam or around the world and talk about

him / her.

LESSON OUTCOME

• AskSs: What have you learnt today? What

can you do now?

Elicit answers: I have learnt about some famous

historical figures of Viet Nam I can talk about a

historical figure's life story.

LISTENING

Learning from people's lives

Lead-in: Inform the class of the lesson objectives: listening

to a talk show on privacy and disclosure of people's private

lives, identifying specific information and expressing

opinions.

1 Have Ss discuss the question with a partner.

• Ask Ss to tick the reasons why people are interested

in the life of celebrities or famous people.

• If necessary, explain the meanings of some new

words that Ss will hear {overwhelm, slander, take

advantage of).

2 This activity focuses on listening for specific

information.

• Tell Ss to read through the statements and the

answer options so thatthey have some ideas about

what they have to listen for Help them to identify

_the key words in each statement or option.

Example: 1 interested, overloaded, bored

2.use our private life

3.not share personalinformation

2 making judgements, criticising, without finding any faults

Play the recording without pausing Have Ss find the answers individually first, and then compare

their answers with a partner Check as a class Key 1.B

2 A 3.C 4 A

Audio script

Cindy: Welcome to our talk show with guest speaker Mr Andy Lewis, a

sociologist Mr Lewis

Andy: Please call me Andy I don't want to be too formal.

Cindy: No problem, Andy These days, our audience seem to he

overwhelmed with stories in the newspapers or on the Internet stories about celebrities, political figures, or even ordinary people around us.

-Andy: You mean we're living in a world ofstories and scandals?

Cindy: Right As a sociologist, do you have any advice for our audience? Andy: I think there're two sides to this issue We need some life skills to

protect ourselves First, we don't want other people to take advantage of our stories They may use our private lives for blackmail or slander in order to harm our reputation or just for fun.

Cindy: For whatever purpose, it could be extremely damaging.

^flfl[)e-&fflctlyr5ei/ve^oulctflotfeveaHeoinuctvof«ur-privateTifefln-social networking sites.

Cindy: I agree But how about the stories of other people? Should we read or

follow these stories?

Andy: That's the second point I want to discuss Another life skill is learning

from other people's lives Everyone's life story is like a book that can teach us something So we should open that book and read it critically.

Cindy: Critically? Can you explain this?

Andy: It means we should make careful judgements when reading a life

story and ask ourselves guestions like, 'Why is this story told?'or'What lessons can I learn from it?'

Cindy: Lessons such as ?

Andy: Such as a person's reasons for failure or success This may help us to

avoid similar failure or to adopt a new way of life so we can improve ourselves and become better human beings.

Cindy: Very interesting Thank you, Andy, for your advice and for sharing

your thoughts with our listeners Next week

Unit 1 Life stories 13TWRITING

Where there's a will, there's a way

1 Read the story of a champion swimmer and complete the blanks Use the words in the box.

*#))>

g Turning point in writer's life

3 Use the given information to write another story of about 180-250 words You can add further details to make your story more interesting.

What is your life story?

LeajBingjsajifekng jouiii^.S|iare^uyife^pjriences_

with other people sTthaTth~ey"calileaWfirohTyour own."

Don't hesitate to post your story of overcoming hardships and

achieving success.

Misfortune, perseverance, success

By Carlos

Published: 09:00 GMT, 10 September

I was born without legs and was abandoned outside an—

orphanage in the Philippines, where I was brought up until I

was eight My foster mother Molly Page

(1) _me and brought me back to her home in

Perth, Australia, for medical treatment.

After getting used to my prosthetic legs, I became

(2) _with sports and wanted to play soccer like

all other children of my^gerHoweveirkeepingiralance on my

legs while playing with the ball was a problem, so I was

advised to try swimming instead That was when my sporting

career began.

My mother sent me to a swimming club where I received the best

instruction from Bruce Murphy I would never forget my fear

when I got into the pool for the first time.

I felt so (3) _and scared that I thought I would

drown However, Bruce was there, guiding me through the

different stages and helping me to (4) _my fear.

I was surprised that I could make progress very quickly.

in my first local competition.

The following years, I started winning gold medals in different

Australian Championships for parathletes Now at the age of

20, my dream is to become a champion swimmer in the

Paralympic Games.

I've told my own story hoping to encourage other people like me to try something new and challenging Don't allow (6) and disabilities to get in your way to success Where there's a will, there's a way This is my motto.

In 2012,1 (5).

- when 10years old, both parents died in a traffic accident brought up by 70-year-old grandmother

did odd jobs for a living: selling lottery tickets, washing dishes, doing babysitting

attended evening secondary school classes

completed secondary education and passed a challenging

exam to enter Medical University, but unable to pay school fees

- awarded a scholarship from the Thanh Nien newspaper for college students from poor families

■ graduated from university after six years'hard work

-now working at a hospital

■ planning to run a charitable organisation to help poor students

-Poverty is no shame Don't let poverty defeat you and destroy your hope for better life.

4 Write your own story or the story of a person who has overcome

successful.

14 Unit 1 Life stories

3 Have Ss listen again for more specific details to

answer the questions

• Have Ss read the questions and ask them to pay

attention to the key words in each of them

• Playthe recording again If necessary, pause at

the places in the conversation where Ss can extract

the information for each question Check answers as

a class

Key

1 The audience should have life skills to

protect themselves and to learn from other people's

lives

2 We should ask ourselves two

questions: 'Why is this story told?'

'What lessons can I learn from it?'

3 We can learn how to avoid making similar mistakes

or howtoadopta new way of life so we can improve

ourselves and become better human beings

4 Ask Ss some guiding questions before they start the

discussion

What can we learn from a person's life? Can we learn

from his / her good or bad experiences'or deeds?

Think about a famous person (for example Steve Jobs).

f can we learn from his /her

dangers of exposing personal information I know how to

critically read a person's life story, and learn from their

successes or failures I have practised listening to a talk

show for specific details.

WRITING Where there's a will, there's a wayLead-in: Inform the class of the lesson objective:

writing a life story

1 This activity aims to provide Ss with a sample story

• Ask Ss to read the story and complete it with thewords in the box

to read through the list (a-g) and put the parts in the

order they appear in the story

Key 1.e 2 a 3 d 4 c 5 g 6 b 7.f

3 Ask Ss to work in pairs and discuss the suggested

ideas about Thu Ha

• Have Ss write their drafts individually, and then

exchange their writing with a partner for peer

Published: 06:00 GMT, 20 September My parents died

in a traffic accident when I was ten years old, so I grew up

with my grandmother who was too old

and weak to work I had to leave school and did odd jobs to

earn a living: selling lottery tickets, washing dishes and

doing babysitting When I was 15, my grandma

encouraged me to attend evening classes, so I could

improve my literacy and job prospects.

After lots of hardship and effort, I completed secondary school and passed a challenging exam to enter Medical University, which is the dream of many students However, I could not pay the school fees and had to reject the offer The door to a new life was closed before

me I was completely disappointed and saw only gloomy days ahead Then something incredible happened: I was awarded a scholarship from the Thanh Nien newspaper for college students from poor families This was really a turning point in my life because I could continue my universityttdies^mdbopeJor&betterJtittirt

Six years of hard work at the university and of trying to live on

a very tight budget came to an end at last Now I am working as a doctor at a hospital, but I will never forget those difficult days I am planning to set up and run a charitable organisation to help poor students, as a way to acknowledge other people for supporting me.

I've told my own story hoping to encourage other people like me to overcome hard times Don't let poverty defeat you and destroy your hopes for a better future This is my motto.

4 This activity is optional.

• Have Ss do it in class if there is enough time, or letthem do it at home Collect Ss' drafts in the nextlesson for further comments and grading

Key 1 adopted 2 obsessed 3 helpless 4

overcome 5 competed 6 misfortune

2 The focus of this activity is to help Ss to identify the t

parts r»f a life story posted i

LESSON OUTCOME

• AskSs: What have you learnt today?

What can you do now?

• Elicit answers: / can write the life story of a person who

has-overcomehara^ptuixevome^uccessfut.

COMMUNICATION AND CULTURE

Communication

Family stories

tl Listen to An's story Answer the questions 2 Discuss the questions in pairs.

1 What kind of books does An enjoy reading? ! Do you think famHy stories snou|d be

2 What do her friends call her? Why? - told to children? Why or why not?

3 How does she sometimes feel about the people in the books -2 Have you ever been told any familyshe has read?

4 Where did An spend her two months' holiday?

5 Pick out the words that An used to describe her grandparents

am_i UISTII — DJAJI ica^

Culture

The creator of Sherlock Holmes

1 Read the text about Arthur Conan Doyle and decide whether the statements about it are true (T), false (F), or not given (NG) Tick the correct boxes. ,

Arthur Conan Doyle

Sir Arthur Ignatius Conan Doyle was a Scottish writer and physician He is best known forhis creation of Sherlock Holmes - a brilliant London-based detective famous for his logicalthinking and ability to solve difficult cases

Born in Edinburgh in 1859 into a prosperous family, Doyle was strongly influenced by hismother, who was a well-educated woman In his early childhood, she used to tell him vividstories which sparked his imagination The second person who had a great impact on hiswriting career was Dr Joseph Bell, a professor at the medical school where Doyle studiedfrom 1876 to 1881 Dr Bell's keen powers of observation later inspired Doyle to create hisfictional detective character, Sherlock Holmes

Doyle's active life provided him with vivid experiences for his stories With a great love for adventure, he wouldnever miss a chance to travel He took a surgeon's position on a whaling ship sailing for the Arctic Circle Heserved as a volunteer doctor in the Langman Hospital in South Africa during the War of Independence in 1900

-He-also-acted as a waFjownaHs^dtirifig^he RrsfrWoHd-WaE

-Doyle's writing career started during his time at medical school After graduation, he set

up his own medical practice, which was not very successful initially, so he started writing

stories again while waiting for patients He wrote 21 novels and more than 150 short

stories He also published poems, articles, memoirs and plays on various subjects His most

well-known works are the novels and stories with Sherlock Holmes and the fantasy novel The

yetr stories?Tell your partner

Lost World, which were made into successful films.

Doyle died at the age of 71, after a heart attack In his honour, a statue of him was built in

Crowborough, where he lived for almost 23 years

1 Arthur Conan Doyle's stories about Sherlock Holmes were the first detective stories

in the world

2 The two people who had a strong influence on Doyle's writing career were his mother

and Dr Joseph Bell

1 Doyle's mother inspired him to write about Sherlock Holmes

2 Doyle's life experiences were sources for many of his stories

3 The Lost World and his novels and stories about Sherlock Holmes were made into films.

4 A statue of Sherlock Holmes was built in London

2 Many ot Arthur Conan Doyle's novels and stories were made into films Do you know any other films based on stories or novels? Discuss with a partner.

^mmm

Lead-in: Inform the class of the lesson objective:

further skills development.

Communication

Family stories

1 This activity provides further listening practice.

2 This activity provides further speaking practice related to the topic • Have Ss read question 1 and ask them if they know

what family stories mean.

Wofe:

Family stories are those about family members such as grandparents, parents, or other relatives Ask Ss to work in pairs and discuss the questions Tell Ss that they are going to listen to An's story.

Ask Ss to read the questions and underline the key

words to get some ideas of what they are going to

listen for.

Play the recording once or twice for Ss to take

notes of their answers.

Ask Ss to work with a partner to compare their

answers Check as a class.

Key

\n f*rur\\/c Koarlinn hnr^l/c ahruit nor\rJc

^iii-Ci-ijU-yO-icautnU-Uou^j aoauL iJtroptC

stories.

2 Her friends call her a walking

encyclopaedia because she can answer all

their questions about famous people.

the people in the books she has read are

unreal.

hheH

4 She spent her holiday in the

worthy of respect as many historical figures

Their stories: more interesting and more real than those in the books

H>))^ Audio script

I am the only child in the family Both my parents are doctors and they are so busy that they have very little time for me Luckily, we have a lot of books at home and these books have become my best friends The ones I like best are those about people's life stories My friends joke that I

am a kind of walking encyclopaedia because I can answer all their questions about well-known historical figures such

as Tran Hung Dao or Abraham Lincoln, and even influential composers like Beethoven or Mozart However, sometimes I have a feeling that these famous people are unreal, despite reading all the facts written about them.

Then a new world opened to me after my two months' holiday with my grandparents in the countryside My grandfather toid me his own life story As a child, he was just a buffalo boy, and then he joined the army as a soldier

to fight against the invaders My grandmother told me how hard she had worked to bring up my father and uncles during the war, while my grandpa was away I found their stories even more interesting and more real than those in the books I had read To me, my grandparents were as heroic and worthy

of respect as many historical figures I have learnt lessons

about love and patriotism from them My grandparents are

-— mytealTieroes

Suggested answer: Family stories should be

told to children because this is the best way to teach children about the family's history and traditions Children will know more about their ancestors and feel strongly attached to their- family Moreover, when stories are told, everybody recalls memories of the past, which provides the best opportunity for family members to spend time together.

ilture

The creator of Sherlock Holmes

1 Have Ss read the text about Arthur Conan Doyle, the creator of Sherlock Holmes, and decide whether the statements are true, false, or not given.

• Encourage Ss to compare their answers in pairs Check as a class. _'

1.NG 2.T 3 F 4.T 5 T 6 NG

Wofe:

'Sir' is a title that is used before the first name

of a man who has received one of the highest British honours Sir Arthur Conan Doyle was made a knight in 1902.

2 Have Ss discuss the question in pairs After their discussion, ask some pairs to report their findings

to the class.

Suggested answer: Some examples of

famous stories or novels made into films: Harry

Potter (by J.K Rowling), David Copperfield (by

Charles Dickens), Gone with the wind (by Margaret Mitchell), The Da Vinci Code (by Dan

Brown), etc.

LESSON OUTCOME

• AskSs: What have you learnt today?

What can you do now?

• Elicit answers: / have improved my listening,

speaking and reading skills I can talk about the advantages of telling family stories I have learnt the life story of a famous author of detective stories.

Unit 1 Life stories 15TLOOKING BACK

Pronunciation

1 Tick the word that does not have the

same sound as the other two.

1 □ brake □ break □ brick

2 □ dare □ dear □ deer

3 □ wait □ wet □ weight

5 □ greet □ great □ grate

%2 Li st en

an

d wr

ite the correct homophones to complete the sentences.

1 We need more _for the

campfire

-you be able to bring some?

3 The _forecast is for more rain,

Complete the sentences with the correct forms

of the words or phrase in the box.

achievement historical figure

distinguished

reputation respectable dedication

1 Naming streets after

is a

common practice around the world

2 After, winning the MasterChef

nice suit and a tie

4 No one can deny his hard work and

a skilled strategist and prominent scholar

16 Unit 1 Life stories

Marquis Hoai VanTran QuocToan (1) _ (be) born

in 1267 In 1279, Kublai Khan (2) (begin)

his attempt to take over Dai Viet and Champa Facing_ threat from the north, in October 1282, Dai Viet's

Emperor (3) (gather) all members

of the royal family and officials in the royal court

to discuss ways to defend the country The year-old

15-to the assembly because he was 15-too young He

(5) _(become) very upset As he

(6) (shout) angrily outside the

royal court, the emperor (7)

(come)out and (8) _(give) him an orange

He also (9) _(order) the young marquis

to go home While the emperor and the officials

(10) (discuss) the war strategies,

Tran Quoc Toan (11) (still, wait)

outside-4-he-halUHe-tf 2) (get) so upset

and stimulated that he (13) _ (crush) the orange with his own hand Later he(14) (begin) forming his own army and

(15) , (manage) to recruit over

one

thousand soldiers While his troops (16)

(fight) against the Mongol army,

he (17) (always, £ *gft

dash) to the front to drive \^

the

en

emies back His >■£ death

was unknown, ^ but today Tran Quoc v Toan is considered one of the finest examples of Vietnamese

-patriotism,—especially—for—the

young generation

LOOKING BACK

Lead-in: Inform the class of the lesson objectives:

reviewing pronunciation, vocabulary, and grammar.

Have Ss say aloud the words in each group.

Encourage them to use a dictionary if they are

unsure about the pronunciation of these words.

Ask Ss to work with a partner to compare the

• Ask Ss to repeat Have some Ss spell the

homophones, or write these words on thp hnarH

sentences in pairs.

Key: 1 wood, Would 2 bored, board

3 weather, whether 4 hole, whole

|»))1| Audio script

sentences with these words and phrases.

• Have Ss do the activity individually first, and then compare their answers in pairs Check answers as

2 began

4 was

6 was shouting

8 gave TUrwere discussing

11 was still waiting 12 got

17 was always dashing

2 This activity helps Ss to review the use of definite and indefinite articles.

Ask Ss to underline the nouns or noun phrases and decide whether these words need an article or not Have Ss do the activity individually first, and then compare their answers in pairs.

Check answers as a class.

T^WeTeed more wood for the campfire Would you be able to

bring some?

2.I get really bored with playing the same board games

every day.

3.The weather forecast is for more rain, so I'm not sure

whether we can go hiking tomorrow.

4.There was a big hpje in her sock, so the whole of her big toe

was sticking out.

Vocabulary

This activity aims to revise some of the vocabulary

items used in the unit.

• Have Ss read the instructions and do the

activity individually Then ask them to compare their

answers in pairs.

Key 1 historical figures 2 (a) reputation

5 achievement 6 (a) distinguished

Key ^fTalgreat time), the (USA)"

2.the (army), a (soldier), the (country)

3.the (English)

4.a (two-week holiday), the (Philippines)

5.the (Louvre), a (boat trip), the (Seine)

of woollen gloves)

(theatre), the (way)

8.the (rush hour), a (taxi)

LESSON OUTCOME

• AskSs: What have you learnt today?

What can you do now?

• Elicit answers: / can identify and pronounce

homophones correctly I can use the past

-Sfmj2Ze„_and-Qflit- continuous to describe—

actions or events in the past I can use definite and indefinite articles before nouns correctly.

2 These sentences are incorrect Correct them, adding articles where necessary.

1 We had great time in USA last summer

2 John decided to join army and become soldier

so that he could fight for country

3 Do English drink tea or coffee at breakfast?

4 We returned from two-week holiday in

Philippines and Indonesia

5 When you go to Paris, don't forget to visit Louvre and

take boat trip along Seine

6 You'll need warm hat, new coat and pair of woollengloves for your trip to Europe this season

7 My mother said she would go to bank on FirStreet to withdraw some money, and then shewould drop by supermarket near theatre on wayhome

-8»-In rush-hour in Ha Noi,-it's more .convenient io_travel by motorbike than to take taxi

I Your group chooses the

best presentation which

meets the following

techniques: clear outline,

emotional and expressive

voice, good use of body =lar

gestaresr good pronunciation

NOW I CAN

• use words and phrases related to people's life stories

• use the past simple and past continuous tenses

to describe past actions or events

• use articles correctly

• identify and pronounce homophones correctly

• read for specific information about two people's life stories

• talk about a historical figure

• listen for specific information in a talk show about privacy and lessons learnt from people's life stories

• write a person's life storylearn aboul Str^rllTurCcnTaii Doytepthexreator ofSherlock Holmes

/ ss sss

Lead-in: Inform the class of the lesson objective: further explore the topic in a collaborative way.

1 For this project, Ss work in groups of four

• _Allow Ss one week to collect information about a famous person, write his / her profile, and organise their presentations

_

• In the next class, allow 20 minutes for each group's presentation Encourage each group member to speakfor at least five minutes

2 Have each group choose the best presentation

• Ask the selected speakers from the groups to give their presentations in front of the whole class

• Give feedback and encourage the rest of the class to ask questions and make comments as well

LES50WOOTWMB v -^-—-.r

• Ask students: What have you learnt today?

What can you do now?

• Elicit answers: lean write a famous person's profile and give a presentation about him / her When working

in a group, I can collaborate with the other members.

Unit 1 Life stories 17T

• Word formation: Compound adjectives Pronunciation

• Vowels: Diphthongs Grammar

' ^^^tiveirr^raauses afteTceTtairT verbs and expressions

Discussing and expressing opinions about key features of urbanisation

Listening for general ideas and specific _information in a discussion about theadvantages and disadvantages of urbanisationDescnbing a line graph about thP r*» ~f

It's next Friday It's time we finalised the content How long should we talk?Well, it is recommended that the presentation be no more than 15 minutes There is also a five-minute Q&A session

Nam: Well, we'd better work together or we might

not prepare well for it

urbanisation

COMMUNICATION AND CULTURE

• Discussion on sustainable urbanisation

and Nam are discussing the plan for their presentation on urbanisation Listen and read.

Na

m, Lain:

Nam:

Lan: