SGV-TA12-2

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 haI NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM TẬP ĐOÀN XUẤT BẢN GIÁO DỤC PEARSON contents Page INTRODUCTION iii BOOK Map Unit 6: endangered species Unit 7: artificial intelligence 18 Unit 8: the world of work 30 REVIEW 42 Unit 9: choosing a career 46 Unit 10: lifelong learning 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, they will achieve 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 2, 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 A new wildlife park Unit Endangered species ENDANGERED SPECIES This unit includes: LANGUAGE Vocabulary t 8PSETBOEQISB TFTSFMBUFEUPFOEBOH FSFEBOJNBMTBOEQMB Pronunciation OUT t -JOLJOHWPXFMUPWPX FM Grammar t 5IFGVUVSFQFSGFDU t %PVCMFDPNQBSBUJWF T SKILLS t 3FBEJOHGPSHFOFSB MJEFBTBOETQFDJGJDJO BOEJEFOUJGZJOHEJG GPSNBUJPO GFSFOUPQJOJPOTBCP VUQSPUFD UJOH FOEBOHFSFETQFDJFT t 5BMLJOHBCPVUIP XUPQSPUFDUFOEBOH FSFETQFDJFT t -JTUFOJOHGPSTQFDJö DJOG BSFJOEBOHFSPGFYUJO PSNBUJPOJOBUBMLBCPVUXIZBOJNBMT DUJPO t 8SJUJOHBSFQPSUBC PVUBOFOEBOHFSFET QFDJFT COMMUNICATION AND t #SJOHJOHFYUJODUTQF CULTURE DJFTCBDLUPMJGF t )PXTFBUVSUMFTBSF QSPUFDUFEJO.BMBZT JB Mr Willis is talking to new wildl ife park Lis his two children ab out a ten and rea Mr Willis: Decide wh d Lisa, Sim eth on, I’ve true (T), fal er the following sta just heard news se (F), or no some go tements are Simon: od correct bo t given (N What’s it ab x G) Tick the out, Dad? Mr Willis: It was anno Visitors wil unced on T F NG TV that a park will animals l be able to see end new wildl open to ang in the new ife the publi wildlife par ered Would yo week c next we k next u like to vis Lisa: ek it it? Sure Will Models of extinct ani there be mals will als on display in any dinosa Dad? o be the park urs there, Simon: They’re Lisa wants to see din extinct sp osaurs, but doesn’t ecies, Lis dinosaurs Simon a The die d ou last Mr Willis: t millions Simon is interested That’s rig of years ag ht You can in endangere o trees and pla ’t find ex d there nts tinct anim Sim on Lisa: als So what wil dli fesug ges ts vis itin g bo th can we see par k and the the then? in the wi Ga Bo rde tan ldl ns at the we ica l ife park Mr Willis: eke nd Animals in danger of Visitors can go cam ping in the extinction and rhino park wildlife ceros , like tigers Simon: Will there be any en dangered plants? I Find a wo have a bio logy assign trees and rd in the co endangere ment abou nversation d plant sp each of the Mr Willis: t ecies that goes following I’m afraid with phrases or _ not But a expression friend of _ might be _ sp s mine, Tra able to he ecies Simon: cy, lp yo an u imals in da Tracy? Yes, nger of _ I remembe _ r her She’s Where’s she _ _ a biologist working? _ Mr Willis: _ tre At the Bo es and pla _ tanical Ga nts rdens You _ of interestin _ a can find lot g facts the campfire Simon: s re Sounds go od wildlife pa Thanks, Dad So let rk next Sa ’s turday mo visit the then go to the Bo rning, an d tanical Ga afternoon rdens in on the wa the y back ho I’ll have me Hope gathered fully, enough by Sunday, inf ormation so I can start worki assignme nt next we ng on my Lisa: ek It’ll be so tiring! We ’ll have wa by the tim lke e d we for get to the hours Mr Willis: Botanical Don’t worry Gardens We’ll drive Lisa: through the Oh really? park That’ll be fun Are to have a we picnic or build a cam allowed Dad? pfire there, Mr Willis: No, I’m afraid no Read the t That ma animals an y scare conversati d pollute the on the air Th correct for and smok e mo m of the ve again and write the e you ma ke, the les re noise rbs in bra environme I (gathe ckets s safe the nt become r) Lisa: _ s for the an I see … Ca informati _ imals n on I _ ask some frie Mr Willis: my assign by Sunday, so I can _ enough nds to joi Sure The ment next start worki n us? more the we ng on merrier ek We (w alk) _ by the tim _ e we get to _ for hours the Botan ical Garde ns Unit En danger ed spec ies IV 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 Complete the following word diagrams Use a dictionary, if necessary extinct (adj) _ (n) danger (n) extinguish (v) _ (adj) survive (v) _ (n) _ (v) endangered (adj) survivor (n) • Pronunciation introducing or providing revision diverse (adj) evolve (v) _ (n) _ (n) _ (v) of some aspects of pronunciation that can be problematic to Vietnamese students such as linking, stress and intonation 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 biodiversity (n) evolutionary (adj) Complete the following sentences with the words in the box survival (n) conservation (n) vulnerable (adj) habitat (n) extinct (adj) evolution (n) Darwin’s theory of _ has helped to explain the disappearance of some species and the _ of others The saola and the rhino are considered _ species in Viet Nam endangered (adj) biodiversity (n) Mammoths and dinosaurs used to live on our earth quite a long time ago, but they are now _ The giant panda’s natural _ is the bamboo forest Giant pandas like to eat bamboo leaves to maintain the balance of nature that we rely on for our well-being and benefit The World Wide Fund for Nature (WWF) is an organisation which is working on issues related to _, research and restoration of the environment Baby sea turtles are most _ when they leave their nests and make their way to the sea They are convenient targets for birds and other animals _ helps Unit Endangered species • 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 Pronunciation Grammar The following phrases are spoken in slow, Circle the correct verb form in each sentence Linking vowel to vowel careful speech and in fast, connected speech Listen and repeat Pay attention to the pronunciation of the linked sounds no linking in slow, with linking in fast, careful speech connected speech a in danger of extinction b in danger of extinction a saola or deer b saola or deer a the mother of success b the mother of success a draw a diagram b draw a diagram a the idea of saving b the idea of saving endangered species endangered species Listen and repeat the following sentences spoken in fast, connected speech A: What can we see in the park now? B: Animals in danger of extinction, like tigers or rhinoceros A: What’s that animal? Is it a saola or a deer? B: I don’t know A: Don’t get disappointed Try again Failure is the mother of success B: OK I will A: I can’t draw a diagram to show the increasing pollution levels Can you help me? B: Sure A: Your idea of saving endangered species sounds very interesting B: Thank you DO YOU KNOW…? t *O #SJUJTI &OHMJTI JO GBTU DPOOFDUFE TQFFDI B MJOLJOH DPOTPOBOU S DBO BQQFBS CFUXFFO UIF WPXFMTPVOEəPSɔːBUUIFFOEPGBXPSEBOE UIF WPXFM TPVOE BU UIF CFHJOOJOH PG UIF OFYU XPSE5IJTNBLFTQSPOVODJBUJPOFBTJFSBOENPSF OBUVSBM vowel + vowel /ə/ or /ɔː/ + vowel linking sound /r/ Examples Lisa and Simon draw a picture t *O #SJUJTI &OHMJTI XPSET FOEJOH XJUI UIF MFUUFST -r PS -re IBWF B öOBM WPXFM TPVOE )PXFWFS UIF XSJUUFO -r/-re JT PGUFO QSPOPVODFE XIFO JU JT GPMMPXFECZBXPSECFHJOOJOHXJUIBWPXFM written -r/-re + vowel -r/-re + vowel Double comparatives The future perfect linking sound Examples /r/ car engine another English book 1. 0VSSFTDVFDFOUSF IBTSFMFBTFEXJMMIBWFSFMFBTFE NPOLFZT EFFSBOECFBSTCBDLJOUPUIFGPSFTUT CZUIFFOEPGUIJTXFFL 2. :PVNBZOPUCFMJFWFUIJT CVUUIJTTFBUVSUMFJTRVJUF PME *U IBT MJWFE XJMM IBWF MJWFE JO UIJT NBSJOF QBSLGPSZFBST8F XJMMIBWFXJMMIBWFIBE B QBSUZUPDFMFCSBUFJUTCJSUIEBZUPNPSSPX 3. 8FMM OFYU UJNF * TFF ZPV * FYQFDU ZPV XJMM CF öOJTIJOHXJMMIBWFöOJTIFE ZPVSSFQPSUPOUIF FOEBOHFSFETBPMB 4. *GZPVDPNFUPTFFNFBUPDMPDLUPOJHIU * XJMM CFXBUDIJOHXJMMIBWFXBUDIFE BEPDVNFOUBSZ BCPVU SIJOPT UP QSFQBSF GPS NZ QSFTFOUBUJPO UPNPSSPX4P ZPVECFUUFSDPNFBGUFS#ZUIFO UIFQSPHSBNNF öOJTIFTXJMMIBWFöOJTIFE 5. +JMMJTTJDLBOEDBOUXPSLPOIFSBTTJHONFOUBCPVU UIFCMVFXIBMFTIBCJUBU4PTIF IBTOUDPNQMFUFE XPOUIBWFDPNQMFUFE JUCZ.POEBZ4IFOFFET UPBTLGPSBOFYUFOTJPOPGUIFEFBEMJOF Complete the sentences, using the present perfect or the future perfect 1. #ZOFYUTVNNFS PVSSFTDVFUFBN TBWFBOEUBLF JO @@@@@@@@@@@@IVOESFETPGFOEBOHFSFEBOJNBMT 2. -PPL BU UIJT DVUF MJUUMF CFBS *U MJWF JO UIF XJMEMJGF QBSL GPS TJY NPOUIT BOE JUMM CF SFMFBTFECBDLJOUPUIFXJMEOFYUNPOUI 3. *G ZPV DPNF UP UIF DPOGFSFODF PO XJMEMJGF QSPUFDUJPO BGUFS BN UIF NPTU JOUFSFTUJOH QSFTFOUBUJPO öOJTI 4. #ZUIFFOEPGUPEBZ ,JN WJTJU BMMPG UIFBOJNBMSFTDVFDFOUSFTJOUIFDJUZ 5. *MM TUBSU XSJUJOH NZ FTTBZ PO QSPUFDUJPO PG FOEBOHFSFE TQFDJFT BT TPPO BT * DPMMFDU FOPVHIJOGPSNBUJPO DO YOU KNOW…? t 5IFGVUVSFQFSGFDUJTVTFEUPTBZUIBUTPNFUIJOHXJMMCF öOJTIFEPSDPNQMFUFECZBDFSUBJOUJNFJOUIFGVUVSF Example: I’ll have finished cooking dinner by the time you come home t 5IF QSFTFOU QFSGFDU PS UIF QSFTFOU TJNQMF JT VTFE JOTUFBEPGUIFGVUVSFQFSGFDUUPFYQSFTTUIFJEFBPG DPNQMFUJPOBGUFSTPNFDPOKVODUJPOTPGUJNFwhen, as soon as, after, before Examples: I’ll phone you when I’ve finished my homework I’ll phone you when I finish my homework Unit Endangered species SKILLS Work in pairs Discuss which word(s) in the box can be used in each gap more better higher longer The _ time you spend on preparing for the test, the _ scores you may get The _ you practise speaking in your class, the _ you are at public speaking READING Saving endangered species: pros and cons Discuss with a partner a Which of these animals are on the list of endangered species? Complete the sentences with the words from the box One word can be used more than once faster more better greater warmer higher The _ the pollution becomes, the _ animals lose their natural habitats dolphin The _ I study about endangered species, the _ I worry about their protection tiger The _ the weather gets around the world, the _ the polar ice caps will melt The _ effort you make, the _ the achievements you may get The _ renewable energy sources we use, the _ our living conditions will become DO YOU KNOW…? saola elephant t %PVCMFDPNQBSBUJWFTEFTDSJCFBDBVTFBOEFòFDU process The first half expresses a cause, and the second half expresses an effect t 'PSNBUJPODSFBUJOHBQBSBMMFMTUSVDUVSFXJUIUXP parts having a similar form sea turtle The + comparative adj/adv + subject + verb, the + comparative adj/adv + subject + verb Example: The better your education is, the greater your opportunities are The + more/less + (noun) + subject + verb, the + more/less + (noun) + subject + verb Examples: The more you give, the more you will receive The more money he makes, the less free time he has 10 giant panda b Can you find them in Viet Nam now? Unit Endangered species V SKILLS includes: • Reading containing a topic-related reading text developed to suit students’ interests 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 activities are designed following READING 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 task in which students can share their own ideas or opinions with their partners about the issues related to the facts or problems presented in the reading text Double comparatives Work in pairs Discuss which word(s) in the box can be used in each gap more better higher longer The _ time you spend on preparing for the test, the _ scores you may get The _ you practise speaking in your class, the _ you are at public speaking Saving endangered species: pros and cons Discuss with a partner a Which of these animals are on the list of endangered species? Complete the sentences with the words from the box One word can be used more than once faster more better greater warmer higher The _ the pollution becomes, the _ animals lose their natural habitats dolphin The _ I study about endangered species, the _ I worry about their protection tiger The _ the weather gets around the world, the _ the polar ice caps will melt The _ effort you make, the _ the achievements you may get The _ renewable energy sources we use, the _ our living conditions will become DO YOU KNOW…? saola elephant t %PVCMFDPNQBSBUJWFTEFTDSJCFBDBVTFBOEFòFDU process The first half expresses a cause, and the second half expresses an effect t 'PSNBUJPODSFBUJOHBQBSBMMFMTUSVDUVSFXJUIUXP parts having a similar form sea turtle The + comparative adj/adv + subject + verb, the + comparative adj/adv + subject + verb Example: The better your education is, the greater your opportunities are The + more/less + (noun) + subject + verb, the + more/less + (noun) + subject + verb Examples: The more you give, the more you will receive The more money he makes, the less free time he has 10 giant panda b Can you find them in Viet Nam now? Unit Endangered species SPEAKING Action for end angered species conserv ation Put the following ways of protectin and coral reef g rhinos s in the correct boxes ban transportatio n of and trading in rhino horns donate to rhino conservation orga nisations ► launch antipoaching campaig ns ► not leav e litter on the beac h or in the wate ► practise r safe and responsi ble diving and snorkelling ► ► • 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 ► ► ► stop using rhin o products use organic ferti lizers to avoid pollu ting the ocean stop using cora l reef products HOW TO PRO TECT RHINOS ● _ ● _ ● ● _ _ _ Work with a part ner Use the info rma or your own idea s to prepare a talk tion in to protect rhin about how os or coral reef s The phrases and expr essions may help following you Purposes Phrases and expr essions To welcome the Good morn ing/afternoon, audience and everyone introduce the It’s my pleasure to topic talk to you today about To introduce the first point/idea To move to the next point _ _ _ _ _ My next point is Let’s now turn to anoth er point _ _ To begin with, I’ll sugg est I’d like to begin by discussing To indicate the end of the talk Finally, I’d like to summ arise the key issues/points To sum up, let’s look at the main points again To conclude, I’d like To thank the audience HOW TO PRO TECT CORAL ● _ REEFS _ ● _ ● _ ● _ _ _ _ _ _ _ _ Present your talk to the class stop using rhin o products stop using coral reef products 12 VI Unit Endang ered species to Thank you for your attention Thanks for listening LISTENING Dangers to wildlife Below is the conservatio n status scale which indicates whether a species still exists and how likely it is to becom e extinct in the near future Match the three phrases indicating three ‘threatened’ levels with the numbers 1, and • Listening including four or five activities which are organised following the three-stage teaching procedure: pre-listening, whilelistening, 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 n and the t the Komodo drago Read the facts abou c, d, or e in the space provided blue whale Write a, b, the correct section to match the title with s b Conservation statu a Diet on d Population c Habitat and locati e Physical features Blue whale Komodo dragon on - found in the wild Indonesian islands (Komodo, Rinca, Gili Montang, Gili Dasami, Flores) - live in forests, on beaches, on hilltops - live in the cold waters of the Arctic and Antarctic al - migrate to tropic seas to breed (up to four months) looks ile - mammal, but - looks like a crocod like a fish or lizard - 30 metres long - male adults can grow 00 tons 150-2 long s metre to up - 90 kilos eat very small eat meat (large water shellfish buffaloes, deer, pigs, smaller dragons) estimated 14,000 6,000 in the wild in (10,000 in the in Indonesia; slightly Antarctic and 4,000 declining the Arctic); increasing - endangered (IUCN Red (IUCN - vulnerable Red List) List) - facing threats - cause: more males from whalers, than females pollution, collisions a not are (humans with boats and threat) ships, and global antiby - protected warming in laws poaching - many recovery by and esia Indon plans to restore its other and zoos 30 e population outsid parks fe wildli Indonesia Threatened EX Bringing extinct spec Extinct Extinct in the wild NT Near threatened VU (Vulnerable) LC Least concern CR (Critically enda ngered) EN (Endangered) Listen to the first part of a talk given by Peter Shawl, a conservatio n biologist, and check your answers in Listen to the secon d part the best option to comp of the talk and choose lete the statements answer the questions or According to Peter Shawl, wildli fe becomes endangered becau se _ A the population of some species grow too fast B natural habitats are destroyed by huma ns C the stronger anim als kill the weaker Animals’ habitats become polluted when humans _ A cut down forest trees B build more house s C use chemicals in agriculture When tigers are hunted and killed, which of their parts are collected and used? A Their bones B Their fur C Their teeth ies back to life? Are the speakers for or against bring to life? support , write ‘yes’ if they a In the table below they oppose it the idea, or ‘no’ if or against) given by (for n reaso the words b Complete g no more than two each speaker, writin in each gap Van Nam Mary Paul Do you agree with Peter Shawl that humans are responsible for the loss of biodiversi ty? Discuss with a partn er WRITING Endangered spec Reason the We should _ damage that has been done to _ Some species could to bring back _ our world _ Scientists could _ to protect endangered species if they _ t to bring some extinc species back to life It’s a _ time money ies report Match the pictures with the anim als’ names Then discuss the ques tions with a partner - Can you find these animals in Viet Nam? - What they eat? - Are they endangere d species? a blue whale b Komodo drago n 13 • Writing guiding students through the s back to life? Bringing extinct specie Yes/No In the second part, Shawl discusses the two main (1) _ to wildlife The first is loss of (2) _, and the secon d is hunting and (3) _ These dangers are caused by (4) _ activities, so we need to take action to protect and (5) _ wildli fe Unit Endanger ed species nges Listen to two exchaing extinct species back Complete the summary of the talk, writing one word each blank in Which of the follow ing uses of elephant tusks is mentioned in the talk? A Making false teeth B Producing traditional medicine to treat diseas es C Making valuable items ON COMMUNICATI AND CULTURE Communication EW Listen to the secon d part again and st Are you for or againct the revival of extin species? Discuss with a partner 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 species in and write two Choose one of the words to describe it a report of 150-200 Follow the plan below s below t and location of the specie Paragraph 1: Habita … s are found in the wild Example: Komodo dragon , … forests in They live al features and diet Paragraph 2: Physic look like … are called dragons, they Example: Although they status tion and conservation Paragraph 3: Popula … about 6,000 Example: There are List, Komodo dragons According to the IUCN Red are classified as … 14 ed species Unit Endanger 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 Let’s save the sea turtles! Read the text about how sea turtles are protected and complete the notes Sea turtles have lived in the world’s oceans for more than 100 million years However, they have become endangered or critically endangered largely because of overfishing, loss of nesting habitat and climate change Living in warm waters, sea turtles migrate hundreds of miles between their feeding grounds and the beaches where they nest and lay eggs Aware of sea turtles’ behaviour, Malaysian local authorities have made efforts to restore their population Many sea turtle natural reserves have been set up in Terengganu, Pahang, Sabah and other places to carry out different projects to save the species poachers from stealing the eggs, but also to save baby turtles from natural predators like birds, crabs and lizards These turtle centres are designated as protected areas, and no visitors are allowed on the beaches at certain times of the year This helps to ensure a safe breeding ground for turtles when they come to land to lay eggs Turtle enclosures near the beach are fencedoff not only to stop human Programmes to raise public awareness are also conducted by the turtle centres to educate visitors on the critical need to protect sea turtles, their eggs, baby turtles and their habitat These efforts are made in the hope of preserving the species and maintaining the ecological balance Notes about sea turtles: A Facts about sea turtles: - Conservation status: (1) or - Dangers: - overfishing - (2) - (3) - Habitat: (4) living in sea waters (5) laying eggs on B How sea turtles are protected in Malaysia: Setting up turtle natural reserves for the following purposes: (6) ensuring a safe for sea turtles (7) protecting and baby turtles (8) conducting programmes to Discuss with a partner a Where are sea turtles mostly found in Viet Nam? Are they endangered in Viet Nam? b Are there any measures or laws to protect sea turtles in Viet Nam? Unit Endangered species 15 VII LOOKING BA CK Looking back offers revision and Pronunciatio n Read the followi ng exc 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 hanges Dec the linking /r/ is likely to hap ide where pen in fast, fluent speech A: Rhinos are in danger of exti nction in Asia and Africa, aren’t they ? B: Yes Because their horns are believed to cure diseases How ever, there is no evidence to support this beli ef A: Lisa and I went to the new wildlife park last week B: Did you see any deer or saol as there? A: Yes, we did The y were very frien dly and funny Listen and che ck you exchanges in If (poach) _ tinues at elephants, rhin os and other Afric current rates, an wildlife may be gone within our lifetime Darwin’s theo ry of (evolve) _ explains that the _ strongest spec ies can survive because they have the ability to ada environment bett pt to the new er than others er ies and design a post one endangered spec information about four to six Look for Work in groups of ies Include the following points: ) spec lation this popu res, diet, to introduce location, physical featu species (habitat and ct it ● Facts about the ed and how to prote s, why it is endanger ● Conservation statu ies: spec ed nger Suggested enda ) ● the saola (Viet Nam Nam) ● the sea turtle (Viet or (USA) cond rnian ● the Califo why and how it species and explain nt the features of your er to the class Prese Introduce your post Here is an example cted prote be ld shou Why endangered? les more males than fema Size & weight: • up to metres long • 90 kilos Diet: meat (large , water buffaloes, deer pigs, smaller dragons) s: Conservation statu vulnerable How to protect: • anti-poaching laws • setting up Komodo zoos National Park & 30 plants NOW I CAN ngered animals and ses related to enda ch use words and phra fast connected spee ● understand and between vowels in appropriate linking ts even or ns ● identify and use actio e ct to describe futur ss perfe proce e ect futur -eff the ● use a cause-and aratives to describe ife protection ● use double comp mation about wildl ideas and specific infor ● read for general species protect endangered ts to wildlife threa t ● talk about how to abou talk a in information ● listen for specific ies t an endangered spec ● write a report abou cted in Malaysia sea turtles are prote ● learn about how ed species Unit Endanger VIII species how long / stud y English / in this school / by the time / graduate in June how long / live / in present hom e / by next year how many new English words / learn / by the end of this unit how many units in this boo k / finish / in weeks’ time four how long / wor k / this assignm ent / by the time you / hand it in / Rewrite these sentences, usin g double comparatives Example: As we witness more dam age to wildlife, want to put mor we e effort into prot ecting wild plan and animals ts - The more dam age to wildlife we witness, the mor effort we want to e put into protectin g wild plants and animals As people nee d more land to build houses, they cut down more forests The unempl oyment rate is getting higher, crime rate is bec so the oming higher as well If you get a better educatio n, there will be opportunities for more you to get a goo d job As it is rain ing more heavily, the flooding will become worse There are mor e and more cars in our city, so will have to suff we er more from poll uted air 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 Komodo dragon Population: 6,000 in the wild in Indonesia Unit Endang ered tise asking que and giving ans stions wers, using the prompts below Example: how many lessons / review / by nine tonight o’clock - How many lessons will you have reviewed o’clock tonight? by nine - I’ll have revie wed three lesso ns by then Project is aimed at providing students PROJECT Habitat: forests, beaches, hilltops repeat the Complete the sen tences with the correct form of the words in brackets Increasing trad e in ivory prod ucts is a threat the (survive) to _ of elephants I don’t think bringing (extinct ion) species back to _ life is a good idea against the laws That’s going of nature Plants and tree s can be (danger) animals The lady like slipper orchid is an example Dinosaurs and mammoths are classified as EX, meaning extinct, on the (conserv e) _ status scale 16 Location: in the wild ds on Indonesian islan r answers Then Vocabulary Grammar Work with a par tner Prac • 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 completing the unit GENERAL TEACHING SUGGESTIONS The following teaching guidelines are for your reference Feel free to make any adjustments (such as 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 They should be practised in meaningful contexts and their 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 and/or to 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, and includes a conversational text followed by four or five activities Start your teaching with a lead-in, 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 or a song, view a video clip, dictation, or play a game such as Charades, Bingo, Tic-Tac-Toe, or Odd-OneOut to revise previously learnt vocabulary (See details of the games in the Teaching Vocabulary sub-section.) • 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 blank word grid on the board and ask students to copy it Ask students to tell you the words they have studied in their lessons List them on the board Students choose some of the words from the list and copy them into their grid Every student needs to have a different grid of words for the game to work 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 (horizontal, vertical, or diagonal) crossed out That student calls out ‘Bingo’, and is declared the winner As a followup 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 Draw a 3x3 grid on the board Write in each square a question prompt such as: 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 ? Each pair of students has a blank 3x3 grid on a piece of paper Students take turns picking a square in the grid, and completing the question in the square If their answer is grammatically correct and makes sense they draw an X or O in the corresponding square of their grid The first student with three Xs or Os in a line wins With larger classes, the game can be played in groups 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 four words from the same vocabulary set, but three have a positive meaning and one has a negative meaning, 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 linking, stress and intonation Tell students that they cannot develop good English pronunciation skills by just repeating once and that practice makes perfect They should make several attempts at recognising and imitating the model as naturally as they can Grammar • Grammar can be taught inductively – starting with examples from which students 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 students’ preferences The learner-centred nature of inductive teaching is often seen as advantageous as the students were active and engaged in the learning process which may help students 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 teacher and students 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 X PROJECT LIFELONG LEARNING QUESTIONNAIRE Work in groups Each group member interviews ten people about their perception of lifelong learning Use the questionnaire shown here as a guide Report the information you have collected to the whole class focusing on the similarities and differences in the perceptions of lifelong learning of the ten people you have interviewed Please answer the questions by ticking the boxes Which of the following is the main objective for lifelong learning? A Keeping your brain healthy B Increasing individual income and employment security C Updating knowledge and skills D Getting a higher degree to decorate one’s CV E Teaching and training other people F Your idea: Which of the following is the best thing to learn throughout life? A Work-related knowledge and experience B General knowledge C Anything of one’s interest D Specialised knowledge E Anything at one’s convenience F Your idea: Which of the following is the best way to learn throughout life? A Enrolling on online courses B Attending lectures, conferences, seminars, and meetings C Reading professional magazines and books D Attending classes at ‘bricks and mortar’ institutions E Learning from friends, colleagues and experienced professionals F Your idea: Which of the following is the main facilitator to lifelong learning? A Government programmes supporting lifelong learning B Online educational materials available C Employers’ support, awards, and promotion for good lifelong learners D Family’s support E Scholarships from universities and organisations F Your idea: Which of the following is the main barrier to lifelong learning? A Lack of time B Lack of interest and motivation C Lack of support from family and employers D Lack of finances E Inability to choose what to learn F Your idea: NOW I CAN ● understand and use words and phrases related to young people’s hopes, dreams, and ambitions after leaving school ● recognise and use correct intonation on different types of questions ● use conditionals Type 3, and mixed conditionals of Type and Type ● read for general ideas and specific information about lifelong learning ● give a presentation about how to keep learning throughout life ● listen for specific information in a talk show about a successful lifelong learner ● write a description of a bar chart about barriers to lifelong learning ● learn about lifelong learning in different countries 69 Unit 10 Lifelong learning                          PrOJeCt Lead-in: Inform the class of the lesson objective: exploring the topic further in a collaborative way For this project, Ss work in groups of four or fi ve • Ask Ss to prepare their survey forms to match the one printed in the textbook • Have each student ask ten people They could be their classmates, relatives, or neighbours Ss should ask these people, and take notes of their answers to the five survey questions Advise them not to collect any personal data such as names and addresses, and to keep the identity of the survey participants anonymous • Allow Ss one week to collect the information about people’s perception of lifelong learning Ask Ss in each group to compare the information they have collected about their survey participants and try to find out similarities and differences in the perceptions of lifelong learning of the people interviewed • Based on these common features, Ss prepare their reports to the whole class Encourage the rest of the class to ask questions and give feedback about the presentation Have the class vote for the best presentation LESSON OUTCOME • Ask Ss: What have you learnt today? What can you now? • Elicit answers: I have learnt about people’s perception of lifelong learning and their plans for continuing acquiring knowledge and developing skills When doing the survey, I have learnt how to interview, communicate, and collaborate with others NOW I CAN • Ask Ss to assess their own lesson outcomes by ticking the appropriate column in the assessment box • If time allows, go through each item in the list and discuss as a class to identify Ss’ strengths and weaknesses for further remedial work Unit 10 Lifelong learning 69T Review Units 9-10 LANGUAGE Vocabulary Use the right form of the words in the box to complete the sentences pursuit option flexibility profession career apprenticeship Some schools fail to prepare students for 21stcentury _ Earning while learning is one of the advantages of a(n) _ I believe that those who _ a career in medicine should be motivated by the desire to help other people My granny said that I could gain knowledge and experience during an apprenticeship After gaining good qualifications, he is now looking for a job that is well-paid, exciting, and _ In the modern age, keeping your skills up to date will give you more career _ to choose from Form new words by matching the words on the left with the appropriate form of the words on the right Then complete the sentences using the new compound words self long work time full book life direction text learn self force When my mom gave birth to my younger brother, she gave up her _ job and looked for a part-time one She admired her grandfather even more after she heard that he had acquired his professional skills through _ Many students in my school prefer studying with digital _ to studying with print ones My grandmother is an example of a _ learner She learnt to speak two more languages at the age of 65 Many people believe that _ learning can be very challenging, even for the most motivated and intelligent students A recent report reveals that over 60 per cent of the total _ in the US healthcare industry is without a bachelor’s degree 42 70 Review Introduction • • The aim of Review is to help Ss to revise the language and skills they have learnt in Units and 10 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 Ask Ss to the activities individually or in pairs/ groups Then check answers as a class Alternatively, have Ss work on an activity and check their 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 Provide them with the correct answers if necessary Have some Ss write their answers on the board or read them out loud (depending on the level of the class) Key careers professional apprenticeship flexible pursue options Have Ss match the words individually first Remind them to use the correct forms The compound words may • or may not need hyphenating Ask some Ss to write the compound words on the board or read them out loud When all the compound words have been correctly identified, have Ss the gap filling activity • Check answers as a class Key full-time lifelong self-learning self-directed textbooks workforce Review 70T Pronunciation Listen and underline the unstressed words in the following sentences There are subtle differences between a letter of application and a covering letter, but the terms are sometimes used interchangeably A letter of application can stand on its own Make a complex sentence from each pair of sentences Use the words provided and make any necessary changes A person will not be able to adapt to changes in life and work He or she becomes a lifelong learner (unless) A covering letter, which is always accompanied by other documents, expresses the job applicant’s interest Lifelong learning has become important in our lives Various courses and programmes have been designed and developed to meet our needs (so … that) Grammar Minh reads a few books Kieu reads many books (as … as) Complete the sentences using the correct form He acts like a career adviser He is not a career adviser (as if) of the phrasal verbs in the box You don’t need to use all the verbs drop out of get on with keep up with think back on drop in on talk back to come up with put up with go on with cut down on run out of You don’t keep up with new technology You’ll be left behind at work (If) Jane studies hard Tom studies harder (than) Use your own ideas to complete the sentences below Though my manager didn’t offer me a pay rise I felt satisfied because she agreed _ my job duties I would be most grateful if _ (Conditional Type 2) When I leave upper secondary school, I those happy school days If my grandpa hadn’t been a lifelong learner, _ (Conditional Type 3) Do you dare _ your boss? If you speak your mind to your manager, and it in the right way, it can be helpful to your career If my father gets a promotion at work, _ (Conditional Type 1) The number of students _ school is still a problem, though the number that complete school is continually increasing If she hadn’t had enough passion and determination _ (Conditional Type 3) Decision making skills can help you to analyse problems and good solutions If the teacher changed his teaching methods, _ (Conditional Type 2) Through lifelong learning, individuals can rapidly-evolving technology and the fast-changing world If he hadn’t refused to take a course in computer science, _ (Mixed conditional of Type and Type 3) 43 71 Review Review 71 Pronunciation In this activity, Ss have a chance to check their • • • • • • Key knowledge of unstressed words Remind Ss of the rules about unstressed words in Unit if necessary Have Ss underline the weak forms and check with a partner before listening to the recording Play the recording Ask Ss to listen and confirm their answers Check answers as a class Play the recording again for Ss to repeat each sentence out loud Alternatively, assign this activity as homework and encourage Ss to practise saying the sentences at home A person will not be able to adapt to changes in life and work unless he or she becomes a lifelong learner Lifelong learning has become so important in our lives that various courses and programmes have been designed and developed to meet our needs Minh doesn’t read as many books as Kieu (does) He acts as if he were/was a career adviser If you don’t keep up with new technology, you’ll be left behind at work Tom studies harder than Jane (does) Key and audio script There are subtle differences between a letter of application and a covering letter, but the terms are sometimes used interchangeably This activity provides Ss with the revision of A letter of application can stand on its own • A covering letter, which is always accompanied by other documents, expresses the job applicant’s interest • conditional sentences • Grammar The aim of this activity is to review phrasal verbs • • • 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 cut down on to talk back to come up with will think back on dropping out of keep up with This activity focuses on revising adverbial • • • clauses Elicit Ss’ knowledge of adverbial clauses of condition, comparison, manner, and result Revisit the rules regarding them if necessary Ask some Ss to complete the sentences on the board while others the activity individually or in pairs Check answers, and ask Ss to explain their choice of an adverbial clause in each case if necessary Ask Ss to the activity individually first, and then compare answers with a partner Have some Ss write their answers on the board, and then check Ss’ answers as a class Alternatively, have individual students read their answers in front of the class Suggested answers I would be most grateful if you could help me to plan my career If my grandpa hadn’t been a lifelong learner, he couldn’t/wouldn’t have done so many things in his life If my father gets a promotion at work, he will earn more money If she hadn’t had enough passion and determination, she wouldn’t have achieved this level of success If the teacher changed his teaching methods, he would make his lessons more interesting If he hadn’t refused to take a course in computer science, he would now be able to work with new technologies Review 71T SKILLS READING Read the text about lifelong learning Lifelong learning: Why? The astonishing speed of technlogical development makes it necessary for individuals to learn new skills and keep improving them throughout their lives The term lifelong learning (LLL) refers to the DPOUJOVPVTBDDVNVMBUJPOPGBOJOEJWJEVBMT knowledge and skills Apart from the LOPXMFEHF TLJMMT BUUJUVEFT BOECFIBWJPVST QFPQMFBDRVJSFJOUIFJSFWFSZEBZMJWFT - DPOTJTUTPGUISFFGPSNTGPSNBM OPOGPSNBM and informal learning Formal learning is learning that happens in formal and organised TFUUJOHTMJLFTDIPPMTBOEVOJWFSTJUJFT BOEWFSZ often leads to certificates or degrees While non-formal learning is considered learning gained in planned activities like vocational TLJMMTUSBJOJOH JOGPSNBMMFBSOJOHJTMFBSOJOH BDRVJSFEGSPNEBJMZMJGFBDUJWJUJFT LLL offers a great number of benefits to JOEJWJEVBMT DPNNVOJUJFT BOEUIFDPVOUSZ 'JSTUPGBMM JUCSJOHTJOEJWJEVBMTLOPXMFEHF FOIBODFTUIFJSFYJTUJOHTLJMMT TUJNVMBUFT MFBSOJOHFYQFSJFODFT BOECVJMETVQTZTUFNT PGWBMVFT OFDFTTBSZGPSUIFNBTTPDJBMIVNBO CFJOHT4FDPOEMZ LOPXMFEHFBCMFJOEJWJEVBMT make communities more productive and DSFBUJWFXJUIUIFJSVQUPEBUFTLJMMT BCJMJUJFT BOEJEFBT5PEBZTGBTUDIBOHJOHLOPXMFEHF FDPOPNZSFRVJSFTXPSLFSTXIPBSFXFMM prepared for new challenges by constant MFBSOJOH5IJSEMZ -IFMQTUIFDPVOUSZUP QSPTQFS"OBCMF TLJMGVM BOELOPXMFEHFBCMF person can enormously contribute to his/ IFSDPVOUSZTEFWFMPQNFOUBOEQSPTQFSJUZ which in turn contributes to the happiness BOEXFMMCFJOHPGJUTDJUJ[FOT0CWJPVTMZ -JT so important that all individuals should learn throughout their lives Read the text again and answer the questions Why individuals need to learn new skills and keep improving them throughout their lives? What is meant by LLL? What does formal learning include? How is non-formal learning different from informal learning? What benefits does LLL offer individuals? How communities and countries benefit from LLL? SPEAKING Work with a partner Discuss the career planning steps below Which one is the most important to you? CAREER PLANNING STEPS t LOPXJOH ZPVSTFMG TUSFOHUIT TLJMMT JOUFSFTUT WBMVFT BOEBNCJUJPOT t öOEJOH PVU FYQMPSJOH MJGF XPSL BOE MFBSOJOH options available t HFUUJOH BEWJDF UBMLJOH UP DBSFFS BEWJTFST QSPGFTTJPOBMT BOEFYQFSUT t NBLJOHEFDJTJPOTDPNQBSJOHPQUJPOT OBSSPXJOH EPXO DIPJDFT BOE DIFDLJOH JG UIFZ NBUDI ZPVS skills and interests t UBLJOHBDUJPOXPSLJOHUPXBSETZPVSHPBMT TUVEZJOH IBSEFSUPQBTTFYBNTBOEUPHFURVBMJöDBUJPOT Example Student A: /PX MFUT IBWF B MPPL BU UIF DBSFFS planning steps What you think of the WFSZöSTUTUFQLOPXJOHZPVSTFMG Student B: 8FMM * UIJOL JU NFBOT UIBU XF IBWF to understand our strengths and XFBLOFTTFT BT XFMM BT PVS WBMVFT BOE ambitions Student A: :FT * BHSFF (FUUJOH UP LOPX ZPVSTFMG XFMM XIFO ZPVSF DIPPTJOH B DBSFFS PS looking for a job can help you make the SJHIUEFDJTJPO)PXBCPVUUIFOFYUTUFQ 44 72 Review 41 Review SKILLS READING Lifelong learning: Why? This reading activity focuses on scanning for specific information Ask Ss to read the title and make guesses about the content of the text, first in pairs, then as a class • Write the best predictions on the board Then have Ss read the text to check if any of their predictions were accurate Have Ss skim the questions before reading the text • • • Give Ss enough time to read the text and scan it to answer the questions Ask Ss to discuss their answers with a partner Check answers as a class and give explanations if necessary Key They/Individuals need to learn new skills and keep improving them throughout their lives because of the astonishing speed of technological development LLL (which stands for lifelong learning) means the continuous accumulation of an individual’s knowledge and skills It includes learning that happens in formal and organised settings like schools and universities, and very often leads to certificates or degrees Non-formal learning is learning gained in planned activities, whereas informal learning is learning acquired from daily life activities Apart from knowledge, skills, and learning experiences, it builds up systems of values necessary for all individuals With their skills, abilities, and ideas, knowledgeable individuals make communities more productive and creative, and contribute to their country’s development and prosperity SPEAKING Career planning steps This activity offers Ss a chance to consolidate their ability to talk about steps in career planning • • • • Have Ss work in pairs Ask them to discuss the career planning steps first, and then role play the example with a partner Ask Ss to decide on the steps important to them Encourage Ss to practise their conversation until they are fluent and confident Invite some pairs to role play their conversations in front of the class Review 72T LISTENING WRITING Lifelong learning: good or bad? A letter of application Listen to a talk about lifelong learning Read the job advertisement in the newspaper Decide whether the following statements are true (T), false (F), or not given (NG) T We will soon be left behind if we not keep our knowledge and skills sharp and up-to-date in this fastchanging world Lifelong learning, or LLL, sharpens our mind and improves our memory Thanks to LLL, people are more confident in their ability to learn, to work, and to share information Lifelong learners damage their relationships and decrease their ability to communicate with people LLL offers individuals better opportunities to make more money Lifelong learners can have more opportunities for career growth and quick promotion F NG Viet Nam News and think about the qualities and experience you may need for the job TOUR GUIDE WANTED Happy Travels needs a young, self-motivated, enthusiastic, and friendly person to work as a tour guide at their agency in Ho Chi Minh City, from July 1st to August 31st Responsibilities: - Taking visitors to historical and religious sites, national monuments and museums, natural attractions - Answering visitors’ questions - Helping to organise tours Skills and personal requirements: - Responsibility, patience, and a friendly personality - Plenty of energy and enthusiasm - Ability to find up-to-date information - Good interpersonal skills and organisational skills - Languages: English (required); French or others (desirable) Please send your application to: happytravels@ goodlife.com or Personnel Department, 1861 Giang Van Minh St., Ha Noi Hotline: 0906115555 Write a covering letter of around 180 words, applying for the job in Use the suggestions below or your own information and ideas t 4BZ XIZ ZPV BSF XSJUJOH NFOUJPOJOH UIF KPC you are applying for and where you found the information t (JWFEFUBJMTPGZPVSTLJMMTPSQSFWJPVTFYQFSJFODF XIJDIBSFDPOTJEFSFEBHPPEöUGPSUIFKPC t 5BML BCPVU ZPVS QFSTPOBM RVBMJUJFT BOE qualifications, and offer to provide references t $PODMVEF CZ UIBOLJOH UIF FNQMPZFS GPS considering you for the position Mention when you are available for an interview 45 73 Review Review 73 LISTENING • Lifelong learning: good or bad? This activity aims at listening for specific • • • • • information in a talk about lifelong learning Ask Ss to look at the table and read statements 1-6 Play the recording once for Ss to listen and decide on the correct answers Play the recording again, pausing 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 If time allows, have Ss rewrite and correct the false answers Key T T T F NG NG Audio script Well, as I said earlier, the world around us is changing at an amazing speed If we not keep our knowledge and skills sharp and up-to-date, we will soon be left behind Firstly, lifelong learning, or LLL, sharpens our mind and improves our memory Generally, learning has positive effects on human brain Research reveals that people with more education are less likely to suffer from memory loss in old age Secondly, LLL makes people more confident in their ability to learn, to work, and to share information with others In addition, lifelong learners have better interpersonal skills When learning, we often engage with life and people, which, in turn, enhances our relationships and sharpens our skills Learning forces us to continuously listen, read, write, and speak While we build up and enhance these skills, we also improve our ability to communicate with colleagues, customers, and other people Furthermore, LLL can also improve our career opportunities Not only can we enhance the skills we already have, but we can also take advantage of opportunities to learn new skills or maximise our chances of career growth In summary, in the 21st century we all need to be lifelong learners if we want to succeed in life WRITING A letter of application The aim of this activity is for Ss to get information • necessary for their letter of application Give Ss enough time to read through the advertisement Explain any words or concepts that they may not understand Ask Ss to work in pairs or groups and discuss the qualities and experience necessary for the job advertised Tell Ss that this activity focuses on having them write a letter of application • • • Give Ss enough time to read through the suggestions invidually Encourage them to add any information or ideas Remind Ss of the format of the job application letter provided in Unit if necessary 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 Personnel Department Nguyen Minh Quang Happy Travels 2099 Hai Ba Trung St 1861 Giang Van Minh St Ho Chi Minh City Ha Noi 29 May 20… Dear Sir or Madam, I am writing in response to your advertisement in today’s Viet Nam News for the post of tour guide at your agency in Ho Chi Minh City I enclose my CV for your information As you can see, I have previous experience which has prepared me for this position I worked as an assistant tour guide for Binh Minh Travels in Ho Chi Minh City for eight weeks last summer My responsibilities included giving information to visitors, accompanying groups of foreign tourists on overnight and multi-location tours, answering visitors’ questions and keeping the tours organised, safe, and efficient I am an active and hard-working person I am also self-motivated, sociable, friendly, and enthusiastic I have a good command of English and my IELTS score is 7.5 I sometimes work as a freelance interpreter and translator In addition, I can speak Spanish fluently, as well as a little French If required, I can provide references and any additional information I am very keen to work for your agency and would be grateful for an opportunity to discuss my application with you in person I would be available for an interview at any time Thank you very much for taking the time to consider this application I look forward to hearing from you Yours faithfully, Quang Nguyen Minh Quang Review 73T GLOSSARY Abbreviations adj adjective adv adverb Word conjunction idm idiom n noun pre preposition Transcription pro v pronoun verb Meaning Unit academic (adj) /ˌỉkəˈdemɪk/ học thuật, giỏi mơn học thuật Unit activate (v) /ˈỉktɪveɪt/ kích hoạt Unit adequate (adj) /ˈædɪkwət/ thoả đáng, phù hợp Unit 10 administrator (n) /ədˈmɪnɪstreɪtə(r)/ nhân viên hành Unit advice (n) /ədˈvaɪs/ lời khun Unit algorithm (n) /ˈỉlgərɪðəm/ thuật tốn Unit align (v) /əˈlaɪn/ tuân theo, phù hợp Unit ambition (n) /ỉmˈbɪʃn/ hồi bão, khát vọng, tham vọng Unit applicant (n) /ˈæplɪkənt/ người nộp đơn xin việc Unit apply (v) /əˈplaɪ/ nộp đơn, đệ trình Unit apprentice (n) /əˈprentɪs/ thực tập sinh, người học việc Unit approachable (adj) /əˈprəʊtʃəbl/ dễ gần, dễ tiếp cận Unit articulate (adj) /ɑːˈtɪkjuleɪt/ hoạt ngơn, nói lưu lốt Unit artificial intelligence (n) /ɑːtɪˈfɪʃl ɪnˈtelɪdʒəns/ trí tuệ nhân tạo Unit automated (adj) /ˈɔtəmeɪtɪd/ tự động Unit barista (n) /bəˈriːstə/ nhân viên làm việc quán cà phê Unit be in touch with /bi ɪn tʌtʃ wɪð/ liên lạc với Unit biodiversity (n) /ˌbaɪəʊdaɪˈvɜːsəti/ đa dạng sinh học Unit call for /ˈkɔ:l fə(r)/ kêu gọi Unit candidate (n) /ˈkændɪdət/ ứng viên (đã qua vòng sơ tuyển) Unit career (n) /kəˈrɪə/ nghề, nghề nghiệp, nghiệp Unit career adviser (n) /kəˈrɪə ədˈvaɪzə/ người tư vấn nghề nghiệp Unit cluttered (adj) /ˈklʌtəd/ lộn xộn, trông rối mắt Unit come up with /kʌm əp wɪð/ tìm thấy/nảy (ý tưởng, giải pháp) Unit compassionate (adj) /kəmˈpỉʃənət/ thơng cảm, cảm thơng Unit colleague (n) /ˈkɒliːɡ/ đồng nghiệp Unit 74 Word Transcription Meaning Unit covering letter (n) /ˈkʌvərɪŋ ˈletə(r)/ thư xin việc Unit conservation (n) /ˌkɒnsəˈveɪʃn/ bảo tồn Unit conservation status (n) /ˌkɒnsəˈveɪʃn ˈsteɪtəs/ tình trạng bảo tồn cut down on cyber-attack (n) /kʌt daʊn ɒn/ /ˈsaɪbə(r) əˈtæk/ Unit cắt, giảm (biên chế, số lượng) Unit công mạng Unit dealership (n) /ˈdiːləʃɪp/ doanh nghiệp kinh doanh Unit demonstrate (v) /ˈdemənstreɪt/ thể Unit dishwasher (n) /ˈdɪʃwɒʃə(r)/ người rửa bát đĩa, máy rửa bát đĩa Unit downside (n) /ˈdaʊnsaɪd/ mặt trái, bất lợi Unit drop in on /drɒp ɪn ɒn/ ghé thăm Unit drop out of /drɒp aʊt əv / bỏ (học, nghề,…) Unit e-learning (n) /ˈiː lɜːnɪŋ/ hình thức học trực tuyến Unit 10 employable (adj) /ɪmˈplɔɪəbl/ thuê làm việc Unit 10 endangered (adj) /ɪnˈdeɪndʒəd/ bị đe doạ, tình nguy hiểm Unit endangered species (n) /ɪnˈdeɪndʒəd ˈspiːʃiːz/ chủng lồi có nguy bị tuyệt chủng Unit entrepreneur (n) /ˌɒntrəprəˈnɜː(r)/ nhà doanh nghiệp, người khởi nghiệp Unit evolution (n) /ˌiːvəˈluːʃn/ tiến hoá Unit exterminate (v) /ɪkˈstɜ:mɪneɪt/ tiêu diệt Unit extinct (adj) /ɪkˈstɪŋkt/ tuyệt chủng Unit extinction (n) /ɪkˈstɪŋkʃn/ tuyệt chủng Unit facilitate (v) /fəˈsɪlɪteɪt/ tạo điều kiện thuận lợi Unit 10 faraway (adj) /ˈfɑ:rəweɪ/ xa xơi Unit fascinating (adj) /ˈfỉsɪneɪtɪŋ/ có sức hấp dẫn quyến rũ lớn Unit flexibility (n) /ˌﬂeksəˈbɪləti/ tính linh động Unit 10 genius (n) /ˈdʒiːniəs/ thiên tài Unit 10 get on with /ɡet ɒn wɪð/ sống hòa thuận với Unit get to grips with /ɡet tə ɡrɪps wɪð/ bắt đầu giải (một vấn đề khó) Unit habitat (n) /ˈhỉbɪtỉt/ mơi trường sống Unit 75 GLOSSARY Word Transcription Meaning Unit hacker (n) /ˈhækə(r)/ tin tặc Unit hospitality (n) /ˌhɒspɪˈtỉləti/ lịng mến khách Unit 10 implant (v) /ɪmˈpla:nt/ cấy, ghép Unit incredible (adj) /ɪnˈkredəbl/ đáng kinh ngạc Unit initiative (n) /ɪˈnɪʃətɪv/ sáng kiến, tính chủ động cơng việc Unit 10 institution (n) /ˌɪnstɪˈtjuːʃn/ quan, tổ chức Unit 10 interaction (n) /ˌɪntərˈækʃn/ tương tác Unit 10 intervention (n) /ˌɪntəˈvenʃn/ can thiệp Unit keep up with /kiːp əp wɪð/ theo kịp, đuổi kịp Unit lifelong (adj) /ˈlaɪﬂɒŋ/ suốt đời Unit 10 look forward to /lʊk ˈfɔːwəd tə/ chờ đợi, trơng đợi Unit malfunction (n) /ˌmỉlˈfʌŋkʃn/ trục trặc Unit mature (adj) /məˈtʃʊə(r)/ trưởng thành Unit navigation (n) /ˌnævɪˈgeɪʃn/ lại biển không Unit opportunity (n) /ˌɒpəˈtjuːnəti/ hội Unit 10 overpopulation (n) /ˌəʊvəpɒpjuˈleɪʃn/ tải dân số Unit overwhelming (adj) /ˌəʊvəˈwelmɪŋ/ vượt trội unit 10 paperwork (n) /ˈpeɪpəwɜːk/ cơng việc giấy tờ/văn phịng Unit poach (v) /pəʊtʃ/ săn trộm Unit potential (adj) /pəˈtenʃl/ tiềm Unit prioritise (v) /praɪˈɒrətaɪz/ xếp công việc hợp lý, ưu tiên việc quan trọng trước Unit probation (n) /prəˈbeɪʃn/ thử việc, thời gian thử việc Unit pursue (v) /pəˈsjuː/ theo đuổi, tiếp tục Unit pursuit (n) /pəˈsjuːt/ theo đuổi Unit 10 put up with /pʊt ʌp wɪð/ chịu đựng Unit qualification (n) /ˌkwɒlɪfɪˈkeɪʃn/ trình độ chun mơn, cấp Unit recruit (v) /rɪˈkruːt/ tuyển dụng Unit relevant (adj) /ˈreləvənt/ thích hợp, phù hợp Unit 76 Word Transcription Meaning Unit resurrect (v) /ˌrezəˈrekt/ làm sống lại, phục hồi Unit rewarding (adj) /rɪˈwɔːdɪŋ/ bõ công, đáng công, thỏa đáng Unit tê giác Unit rhino/rhinoceros (n) /ˈraɪnəʊ/ /raɪˈnɒsərəs/ run out of /rʌn aʊt əv / hết, cạn (tiền, lượng…) Unit sea turtle (n) /ˈsiː tɜːtl/ rùa biển Unit secure (v) /sɪˈkjʊə(r)/ giành được, đạt Unit self-directed (adj) /self daɪˈrektɪd/ theo định hướng cá nhân Unit 10 self-motivated (adj) /self ˈmoʊtɪveɪtɪd/ có động lực cá nhân Unit 10 shadow (v) /ˈʃædəʊ/ theo quan sát (ai), thực hành để học việc Unit shortlist (v) /ˈʃɔːtlɪst/ sơ tuyển Unit specialise (v) /ˈspeʃəlaɪz/ chuyên (về lĩnh vực đó) Unit survival (n) /səˈvaɪvl/ sống sót Unit survive (v) /səˈvaɪv/ sống sót Unit tailor (v) /ˈteɪlə(r)/ điều chỉnh cho phù hợp Unit tedious (adj) /ˈtiːdiəs/ tẻ nhạt, làm mệt mỏi Unit temptation (n) /tempˈteɪʃn/ lôi Unit 10 nhớ lại Unit think back on /θɪŋk bæk ɒn/ trade (v) /treɪd/ mua bán Unit trailer (n) /ˈtreɪlə(r)/ xe móc, xe kéo Unit tuition (n) /tjuˈɪʃn/ học phí Unit ultimate (adj) /ˈʌltɪmət/ sau cùng, quan trọng Unit 10 unbelievable (adj) /ˌʌnbɪˈli:vəbl/ khó tin Unit unique (adj) /juˈniːk/ đặc biệt, khác biệt, độc Unit voluntarily (adv) /ˈvɒləntrəli/ cách tự nguyện Unit 10 vulnerable (adj) /ˈvʌlnərəbl/ dễ bị tổn thương, dễ gặp nguy hiểm Unit well-spoken (adj) /ˌwel ˈspəʊkən/ nói hay, nói với lời lẽ chải chuốt Unit workforce (n) /ˈwɜːkfɔːs/ lực lượng lao động 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 - nguyễn phương dung Minh hoạ : BÙI VIỆT DUY 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 đoàn 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 HAI Mã số : CG219M6 In 5.000 (QĐ ), khổ 19 x 26,5 (cm) Đơn vị in : Địa : Số ĐKXB : 01 - 2016/CXBIPH/474 - 964/GD Số QĐXB : In xong nộp lưu chiểu tháng năm 2016 Mã số ISBN : Tập : 978-604-0-07781-3 Tập hai : 978-604-0-07782-0