SGV-TA12-1

BỘ GIÁO DỤC VÀ ĐÀO TẠO HOÀnG VĂn VÂn (tổng Chủ biên) – HOÀnG tHỊ XUÂn HOA (Chủ biên) PHAn HÀ – HOÀnG tHỊ HỒnG HẢi – KiỀU tHỊ tHU HƯƠnG VŨ tHỊ LAn – ĐÀO nGỌC LỘC – CHUnG tHẾ QUAnG Với cộng tác DAViD KAYE SÁCH GIÁO VIÊN tẬp MỘt NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM TẬP ĐOÀN XUẤT BẢN GIÁO DỤC PEARSON contents Page INTRODUCTION iii BOOK Map Unit 1: LIFE STORIES Unit 2: URBANISATION 18 Unit 3: THE GREEN MOVEMENT 30 REVIEW 42 Unit 4: THE MASS MEDIA 46 Unit 5: CULTURAL IDENTITY 58 REVIEW 70 Glossary 74 II INTRODUCTION TIENG ANH 12 is the third and also the last of the three-level English language set of textbooks for the Vietnamese upper secondary school it follows the systematic, cyclical and theme-based curriculum approved by the Ministry of Education and training in november 2012 the aim of this set of textbooks is to develop students’ listening, speaking, reading and writing skills and improve their English language knowledge with a focus on communicative competence so that when they finish upper secondary school, their English will be at level three of the Foreign Language Proficiency Framework for Viet nam (equivalent to B1 in the Common European Framework of Reference for Languages) THE COMPONENTS OF TIENG ANH 12 tieng anh 12 is divided into two books: Book and Book student’s Book contains: • a book map providing information about the structure of the book and the sections of each unit; • fi ve topic-based units, each covering fi ve sections: Getting Started, Language, Skills, Communication and Culture, Looking Back and Project with meaningful and well-structured activities taught in eight 45-minute lessons; • two reviews, each off ering revision and further practice of the preceding units, taught in two 45-minute lessons; • a glossary giving phonetic transcription of the new words in the units and their Vietnamese equivalents two audio cDs contain all the listening material from Student’s Book teacher’s Book gives full procedural notes for teaching the diff erent sections in each unit and suggestions for the techniques which could be used depending on the teaching contexts and situations it also provides answer keys and/or suggested answers to all the activities in the Student’s Book, all audio scripts and additional language and culture notes Workbook mirrors and reinforces the content of the corresponding Student’s Book 1, and provides further practice and ideas for extension activities Depending on the level of the students, the activities can be completed in class or assigned as homework III AN OVERVIEW OF THE STUDENT'S BOOK GETTING STARTED contains: • a menu listing the language and the skills taught in the unit; • a conversation introducing the overall topic of the unit, some topic-related vocabulary and the main grammar points; • a number of activities to check students’ comprehension and provide practice of the teaching points in this section Unit GETTING STARTED The person I admire Unit GETTIN G STAR TED The pers on I adm ire Unit 1/ Life stories Hung and Quang are talking about famous LIFE STORIES people Listen and read This unit includes: LANGUAGE Vocabulary t 8PSETBOEQISB TFTSFMBUFEUPQFPQMF TMJGFTUPSJFT Pronunciation t )PNPQIPOFT Grammar t 5IFQBTUTJNQMFWTUI FQBTUDPOUJOVPVT t %FöOJUFBOEJOEFö OJUF t 0NJTTJPOPGBSUJDMFT BSUJDMFT SKILLS t 3FBEJOHGPSTQF DJöDJOGPSNBUJPOBCPVU UXP QFPQMFTMJGFTUPSJFT t 5BMLJOHBCPVUBI JTUPSJ t -JTUFOJOHGPSTQFDJö DBMöHVSF DJOGPSNBUJPOJOBUB MLTIPX BCPVUQSJWBDZBOEMF TTPOTMFBSOUGSPNQF PQMFT MJGFTUPSJFT t 8SJUJOHBMJGFTUPSZ COMMUNICATION AND CULTURE t 'BNJMZTUPSJFT t 5IFD This un SFBUP it inSPG4 DL)PMNFT cludIFSMP es: LANG U Vocabu AGE t 8PS lary ETBOE QISBTFT Pronun SFMBUFE UPQFP t )PN ciation QMFTMJGF PQIPOF TUPSJFT T Gramm t 5IF ar QB t %Fö TUTJNQMFWT O U t 0N JUFBOEJOEF IFQBTUDPOUJO JTTJPO ö PGBSUJD OJUFBSUJDMFT VPVT MFT SKILLS t 3FBE JOHGPST QF QFPQ DJöD t 5BML MFTMJGFTUPSJF JOGPSNBUJP OBCPV JO T UUXP t -JTU HBCPVUBI FOJOH JTUPSJD BCPVUQ GPSTQFDJöDJO BMöHVSF MJGFTUPS SJWBDZBOEMF GPSNBUJPOJO TTPOTM BUBMLTI t 8SJU JFT FBSOUG JOHBMJG SPNQFP PX FTUPSZ QMFT COMM U t 'BN NICATION AND CU JMZTUPS JF t 5IF LTURE DSFBUP T SPG4IF SMPDL) PMNFT LIFE ST ORIES Hung: 5IFUPQJDGPSUPNPSSPXTQSFTFOUBUJPOJT SFBMMZJOUFSFTUJOH)BWFZPVEFDJEFEXIP UPUBMLBCPVU 2VBOH Quang: /PUZFU*NTUJMMXBWFSJOHCFUXFFOUXP GBNPVTQFPQMF 4UFWF+PCTBOE.JDIBFM +BDLTPO*BENJSFUIFNCPUI Hung: #VUXIPTIBEBHSFBUFSJNQBDUPOZPV Quang: *N OPU TVSF y 4UFWF +PCTT XPSL TUJNVMBUFTNZDSFBUJWJUZBOEJOOPWBUJPO XIJMF JDIBFM +BDLTPOT NVTJD JOTQJSFE NFUPMFBSOUPQMBZBNVTJDBMJOTUSVNFOU 8IBUEPZPVUIJOL Hung: 8FMM CPUI PG UIFN XFSF WFSZ UBMFOUFE BOE JOøVFOUJBM CVU * QSFGFS 4UFWF +PCT * UIJOL JDIBFM +BDLTPO XBT B HSFBU EBODFS CVU OPU BO FYDFMMFOU TJOHFS *O IJTMBUFSZFBST IJTTJOHJOHWPJDFCFDBNF XFBL BOE UIJO BOE XBTO’U BT HPPE BT CFGPSF Decide whether the following statements are true (T), false (F), or not given (NG) Tick the correct box T NG Quang wants to become as famous as Steve Jobs and Michael Jackson Hung 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 Discuss with a partner *GZPVXFSF2VBOH XIPXPVMEZPVDIPPTFUPUBML BCPVU 4UFWF+PCTPS.JDIBFM+BDLTPO 8IZ Quang: * TFF 8IBU BCPVU ZPV 8IP BSF ZPV Hung HPJOHUPUBMLBCPVU and Qu people Lis ang are talking ab out famou ten and rea Decide wh Hung: $ISJTUJOF)B s d eth Hung: 5I true (T), fal er the following sta Quang: FU :PVNFBOyUIFMBEZXIPXPOUIF64 PQJDGPSUPN se (F), or no tements are PSSPXTQ SFB.BTUFS$IFGUSPQIZJO correct bo t given (N MMZJOUFSFTUJ SFTFOUBUJPO x G) Tick the OH JT ) BWF UPUBM ZPVEFDJEF LBCPVU 2V Hung: 5IBUTSJHIU EX IP BO Quang: /P H Qu T ang *NTUZPVS Quang:UZ * FU LOPX ESFBN JT UP CFDPNF B can’t F NG JMM XBWFSJO GBNPVTQ talk about decide who he is going HCFUXFF GBNPVTDIFG*TUIBUXIZZPVXBOUUPUBML FPQMF tomorrow OUXP to +BDLTPO*BE 4UFWF+PCTBOE .JDIBFM BCPVUIFS Quang wants NJSFUIFN Hung: #V CPUI to become UX:FT Ste IPTI8IBUT as ve fam Job Hung: NPSF $ISJTUJOF JT B CMJOE BEBHSFB ous s and Michae Quang: *N UFSJNQBDU l Jackson as OP POZP DIFG XSJUFS 4IFT U TVSBOE Hung like V WFSZ F yB HJGUFE Find the conversation that have s Mic 4UF EFUFSNJOFE TUJNVMBU haewords +PCTT l Jacksoin the UBMFOUFE *U XBT FTNZDSFBBOE WF XPSL sinthe ging.following the same soundsn’sas UJWJUZBOEJ XIJMF J Hung lea BCTPMVUFMZBNB[JOHUPXBUDIIFSVTFBMM OOPWBUJPO rnt DIBFM +BD to play a musica instrume LTPOT NV NFUPMFB l UPP @@@@@@@@@@@@@@@ nt TJD UIFLJUDIFOUPPMTBOEQSFQBSFUIFEJTIFT bec SOUP JOTQJSFE ause he by Michael 8IBUEPZP QMBZBNVTJDBMJOTUS Jackson’s sonwas inspired VNFOFYDJUFE VUIJOL* SFNFNCFS IPX * BHSFF * gs 2. FZF @@@@@@@@@@@@@@@ U Hung: Quang: 8FMM CPGFMU XIFO $ISJTUJOF XBT DSFBUJOH UIPTF Bo th Qu an g an d UI PG UIF N XFSF WF Hu ng adm Ch rist3.ine BOE JOøVF TFB ire SZ UBMy BOE FWFO Ha _ HSFBUMPPLJOH EJTIFT OUJBM CVU * QSFGFS 4UF FOUFE * UIJOL J BOYJPVT XIFO UIF KVEHFT XFSF WF +PC DI POF _ T UBTUJOH EBODFS CV BFM +BDLTPO XBT UIFN XBZ EP B ZPV U OPU#Z HSFLOPX BU XIFSF3 Discuss BOUIF FYDFMMFOU IJTMBUFSZF 5.wiOP th a pa _ rtner TJOHFS *O TIFXBTCPSO *O7JFU/BNPSUIF64 BST *GZPVXFSF XFBL BOE IJTTJOHJOHWPJDF 2VBOH XIP CF UIJ DBN O BOE XB CVU TIF XBT F *O $BMJGPSOJB JOTQJSFE CZ BCPV XPVMEZP again and write the CFHung: TO’U BT HP GPSF U 4 5UFWRead the conversation VDIPPTFUP F+PCTP PE BT NFNPSJFTPGIFSNVNTDPPLJOH S.JDIBFM+B Quang: * UBML TFF 8IBU DLTverbs correct tenses of the PO 8in IZbrackets PVU ZPV LOPX RVJUF B MPU BCPVU Quang: *UBC TFFNT HPJOH UPUBMLBCP ZPV 8IP BSF ZP *SFNFNCFSIPXFYDJUFE* GFFM VU IFS (PPE MVDL XJUI ZPVSV QSFTFOUBUJPO Hung: $I SJTUJOF)B UPNPSSPX XIFO$ISJTUJOF DSFBUF UIPTF Quang: :P VNFBOy UIFMBEZX 5IFTBNFUPZPV HSFBUMPPLJOHEJTIFT BTUFHung: IPXPOUI S$IFGUSPQI F64 ZJO Hung: 5I BUTSJHIU Quang: * LOPX ZP VS ESFBN JT GBNPVTDIF G*TUIBUXI UP CFDPNF B BCPVUIFS ZZPVXBOU UPUBML Hung: :F T 8IBUT NPSF $I DIFG BOE SJTUJOF JT B B HJGUFE XSJUFS 4I CMJOE UBMFOUFE FT WFSZ BO BCTPMVUFMZ E EFUFSNJOFE *U BN Find the UIFLJUDIFO B[JOHUPXBUDIIFS XBT words in the UPPMTBOEQ VTF Quang: * the same conversati SFQBSFUIFE BMM BHSFF * sounds as on that JTIFT SFNFNCF the follow ve UPP S IPX FYD GFMU XIFO ing @@@@@@@@@ $ISJTUJOF @@@@@@ XBT DSFBUJ JUFE * HSFBUMPP 2. FZF OH UIPTF LJOH EJT IF @@@ T y BO @@@@@@@@@ BOYJPVT XI @@@ E FWFO FO UIF KVE 3. TFB UIFN #Z HFT XFSF _ UIF XBZ EP ZPV LO UBTUJOH TIFXBTC POF PX PSO *O7JF _ Hung: *O U/BNPSUI XIFSF $BMJGPSOJB F64 CV OP U TIF NFNPSJF _ TPGIFSNV XBT JOTQJSFE CZ Quang: *U NTDPPLJOH TFFNT ZP V LOPX Read the RV IFS (PPE conv MVDL XJUI JUF B MPU BCPVU correct ten ersation again an ZPVS QSFTFO UPNPSSPX d ses of the UBUJPO verbs in br write the Hung: 5I *SFNFNC ackets FTBNFUPZ FSIPXFYDJ PV UFE* GFFM XIFO$ISJTU _ JOF DSFBUF _ _ HSFBUMPPLJO _UI HEJTIFT PTF Unit Lif e storie s IV F Quang can’t decide who he is going to talk about tomorrow r LANGUAGE includes: • Vocabulary giving in-depth practice of the words and phrases presented in Getting Started and additional vocabulary for use later in the unit Vocabulary units are presented in the order of form, meaning and use Word collocation is also a teaching point in this section LANGUAGE Vocabulary meanings distinguished respectable generosity n of y Homophones Listen to pairs of sentences Write the correct words in the gaps The first pair has been done as an example a) My English class is at two o’clock b) It’s never too late to learn another language 2 very successful and admired by other people a) His father is a guitarist, but he wasn’t to play any musical instruments until he was 15 b) Please read the letter to us regarded by society as acceptable, proper and correct a) You can your life story and post it on this website b) I hope we’re doing the thing kindness or willingness to give something that has been obtained by hard work, ability or effort of the words in 1 Alexandre Yersin, who had quite a _ career in medicine, devoted his life to the poor and sick people in Viet Nam • Pronunciation including some aspects of pronunciation that can be problematic to Vietnamese students such as homophones, diphthongs, the verb ending -ed, and assimilation The pronunciation points are presented in meaningful contexts, and activities are designed to teach these points through three stages: recognition, repetition and production This helps students to become familiar with features of natural speech and focus on their own pronunciation a) J.K Rowling’s novel will come 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 Complete the sentences with the correct form Hard-working and students should be given more opportunities to develop their skills The new album is one of his greatest It sold 50,000 copies just in the first week After my father got a well-paid job at an international company, we moved to a neighbourhood Don’t allow other people to take advantage of your _ You should learn to give wisely Listen and repeat the sentences in DO YOU KNOW…? Homophones are words (or combinations of words) that have different spellings and meanings, but the same pronunciation Examples: two - too - to (strong form) board - bored piece - peace you’re - your there - their there’s - theirs father - farther knew - new whose - who’s whether - weather genes - jeans council - counsel Unit Life stories • Grammar introducing and practising the main grammar points in focus They are presented and practised in meaningful contexts following the three-stage approach to language teaching (presentation, practice and production) There are Do you know ? boxes wherever necessary to help students to understand the language features and the structures presented All the sub-sections in the LANGUAGE section are linked to the LOOKING BACK section at the end of the unit Grammar The past simple vs the past continuous Pronunciation Put the verbs in brackets in the past simple or Homophones Listen to pairs of sentences Write the correct words in the gaps The first pair has been done as an example 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 he was 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 novel will come 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 ts p _ achievement talented gifted, having a natural ability to something well m or Pronunciation Write the words given in the box next to their Listen and repeat the sentences in DO YOU KNOW…? Homophones are words (or combinations of words) that have different spellings and meanings, but the same pronunciation Examples: two - too - to (strong form) board - bored piece - peace you’re - your there - their there’s - theirs father - farther knew - new whose - who’s whether - weather genes - jeans council - counsel the past continuous This morning when the alarm clock (go) off, I (have) _ a sweet dream Carol (meet) _ her husband while she (travel) _ in Europe I (work) _ on my computer when there (be) _ a sudden power cut and all my data (be) _ lost When we (share) _ a room two years ago, Lin (always, take) my things without asking When Tom (call) _ yesterday, I (do) _ the washing-up in the kitchen, so I (not hear) _ the phone Frank (constantly, ask) for money last year when he (be) _ still out of work Mark (request) _ complete silence when he (compose) _ music In 1417, Nguyen Trai (join) the army of Le Loi, who (then, lead) the resistance movement in the mountainous regions REMEMBER t 5IF QBTU DPOUJOVPVT JT VTFE UP UBML BCPVU B QBTU action in progress, and the past simple to talk about a shorter action that interrupted it Example: A storm hit the island while I was enjoying my holiday there last year t 5IF QBTU DPOUJOVPVT DBO CF VTFE XJUI always/ constantly to describe repeated or irritating actions or events in the 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 Complete the gaps with the where necessary If an article is not necessary, write a cross () Here’s _ book you asked to borrow There are some reports on _ oil slick in _ Mediterranean Sea _ kangaroos are found only in _ Australia Angelina is working for a charitable organisation that helps _ people with disabilities 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 My favourite pastime is playing _ guitar, but my best friend prefers playing _ tennis DO YOU KNOW…? t 5IF EFöOJUF BSUJDMF the is generally used before a singular or plural noun when we talk about a specific thing or action Examples: The dog that bit me ran away I like the films directed by Steven Spielberg t 0UIFSSVMFT Use of the before Examples names of musical play the piano instruments the Pacific Ocean, the Red names of oceans, rivers, River, the Sahara, the seas, deserts, ranges of mountains, island groups Andes, the Bahamas geographical areas, names of countries with the Middle East, the United States, ‘kingdom’ or ‘states’ the Netherlands in their names, plural names of countries names of organisations, the United Nations, the Louvre, the Grand Hotel, museums, hotels, the Twin Towers important buildings adjectives used as nouns, the rich, the poor, the people of a country Japanese unique objects, transport the sun, the London systems Underground names of newspapers, The Washington Post, the mass media Internet Omission of articles before New Scientist Unit Life stories What _ nice weather! Let’s go for _ picnic The teacher gave us test on indefinite articles yesterday It wasn't easy, but I could get good mark in the test I like ice cream, but I’m not in the mood for ice cream now A: Let’s go for coffee B: No, thanks I don’t drink coffee 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) _ flash drive from (4) _ computer store in I’m not talking about global warming, but traffic congestion This is quite different problem in our city streets, lakes, bays, Street, Sword Lake, mountains, islands, most Baker Easter Island, Mt Everest, countries, states, cities, New York, Africa continents magazines an article is not necessary My friend Brian is _ 4DPU0O _ special occasions, he wears kilt and plays the bagpipe Examples history, geography, Japanese Complete the gaps with a, an or a cross () if There’s _ chance that she’ll win the competition again I went to see _ Dr Nga yesterday because I had fever She asked me to stay in bed for two days play tennis, travel by sports, means of transport underground academic subjects, nationalities and languages Indefinite articles 10 (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 (11) _ defect because it had probably been caused by my carelessness I couldn’t say (12) word, and had to buy another flash drive DO YOU KNOW…? t *OHFOFSBM a/an is used before singular, countable nouns No articles are used before plural or uncountable nouns when they are used in an abstract, general meaning Examples: I have a cat (cat: 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) t 0UIFSSVMFT Use of a/an Examples What a magnificent house! after what, such, quite We shouldn’t go out in such a bad storm (+ countable noun) It’s quite a small house to describe jobs, identity My mother is a doctor Brian is an Englishman with a possessive He’s a friend of mine before an illness Exceptions: have (the) I’ve got a headache/a cold flu/measles Unit Life stories V SKILLS includes: • Reading containing a topic-related reading text developed to suit students’ interest and age The vocabulary and grammar points learnt in the previous sections are recycled in the reading text The text also provides an input of language and ideas for students to use in the Speaking, Listening and Writing sub-sections that follow The SKILLS READING reading activities are designed following three stages: pre-reading, while-reading and post-reading This section aims to develop students’ reading skills such as skimming, scanning, understanding word meaning in contexts, etc through various types of tasks including title/heading matching, true/false/ not given, multiple choice, comprehension questions and gap-filling In the postreading stage, there is often a personalised B task in which students can share their own L ideas or opinions with their partners about the issues related to the facts/problems presented in the reading text Giving back to the community Discuss with a partner What the people in the pictures need? What can you to help them? Use the words under the pictures to answer the questions c a b food / shelter care / comfort study equipment Read two people’s life stories and complete the table with facts about them Name Larry Stewart Le Thanh Thuy Born Died Nationality Health problem Dedicated life to arry 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 orn in 1988, Le Thanh Thuy was awarded the title ‘Ho Chi Minh City Outstanding Young Citizen’ in 2006, a year before she passed away As soon as Thuy started high school in 2003, she was diagnosed with bone cancer and doctors decided to amputate her leg to save her life Thuy’s repeated hospitalisations over four years did not stop her from helping other patients Her dream was to initiate a fund to help young cancer patients Whenever Thuy could move around, she organised different charity activities to relieve the young patients’ pain Thuy’s meaningful work was welcomed and supported by the community As a result, Thuy’s Dream Programme was launched and is currently managed by The Tuoi Tre The Tuoi Tre has continued to hold annual events to support her programme The most important one 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 her story about love and sharing Unit Life stories 11 Find the words or expr essions in the text have the following that meanings Writ the correct spac e them in es people who not have enough food or money _ make somethin g known to someone • Speaking including three or four activities which are designed and sequenced in a way that ensures an uninterrupted link between them Useful language and ideas are built up through the activities, and examples are given when necessary This prepares students for the free production stage In all the speaking activities, students are encouraged to activate and share their background knowledge and experience with their partners VI SPEAKING A historical figu re Choose the corr ect sentences (a-d) to complete the conversation between two frien ds a Who is he? _ unknown to b Well, in a way other people _ , but twenty year _ s later his reputatio _ was restored remove a bod n y part in a c Do you know medical operation any stories abou _ t him? An interestin story will hold start, make g the attention of something your the audi judg ence important begi es and n _ d I want to see something my expression remembered while I’m speaking from the past _ John: Hi, Van Wha t are you doing? Why are you Read the stories talking to the mirr or? again Answer the questions Van: Well … I’m What did Larr practising for the y Stewart to storytelling help those in need contest next wee Why was he ? k (1) _ called ‘Secret Sant _ a’? John: I see The How has his topic is the life act of kindness of a historical influenced othe figure, isn’t it? people since his r death? Van: That’s righ What did Than t I’ve decided to h Thuy to help talk about other people? Nguyen Trai What title was Thuy awarded? John: Nguyen Trai? How does (2) _ The Tuoi Tre man _ age Thuy’s Drea Programme? Van: He was a talented m scholar and a skille d strategist He was born in 1380 He helped King Le Loi to free our country from the invaders in the th 15 century I adm ire him for his ded ication to our nation 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 the deat hs of Nguyen Trai’ s extended fami lies John: Gosh … So his life ended in tragedy? Van: (4) And he was nominated a Wor ld Cultural Celebrity by UNE SCO in 1980 Why don’t you Discuss with a come to the partner contest and liste n to my story? Have you ever take n part in the Sunfl John: OK I will to support Thuy owe I reall r Festival y want to know ’s Dream Program more about this me? a If yes, what did famous man you during the festival? b If no, would you like to it in the future and would you help how ? Give your reas ons Practise the conv ersation with a 12 Unit Life partner stories Find the words or expre ssions in the text that have the following meanings Write them in the correct spaces people who not have enough food or mone y _ make something known to someone _ unknown to other people _ remove a body part in a medical operation _ start, make some thing important begin _ something reme mbered from the past SPEAKING A historical figur Work with a partn er Use the infor mation below or your e Choose the correct sente King Le Loi/Le Thai To (1385 − 1433) Facts: - determined leade r of Lam Son upris ing 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 legen d: - the history of Swor d Lake in Ha Noi: the return of the magi cal sword to a golde n turtle after the war against the invaders • Listening including four or five activities which are organised following the three-stage teaching procedure: pre-listening, while-listening, and post-listening The activities aim to develop students’ listening skills such as listening for general ideas and/or listening for specific information The most common task types are true/false/not given, multiple choice, and comprehension questions In the postlistening stage, like other skills, there is often a personalised task which requires students to share their ideas or opinions related to the topic of the listening _ Read the stories again Answer the questions What did Larry Stewa rt to help those in need? Why was he called ‘Secret Santa’? How has his act of kindness influence d other people since his death ? What did Thanh Thuy to help other people? What title was Thuy awarded? How does The Tuoi Tre manage Thuy’s Dream Programme? Discuss with a partn er John: Hi, Van What are you doing? Why are you talking to the mirro r? Van: Well … I’m pract ising for the storytellin g contest next week (1) John: I see The topic is the life of a histor ical figure, isn’t it? Van: That’s right I’ve decided to talk abou t Nguyen Trai John: Nguyen Trai? (2) Van: He was a talen ted scholar and a skille d strategist He was born in 1380 He helped King Le Loi to free our country from the invaders in the 15th century I admire him for his dedication to our nation 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 the deaths of Nguyen Trai’s exten ded families John: Gosh … So his life ended in trage dy? Van: (4) And he was nominated a World Cultural Celebrity by UNESCO in 1980 Why don’t you come to the contest and listen to my story? John: OK I will I really want to know more about this famo us man Have you ever taken part in to support Thuy’s Dream the Sunflower Festival Programme? a If yes, what did you during the festiv al? b If no, would you like to it in the future and how would you help? Give your reasons Practise the conve WRITING the n with of the story inrsatio a partner there’s a way Put the following parts ar in the story Where there’s a will, appe correct order they  a Writer’s name  nts veme and achie b Writer’s ambitions  c Childhood  time d Posting date and  e Story title  pion swimmer and age cham mess a ’s of Story story f  Read the words in the box life the r’s Use write s in blank g Turning point complete the rtune misfo competed er overcome helpless mation to write anoth obsessed adopted Use the given infor s You can add further story of 180-250 word g .com/mylifestory story more interestin http://www.youandme details to make your What is your life story? ences Thu Ha experi life your journey Share Writer’s name Learning is a lifelong that they can learn from your own with other people so your story of overcoming hardships Don’t hesitate to posts parents - when 10 years old, both and achieving succes died in a traffic accident ce, success Misfortune, perseveran r-old - brought up by 70-yea By Carlos grandmother 10 September Published: 09:00 GMT, e an selling and was abandoned outsid - did odd jobs for a living: Childhood I was born without legs ht up dishes, ines, where I was broug lottery tickets, washing orphanage in the Philipp r Molly Page mothe foster doing babysitting My until I was eight to her home in back me ary school ht second broug g and - attended evenin (1) _ me al treatment classes Perth, Australia, for medic e prosthetic legs, I becam like After getting used to my soccer and wanted to play education (2) _ with sports However, keeping balance - completed secondary age exam to m, so all other children of my and passed a challenging g with the ball was a proble but when on my legs while playin enter Medical University, ing instead That was swimm try to d fees advise I was unable to pay tuition Turning point began career g sportin my from The in life I received - awarded a scholarship a swimming club where students My mother sent me to never Thanh Nien for college Bruce Murphy I would the best instruction from first time from poor families got into the pool for the forget my fear when I would I t though I that and scared I felt so (3) _ through the sity after six was there, guiding me - graduated from univer drown However, Bruce my fear g me to (4) _ years’ hard work different stages and helpin make progress very quickly Ambitions and - now working at a hospital I was surprised that I could tition ble achievements in my first local compe - planning to run a charita In 2012, I (5) _ medals in students started winning gold organisation to help poor Now The following years, I ionships for parathletes different Australian Champ is to become a champion dream at the age of 20, my let Games Don’t mpic - Poverty is no shame swimmer in the Paraly y your people y defeat you and destro hoping to encourage other allow Story’s message povert I’ve told my own story Don’t new and challenging hope for better life s succes like me to try something to ities to get in your way disabil and _ _ (6) a way This is my motto Where there’s a will, there’s 14 LISTENING own ideas to talk about one of the historical figur es below nces (a-d) to complete the conversation betw een two friends a Who is he? b Well, in a way, but twenty years later his reputation was restored c Do you know any stories about him? An intere story will hold the attention of your audie sting nce and the judges d I want to see my expression while I’m speaking Le Quy Don (1726 − 1784) Facts: - a distinguished philosopher, poet, and encyclopaedist - responsible for a large number of encyclopaedic, histo rical and philosoph ical works Reason for being respected: - his sharp wit and wide knowledge Interesting story : - Still a child, he creat ed a poem, using words with double meanings to descr ibe the characteristics of different types of snakes The poem can also be interp reted as a lazy student’s self-accusation and promise to study harder Learning from peop le’s lives Why are people often interested in the life celebrities or famo of us people? Tick the possible reasons and add some more, if you can  They are curious  They want to know more about their idols  They can have some thing to gossip abou t  They want to learn lessons from famo us people’s failures or successes  They can criticise or slander the perso n they not like  _  _ Listen to a talk show with host Cindy Brow and guest speaker n Andy Lewis, a socio logist Choose the best answer to complete each statement According to Cindy , our audience are stories about celeb rities and famous peop le A interested in B overloaded with C bored with People may use stories about our private life in order to A damage our reput ation B write novels C make films We should not share too much personal information A at parties B with strangers C online Reading a perso n’s life story critica lly means A making judgement s while reading it B making criticisms while reading it C reading it witho ut finding any faults or merits Listen again Answ er the questions What life skills does Andy think people should have? According to Andy , what questions shoul d we ask ourselves when readi ng or hearing a life story? What can we benefit from learn ing about a person’s failures or successes? Do you agree with Andy that everyone’s story is like a book that can teach us some life thing? Discuss with a partn er Unit Life stori es 13 • Writing guiding students through the es Unit Life stori writing process and focusing on the specific text types required by the syllabus In the pre-writing stage, there is a sample writing for students to study the format In addition, helpful guidelines, a template and useful language are provided to build students’ confidence before producing their own writing COMMUNICATION AND CULTURE Communication Family stories Listen to An’s story Complete the statements about the story Write from to words in each blank An enjoys reading books about _ An’s friends call her a _ encyclopaedia because she can answer all their questions about _ Sometimes she has a feeling that the people in the books she has read are _ She spent her two months’ holiday in _ To An, her grandparents were as heroic and worthy of _ as many historical figures, and their stories were even more interesting and more _ than those in the books she has read Discuss the question in pairs Do you think family stories should be told to children? Why or why not? COMMUNICATION AND CULTURE includes: • Communication providing language consolidation and further practice of integrated skills This section recycles what students have learnt in the previous sections, and introduces extra vocabulary The activities are less controlled Students are encouraged to express their ideas and opinions freely • Culture providing cultural information about the ASEAN countries and English speaking countries around the world connected to the cultural aspects of the unit topic It helps students to broaden their knowledge of the world cultures as well as deepen that of their own Vietnamese culture Culture The creator of Sherlock Holmes 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 Sir Arthur Ignatius Conan Doyle was a Scottish writer and physician He is best known for his creation of Sherlock Holmes – a brilliant London-based detective famous for his logical thinking and ability to solve difficult cases Born in Edinburgh in 1859 into a prosperous family, Doyle was strongly influenced by his mother, who was a well-educated woman In his early childhood, she used to tell him vivid stories which sparked his imagination The second person who had a great impact on his writing career was Dr Joseph Bell, a professor at the medical school where Doyle studied from 1876 to 1881 Dr Bell’s keen powers of observation later inspired Doyle to create his fictional detective character, Sherlock Holmes Doyle’s active life provided him with vivid experiences for his stories With a great love for adventure, he would never miss a chance to travel He took a surgeon’s position on a whaling ship sailing for the Arctic Circle He served as a volunteer doctor in the Langman Hospital in South Africa during the War of Independence in 1900 He also acted as a war journalist during the First World War 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 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 T F NG Arthur Conan Doyle’s stories about Sherlock Holmes were the first detective stories in the world The two people who had a strong influence on Doyle’s writing career were his mother and Dr Joseph Bell Doyle’s mother inspired him to write about Sherlock Holmes Doyle’s life experiences were sources for many of his stories The Lost World and his novels and stories about Sherlock Holmes were made into films A statue of Sherlock Holmes was built in London Work with a partner Find some Vietnamese writers of detective stories and talk about their lives and works Unit Life stories 15 VII LOOKING BA CK Looking back offers revision and Pronunciatio n Tick the word that does not have the same sound as the oth er two consolidation of the language learnt in the unit It begins with a pronunciation activity which is aimed at checking students’ ability to recognise and use the pronunciation points they have learnt The words or phrases practising the pronunciation points are often those that students have encountered in other parts of the unit or taken from the reading or listening texts The vocabulary and grammar activities focus on the main vocabulary and grammar points learnt in the unit and are aimed at checking students’ understanding of the meaning and use of the words or structures The activities also provide students with an opportunity to practise the language in their own speech  brake  dare  wait  son  greet  bay e necessary , adding articles wher of woollen hat, new coat and pair You’ll need warm to Europe this season gloves for your trip on Fir We had great time soldier so would go to bank me she beco said and er join army then she My moth John decided to for country some money, and Street to withdraw theatre on near ket that he could fight rmar supe fast? would drop by tea or coffee at break Do English drink way home Philippines convenient to two-week holiday in Ha Noi, it’s more We returned from In rush hour in than to take taxi nesia Indo and travel by motorbike Louvre visit to t forge Paris, don’t When you go to along Seine and take boat trip rect Correct them in USA last summer _ young He ause he was too upset As he _ very outside the ily angr PROJECT to Your group is going F am ou s pe rs on ’s pr of _ ror (7 come) him an orange the young marquis While his troops against the (17 always, dash) the front to es back nknown, Quoc Toan one of the of Vietnamese ecially for the on VIII ow up? he/she gr _ _ _ _ _ life story: Lessons to _ _ _ _ _ his/her learn from _ se the best presentation which meets the following criteria: to the ● Content: relevant , topic, well-structured interesting, truthful on ntati prese ker’s ● Spea ne, techniques: clear outli ssive emotional and expre body voice, good use of res, language and gestu good pronunciation giving _ _ _ _ _ Work in groups Choo admire’ organised _ _ _ _ NOW I CAN people’s life stories phrases related to ● use words and correctly ounce homophones ● identify and pron nuous tenses to conti past le and ● use the past simp ns or events describe past actio ctly ● use articles corre le’s life stories ation about two peop ● read for specific inform figure rical show about ● talk about a histo talk a in n matio c infor life stories ● listen for specifi learnt from people’s privacy and lessons story life n’s perso a or of ● write n Doyle, the creat Cona r Arthu Sir t ● learn abou Sherlock Holmes ies Unit Life stor Unit Life stor ies with an opportunity to apply the language and skills they have learnt throughout the unit to perform a task in a real-life situation Students are asked to a survey or carry out research to get information about their friends, their neighbourhood or to broaden their knowledge about the real world The project activities often involve teamwork which develops students’ collaborative skills and promotes their team spirit Much of the work for the Project can be done outside of class, at home or during break time The teacher can also put aside some class time for students to share the results of their project work Where did _ _ _ _ ous for? _ /she fam _ What is he _ _ er: _ out him/h ab ts fac _ eresting _ _ Some int _ _ ) (phot nd name oa born? _ _ _ _ _ _ s he/she d when wa Where an _ the officials the emperor and the war strategies, _ still, wait) so upset (12 get) _ _ _ ) t he (13 crush Later he h his own hand his own army and forming to recruit over one il e ‛A famous person you er profile, and person, creating his/h by your school choosing a famous each group member: Assign the task to t this person a presentation abou _ _ ic Speaking Contest take part in the Publ g story about Tran Put the verbs in Quoc Toan brackets in the past simple or the past continu ous Project is aimed at providing students incor These sentences are Quoc Toan (1 be) Mongol Kublai Khan of the pt to take _ his attem t from threa g ampa Facin eror 1282, Dai Viet’s Emp royal the of all members discuss to t cour royal the ar-old Tran ountry The 15-ye d not invite  brick  deer  weight  soon  grate  buy Marquis Hoai Van Tran Quoc Toan (1 be) born in 1267 In 1279, Kublai Khan of the Mon Empire (2 beg gol in) _ his attempt to take over Dai Viet and Champa Facing threat Listen and writ the north, in from October 1282, e the correct hom Dai Viet’s Emp ophones to complete the sen (3 gather) eror _ tences all members of We need mor the royal family and offi e cials in the royal cou _ for the cam rt to pfi disc re way uss s to defend the _ you be able country The 15-y to bring some? ear-old Tran I get really Quoc Toan (4 be) _ with playing the not sam e invited to the assembl _ games ever y because he y day was too young The (5 become) He _ fore cast is for mor _ very ups e rain, so I’m not sure et As he (6 shout) we can go hiki _ tomorrow ang ng rily outs ide royal court, the the emperor (7 com There was a e) big out and (8 give _ _ in her ) sock, so the him an _ of her big orange He also (9 orde toe was sticking r) out _ the young marquis to go home Whi le the emperor Vocabulary and the officials (10 discuss) _ the war Complete the strategies, Tran Quoc Toan sentences with (11 still, wait) the correct form the words or phr of ase in the box outside the hall _ He (12 get) achievement _ so historical figure upset and stimulated reputation that he (13 crus distinguished respectable h) the orange dedication with his own Naming stre hand Later ets after (14 begin) he common practice _ form _ is a ing his own arm around the wor y and (15 manage) ld After winning to recruit over the MasterChef thousand soldiers one competition, Christine Ha gain While his troops ed a(n) (16 fight) first-class cook as a against the Mongol army, You’ll look mor he (17 always, e dash) if you wea nice suit and a to the front to tie drive the enemie No one can s back deny his hard wor k and His _ to the club death was unk nown, but today Tran After a serie Quoc Toan s of successes, she won a lifet is considered ime award for one of the music Nguyen Trai finest examples had a(n) of Vietnamese career as a skilled strategi patriotism, espe st and prominen ciall y for the t scholar young generat ion 16 Toan ory about Tran Quoc le or kets in the past simp  break  dear  wet  sun  great  by Grammar Read the followin • Now I can gives a summary of the language 17 and skills learnt in the unit and helps students to assess their own progress and achievement after learning the unit GENERAL TEACHING SUGGESTIONS The following teaching guidelines are for your reference Feel free to make any adjustments (extending or shortening the material) because you know your teaching situation best and what your students need to learn • It is advisable to go through the Book Map of the Student’s Book and the General Teaching Suggestions before you start teaching with the book This will help you to become familiar with the content and methodology of the textbook, and know what materials to prepare for the lesson as well as what activities to conduct as part of your teaching procedure • In general, the teaching of both the language skills and language elements follows the threestage approach The pre-, while- and post-stage procedure is recommended for the skills lessons and the presentation, practice, production (PPP) procedure for the language lessons Both procedures should be handled appropriately with respect to the prior knowledge, beliefs and expectations that your students bring to class so that they can develop language awareness, self-reflection, critical thinking and learning strategies • It is important to maximise and facilitate students’ talking time and interactions You can use different question types to elicit their ideas and guide them in the process of practising the language • Vocabulary and grammatical items need to be presented in both form and meaning, and practised in meaningful contexts, and usage needs to be focused • Pairwork and groupwork should be used appropriately so that students have more opportunities to practise the language in class This also promotes the spirit of collaboration and competition However, it is necessary to provide clear instructions or explanations and/or demonstrate the activity before asking students to work in pairs or groups • Problems of mixed-ability classes can be dealt with by multi-tiered tasks suitable for students’ levels This can encourage both less able and more competent students to contribute to the lesson Teaching Getting Started • Getting Started introduces the unit in general, including a conversational text followed by four or five activities Start your teaching with a leadin, which is a short activity (normally up to five minutes) to draw students’ attention to the topic of the unit and the objectives of the lesson This is a good way to activate students’ background knowledge of the topic as well as to check their comprehension of the language You can vary the activity to suit the teaching purpose; for example, the teacher can get the students to brainstorm on the topic through a set of pictures or photos, listen to a piece of music extract or a song, view a video clip, a dictation or play a game such as Charades, Bingo, Tic-tac-toe and Odd-one-out to revise previously learnt vocabulary (See details of the games in the Teaching Vocabulary subsection.) • Get students to read the text silently as they listen to the recording Then have them call out the words they not know and write them on the board Follow the teaching procedure in the Teaching Vocabulary sub-section before giving the meaning and have students repeat the words or copy them down into their notebooks for later review • Allow time for students to the activities in pairs or individually before checking answers as a class Give feedback and ask students to explain their answers if necessary Each task following the conversational text has its own purpose, for example, a comprehension task and a question for personalisation, vocabulary task(s) and grammar task(s) TEACHING LANGUAGE • Vocabulary includes new words that appear not only in the GETTING STARTED and LANGUAGE sections, but also in other sections of the unit Encourage students to guess their meaning from the context For challenging words, provide Vietnamese equivalents to save time Students should be given opportunities to revise previously learnt vocabulary such as individual words, phrases and collocations (words that go together) through a variety of interesting activities and games such as Dictation, Charades, Bingo, Tic-Tac-Toe, and Odd-One-Out IX • Dictation: Students work in pairs or in groups, taking turns to dictate the target words to each other and check their spelling The teacher can also give the dictation while all students listen and write it down Then students work in pairs to correct mistakes if there are any • Charades: This is a great game to review vocabulary If students feel shy or awkward in the beginning, you may need to let them play the game This will help them to feel more comfortable and secure Divide the students into two teams Show the first team a vocabulary item They must act it out If the second team can guess the correct word, they will get a point Switch the teams and let the second team act out a word while the first team guesses • Bingo: Draw a word grid on the board and ask students to copy it Students tell you the words they have studied in their lessons List them on the board Students choose the words from the list and copy them into their grid While they are doing this, copy each word onto a strip of paper, put the strips of paper into a bag and mix them up Select students to pick out a strip of paper and call out the word Students with that word in their grid put a cross on it Continue the game until there is a student who has all the words on a straight line crossed out He/She will call out ‘Bingo’ As a follow-up activity, have students make sentences with the words in their grids • Tic-Tac-Toe: This is a fun way for students to practise their English while enjoying some competition The game is very intuitive Distribute the tic-tac-toe sheet, e.g., Do you like …? What is the meaning of …? Why you …? What you …? Who likes …? What is … for? What does … mean? Have you got …? How many …? Students complete the questions Each question that is grammatically correct and makes sense is scored an X or O With larger classes, the game can be played in pairs while the teacher walks around the class checking answers • Odd-one-out: This is the fastest way to revise sets of vocabulary Choose several (4-5) words from a vocabulary set and one that does not belong to it and have students find the odd one out (the one that is not part of the set) You can also choose the four words from the same vocabulary set, but three have positive meaning and one has negative or vice versa • Pronunciation activities often ask students to listen and repeat exactly what they have heard This helps them to identify and practise the pronunciation points in focus such as homophones, diphthongs, the verb ending -ed, and assimilation Tell students that they cannot develop good English pronunciation skills by just repeating once and that practice makes perfect They must make more attempts at recognising and imitating the model as naturally as they can Grammar • Grammar can be taught inductively – starting with examples from which Ss work out a rule for themselves, or deductively – starting with the presentation of a rule which is then applied to specific language examples and honed through practice exercises • These two approaches can be employed flexibly depending on the grammatical point being taught or the teacher’s and Ss’ preferences The learner-centred nature of inductive teaching is often seen as advantageous as the Ss were active and engaged in the learning process which may help Ss to develop deeper understanding and could enhance learners’ autonomy and motivation However, it can be more time- and energy- consuming and more demanding of the T and Ss Therefore, a combination of the two approaches can bring about the best results for a grammar lesson • When following the deductive approach, it is advisable to explain grammatical concepts and points very clearly as you present these and check comprehension by asking students to translate into Vietnamese, if necessary • When following the inductive approach, use exercises and questions to guide Ss to work out the grammatical rule Give clear instructions before having students carry out the tasks You can also ask students to explain their answers Drilling, a kind of mechanical practice, is the easiest way to help students to learn the target forms and structures Then they should focus on X PrOJeCt Work in groups of four or five Choose one ethnic group in Viet Nam Look for information about the features that define the group’s cultural identity Suggested ethnic groups: ● the Rhade (or Ede) in Central Highlands ● the Cham in central Viet Nam and An Giang Province ● the Tay in northern Viet Nam Design a poster to introduce the ethnic group Add pictures to make it more attractive Include the information about: ● Population ● Region(s) with signifi cant population ● Language ● Religion and beliefs ● Clothing ● Traditional food and drink ● Festivals and music Introduce your poster to the class and give a presentation on the cultural features of the ethnic group NOW I CAN ● ● ● ● ● ● ● use words and phrases related to cultural identity identify and pronounce utterances where assimilation occurs distinguish the use of the present perfect and the present perfect continuous use repeated comparatives to say that something is changing read for specifi c information in a newspaper column about cultural identity express opinions about the ways to maintain cultural identity listen for general ideas and specifi c information in a talk about cultural diversity in an Asian country ● write an essay about the most important feature that defi nes someone’s cultural identity ● learn about some festivals that help ethnic groups in Viet Nam to maintain their cultural identity 69 Unit Cultural identity PrOJeCt Lead-in: Inform the class of the lesson objective: further explore the topic in a collaborative way & For this project, have Ss work in groups of four or fi ve • Allow Ss one week to collect the information about an ethnic group, prepare a poster, and organise their presentations about the ethnic group Have each group introduce their poster and present the cultural features of the ethnic group they have chosen • Encourage the rest of the class to ask questions and give feedback about the poster and content of the presentation • Have the class vote for the best poster and presentation Notes on three ethnic groups in Viet Nam Rhade / Ede Cham Tay Region(s) with significant population Dak Lak Province An Giang, Ninh Thuan, Binh Thuan Provinces Northern Viet Nam Population 331,194 (2009) 162,000 (2009) 1,626,392 (2009) Religion Christianity, Animism Hinduism, Islam Then, Buddhism Language Rhade forest bitter melon; wine rice Cham Tai banana cake, peanut cake, sticky rice cake Music - musical instruments: gongs, flutes, drums - musical instruments: guitars, gongs, drums, and xylophones - Cham dances at the temples - song: Lượn (a kind of poem sung as a duet between lovers) - musical instrument: Tính then (string instrument with or strings) Clothing - women: skirt and vest - men: loincloths - women: blouse and sarong, turban - men: shirt and sarong (batik), turban women: sarongs or skirts Festivals - Elephant racing (in March) - New rice festival or Hua Esei Mrao (in October) Bon Kate: the first 10 days of the 7th month of the Cham Calendar to thank their gods and promote their traditional culture and arts - Long Tong (walking around the rice paddy) after Lunar New Year to pray for yield - Tăm Khảu mảu (pounding the young rice) when the rice becomes ripe Traditional food and drink rice, fish LESSON OUTCOME • Ask Ss: What have you learnt today? What can you now? • Elicit answers: I can design a poster about an ethnic group in Viet Nam and give a presentation about this ethnic group When working in a group, I have learnt to cooperate with others NOW I CAN • Ask Ss to self-check their lesson outcomes by ticking the appropriate column in the assessment box • If time allows, ask Ss to work in pairs/groups to go through each item in the list Have them discuss which part of the unit needs further instruction or practice, and report to the class • Provide remedial work if necessary Unit Cultural identity 69T Review Units 4-5 LANGUAGE Complete the sentences, using the correct form of the words in brackets Vocabulary Use the correct form of the words or phrases in the box to complete the sentences digital device mass media social networking instant messaging blog advent He uses his _ to write about his passion for science Many immigrants were forced to into the dominant culture (assimilation) In general, _ sites are good for our society because they help to connect people Languages represent a way of life and are important for preserving a people’s cultural _ (identify) Smartphones, tablets, laptops and desktop computers are all _ People rely on the such as television, radio, newspapers and the Internet as the main source of information _ allows people to communicate in real-time with friends and family directly from their smartphones or computers With the _ of mobile technology, people have come to expect a response immediately costumes help people to learn about their history and preserve their heritage (nation) Differences between people based on nationality, _, gender, class, religion beliefs, etc might be sources of conflicts in a multicultural environment (ethnic) In the age of globalisation, many young people choose to maintain their own culture and _ different aspects of other cultures into it (integration) Pronunciation Listen to the sentences and pay attention to the regular verbs in the past tense Tick the correct box depending on the pronunciation of the verb ending -ed Then practise saying them /t/ /d/ /ɪd/ 70 Review /t//d//ɪd/                      10       11       12    Introduction • The aim of Review is to help Ss to revise the language and skills they have learnt in Units and • Begin the review by asking Ss whether they remember what they have learnt so far in terms of language and skills Summarise Ss’ answers and add more details if necessary LANGUAGE • Use the Language review as a self-assessment test or revision Have Ss the activities individually or in pairs/groups Then check answers as a class • Alternatively, have Ss work on an activity and check answers before they move on to the next one Vocabulary This activity helps Ss to revise the vocabulary taught in the previous units • Ask Ss to this activity individually, and then check their answers with a partner before giving them the correct answers • Have some Ss write the completed answers on the board or read them out loud (depending on the level of the class) Key blog mass media social networking Instant messaging digital devices advent Have Ss this activity individually first, then ask some Ss to write their completed sentences on the board Check answers as a class Key assimilate identity National ethnicity integrate Pronunciation In this activity, Ss have an opportunity to check their knowledge of the verb ending -ed • Play the recording Let Ss listen and tick the correct box depending on the pronunciation of the verb ending -ed Check answers as a class • Play the recording again for Ss to repeat each sentence out loud • Alternatively, have Ss practise saying the sentences at home Review 70T Grammar Match the two halves of the sentences Fill each gap with an appropriate preposition I’m getting better and better May I introduce you our new computer technician? I am thinking buying a new laptop because this one is too old My brother would like to specialise computer science _ You can use my smartphone to search _ the materials you need This security app can protect users’ devices _ hackers Put the words in brackets in the correct tenses Quang’s mother: Hi, Quang It’s Mum here (1 clean) you everything in the kitchen? Quang: No I’m sorry I (2 not sweep) _ the floor yet, but I (3 wash) _ all the dishes Quang’s mother: Oh, that’s good And where’s your sister? I (4 try) to call her at least five times Quang: Really? She’s in her room She (5 study) _ for her exams all morning 71 Review 2 When the technician finally installed the app, Before my grandad came to visit me, With the advent of digital media The noise was getting louder and louder I had used the student blog and discussion forum My friend never told me a fewer and fewer people are using postal services b before I moved to this school c he had already signed up for the course d so I covered my ears e I had already left the store f at cooking traditional dishes g he had never flown on an aeroplane Audio script Yesterday I joined an interesting discussion about cultural identity She gained useful experience when working in a multicultural environment The teacher demanded that the student leave the classroom I watched a very interesting programme on TV last night IBM invented the first smartphone in 1992 The small boy coughed a lot two days ago He hated Sundays when he was a child I looked for the latest model of tablets in the electronic store this morning My smartphone operated very well until it was hacked 10 Lan studied very hard last year 11 The little boy washed his hands carefully before the meals 12 I believed in my ability to complete all the challenges Key /t/: 4, 6, 8, 11 /d/: 1, 2, 10, 12 /ɪd/: 3, 5, 7, Grammar This activity focuses on the revision of verbs and prepositions which usually appear together • Ask Ss to follow the instructions and complete the sentences individually Then have Ss compare their answers with a partner Check answers as a class Key to of in for from This activity helps Ss to consolidate the use of the present perfect simple and present perfect continuous • Elicit the forms and uses of the present perfect and the present perfect continuous • Invite some Ss to complete the sentences on the board while others the activity individually or in pairs • Check answers, and ask Ss to explain the choice of tense in each case if necessary Key Have cleaned have tried haven’t swept has been studying have washed This matching activity focuses on repeated comparatives, the past perfect simple and the past simple • Ask Ss to the activity individually first, and then compare answers with a partner • • Invite some Ss to write their answers on the board, and then check Ss’ answers as a class Alternatively, have individual students read their answers aloud in front of the class Key f e g a d b c Review 71T SKILLS READING Read the text about advertising and the media Advertising and the mass media Having the power to deliver information to large audiences at the same time, the mass media have naturally become ideal tools for advertising This huge industry has reached and dominated almost all types of the mass media Advertisements are everywhere, from broadcast media (the radio, television and films), Internet media (email, websites and blogs), print media (newspapers, magazines, books and comics), outdoor media (billboards, signs and placards) to digital media, which include Internet and mobile devices Advertising is beneficial to the mass media too Companies and businesses are willing to spend millions, even billions of dollars, to influence customers’ attitudes towards their ideas, services and products Their advanced advertising methods and techniques are successful in persuading customers of all ages and genders, and turning luxuries into necessities Because of the easy access to all forms of the media, information can reach every corner of the world instantly and cost-effectively In addition, all media channels receive huge sums of money from advertisers, which allows them to make better and more interesting programmes and services for a large number of people worldwide Read the text again and answer the questions Why have the mass media naturally become ideal tools for advertising? What are some kinds of advertisements? Why are companies and businesses willing to spend money on advertising? How advertisers persuade customers? What does the easy access to the media offer advertising? How beneficial is advertising to the mass media? 72 Review SPEAKING Work with a partner Choose one idea (or use your own ideas) and make a conversation about social networking in schools Social networking in schools becoming increasingly important for teacher-student communication or for out-of-classroom discussions offering opportunities: strengthening existing relationships, establishing new ones exploring topics of interest: learning and exchanging knowledge building strong school communities through class blogs, discussion forums, videos, etc Example: Student A: How useful is social networking in schools? What benefits can it bring to teachers and students? Student B: I think things like class blogs, discussion forums and videos are very useful Sharing information such as class schedules or social plans helps to connect students with their classmates and teachers and even with parents or former students Student A: Yes, I agree Social networking can provide the tools for efficient communication and collaboration, leading to strong school communities SKILLS READING Advertising and the mass media This reading activity focuses on scanning for specific information Ask Ss to read the title Then in pairs or as a class, make guesses about the content of the text Have Ss skim the questions before reading the text • Give Ss enough time to read the text and scan it to answer the questions • Check answers as a class and give explanations if necessary Key Because they have the power to deliver information to large audiences at the same time They are broadcast media, Internet media, print media, outdoor media and digital media They want to influence customers’ attitudes towards their ideas, services and products They use (all forms of media and) advanced advertising methods and techniques Information can reach every corner of the world instantly and cost-effectively Huge sums of money from advertisers allow media channels to make better and more interesting programmes and services for a large number of people worldwide SPEAKING Social networking in schools Tell Ss that this activity focuses on talking about social networking in schools Have Ss work in pairs Ask them to read the information about social networking in schools first, then role-play the example with a partner • Ask Ss to decide on the information they want to talk about • Encourage Ss to practise their conversations until they are fluent and confident • Invite some pairs to role-play their conversation in front of the class LISTENING Maintaining cultural identity abroad This activity provides an opportunity for Ss to listen for specific information and decide if the statements are true (T), false (F), or not given (NG) Ask Ss to read the title and elicit their ideas of cultural identity and how to maintain cultural identity abroad • Ask Ss to look at the table and read questions 1-5 • Play the recording once for Ss to listen and decide whether the statements are true, false or not given • Play the recording again and pause at appropriate places and highlighting the clues in the listening text, so that Ss can check their answers • Ask some Ss to report their answers Correct any wrong answers • Alternatively, play the recording several times, pausing after sentences to check Ss’ comprehension • If time allows, have Ss rewrite and correct the false answers Key T F T F NG Review 72T LISTENING WRITING Maintaining cultural identity abroad Cultural identity in a globalised world Listen to a talk about how to maintain Write an essay of 180-250 words about cultural identity abroad Decide whether the following statements are true (T), false (F), or not given (NG) T Keeping in touch with your family and friends can help you to feel part of your native culture It is not necessary that your children talk to their cousins, aunts, and uncles The taste and smell of your favourite dishes from your home country can bring back good memories from your childhood or the past You should involve your kids and friends in shopping for traditional food, cooking and sharing recipes It is a good idea for you to celebrate your home country’s holidays abroad too F NG maintaining cultural identity in the globalised world Use the suggestions in the box or your own information and ideas INTRODUCTION Explanation of the issue - world – global village, cultural differences – less evident - people watch same TV channels, films, listen to same music, eat same food, etc Thesis statement - people should maintain their cultural identity BODY First reason - essence of cultural identity – sense of belonging: defines an ethnic group/ community, connects people, reminds of history, strengthens solidarity; people unite against dangers; nurture love and respect for country, community and heritage Second reason - disappearance of cultural diversity: everyone speaks English, wears same clothes; cultural identity at risk of dying out; vital to preserve languages, festivals, traditional music, dance and food, etc to make the world a fascinating place CONCLUSION Summary of the reasons You can start your essay like this: There is no doubt that the world today has become one global village Differences between cultures are getting less evident People worldwide watch the same TV channels and films, 73 Review Audio script Now, I’d like to give you some advice on how to maintain your cultural identity in a new culture Well, first of all, I recommend that you keep in touch with people you know back home Staying connected with your family and friends helps you to feel part of your native culture If you have children, you should let them talk regularly to their cousins, aunts, uncles, and grandparents too Today, modern technology like the Internet and instant messaging has made long-distance communication faster and more convenient than ever before Secondly, it’s a good idea that you try to cook traditional food frequently The taste and smell of your favourite dishes from your home country can bring back good memories from your childhood or the past You should also remember to make mealtimes special and important occasions If you’re a parent, you can involve your children in cooking They may find the cuisine of your country of origin fascinating Shopping for traditional food, cooking and sharing recipes can also help to connect the different generations WRITING Cultural identity in a globalised world This activity aims at giving Ss a chance to write an essay about cultural identity in a globalised world • Explain any words or ideas that Ss may not understand Give them enough time to read through the suggestions • • Ask Ss to work in pairs or groups and discuss if they agree or disagree with the suggested ideas Remind Ss of the useful language they have studied in the previous units to make their essays cohesive and coherent Have Ss write their drafts first in class, swap them with a partner for peer review, and then write their final versions at home • Suggested answer There is no doubt that the world today has become one global village Differences between cultures are becoming less evident People worldwide watch the same TV channels and films, listen to the same music, eat the same food and follow the same fashion trends That is why, in a globalised world, it is essential that people maintain their cultural identity The development of a strong cultural identity is essential to people’s sense of belonging It helps to define an ethnic group or community that shares unique and distinctive features Cultural identity is also important as it connects people, reminds them of their shared history and strengthens the solidarity between them The power of cultural identity can encourage and motivate people to unite against a common danger A strong sense of cultural identity can also nurture their love and respect for their country, community and heritage However, in a globalised world cultural diversity is gradually disappearing In an environment where everyone speaks only English and wears almost the same clothes, an individual’s cultural identity is at risk of dying out Maintaining cultural identity is vital for preserving the different languages, festivals, types of traditional music, dance and food, beliefs and other activities that make the world a fascinating place to live Globalisation is inevitable; however, it is essential for people to maintain their cultural identity Preserving cultural identity can guarantee the prosperity of a country or community, and the world’s cultural diversity Review 73T GLOSSARY Word Transcription Meaning Unit achievement (n) /əˈtʃiːvmənt/ thành tích, thành tựu Unit addicted (adj) /əˈdɪktɪd/ nghiện Unit advent (n) /'ædvent/ đến, tới (sự kiện quan trọng) Unit agricultural (adj) /ˌỉɡrɪˈkʌltʃərəl/ thuộc nơng nghiệp Unit anonymous (adj) /əˈnɒnɪməs/ ẩn danh, giấu tên Unit app (n) (application) /ỉp/ ứng dụng/chương trình máy tính Internet/mạng xã hội Unit assimilate (v) /əˈsɪməleɪt/ đồng hoá Unit assimilation (n) /əˌsɪməˈleɪʃn/ đồng hoá Unit asthma (n) /ˈæsmə/ bệnh hen, bệnh suyễn Unit attire (n) /əˈtaɪə(r)/ quần áo, trang phục Unit attitude (n) /'ætɪtju:d/ thái độ, quan điểm Unit biomass (n) /ˈbaɪəʊmæs/ nguyên liệu tự nhiên từ thực vật/động vật, sinh khối Unit blind man’s buff /blaɪnd mỉnz ˈbʌf/ trị chơi bịt mắt bắt dê Unit bronchitis /brɒŋˈkaɪtɪs/ bệnh viêm cuống phổi, bệnh viêm phế quản Unit centralise (v) /ˈsentrəlaɪz/ tập trung Unit tình trạng bừa bộn, lộn xộn Unit clutter (n) /ˈklʌtə(r)/ combustion (n) /kəmˈbʌstʃən/ đốt cháy Unit connect (v) /kə'nekt/ kết nối Unit conservation (n) /ˌkɒnsəˈveɪʃn/ bảo tồn Unit cost-effective (adj) /ˌkɒst ɪˈfektɪv/ hiệu quả, xứng đáng với chi phí Unit phản thị hóa, dãn dân Unit counter-urbanisation /ˈkaʊntə(r) ˌɜːbənaɪˈzeɪʃn/ cultural identity /ˈkʌltʃərəl aɪˈdentəti/ sắc văn hoá Unit cultural practices /ˈkʌltʃərəl ˈprỉktɪsɪz/ hoạt động văn hố, tập quán văn hoá Unit custom (n) /ˈkʌstəm/ phong tục, tập quán Unit khủng bố qua mạng Internet Unit cyberbullying (n) /'saɪbəbʊliɪŋ/ dedication (n) /ˌdedɪˈkeɪʃn/ cống hiến, hiến dâng, tận tụy Unit densely populated / ˌdensli ˈpɒpjuleɪtɪd/ dân cư đông đúc/mật độ dân số cao Unit deplete (n) /dɪˈpliːt/ rút hết, làm cạn kiệt Unit diagnose (v) /ˈdaɪəɡnəʊz/ chẩn đoán (bệnh) Unit 74 Word Transcription Meaning Unit discrimination (n) /dɪˌskrɪmɪˈneɪʃn/ phân biệt đối xử Unit dispose of (v) /dɪˈspəʊz əv/ vứt bỏ Unit distinguished (adj) /dɪˈstɪŋɡwɪʃt/ kiệt xuất, lỗi lạc Unit diversity (n) /daɪˈvɜːsəti/ tính đa dạng Unit documentary (n) /ˌdɒkju'mentri/ phim tài liệu Unit dominant /'dɒmɪnənt/ thống trị, có ưu Unit double (v) /dʌbl/ tăng gấp đôi Unit downmarket (adj) /ˌdaʊnˈmɑːkɪt/ giá rẻ, bình dân Unit down-to-earth (adj) /ˌdaʊn tə ˈɜːθ/ thực tế, sát thực tế Unit drama (n) /'dra:mə/ kịch, tuồng Unit efficient (adj) /ɪˈfɪʃnt/ có hiệu Unit emerge (v) /iˈmɜːdʒ// vượt trội, bật, lên Unit energy-saving (adj) /ˌɛnədʒi ˈseɪvɪŋ/ tiết kiệm lượng Unit expand (v) /ɪkˈspænd/ mở rộng Unit figure (n) /ˈfɪɡə(r)/ nhân vật Unit fivefold (adj, adv) /'faɪvfəʊld/ gấp năm lần Unit flock (v) /flɒk/ kéo đến Unit generosity (n) /ˌdʒenəˈrɒsəti/ rộng lượng, tính hào phóng Unit geothermal (adj) /ˌdʒiːəʊˈθɜːml/ (thuộc) địa nhiệt Unit GPS (n) (Global Positioning System) /ˌdʒi: pi: 'es/ hệ thống định vị toàn cầu Unit habitat (n) /ˈhỉbɪtỉt/ mơi trường sống, nơi sống thực vật, động vật Unit hospitalisation (n) /ˌhɒspɪtəlaɪˈzeɪʃn/ nhập viện, đưa vào bệnh viện Unit humble beginnings /ˈhʌmbl bɪˈɡɪnɪŋz/ khởi đầu thấp kém, hèn mọn Unit industrialisation (n) /ɪnˌdʌstriəlaɪˈzeɪʃn/ cơng nghiệp hóa Unit interest-free (adj) /ˌɪntrəst ˈfriː/ khơng tính lãi, khơng lãi suất Unit kind-hearted (adj) /kaɪnd ˈhɑːtɪd/ tử tế, tốt bụng Unit leaflet (n) /ˈli:flət/ tờ rơi, tờ in rời Unit lifestyle (n) /ˈlaɪfstaɪl/ phong cách sống Unit long-lasting (adj) /ˌlɒŋ ˈlɑːstɪŋ/ kéo dài, diễn thời gian dài Unit maintain (v) /meɪnˈteɪn/ bảo vệ, trì Unit 75 GLOSSARY Word Transcription Meaning Unit martial spirit /ˈmɑːʃl ˈspɪrɪt/ tinh thần thượng võ Unit mass (n) /mæs/ số đông, số nhiều, đại chúng Unit media (n) /'mi:diə/ (số nhiều medium) phương tiện Unit medium (n) /'mi:diəm/ phương tiện Unit microblogging (n) /ˈmaɪkrəʊˌblɒɡɪŋ/ việc (cá nhân) thường xuyên gửi tin nhắn/video/ảnh lên mạng xã hội để cộng đồng mạng biết hoạt động suy nghĩ người đăng tin Unit migrate (v) /maɪˈɡreɪt/ di cư Unit mildew (n) /ˈmɪldjuː/ nấm mốc, nấm min-điu Unit mindset (n) /ˈmaɪndset/ định kiến Unit mould (n) /məʊld/ mốc, meo Unit multicultural (adj) /ˌmʌltiˈkʌltʃərəl/ đa văn hố Unit national costume /ˈnỉʃnəl ˈkɒstjuːm/ trang phục dân tộc Unit national pride /ˈnæʃnəl praɪd/ lòng tự hào dân tộc Unit organic (adj) /ɔːˈɡỉnɪk/ (thực phẩm, phương pháp trồng trọt…) khơng dùng (hố) chất nhân tạo, hữu Unit overload (v) /ˌəʊvəˈləʊd/ làm cho tải Unit pathway (n) /ˈpɑːθweɪ/ đường mịn, lối nhỏ Unit perseverance (n) /ˌpɜːsɪˈvɪərəns/ tính kiên trì, bền chí Unit pie chart (n) /'paɪ tʃɑ:t/ biểu đồ tròn Unit preservation (n) /ˌprezəˈveɪʃn/ gìn giữ Unit print (n) /prɪnt/ chữ in, tài liệu in báo, tạp chí, v.v Unit promote (v) /prəˈməʊt/ thúc đẩy phát triển Unit prosthetic leg /prɒsˈθetɪk leɡ/ chân giả Unit purification (n) /ˌpjʊərɪfɪˈkeɪʃn/ làm sạch, tinh chế Unit replenish (v) /rɪˈplenɪʃ/ làm đầy lại, bổ sung Unit reputation (n) /ˌrepjuˈteɪʃn/ danh tiếng Unit respectable (adj) /rɪˈspektəbl/ đáng kính, đắn Unit sanitation (n) /ˌsænɪˈteɪʃn/ vệ sinh Unit self-motivated (adj) /self ˈməʊtɪveɪtɪd/ có động từ nội lực, tự tạo động cho Unit slum (n) /slʌm/ nhà ổ chuột Unit 76 Word Transcription Meaning Unit social networking (n) /ˈsəʊʃl ˈnetwɜːkɪŋ / mạng xã hội Unit solidarity (n) /ˌsɒlɪˈdỉrəti/ đồn kết, tình đồn kết Unit soot (n) /sʊt/ bồ hóng, nhọ nồi Unit subscribe (v) /sʌb'scraɪb/ đặt mua dài hạn Unit sustainability (n) /səˌsteɪnəˈbɪləti/ việc sử dụng sản phẩm, lượng tự nhiên không gây hại môi trường, bền vững Unit switch off (v) /ˈswɪtʃ ɒf/ ngừng, không ý đến Unit tablet PC (n) /'tỉblət pi: si:/ máy tính bảng Unit talented (adj) /ˈtỉləntɪd/ có tài năng, có khiếu Unit the mass media /ðə mỉs ˈmiːdiə/ truyền thơng đại chúng Unit tie in (v) /'taɪ ɪn/ gắn với Unit time-consuming (adj) /ˈtaɪm kənˈsjuːmɪŋ/ tốn thời gian Unit thought-provoking (adj) /ˈθɔːt prəˈvəʊkɪŋ/ đáng để suy nghĩ Unit unemployment (n) /ˌʌnɪmˈplɔɪmənt/ tình trạng thất nghiệp Unit unify (v) /ˈjuːnɪfaɪ/ thống Unit unique (adj) /juˈniːk/ độc nhất, nhất, có Unit unite (v) /juˈnaɪt/ đoàn kết Unit upmarket (adj) /ˌʌpˈmɑːkɪt/ đắt tiền, xa xỉ Unit urbanisation (n) /ˌɜːbənaɪˈzeɪʃn/ thị hóa Unit waver (v) /ˈweɪvə(r)/ dao động, phân vân Unit weather-beaten (adj) /ˌweðə(r) ˈbiːtn/ dãi dầu sương gió Unit website (n) /'websaɪt/ vị trí web, điểm mạng, cổng thơng tin điện tử trang web Unit well-established (adj) /ˌwel ɪˈstỉblɪʃt/ hình thành từ lâu, có tiếng tăm Unit worldwide (adv) /ˈwɜːldwaɪd/ phạm vi toàn cầu Unit worship (v) /ˈwɜːʃɪp/ tơn kính, thờ cúng Unit 77 Chịu trách nhiệm xuất : Chủ tịch Hội đồng Thành viên MẠC VĂN THIỆN Tổng Giám đốc GS TS vũ văn hùng Phó Tổng Giám đốc kiêm Tổng biên tập TS PHAN XUÂN THÀNH Biên tập nội dung : lê thị huệ – trần thu hà – Vessela Gasper Biên tập mĩ thuật : nguyễn bích la Thiết kế sách : THÁI THANH VÂN Minh hoạ : nguyễn THỊ NGỌC THUỶ - bùi việt Trình bày bìa : PHẠM THỊ MINH THU Sửa in : lê thị huệ - trần thu hà Chế : CTCP MĨ THUẬT & TRUYỀN THÔNG Sách biên soạn, biên tập, thiết kế với cộng tác Tập đồn Xuất Giáo dục Pearson Trong sách có sử dụng số hình ảnh từ Internet Bản quyền thuộc Nhà xuất Giáo dục Việt Nam – Bộ Giáo dục Đào tạo, Tập đoàn Xuất Giáo dục Pearson tiếng anh 12 – sách GIÁO VIÊN – tập Mã số : CG218M6 Số đăng kí xuất : 01 - 2016/CXBIPH/473-964/GD In 5.000 (QĐ ), khổ 19 × 26,5 (cm) In : Địa : In xong nộp lưu chiểu tháng năm 2016 ISBN : 978 - 604 - - 07781 -